Achievement Standard Auslan Years 3 and 4
By the end of Year 4, students communicate with each other, the teaching team and others about aspects of their personal worlds, daily routines, preferences and pastimes at school and in the Deaf community. They show aspectual marking on verbs …
Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Foundation to Year 2 Auslan
The nature of the learners Most hearing children, or deaf children from signing families, enter the early years of schooling with established communication in one or more languages. Cognitive and social development at this stage is exploratory and egocentric; …
Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Years 3 and 4 Auslan
The nature of the learners Learners at this level are developing their cognitive and social capabilities and their communicative repertoire in the language, as well as becoming increasingly aware of their social worlds and their membership of various …
Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFU015
recognising that different signed texts serve different purposes, and discussing and comparing these purposes (for example, the text genre procedure is to explain how, a narrative is to narrate, tell or entertain)
Elaboration (1) | ACLASFU015 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU051
examining different examples of an Auslan text type (for example, one to inform or one to persuade) and identifying choices signers made, for example the amount of fingerspelling they used
Elaboration | ACLASFU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU051
identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points, list buoys, and how such strategies support understanding
Elaboration (2) | ACLASFU051 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC062
analysing an Auslan version of a frozen text such as the Australian National Anthem, considering why some words or expressions require freer translation than others
Elaboration (2) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (13) ACLASFC062
role-playing basic sight translation techniques with simple, school-specific or everyday texts, using an autocue or text and signing the translation to camera
Elaboration (13) | ACLASFC062 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (6) ACLASFC080
critically evaluating the accuracy and effectiveness of English subtitles to an Auslan text, for example the range of community service Auslan messages produced by the Deaf Society of NSW
Elaboration (6) | ACLASFC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (7) ACLASFC080
providing annotated examples of translations of poems or other types of text, identifying challenges involved in transferring meaning, expression, culture and mood from one language to another
Elaboration (7) | ACLASFC080 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU105
identifying how signers use space to track participants through a text, for example by pointing back to an established location to refer to a noun referent
Elaboration (3) | ACLASFU105 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU123
identifying where signers have established referents in locations in a text and noticing how this helps the audience to recognise who or what the referents are (actor and undergoer)
Elaboration (4) | ACLASFU123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU123
noticing how signers construct cohesive and coherent texts through the use of text connectives such as lexical signs NEXT or G:WELL or NMFs and pausing
Elaboration (5) | ACLASFU123 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC008
participating in shared reading of children’s books containing Auslan images and English text, asking and answering questions about unfamiliar words and phrases, and noticing the comparative number of signs and words used in the book
Elaboration (2) | ACLASFC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC073
communicating using digital technologies to chat with a student from another school, for example about the influence of ‘text talk’ and social media on Auslan, such as the use of signs for LOL, WHATEVER
Elaboration (3) | ACLASFC073 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFU087
noticing how grammatical choices shade meaning, reflect perspective and establish relationship between text participants, for example choosing to be more or less English-like in a particular context or relationship
Elaboration (3) | ACLASFU087 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFU105
identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points or list buoys, and noticing how such strategies help maintain interest and support understanding
Elaboration (4) | ACLASFU105 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFU032
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, …
Elaboration | ACLASFU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFU049
identifying examples of DSs in an Auslan text, and recognising that handshape and movement represent different things in each type of DS, for example: entity DSs: the handshape is an object or person, and the movement is the movement or location of …
Elaboration (2) | ACLASFU049 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum