Years 7 to 8
Languages
ASLANAUSFLL7_10Y78
Years 7 to 8 Auslan Achievement Standard
8 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 8, students use Auslan language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions in exchanges using familiar gestures, questions and instructions. They locate and respond to information in texts and use non-verbal, signed, visual and contextual cues to help make meaning. They respond in Auslan or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, modelled grammatical structures, and familiar signs including fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts.
Students use the parameters of signs and demonstrate understanding that Auslan has conventions and rules for signed communication. They comment on aspects of Auslan and English language structures and features, using metalanguage. They demonstrate awareness that Auslan is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
First language learners · Years 7 to 10 sequence
The Years 7 to 10 Auslan sequence is shared by first and second language learners.
The 8 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 8, students use Auslan language to interact and collaborate with others, and to share information and plan activities in familiar contexts.
Content descriptorAC9L1AU8EC01 Communicating meaning in Auslan
interact with others using modelled language to exchange information in familiar contexts about self and personal worlds
Elaborations (15)
- Elaboration using fingerspelling for their name and the names of others, and sign names where appropriate, and patterning for commonly fingerspelled short words
- Elaboration exchanging greetings, thanks and apologies adjusting language to suit context, for example, HELLO, GOODBYE, HOW-ARE-YOU? PLEASED-MEET, SEE-LATER, GOOD-LUCK, THANKS, SORRY, CONGRATULATIONS, MY NAME …, WHERE-FROM?
- Elaboration sharing information about themselves, family, friends and peers, for example, PRO3 HAVE DOG(ONE) CATS(TWO) He has a dog and 2 cats. THAT BABY POSS2 SISTER? Is that baby your sister? PRO1 LIVE WITH WHO? POSS1 AUNT I live with my aunt. WHO PRO3? POSS1 FRIEND FS:MARY Who is she? That’s my friend, Mary.
- Elaboration asking and responding to closed questions to interact with others and using appropriate NMFs such as lowered eyebrows/head tilt, for example, PRO2 WHO, WHEN, WHERE, WHAT, HOW-OLD, HOW-MANY
- Elaboration using backchannelling such as nodding and signs when interacting with NMFs, for example, KNOW NMF:HEAD-NOD I know. UNDERSTAND I understand. KNOW-NOT DS:HEAD-SHAKE I don’t know.
- Elaboration expressing feelings using lexical signs and affective NMFs, for example, PRO1 FRUSTRATED I’m frustrated. PRO3 EXCITED She’s excited.
- Elaboration asking for repetition, help, clarification or permission, for example, PLEASE SLOW SIGN? Could you sign that slowly please? PLEASE REPEAT Please repeat. PLEASE PT+c HELP? Can you help me, please? G:HANDS-UP PLEASE PRO1 NEED TOILET Can I go to the toilet please? THANK-YOU PT+C HELP Thank you for helping me.
- Elaboration asking and responding to questions about familiar topics such as shared school experiences, for example, SCIENCE CLASS WHAT PRO2 THINK? What do you think of science class? SUBJECT PRO2 STUDY WHAT? And you, what subjects do you study? SCHOOL, PRO2 LIKE? Do you like school?
- Elaboration using DSs and lexical signs to represent people, animals, transport and objects, showing locations and movement when interacting POSS1 SISTER TALL DS:LONG-WAVY-HAIR My sister is tall and has long wavy hair. MY HOUSE PT+lf FRIEND HOUSE PT+rt My house is over there and my friend’s house is over there.
- Elaboration expressing likes, dislikes, preferences, agreement and disagreement, using negation and associated NMFs, for example, PRO1 LIKE WATERMELON. LIKE-NOT ORANGE I like watermelon; I don’t like oranges. MATH OR ENGLISH? RATHER MATH PT+c I prefer maths to English. PRO2 LIKE RUGBY? PRO1 DISAGREE. SOCCER BETTER You like rugby? I think soccer is much better!
- Elaboration discussing plans using time markers such as TODAY, YESTERDAY, TOMORROW, NEXT-WEEK, LAST-WEEK, NUMBER OF WEEKS, WEEKEND REGULAR SUMMER PRO1(PL) GROUP MOVE BEACH STAY WEEK(THREE) We go to the beach for 3 weeks in summer.
- Elaboration sharing information about activities using manner to show intensity, for example, PRO1 RUN FAST NMF:INTENSITY I ran very fast. PRO1 HAMMER DS:REPEAT I hammered a lot.
- Elaboration exchanging information about celebrations and special events TOMORROW, AUSLAN DAY. PRO2 FS:DO WHAT? What are you doing for Auslan Day tomorrow? HAPPY BIRTHDAY YESTERDAY! YOU HOW-OLD? Happy birthday for yesterday! How old are you?
- Elaboration giving, accepting or declining invitations, such as SORRY PRO1 CAN'T DS:GO WHY? PRO1 HAVE BASKETBALL TRAINING Sorry, I can’t go because I have basketball training.
- Elaboration following and using appropriate classroom protocols when interacting in Auslan, for example, tapping, pointing and waving for attention, maintaining eye gaze, maintaining a clear line of sight
Content descriptorAC9L1AU8EC02 Communicating meaning in Auslan
engage in modelled signed and visual exchanges with peers to organise activities related to daily life and school environment
Elaborations (9)
- Elaboration giving and following instructions for class routines, for example, WE PLAY GAME. PLEASE STAND UP We’re going to play a game; please stand up. PT+C LOOK-AT PRO1 Eyes to the front. PLEASE WITH TWO Please find a partner. DS:TAP-ON-SHOULDER Get attention of person next to you.
- Elaboration giving and following directions or instructions in sequential order, using ordinal numbers and list buoys, for example, BUOY:(1)PAPER LBUOY:(2)DRAW-CIRCLE LBUOY:(3)COLOUR Firstly, get some paper. Secondly, draw a circle. Then colour it in.
- Elaboration negotiating turn-taking in activities and discussions, for example, POSS1 TURN FIRST POSS2 TURN It’s my turn first, then your turn.
- Elaboration discussing roles and responsibilities that involve organising, negotiating and prioritising tasks, such as devising an activity or game for the class, for example, DEAF HISTORY PROJECT AGREE, MAKE LBUOY(1):PRESENTATION LBUOY(2):GAME For the Deaf history project, I agree, we will make a presentation, then a game PRO2 TYPE PRO1 WRITE You type and I’ll write.
- Elaboration participating in games, activities or role-plays such as enacting scenarios involving being lost and asking for or giving directions, or playing 'Sign circle' to practise new vocabulary or passing on a sign shape
- Elaboration exchanging information about daily activities and individual schedules to determine agreed date/time for an event
- Elaboration reviewing peer work in pairs, providing feedback and encouragement or praise on aspects and features of the signed text
- Elaboration considering adaptations to Auslan use when communicating in different physical environments such as across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
- Elaboration managing visual noise such as background, glare from windows, filming and online protocols regarding signing space on camera
They respond to others’ contributions in exchanges using familiar gestures, questions and instructions.
Content descriptorAC9L1AU8EC01 Communicating meaning in Auslan
interact with others using modelled language to exchange information in familiar contexts about self and personal worlds
Elaborations (15)
- Elaboration using fingerspelling for their name and the names of others, and sign names where appropriate, and patterning for commonly fingerspelled short words
- Elaboration exchanging greetings, thanks and apologies adjusting language to suit context, for example, HELLO, GOODBYE, HOW-ARE-YOU? PLEASED-MEET, SEE-LATER, GOOD-LUCK, THANKS, SORRY, CONGRATULATIONS, MY NAME …, WHERE-FROM?
- Elaboration sharing information about themselves, family, friends and peers, for example, PRO3 HAVE DOG(ONE) CATS(TWO) He has a dog and 2 cats. THAT BABY POSS2 SISTER? Is that baby your sister? PRO1 LIVE WITH WHO? POSS1 AUNT I live with my aunt. WHO PRO3? POSS1 FRIEND FS:MARY Who is she? That’s my friend, Mary.
- Elaboration asking and responding to closed questions to interact with others and using appropriate NMFs such as lowered eyebrows/head tilt, for example, PRO2 WHO, WHEN, WHERE, WHAT, HOW-OLD, HOW-MANY
- Elaboration using backchannelling such as nodding and signs when interacting with NMFs, for example, KNOW NMF:HEAD-NOD I know. UNDERSTAND I understand. KNOW-NOT DS:HEAD-SHAKE I don’t know.
