Achievement Standard Auslan Years 7 and 8

By the end of Year 8, students use Auslan to interact and to exchange information, experiences, interests and opinions with teachers, peers and others. They initiate and maintain conversations and use strategies such as fingerspelling to replace …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Foundation to Year 2 Auslan

The nature of the learners Children enter the early years of schooling with established communication in one or more languages and Auslan will be learnt as an additional language. Cognitive and social development at this stage is exploratory and egocentric; …

Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (8) ACLASFC226

identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

Elaboration (8) | ACLASFC226 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFU143

Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world[Key concepts: language diversity, difference, vitality; Key processes: identifying, exploring, recognising]

Elaborations ScOT Terms

ACLASFU143 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC206

Consider the dynamic nature of translating and interpreting and the role of culture when transferring meaning from one language to another[Key concepts: equivalence, representation, meaning, interpretation, ethics, culture; Key processes: translating, …

Elaborations ScOT Terms

ACLASFC206 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

ACLASFC242

Translate and interpret different types of familiar texts and consider the effectiveness of examples of different translations, considering the role of culture when transferring meaning from one language to another[Key concepts: equivalence, translation, …

Elaborations ScOT Terms

ACLASFC242 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU160

exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the northern (Qld and NSW) and southern (Vic., SA, WA and Tas.) dialects, such …

Elaboration | ACLASFU160 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFC222

participating in Auslan games and activities using simple clauses in creative ways, for example, ‘Sign Circle’, or passing on a sign shape, for example a rectangle is signed as a door then by the next person as a jewellery box and the next person as a …

Elaboration | ACLASFC222 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU233

describing how and why deaf people use vibrating devices to alert them to alarms or information, or have flashing lights for the door, phone, alarm clock, baby cry alarm and other systems

Elaboration (2) | ACLASFU233 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (1) ACLASFC146

following directions for activities such as a treasure hunt or creating a garden, using prepositions such as ON, UNDER, BEHIND and entity depicting signs, such as: DS:turn-left DEAD-END DS:turn-right. Go left, then at the end turn right. PLEASE BRING …

Elaboration (1) | ACLASFC146 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC181

using appropriate protocols to join or leave conversations, for example, waiting for eye gaze or for the signer to finish and not asking for a full recount

Elaboration (5) | ACLASFC181 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFU228

noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)

Elaboration (4) | ACLASFU228 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC145

expressing preferences in relation to people, places or things, for example: PRO1 LIKE THAT, THAT, BUT THAT BEST BOOK I like that one, and that one, but that one is the best book.

Elaboration (4) | ACLASFC145 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU198

identifying and discussing core cultural concepts reflected in Auslan, such as the collective nature of the Deaf community, the importance of respect for elders and of reciprocity and responsibility, for example, how signing TAP-2h++ reflects the shared …

Elaboration (3) | ACLASFU198 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU159

recognising that texts are made up of one or more clauses, which have one or more signs in them and which together make meaning

Elaboration | ACLASFU159 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration ACLASFU231

recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning

Elaboration | ACLASFU231 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFU140

understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example: CALL-him I called him. MAN THERE GO-TO POSS3 HOUSE That man went to his house. BIG …

Elaboration (5) | ACLASFU140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (14) ACLASFU230

understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example: CALL-him I called him. MAN THERE GO-TO POSS3 HOUSE That man went to his house. BIG …

Elaboration (14) | ACLASFU230 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (4) ACLASFC217

introducing themselves and their family members and explaining relationships using personal and possessive pronouns, for example: HAVE ONE SISTER ONE BROTHER I have a brother and a sister. THAT BABY HER SISTER That baby is her sister.

Elaboration (4) | ACLASFC217 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFC150

comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other

Elaboration (3) | ACLASFC150 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum