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

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

ACLASFU031

Observe that signers can include different information, including gestural overlays, within a single sign, and identify examples of signers using space grammatically through points, depicting signs and constructed action[Key concepts: space, function …

Elaborations ScOT Terms

ACLASFU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFC024

experimenting with different Auslan parameters to create and perform examples of gestural humour, as modelled in performances by companies such as the Hong Kong Theatre of the Deaf

Elaboration (6) | ACLASFC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (9) ACLASFC024

engaging with different examples of Deaf humour or Deaf jokes and comparing them with examples of humour in spoken English or in silent films or mime

Elaboration (9) | ACLASFC024 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (5) ACLASFC028

exploring how name signs are created and form part of an individual identity, for example by providing contemporary examples such as signs for their peers, teachers and Deaf elders

Elaboration (5) | ACLASFC028 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (6) ACLASFU031

identifying with support examples of DSs and becoming familiar with the terms entity, handling and SASS DSs

Elaboration (6) | ACLASFU031 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU032

contributing examples of signs that tell: when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW) where a verb happens (PRO3 RUN FAR or COME HERE) how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)

Elaboration (2) | ACLASFU032 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (2) ACLASFU033

identifying with support, examples of signers associating non-present referents with locations in signing space

Elaboration (2) | ACLASFU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum

Elaboration (3) ACLASFU033

identifying examples of signers pointing to an established location to refer to something

Elaboration (3) | ACLASFU033 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum