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
Achievement Standard Auslan Foundation to Year 2
By the end of Year 2, students interact with teachers and each other to talk about themselves, their families, friends and immediate environment. They follow instructions to complete action-based activities such as signing games or transactional activities, …
Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC127
asking and answering simple questions about family, friends and pets, such as: PRO2 BIRD HAVE PRO2? Do you have a bird? PRO1 DON’T-HAVE I don’t have one. SISTER-BROTHER HOW MANY? How many brothers and sisters do you have? 2 BROTHER 1 SISTER Two …
Elaboration (2) | ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC127
describing the appearance of people or objects using simple statements and supporting pictures or props, for example: PRO3 HAVE DS:curly-hair He has curly hair. THAT HORSE BIG The horse is big.
Elaboration (3) | ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC128
participating in collaborative tasks that involve selecting, exchanging or classifying objects by attributes such as shape, colour or number
Elaboration (3) | ACLASFC128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC129
gaining attention in appropriate ways, for example by waving or tapping a shoulder or table
Elaboration (3) | ACLASFC129 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC130
identifying information in simple Auslan texts that relates to properties such as colour, number, size or shape, for example when interacting with materials and objects
Elaboration (3) | ACLASFC130 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC131
recounting a class excursion, sequencing events through the use of familiar signs, gestures and photos
Elaboration (3) | ACLASFC131 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC132
interacting with a signing puppet or doll in an imaginary setting, for example by signing simple questions such as: WHAT NAME PRO2? What is your name? WHAT LIKE D-O PRO2? What do you like to do?
Elaboration (3) | ACLASFC132 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC133
creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’, PRO2 THINK PRO1 SHY? Do you think I’m shy?
Elaboration (3) | ACLASFC133 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC134
explaining to family and friends the meaning and use of simple signs and expressions, for example, DOG, CAT, BIRD
Elaboration (3) | ACLASFC134 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC137
discussing changes or adaptations they make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, maintaining eye contact when the other person is signing to them
Elaboration (3) | ACLASFC137 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU138
understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs
Elaboration (3) | ACLASFU138 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU139
identifying what sorts of things can be represented in a DS by handshape, for example, point can mean a person or tree or pole
Elaboration (3) | ACLASFU139 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU140
identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
Elaboration (3) | ACLASFU140 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU142
recognising that Auslan borrows from other languages just as English does, and collecting words and signs used in their everyday lives that come from different signed and spoken languages
Elaboration (3) | ACLASFU142 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU143
recognising that Auslan is a legitimate language, different from mime and gestures such as those used to accompany songs in spoken languages
Elaboration (3) | ACLASFU143 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU144
exploring how deaf people live in ways that may be different from how hearing people live, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing? How do deaf people watch movies …
Elaboration (3) | ACLASFU144 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC128
using appropriate signs and NMFs when taking turns in games such as 'Go Fish'
Elaboration (2) | ACLASFC128 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC129
asking for help or permission, for example: PLEASE HELP-me? Can you help me, please? PRO1-plural CAN SHARE? Can we share these?
Elaboration (2) | ACLASFC129 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum