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 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
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 …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
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, …
Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
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 …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC239
creating digital clips or social media posts designed to persuade, inform or invite response on an issue of relevance to young people of their age
Elaboration (7) | ACLASFC239 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (21) ACLASFU251
understanding how and why some deaf children face challenges with communication in hearing families or in social settings
Elaboration (21) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (8) ACLASFU234
recognising that shared experiences shape cultural values in Auslan as in other cultures, for example the experience of deaf children being excluded from family and social discourse during dinner table conversations or social events gives rise to the …
Elaboration (8) | ACLASFU234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC227
examining similarities and differences between ways of communicating in Auslan and in Australian English in different social situations, for example, in relation to ways of greeting/leave-taking, introducing people and using body language, facial expression …
Elaboration (2) | ACLASFC227 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (10) ACLASFU233
investigating the use of digital technology/communication by Auslan users, for example, social media, SMS/texting and NRS and VRS, discussing how these modes of communication impact on issues such as accessibility and communication between members of …
Elaboration (10) | ACLASFU233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC238
collecting information from a variety of signed sources to inform class discussions on current affairs, for example the prevalent use of social media by young people, and access to this by deaf students
Elaboration (2) | ACLASFC238 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
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 (1) | ACLASFU250 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFU250
identifying changes to Auslan that reflect changes in social relationships and community attitudes, for example in relation to words/signs such as DEAF^DUMB, DISABILITY, HEARING^IMPAIRED/H-O-H, DEAF^WORLD/DEAF^COMMUNITY, HUMAN^RIGHT
Elaboration (6) | ACLASFU250 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (19) ACLASFU251
exploring technologies such as videoconferencing apps used by deaf people to communicate visually, to support social networks, to strengthen a sense of individual or shared identity as sign language users and to promote language vitality
Elaboration (19) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (23) ACLASFU251
identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan and how such ownership rests with the Deaf community and is determined by traditional social groupings/families, significant places, history …
Elaboration (23) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (29) ACLASFU251
recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society
Elaboration (29) | ACLASFU251 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU234
understanding that culture is more than the visible aspects of people’s lives; that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments; …
Elaboration (5) | ACLASFU234 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC235
explaining or justifying a position in relation to personal and social issues, such as the inclusion of deaf jury members, using simple clauses and more complex constructions, such as statements, if…then… or when constructions, for example: IF DS:place-person …
Elaboration | ACLASFC235 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum