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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 …

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 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 …

ACLASFC227

Reflect on ways in which Auslan and associated communicative and cultural behaviours are similar to or different from their own language(s) and forms of cultural expression[Key concepts: language, culture, similarity, difference, communication; Key processes: …

Elaborations ScOT Terms

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 (4) ACLASFU232

noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations …

Elaboration (9) ACLASFU252

understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience

Elaboration (7) ACLASFC219

negotiating turn-taking, for example: PRO1 FIRST YOUR-TURN It’s my turn first, then your turn.

Elaboration (5) ACLASFC222

responding to signed poems and ‘visual vernacular’ descriptions of a character’s appearance by shadowing, mimicking and drawing, for example, work by Frédéric Vaghi

Elaboration (1) ACLASFC240

recognising how a character’s feelings and attitudes are expressed through NMFs, and expressing their own feelings or attitudes in similar contexts or situations

Elaboration (2) ACLASFC226

noticing and comparing their own and each other’s ways of communicating and interacting, identifying elements that reflect cultural differences or influences of other languages

Elaboration (4) ACLASFC227

noticing differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike in Australian English

Elaboration (1) ACLASFU233

identifying examples of deaf people’s visual orientation towards the world, such as using visual applause or being astute in reading body language

Elaboration (1) ACLASFC227

discussing changes or adaptations they have to make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, and maintaining eye contact

Elaboration (5) ACLASFC237

asking for elaboration of information by adding comments, for example: RIGHT-YEAH INTERESTING BUT I WANT ADD COMMENT Well, yes, that’s interesting but I’d like to add something. STILL GO-AHEAD Go ahead …

Elaboration (3) ACLASFU251

considering the impact of historical international events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages in the 1960s and 1970s on the use of signed languages in education, and on deaf people’s feelings …

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 (4) ACLASFU252

identifying cultural differences between the use of personal names in Auslan and in their own background language, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken la …

Elaboration (8) ACLASFU230

exploring different semantic types of verbs in a text, for example by showing how: doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, …

Curriculum Types

Curriculum Elements Types

General Capabilities