- Elaboration expressing feelings using lexical signs and affective NMFs, for example, PRO1 FRUSTRATED I’m frustrated. PRO3 EXCITED She’s excited.
- Elaboration asking for repetition, help, clarification or permission, for example, PLEASE SLOW SIGN? Could you sign that slowly please? PLEASE REPEAT Please repeat. PLEASE PT+c HELP? Can you help me, please? G:HANDS-UP PLEASE PRO1 NEED TOILET Can I go to the toilet please? THANK-YOU PT+C HELP Thank you for helping me.
- Elaboration asking and responding to questions about familiar topics such as shared school experiences, for example, SCIENCE CLASS WHAT PRO2 THINK? What do you think of science class? SUBJECT PRO2 STUDY WHAT? And you, what subjects do you study? SCHOOL, PRO2 LIKE? Do you like school?
- Elaboration using DSs and lexical signs to represent people, animals, transport and objects, showing locations and movement when interacting POSS1 SISTER TALL DS:LONG-WAVY-HAIR My sister is tall and has long wavy hair. MY HOUSE PT+lf FRIEND HOUSE PT+rt My house is over there and my friend’s house is over there.
- Elaboration expressing likes, dislikes, preferences, agreement and disagreement, using negation and associated NMFs, for example, PRO1 LIKE WATERMELON. LIKE-NOT ORANGE I like watermelon; I don’t like oranges. MATH OR ENGLISH? RATHER MATH PT+c I prefer maths to English. PRO2 LIKE RUGBY? PRO1 DISAGREE. SOCCER BETTER You like rugby? I think soccer is much better!
- Elaboration discussing plans using time markers such as TODAY, YESTERDAY, TOMORROW, NEXT-WEEK, LAST-WEEK, NUMBER OF WEEKS, WEEKEND REGULAR SUMMER PRO1(PL) GROUP MOVE BEACH STAY WEEK(THREE) We go to the beach for 3 weeks in summer.
- Elaboration sharing information about activities using manner to show intensity, for example, PRO1 RUN FAST NMF:INTENSITY I ran very fast. PRO1 HAMMER DS:REPEAT I hammered a lot.
- Elaboration exchanging information about celebrations and special events TOMORROW, AUSLAN DAY. PRO2 FS:DO WHAT? What are you doing for Auslan Day tomorrow? HAPPY BIRTHDAY YESTERDAY! YOU HOW-OLD? Happy birthday for yesterday! How old are you?
- Elaboration giving, accepting or declining invitations, such as SORRY PRO1 CAN'T DS:GO WHY? PRO1 HAVE BASKETBALL TRAINING Sorry, I can’t go because I have basketball training.
- Elaboration following and using appropriate classroom protocols when interacting in Auslan, for example, tapping, pointing and waving for attention, maintaining eye gaze, maintaining a clear line of sight
Content descriptorAC9L1AU8EC02 Communicating meaning in Auslan
engage in modelled signed and visual exchanges with peers to organise activities related to daily life and school environment
Elaborations (9)
- Elaboration giving and following instructions for class routines, for example, WE PLAY GAME. PLEASE STAND UP We’re going to play a game; please stand up. PT+C LOOK-AT PRO1 Eyes to the front. PLEASE WITH TWO Please find a partner. DS:TAP-ON-SHOULDER Get attention of person next to you.
- Elaboration giving and following directions or instructions in sequential order, using ordinal numbers and list buoys, for example, BUOY:(1)PAPER LBUOY:(2)DRAW-CIRCLE LBUOY:(3)COLOUR Firstly, get some paper. Secondly, draw a circle. Then colour it in.
- Elaboration negotiating turn-taking in activities and discussions, for example, POSS1 TURN FIRST POSS2 TURN It’s my turn first, then your turn.
- Elaboration discussing roles and responsibilities that involve organising, negotiating and prioritising tasks, such as devising an activity or game for the class, for example, DEAF HISTORY PROJECT AGREE, MAKE LBUOY(1):PRESENTATION LBUOY(2):GAME For the Deaf history project, I agree, we will make a presentation, then a game PRO2 TYPE PRO1 WRITE You type and I’ll write.
