Years 1 to 2
Languages
ASLANAUSFLLF10Y12
Years 1 to 2 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 2, students use Auslan to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar signs including fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts.
Students recognise and use the parameters of signs. They demonstrate understanding that Auslan has conventions and rules for signs and features of language. They give examples of similarities and differences between some features of Auslan and English. They understand that language is connected with culture and identity, and notice how this is reflected in their own language(s), culture(s) and identity.
First language learners · Foundation to Year 10 sequence
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 2, students use Auslan to interact and share information related to the classroom and themselves.
Content descriptorAC9L1AU2C01 Communicating meaning in Auslan
exchange greetings and personal introductions and respond to classroom-related instructions and routines
Elaborations (10)
- Elaboration using everyday greetings and social exchanges to interact with others, such as greetings according to relationship, context and time of day, thanking, apologising, expressing wishes or congratulations, for example, THANK-YOU HELP PT+c Thank you for helping me. GOOD-LUCK TOMORROW Good luck tomorrow. SORRY. FS:ACC Sorry. That was an accident.
- Elaboration comparing likes, dislikes, pastimes and preferences, for example, PRO1 LIKE APPLE PRO2 LIKE ORANGE I like apples and you like oranges. WHO PLAY [insert SPORT or MUSICAL INSTRUMENT]? Who plays [insert sport or musical instrument]?
- Elaboration asking and answering questions about families, friends, pets or routines, for example, PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK BUS? How do you get to school? By car, taxi, walking or bus? POSS2 PET NAME WHAT? What is your pet’s name? POSS2 MUM WORK WHERE? Where does your mum work? POSS2 FAVOURITE SPORT WHAT? What’s your favourite sport? POSS1 BIRTHDAY WHEN FS:DEC My birthday is in December. POSS2 FAVOURITE ANIMAL WHAT? What’s your favourite animal? WHO LIKE [insert COLOUR]? Who likes [colour]?
- Elaboration exploring different ways of expressing emotion using NMFs and lexical signs, for example, PRO1 FEEL SAD. WHY? TUMMY HURT I feel sad because my tummy hurts.
- Elaboration contributing to sharing ‘morning news’ about personal experiences or recent events and associated emotions, using specific time markers such as TODAY, TOMORROW and WEEKEND YESTERDAY PRO1 SAD Yesterday, I felt sad. TODAY PRO1 HAPPY Today I feel happy. WEEKEND PRO1 WATCH FOOTBALL. GAME GOOD! I watched football on the weekend. It was a good game!
- Elaboration sharing opinions and descriptions using DSs and evaluative language and superlatives, as well as describing relationships with others, for example, FS:SAM BEST FRIEND, PRO3 DS:SPEED NMF:EYEBROWS RAISED, EYES NARROWED, LIPS TURNED UPWARDS Sam is my best friend, he runs fast. PRO3 HAVE BROWN DS:LONG-HAIR BROWN DS:POINT-TO-EYES She has brown wavy hair, and brown eyes. DAD LOVE FOOTBALL. PRO3 HAVE GOOD BALL SKILL. Dad loves football. He has good ball skills. POSS1 DOG BIG FLUFFY BROWN My dog is big and has brown, fluffy fur.
- Elaboration following communication protocols and Deaf etiquette to effectively interact and be visible such as turn-taking strategies and NMFs to express agreement or disagreement while socialising with peers
- Elaboration role-playing being the teacher, providing and following instructions using plain or modified indicating verbs, for example, PRO2 FIRST, SECOND, THIRD, PRO2 NEXT You go first, second, third and you’re next. PT+f HERE SIT BOOK READ, FINISH PUT PT+rt Over here we sit and read books, and when we’re finished, we put them away. PENCIL PRO1 GIVE I’ll give out the pencils. ACTIVITY FINISH PACK-UP PLEASE Activity is finished now. Please pack up.
- Elaboration following directions in activities such as an obstacle course or action game, using directional terms or DSs, for example, DS:TURN-LEFT DEAD-END DS:TURN-RIGHT Go left, then at the end turn right. PLEASE BRING WATER PT+f FRIDGE Please bring the water from the fridge.
- Elaboration asking for help or permission, for example, PLEASE PT+c HELP? Can you help me, please? PRO1(PL) CAN SHARE? Can we share these? AGAIN PLEASE? Can you please sign it again? SLOW PLEASE? Can you sign it slowly please?
They use cues to respond to questions and instructions.
