Foundation Auslan Achievement Standard
3 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 the Foundation year, students use play and imagination to interact and create Auslan texts, with support. They identify that Auslan and English are different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
First language learners · Foundation to Year 10 sequence
The 3 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 the Foundation year, students use play and imagination to interact and create Auslan texts, with support.
Content descriptorAC9L1AUF01
with support, recognise and communicate meaning in Auslan
Elaborations (11)
- Elaboration greeting others using appropriate forms of address, for example, HELLO, GOOD MORNING, GOOD AFTERNOON, and use of sign names if appropriate
- Elaboration participating in routine exchanges such as expressing thanks, asking to go to the bathroom or get a drink, and describing the day’s weather, for example, raising hand or waving when attending to roll call, saying PLEASE, THANK-YOU, GOOD, TODAY WEATHER SUN
- Elaboration responding to and using visual cues such as pointing, eye contact and body language
- Elaboration following classroom instructions that include simple DSS for completing activities, such as DS:SIT-CIRCLE Sit in a circle. DS:LINE-UP Line up. DS:LOOK-AT PRO1 Look at me.
- Elaboration describing family, friends and peers using visual cues and prompts
- Elaboration participating in games that involve the use of repeated phrases, expressions, actions and NMFs, such as POSS1 TURN, POSS2 TURN , for example, 'I spy', 'Fruit salad'
- Elaboration responding to Auslan stories through play-acting or movement, illustrating characters, events or scenes
- Elaboration using Auslan numbers 0–10, for example, sorting counters into groups and counting objects
- Elaboration participating in simple dialogues in Auslan, for example, playing shops using classroom objects such as toys and books, and practising simple phrases, PRO1 WANT, PRO1 WANT-NOT, YES, NO, PRO1 LIKE, PRO1 LIKE-NOT
- Elaboration showing emotions through the use of NMFs, for example, responding to visual prompts and modifying emotions each time, such as being happy, sad, angry or tired
- Elaboration shadowing parts of a simple Auslan story
They identify that Auslan and English are different.
Content descriptorAC9L1AUF02
explore, with support, language features of Auslan, making connections between Auslan and English
Elaborations (4)
- Elaboration making connections between words and images and the signs to make meaning, for example, point to the object labelled as 'milk' and sign MILK
- Elaboration noticing that names can be signed, written and fingerspelled
- Elaboration comparing how to gain attention or show approval in a classroom situation, in Auslan and English, for example, waving, tapping or deaf clapping in Auslan
- Elaboration noticing how, when communicating in Auslan, NMFs are more important than in English, for example, playing a matching game with facial expressions and sentences such as PRO1 LIKE FLOWERS
They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content descriptorAC9L1AUF03
explore connections between language and culture
Elaborations (5)
- Elaboration making connections with different types of deaf and hard of hearing groups, such as those with or without hearing aids or cochlear implants, those who are non-verbal or deaf, or hard of hearing people who do not sign
- Elaboration exploring different languages and cultures of class members and identifying different ways of visually expressing meaning or showing respect, for example, waving in Deaf culture or bowing in Japanese culture
- Elaboration noticing Auslan users’ use of physical space, such as by changing position or standing up so they can see the signer, for example, tapping for attention and then working out the spatial arrangement to have the interaction
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration locating countries/places of significance to students in the class on a digital or print world map
This achievement standard describes the expected learning for Foundation Auslan · First language learners · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation Auslan | — | 3 | 20 |
| Total | 3 | 20 | |