- Elaboration participating in games, activities or role-plays such as enacting scenarios involving being lost and asking for or giving directions, or playing 'Sign circle' to practise new vocabulary or passing on a sign shape
- Elaboration exchanging information about daily activities and individual schedules to determine agreed date/time for an event
- Elaboration reviewing peer work in pairs, providing feedback and encouragement or praise on aspects and features of the signed text
- Elaboration considering adaptations to Auslan use when communicating in different physical environments such as across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
- Elaboration managing visual noise such as background, glare from windows, filming and online protocols regarding signing space on camera
They locate and respond to information in texts and use non-verbal, signed, visual and contextual cues to help make meaning.
Content descriptorAC9L1AU8EC03 Communicating meaning in Auslan
locate and process information and ideas in familiar signed, visual and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (13)
- Elaboration interviewing peers about their experiences of and opinions about secondary school compared with primary school, and working collaboratively to represent findings in a multimodal presentation
- Elaboration gathering information from signed texts or their peers about interests, hobbies, sports, holiday plans, food preferences, home or school routines, and summarising findings in formats such as tables, pie charts, dot points or graphs
- Elaboration collecting and sequencing information from signed texts about people, schedules or events, and using the information in new ways, for example, creating a timeline, timetable or diary entry
- Elaboration reading or viewing First Nations Australian authors’ stories in Auslan or English and responding to them in Auslan
- Elaboration viewing and following procedural signed texts such as ‘how to’ craft activities, or following signed directions, for example, to label a school map with key locations or to create a route at the zoo to see specific animals
- Elaboration observing informative signed texts such as weather reports, or simple information or announcements about events and celebrations, identifying key points of information to inform others
- Elaboration investigating how Auslan and Deaf culture are promoted in the wider community by Deaf Australia, individuals or through events such as the National Week of Deaf People (NWDP), Auslan Day, Australian Deaf Games, or Deaf art exhibitions
- Elaboration watching a range of skits such as 'Rob Roy’s sports story' and then collaboratively representing the story or characters using constructed actions (CAs), DSs and NMFs
- Elaboration viewing and responding to visual texts such as handshape art, and art produced by and about Deaf people, Deaf culture or signed languages, such as Gonketa
- Elaboration viewing Auslan stories, poems and performances and responding to ideas, characters and events, for example, accessing the online work of Australian Deaf artists and storytellers, or inviting Deaf artists to visit the class, in person or virtually
- Elaboration accessing different versions of imaginative, signed texts, for example, viewing versions of ‘The timber joke’ and ‘Deaf jokes’, and indicating which they prefer and why
- Elaboration responding to signed poems and VV descriptions of a character’s appearance or events, for example, shadowing a sample of the VV work of well-known Deaf poets and artists
- Elaboration paraphrasing key content of selected community texts available in Auslan, such as public service or promotional announcements on the Deaf Emergency Information website, or writing a summary in English of the signed information
Content descriptorAC9L1AU8EC04 Communicating meaning in Auslan
develop and begin to apply strategies to interpret, translate and convey meaning in Auslan in familiar contexts
Elaborations (8)
- Elaboration noticing how signs can convey rich, multilayered meaning which might not have a direct translation in English, for example, in stories
- Elaboration noticing that simple phrases in English can be signed in several different ways
- Elaboration using online sign dictionaries to identify diverse meanings of words or concepts, for example, by reviewing the various meanings of the word run, and comparing the signed concepts
- Elaboration using online dictionaries to assist with short translations of Auslan into English, and vice versa
- Elaboration shadowing a simple story in Auslan and retelling it as a pre-interpreting skill to a different audience, noticing which phrases and concepts create more challenge than others
- Elaboration translating simple filmed texts from Auslan to English, and adding captions
- Elaboration translating short English texts such as news items or short speeches into Auslan, for review by their peers
- Elaboration exploring different types of communicating, such as the use of tactile signing, haptics and visual frames to convey meaning
They respond in Auslan or English, and demonstrate understanding of context, purpose and audience in texts.