Content descriptorAC9L1AU2C01 Communicating meaning in Auslan
exchange greetings and personal introductions and respond to classroom-related instructions and routines
Elaborations (10)
- Elaboration using everyday greetings and social exchanges to interact with others, such as greetings according to relationship, context and time of day, thanking, apologising, expressing wishes or congratulations, for example, THANK-YOU HELP PT+c Thank you for helping me. GOOD-LUCK TOMORROW Good luck tomorrow. SORRY. FS:ACC Sorry. That was an accident.
- Elaboration comparing likes, dislikes, pastimes and preferences, for example, PRO1 LIKE APPLE PRO2 LIKE ORANGE I like apples and you like oranges. WHO PLAY [insert SPORT or MUSICAL INSTRUMENT]? Who plays [insert sport or musical instrument]?
- Elaboration asking and answering questions about families, friends, pets or routines, for example, PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK BUS? How do you get to school? By car, taxi, walking or bus? POSS2 PET NAME WHAT? What is your pet’s name? POSS2 MUM WORK WHERE? Where does your mum work? POSS2 FAVOURITE SPORT WHAT? What’s your favourite sport? POSS1 BIRTHDAY WHEN FS:DEC My birthday is in December. POSS2 FAVOURITE ANIMAL WHAT? What’s your favourite animal? WHO LIKE [insert COLOUR]? Who likes [colour]?
- Elaboration exploring different ways of expressing emotion using NMFs and lexical signs, for example, PRO1 FEEL SAD. WHY? TUMMY HURT I feel sad because my tummy hurts.
- Elaboration contributing to sharing ‘morning news’ about personal experiences or recent events and associated emotions, using specific time markers such as TODAY, TOMORROW and WEEKEND YESTERDAY PRO1 SAD Yesterday, I felt sad. TODAY PRO1 HAPPY Today I feel happy. WEEKEND PRO1 WATCH FOOTBALL. GAME GOOD! I watched football on the weekend. It was a good game!
- Elaboration sharing opinions and descriptions using DSs and evaluative language and superlatives, as well as describing relationships with others, for example, FS:SAM BEST FRIEND, PRO3 DS:SPEED NMF:EYEBROWS RAISED, EYES NARROWED, LIPS TURNED UPWARDS Sam is my best friend, he runs fast. PRO3 HAVE BROWN DS:LONG-HAIR BROWN DS:POINT-TO-EYES She has brown wavy hair, and brown eyes. DAD LOVE FOOTBALL. PRO3 HAVE GOOD BALL SKILL. Dad loves football. He has good ball skills. POSS1 DOG BIG FLUFFY BROWN My dog is big and has brown, fluffy fur.
- Elaboration following communication protocols and Deaf etiquette to effectively interact and be visible such as turn-taking strategies and NMFs to express agreement or disagreement while socialising with peers
- Elaboration role-playing being the teacher, providing and following instructions using plain or modified indicating verbs, for example, PRO2 FIRST, SECOND, THIRD, PRO2 NEXT You go first, second, third and you’re next. PT+f HERE SIT BOOK READ, FINISH PUT PT+rt Over here we sit and read books, and when we’re finished, we put them away. PENCIL PRO1 GIVE I’ll give out the pencils. ACTIVITY FINISH PACK-UP PLEASE Activity is finished now. Please pack up.
- Elaboration following directions in activities such as an obstacle course or action game, using directional terms or DSs, for example, DS:TURN-LEFT DEAD-END DS:TURN-RIGHT Go left, then at the end turn right. PLEASE BRING WATER PT+f FRIDGE Please bring the water from the fridge.
- Elaboration asking for help or permission, for example, PLEASE PT+c HELP? Can you help me, please? PRO1(PL) CAN SHARE? Can we share these? AGAIN PLEASE? Can you please sign it again? SLOW PLEASE? Can you sign it slowly please?
Content descriptorAC9L1AU2C02 Communicating meaning in Auslan
participate in a range of play-based activities, using modelled expressions and visual cues
Elaborations (8)
- Elaboration participating in group games that require recalling information, such as going around a circle and adding to a lengthening sequence of events, for example, YESTERDAY ZOO, PRO1 SAW GIRAFFE Yesterday at the zoo, I saw a giraffe. YESTERDAY ZOO, PRO1 SAW GIRAFFE, KOALA ... Yesterday at the zoo, I saw a giraffe and a koala ...
