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Years 9 and 10 Auslan

The nature of the learners Learners enter this band with prior experience of Auslan. They bring a range of existing capabilities, strategies and knowledge that can be applied to new learning. This stage of learning coincides with social, physical and …

Years 7 and 8 Auslan

The nature of the learners Learners are beginning their study of Auslan and typically have had little prior exposure to the language or to the Deaf community. Many will have learnt an additional language in primary school, and some have proficiency in …

ACLASFC225

Create bilingual texts and learning resources to use in the classroom[Key concepts: translation, meaning, transcription, bilingualism; Key processes: translating, captioning, recording, creating]

Elaborations ScOT Terms

Achievement Standard Auslan Years 9 and 10

By the end of Year 10, students interact with peers, teachers and others using Auslan to communicate about personal interests and broader issues relating to the Deaf community. They participate in class discussions, explaining and clarifying positions, …

ACLASFC245

Reflect on the experience of learning and using Auslan and how the experience is influenced by their own languages and cultures, and consider how intercultural communication involves shared responsibility for making meaning[Key concepts: intercultural …

Elaborations ScOT Terms

Achievement Standard Auslan Years 7 and 8

By the end of Year 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and …

Elaboration (12) ACLASFU251

recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language

Elaboration (3) ACLASFC245

analysing their own cultural assumptions prior to learning Auslan, and considering if these have changed through the learning experience

Elaboration (1) ACLASFU230

learning that proper nouns can have a sign name or be fingerspelled

Elaboration (2) ACLASFC218

working collaboratively on learning activities that involve organising, negotiating and prioritising tasks, for example, in devising an activity or game for the class

Elaboration (1) ACLASFC225

creating digital glossaries of new sign vocabulary, which can be used to share their personal learning with family members

Elaboration (5) ACLASFC226

exploring ideas about identity through journal writing, documenting challenges and rewards related to second language learning and identity change

Elaboration (10) ACLASFU247

learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another

Elaboration ACLASFC245

reflecting on how learning Auslan provides a distinctive and additional means of understanding the world in which they live and the relationship that exists between language, culture and identity

Elaboration (2) ACLASFC245

keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Auslan in various contexts, noting changes in their personal responses and reflections over time, and comparing insights gained into their own languages …

Elaboration (1) ACLASFU250

researching different aspects of variation in the use of Auslan, considering influences such as geographical location, social groupings, history, educational experience, age of learning, family background and contact with Signed English or other lang …

Elaboration ACLASFC238

interviewing an Auslan user, using prepared questions to find out about their experiences or opinions on selected topics, such as early language learning for deaf babies or their experience of education, selecting key elements of their commentary to produce …

Elaboration (6) ACLASFC226

analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting …

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