Content descriptorAC9L1AU8EC04 Communicating meaning in Auslan
develop and begin to apply strategies to interpret, translate and convey meaning in Auslan in familiar contexts
Elaborations (8)
- Elaboration noticing how signs can convey rich, multilayered meaning which might not have a direct translation in English, for example, in stories
- Elaboration noticing that simple phrases in English can be signed in several different ways
- Elaboration using online sign dictionaries to identify diverse meanings of words or concepts, for example, by reviewing the various meanings of the word run, and comparing the signed concepts
- Elaboration using online dictionaries to assist with short translations of Auslan into English, and vice versa
- Elaboration shadowing a simple story in Auslan and retelling it as a pre-interpreting skill to a different audience, noticing which phrases and concepts create more challenge than others
- Elaboration translating simple filmed texts from Auslan to English, and adding captions
- Elaboration translating short English texts such as news items or short speeches into Auslan, for review by their peers
- Elaboration exploring different types of communicating, such as the use of tactile signing, haptics and visual frames to convey meaning
They use familiar language, modelled grammatical structures, and familiar signs including fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts.
Content descriptorAC9L1AU8EC05 Communicating meaning in Auslan
create signed, visual and multimodal informative and imaginative texts using modelled fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space
Elaborations (11)
- Elaboration recounting events from the weekend or a special occasion, demonstrating sequencing
- Elaboration designing a multimodal presentation to explain home or school routines, or the school events at a school camp or sports day
- Elaboration sharing information from their home or local community using visual infographics or diagrams, for example, family traditions or cultural events
- Elaboration creating an advertisement in Auslan to promote travel to a significant cultural First Nations Country/Place location, including what to see and do
- Elaboration creating and comparing individual biographies, including elements such as family origins, traditions, beliefs and experiences, and considering how these influence their sense of identity
- Elaboration re-enacting short simple real-life scenarios that include 2 characters and their interactions, through the use of CAs and depiction
- Elaboration designing a procedural text for the class, such as a simple recipe or instruction guide, using list buoys
- Elaboration creating a promotional signed text about a national or international event or celebration, such as an important national Deaf community event or an upcoming international sport event
- Elaboration creating short sequences of signs using a fixed handshape, such as the index finger ‘point’, for example, PRO1 SEE PT+f SNAKE! DS:TRAVEL-ON-GROUND DS:WIND-UP-TOP-TREE I saw a snake on the ground over there. The snake then slithered across and up to the top of the tree.
- Elaboration using simple VV strategies to recreate and re-enact a short scenario about an imaginary character and a particular object, using size and space specifiers (SASSs), CAs, entity and handling DSs, aspect, manner, NMFs, for example, after viewing the opening sequence of 'The lion king' with cinematic signing (ASL)
- Elaboration developing digital glossaries of new sign vocabulary which can be used to share their personal learning or as a resource
Students use the parameters of signs and demonstrate understanding that Auslan has conventions and rules for signed communication.
Content descriptorAC9L1AU8EU01 Understanding language and culture
recognise and use modelled combinations of handshape, orientation, location, movement (HOLM) and non-manual features (NMFs) to form signs and phrases and demonstrate understanding of how these are represented in familiar contexts
Elaborations (15)
- Elaboration showing how meaning can be expressed through either whole signs or fingerspelling, with NMFs
- Elaboration recognising the variation in ‘handedness’ between signers in relation to both signs and fingerspelling: right handers using their right hand as their dominant (main) hand; left handers doing the opposite
- Elaboration using NMFs to show emotional states such as a happy expression, or grammatical information, for example, a frown to mark a negative in LIKE and DISLIKE
- Elaboration using signs with a change in handshape, for example, FIND or BEST , or a change in orientation, for example, CAN-NOT or HOW
- Elaboration observing a sign's handshape and its orientation, for example, COCKATOO handshape:five, palm left, and SOCCER handshape:fist
- Elaboration identifying signs that can represent a whole object or part of an object, for example, body versus legs
- Elaboration noticing iconic signs that provide visual images of referents such as DRINK, ELEPHANT