- Elaboration taking turns in games or activities that involve information exchange such as 'Twenty questions' with yes/no answers, or 'Guess who?', for example, using and responding to directional terms or DSs to complete an obstacle course or action game
- Elaboration leading class activities, for example, a ‘Follow the leader' game providing movements for others to copy
- Elaboration collaborating in activities that involve making decisions about choices or contributions such as playing a game of 'Good choice or bad choice?', for example, STEALING MONEY; GOOD OR BAD CHOICE? Is stealing money a good choice or a bad choice? PUSH FRIEND; GOOD OR BAD CHOICE? Is pushing a friend a good choice or a bad choice? HELPING WASH DISHES; GOOD OR BAD CHOICE? Is helping to wash the dishes a good choice or a bad choice?
- Elaboration participating in role-plays that involve scenarios such as ordering a meal, buying food or other items, transacting payment or giving feedback PRO1 WANT ICE-CREAM. PRO1 NEED PAY $5.00 LADY I want ice cream. I need to pay the lady $5.00. CHOCOLATE ICE-CREAM DELICIOUS Chocolate ice cream is delicious.
- Elaboration interacting with a signing puppet or doll in an imaginary setting, for example, by signing questions such as PRO2 LIKE FS: DO WHAT? What do you like to do? WHY? Why?
- Elaboration participating in Auslan games that use simple clauses in creative ways, for example, playing the improvisation game ‘Space jump’
- Elaboration playing whole class games such as TIME WHAT WOLF?, using o’clock times
Content descriptorAC9L1AU2C04 Communicating meaning in Auslan
recognise language that carries cultural meaning in everyday social interactions
Elaborations (8)
- Elaboration translating simple Auslan signs for peers, by fingerspelling or writing the English word, for example, distinguishing between signs and fingerspelled version of DOG, CAT, BIRD , and names, understanding that fingerspelling is a tool for translation between Auslan and English
- Elaboration highlighting non-equivalent Auslan signs with English, such as BA-BA (bizarre) and PAH (finally)
- Elaboration looking at how deaf and hard of hearing people express stories in Auslan and noticing how embedded the stories are in Deaf culture and identity, for example, explaining in detail why they are late to class
- Elaboration developing understanding of the iconicity of some signs, such as basic iconic signs for sports, for example, RUNNING, SWIMMING and discussing possible translation of these signs
- Elaboration viewing videoed examples of Auslan signers from different parts of Australia, and identifying the different signs used in southern and northern dialects, for example, signs for colours and some numbers
- Elaboration considering the meaning behind their sign name if appropriate, indicating whether it is related to appearance, personality, a characteristic, story, habit or family
- Elaboration viewing a simple Auslan or English video and translating main sequence of events into English or Auslan, noticing any difficult to translate elements
- Elaboration labelling objects in the classroom and in learning resources, such as books and wall charts with pictures of lexicalised signs, for example, an image of an apple matched with an image of the sign for ‘apple’
They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9L1AU2C03 Communicating meaning in Auslan
locate, with support, key information in familiar texts, and respond using gestures, images, words and modelled phrases
Elaborations (12)
- Elaboration completing information gap activities by gathering information from peers about topics such as family members, favourite foods, toys or games
- Elaboration identifying and categorising objects that relate to properties such as colour, number, size or shape and responding by describing objects using DSs
- Elaboration watching short Auslan texts about topics such as hobbies, animals or sports, and recording key points of information using tables or graphic organisers
- Elaboration recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also reflected in Auslan
- Elaboration reporting key points obtained from predominantly visual infographics or diagrams related to different learning areas, for example, using space and spatial awareness to depict and describe the life cycle of a butterfly
- Elaboration working with information to create a class video, such as categorising signs in simple Auslan texts according to handshape, for example, a flat handshape equals SCHOOL, BOOK, MUM
- Elaboration following a procedural signed text to collect information needed to complete a task, such as how to build an object with building blocks or how to make a sandwich
- Elaboration viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events, for example, watching 'The very cranky bear' and describing the bear using constructed actions (CAs), DSs and NMFs
- Elaboration responding to performances of VV and Deaf poetry that evoke emotions such as sadness, fear or excitement, and indicating enjoyment or personal feelings
- Elaboration responding to forms of Deaf art such as handshape creations, for example, reproducing key elements in own artwork, using signs such as LOVE, LOOK GOOD, NOT BAD or UGLY
- Elaboration viewing visual stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting or using DSs, and focusing on the importance of eye gaze and role shift in CAs, when responding to the text
- Elaboration responding imaginatively to stimuli, using gestures, handshapes, facial expressions and signs, for example, acting out different ways a character in a story may have responded
They use familiar signs including fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts.