- Elaboration noticing the 5 major locations of signs on the body (body anchored signs) or in space (non-body anchored), and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), PAST (non-body anchored, head signing space), HAVE, STOP and ONE (non-body anchored, chest signing space)
- Elaboration noticing the path movement of a particular sign and identifying signs associated with the major types of primary and secondary path movements, for example, THROUGH (forwards) or FULL (down to up) – both primary movements; or WHEN (wiggle on cheek) or DINNER (tap on chin) – both secondary movements
- Elaboration noticing that in a stretch of connected signing, a sign will often be produced differently from the way it is shown in a dictionary in terms of citation and non-citation form, for example, KNOW signed at the temple location, but in conversation this sign is often dropped into a lower signing space such as cheek, or even lower
- Elaboration identifying which hand is dominant and which is non-dominant in 2-handed signs, and how such signs may move, for example, double-handed signs with same handshape move in the same way such as BOOK or DIFFERENT , while 2-handed signs have one stationary hand and only the dominant hand moves such as CULTURE or IMPORTANT
- Elaboration noticing signs can have different levels of visual motivation, or iconicity, for example, those that are fully transparent ( SLEEP ), translucent ( MILK ) or arbitrary ( PEOPLE ) and that iconicity is often overestimated in sign languages
- Elaboration noticing that a fixed 2-dimensional image of a sign may be produced differently in real-life Auslan
- Elaboration swapping hand dominance and anchoring either the dominant or subordinate hand for a purpose
- Elaboration demonstrating signing at a constant speed, with pauses to indicate the end of a phrase
Content descriptorAC9L1AU8EU02 Understanding language and culture
develop knowledge, and use structures and features of, the Auslan grammatical system to understand and create signed, visual and multimodal texts
Elaborations (16)
- Elaboration developing awareness of the range of signing space in normal signed discourse, from just above head to waist and extending to sides, noting exceptions, such as DOG location on thigh
- Elaboration using a digital resource to assist in understanding of handshape and movement to represent different things in each type of DS, for example, entity DSs, handling DSs and SASS DSs
- Elaboration identifying concepts that can be represented in a DS by a particular handshape, for example, a distant person, pole or tree can be represented by a point handshape, a car by a flat handshape, and a cylinder such as a water bottle can be traced by a cup handshape
- Elaboration understanding that, typically, signers use DSs to show spatial relationships/prepositions, not separate signs such as on or under when interacting
- Elaboration recognising that a noun group can include elements such as adjectives or numbers and that proper nouns can be shown through fingerspelling or sign names if appropriate
- Elaboration using different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ , or VISIT FRIEND versus VISIT PRO3
- Elaboration using adjectives to describe nouns in different ways such as how they look ( BIG or RED ), feel ( SOFT or HOT ), smell ( SMELLY ) or sound ( LOUD )
- Elaboration using different pointing signs, such as pronouns, determiners, locatives in texts
- Elaboration identifying indicating verbs used between referents, for example, PRO1 HELP PRO3 I helped her PRO3 PT+c ASK CA:SHOCKED! She asked me and I was shocked!
- Elaboration developing examples of signs that tell when, where or how a verb happens, such as FORWARD WEEK(TWO) PRO1 HOLIDAY I am going on holiday in 2 weeks. WANT LUNCH NOW PLEASE I would like lunch now please. PRO1(PL) RUN FAR We have run a long way. COME HERE PLEASE Come here please. PRO2 QUICK FINISH You finished quickly.
- Elaboration identifying verb signs SIT, EAT, FEEL, WONDER, HAVE and understanding that they are central to a clause, noticing there is no verb ‘to be’ in Auslan
- Elaboration exploring different types of verbs in a text, for example, doing ( WALK, WRITE ), saying (TELL, CALL (YELL), ANNOUNCE) , sensing (SEE, THINK) or possessing
- Elaboration noticing that adverbial signs modify the meaning of verbs, such as DRIVE CAREFUL , and that these can also be communicated effectively through NMFs, for example, DRIVE NMF:CAREFULLY
- Elaboration understanding that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation), such as those for ages, for example, AGE-YEARS(FIVE) , or adverbs of time, for example, WEEK-AGO(THREE)
- Elaboration recognising that there is flexibility in sign order, for example, parts of a sentence can be signed simultaneously, but generally a time-topic-comment structure is followed
- Elaboration distinguishing between yes/no questions and wh- questions and statements, and their corresponding NMFs
They comment on aspects of Auslan and English language structures and features, using metalanguage.
Content descriptorAC9L1AU8EU03 Understanding language and culture
compare Auslan language structures and features with English, using familiar metalanguage
Elaborations (14)
- Elaboration identifying aspects of Auslan which are the same in English, such as the fingerspelled alphabet
- Elaboration noticing different ways that English words are borrowed in Auslan, such as the use of fully fingerspelled words, FS:EGG , fingerspelling the first letter of English words such as F for father, abbreviations such as state names FS:NSW, TAS , organisation names such as FS:WAAD , and lexicalised fingerspelling such as HOW
- Elaboration discussing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
- Elaboration comparing features of metalanguage in Auslan and English, for example, identifying adjectives shown through either lexical signs or DSs in Auslan and comparing these with similar adjectives expressed in English
- Elaboration understanding how noun signs can be modified to show pluralisation, for example, one house versus 3 houses in a row
- Elaboration understanding that adverbs in Auslan are shown through DSs and NMFs, compared with the way English adverbs are formed, such as very, quickly PRO1 BIKE FAST NMF: INTENSITY I was riding my bike very fast.
- Elaboration understanding that frequency or duration in English is expressed by adding words like ‘a lot’, whereas in Auslan it is shown through repetition or how a sign is modified
- Elaboration using time markers such as FINISH to show past tense in Auslan compared with using, for example, ‘ed’ in English
- Elaboration understanding that some Auslan signs can translate multiple English words as an equivalent, for example, GO-TO (one sign) versus go to (2 words)
- Elaboration comparing Auslan and English pronouns, noticing that Auslan pronouns do not show gender, but they can show location and a specific number of referents
- Elaboration comparing a short text in Auslan with an equivalent English text, for example, a short film clip in Auslan and a paragraph in English written on the same topic, noticing similarities and differences in structure and language features, including time markers, use of space, CAs, DSs, and topicalisation and other features
- Elaboration identifying examples of signers pointing to an established location to refer to a non-present referent, for example, by viewing a short Auslan story that sets up different characters in space to each side of signer, then responding to questions about what each character did in the story, comparing with English representation of characters
- Elaboration identifying how signers use space to make clear how a character enacts a verb through a text, for example, by pointing back to an established location to refer to a noun referent, using CAs, DSs and space to make a story interesting and to support understanding
- Elaboration researching and identifying the origins of Auslan, and reflecting on possible influences today, for example, expressions related to social media or expressions that have come from other sign languages such as BSL and ASL
They demonstrate awareness that Auslan is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9L1AU8EU04 Understanding language and culture
recognise how identity is shaped by language(s), culture(s), attitudes, beliefs and values
Elaborations (9)
- Elaboration creating an instructive poster of a Deaf-friendly learning environment such as U-shape seating, plain background for online platform, minimising glare, appropriate lighting
- Elaboration identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing, and hearing students, family members, the larger Deaf community and wider ‘hearing’ world, for example, in a presentation to the class
- Elaboration defining Deafhood and how it shapes identity, acknowledging that there may be differences in definitions, and sharing views in a class discussion
- Elaboration reflecting on how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared with language variation and sense of place and space in the Deaf community
- Elaboration identifying examples of deaf people’s visual orientation towards the world, such as using visual applause or being astute in reading body language
- Elaboration developing and annotating a timeline of key events, developments and reforms in the history of Auslan, and the impact of these on members of the Deaf community
- Elaboration understanding diversity of choice in the use of assistive technologies, for example, hearing aids, captioning and speech recognition
- Elaboration reflecting on their expectations of learning Auslan and presenting their reflections in a printed or digital class journal
- Elaboration identifying examples of Deaf Gain such as Deaf community, culture and language, and keeping an online journal of their own perspectives
This achievement standard describes the expected learning for Years 7 to 8 Auslan · First language learners · Years 7 to 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in Auslan | Interacting in Auslan | 2 | 24 |
| Communicating meaning in Auslan | Mediating meaning in and between languages | 2 | 21 |
| Communicating meaning in Auslan | Creating text in Auslan | 1 | 11 |
| Understanding language and culture | Understanding systems of language | 3 | 45 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 1 | 9 |
| Total | 9 | 110 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 Auslan?
By the end of Year 8, students use Auslan language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions in exchanges using familiar gestures, questions and instructions. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in Auslan: 5, Understanding language and culture: 4).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.