Content descriptorAC9L1AU2C05 Communicating meaning in Auslan
with support, create signed, visual and multimodal texts, using familiar fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space
Elaborations (10)
- Elaboration creating and presenting a modelled show-and-tell describing an object or animal using lexical adjectives such as colours, or DSs relating to size, weight, pattern, texture and shape
- Elaboration presenting specific information such as a weather report using digital presentation as a visual prompt, using DSs (entity, size and space specifiers (SASSs) and handling) to share information with the class or teacher
- Elaboration describing their favourite places and activities in a presentation, using pictures, photos or objects
- Elaboration matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
- Elaboration demonstrating a simple procedure using list buoys and related sign vocabulary to explain the different steps, for example, how to play a game or how to find a hidden object
- Elaboration creating a text about personal experiences such as a holiday or weekend event, or daily routines/family life such as how they travel to school, what they eat for lunch, using lexicalised signs, time markers, CAs, DSs and NMFs, where appropriate and relevant
- Elaboration creating their own variations of familiar stories or picture books only using SASSs, entity and handling DSs
- Elaboration creating sequences of signs using a fixed handshape, such as using only the pointer handshape to sign YOU THINK I SHY? You think I’m shy?
- Elaboration planning and enacting imagined adventures, using CAs such as eye-gaze change, body shift and head orientation, for example, riding a bike up hill and then down again really fast
- Elaboration making their own handshape creations, for example, flat hand = FISH , pointer finger = A PERSON
Students recognise and use the parameters of signs.
Content descriptorAC9L1AU2U01 Understanding language and culture
recognise modelled combinations of signs and use Handshape, Orientation, Location, Movement (HOLM) and non-manual features (NMFs) to make meaning
Elaborations (10)
- Elaboration noticing the location of a sign on the body or in space and considering its connection to the sign’s meaning, for example, signing THINK or KNOW on the location of the head related to our brain doing the thinking or containing knowledge
- Elaboration recognising the use of specific handshapes when signing, for example, COCKATOO handshape:five and SOCCER handshape:fist
- Elaboration practising the parameters of HOLM and NMFs to produce meaningful signs such as handshape:hook, or tapping the nose twice ( SISTER ), the chin twice ( DINNER ), or cheek twice ( FUNNY)
- Elaboration developing double-handed signs such as SET UP and CONFIDENT , where both hands are engaged
- Elaboration practising signing at a consistent speed and pace
- Elaboration recognising movements of the hands in modelled signs, for example, GIRL or BOY
- Elaboration using fingerspelling to identify common classroom items using clear letter formation
- Elaboration recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, ELEPHANT , and that some are not iconic, such as SISTER, WHY, SIMPLE
- Elaboration following a simple handshape chart, such as categorising handshapes with the signs, showing handshape incorporating HOLM, for example, the flat handshape for COMMUNITY, MUM, HEAD and HAT
- Elaboration practising signing with correct mouth gesture, for example, not ‘mumbling’ by using a small mouth movement and not ‘yelling’ by using an overly large mouth movement
They demonstrate understanding that Auslan has conventions and rules for signs and features of language.
Content descriptorAC9L1AU2U02 Understanding language and culture
recognise that signs and features of language are used to construct meaning in Auslan
Elaborations (11)
- Elaboration showing understanding of signing space, movement, CAs, DSs and NMFs, such as using medium signing space for normal signed discourse and larger space for more energetic/emotional signed discourse, or smaller space for discreet signed discourse
- Elaboration understanding how to create complete sentences through movement within signs, for example, FINISHED CALL PRO3 (sign moves from the signer to referent) I called him. PRO2 HELP PRO3(PL) (the sign HELP moves from the referent location to the signer’s body, expressing that the help was given to them) You helped them.
- Elaboration identifying how DSs can be represented by handshapes and SASSs, for example, a person, pole or tree can be represented by a pointer handshape, a cylinder can be traced by a cup handshape, and SASSs can also be used to show size and length of an object such as a ruler
- Elaboration understanding that signing involves a combination of signs, CAs and DSs to convey detailed information, for example, The man walked slowly can be expressed as MAN WALK SLOW or PT+f DS:MAN-WALKS-SLOWLY or CA:MAN-SWINGS-ARMS-NONCHALANTLY
- Elaboration noticing 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 such as WEEK-AGO(THREE)
- Elaboration categorising noun signs in clauses such as common and proper nouns, for example, DOG, PARIS, fingerspelled nouns such as FS:PIGEON, and pointing signs for pronouns such as GIRL READ versus PRO3 READ
- Elaboration recognising that there is no verb ‘to be’ in Auslan, for example, PRO1 COLD I am cold. PRO2 GO SHOP? Are you going shopping?
- Elaboration practising the signing of examples of adjectives that describe nouns in different ways, such as how they look ( BIG or RED ), feel ( SOFT or HOT ), smell ( SMELLY ) or sound ( LOUD ) and using lexicalised signs such as colour and sound, or for size, shape, weight, texture
- Elaboration recognising that adjective signs can reinforce the signers’ messaging or description and are used for distinguishing between statements and those that are questions
- Elaboration using NMFs and SASSs to represent meaning, such as widening eyes and puffing cheeks for depicting growth, puffing cheeks and slumping shoulders for depicting heaviness, narrowing eyes and mouth for something thin
- Elaboration noticing that Auslan pronouns are different from English because they do not show gender, but they can show location and a specific number of referents, using NMFs
They give examples of similarities and differences between some features of Auslan and English.
Content descriptorAC9L1AU2U03 Understanding language and culture
notice that Auslan has features that may be similar to or different from English
Elaborations (9)
- Elaboration noticing that Auslan has more flexibility in word order than English
- Elaboration comparing differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike the use of names in English and some other languages
- Elaboration 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 recognising that there are many sign languages around the world and that sign languages in English-speaking countries, such as Auslan, American Sign Language (ASL) and British Sign Language (BSL), are different
- Elaboration creating a chart or poster to compare signs used in ASL, BSL and/or New Zealand Sign Language (NZSL) that are similar to Auslan
- Elaboration recognising that different texts serve different purposes in both Auslan and English, for example, comparing the Auslan and English texts in a procedure such as a recipe or in a narrative such as a story
- Elaboration recognising lexicalised signs when comparing Auslan expressions used in everyday interactions such as greetings with equivalent English expressions, for example, HOW-ARE-YOU? compared with How are you?, and combining with NMFs to convey meaning, mood and tone
- Elaboration comparing sentences in Auslan and English, for example, comparing how features of CAs, such as body movement, mannerism, role shift, eye gaze and NMFs, may or may not be present in an English translation
- Elaboration creating a poster, chart or diagram of the origins of Auslan from BSL and Irish Sign Language (ISL) used by early settlers and convicts in the early 1790s
They understand that language is connected with culture and identity, and notice how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9L1AU2U04 Understanding language and culture
notice that people use language in ways that reflect cultural identity
Elaborations (9)
- Elaboration identifying and showing markers of social and cultural identity when introducing themselves, their family names, given name/s, and/or sign names if appropriate, in a role-play
- Elaboration noticing how identity is represented in a sign name, discussing the names of class members and where that name came from, if appropriate
- Elaboration identifying themselves as members of a Deaf community, describing their ways of communicating with deaf, hard of hearing and hearing children, family members and the Deaf community
- Elaboration exploring symbols and language used by First Nations Australians and the Deaf community in a range of contexts, for example, finding out what the symbols on flags represent
- Elaboration exploring the 'Deaf way’ such as the use of physical space to ensure signers can see each other, being able to communicate through windows or from a distance, and recognising the importance of facial expression, eye gaze and NMFs in conveying information in a visual-gestural language and culture
- Elaboration considering roles and responsibilities in relation to membership of a community, for example, in a Deaf community, by describing how they can help others to be aware of their communication preferences in the classroom, or with responsibilities related to a local community, such as how to be a caring neighbour
- Elaboration identifying different ways Deaf community members communicate with each other and with members of the wider hearing community using Auslan or English, including face-to-face or online, interpreters and relay services
- Elaboration using a Y-chart to compare aspects of their lives as deaf or hard of hearing children with those of hearing children, for example, ways of playing games such as the swimming-pool game 'Marco Polo', which uses splashing instead of calling out their name
- Elaboration talking about Auslan signs or informal signs they might use at home that are different from signs used by other people
This achievement standard describes the expected learning for Years 1 to 2 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 |
|---|---|---|---|
| Communicating meaning in Auslan | Interacting in Auslan | 2 | 18 |
| Communicating meaning in Auslan | Mediating meaning in and between languages | 2 | 20 |
| Communicating meaning in Auslan | Creating text in Auslan | 1 | 10 |
| Understanding language and culture | Understanding systems of language | 3 | 30 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 1 | 9 |
| Total | 9 | 87 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Auslan?
By the end of Year 2, students use Auslan to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. 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).
How does this compare to Foundation?
The Foundation Auslan standard (ASLANAUSFLLF10FY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
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.