Years 5 to 6
Languages
ASLANAUSFLLF10Y56
Years 5 to 6 Auslan Achievement Standard
9 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 6, students initiate and use strategies to maintain interactions in Auslan that are related to experiences of their personal worlds. They collaborate in activities that involve the language of planning and problem-solving to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Auslan or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a range of signs, depicting signs (DSs), non-manual features (NMFs) and signing spaces. They sequence information and ideas, and use conventions appropriate to text type.
Students apply rules of signs, pace and signing space to develop fluency. They use modelled and formulaic structures when creating and responding in Auslan. They compare language structures and features in Auslan and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
First language learners · Foundation to Year 10 sequence
The 9 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 6, students initiate and use strategies to maintain interactions in Auslan that are related to experiences of their personal worlds.
Content descriptorAC9L1AU6C01 Communicating meaning in Auslan
initiate and sustain exchanges related to students’ experiences and opinions of their personal worlds and school environment
Elaborations (10)
- Elaboration encouraging each other, for example, making connections between actions and effects, such as BA! BECAUSE POSS2 WORK HARD, PRO2 SUCCESS Because of your hard work, you were successful! Hooray!
- Elaboration participating in face-to-face or online exchanges with Auslan users in other contexts, for example, conducting an interview to discuss topics of shared interest, for example, sports, television shows or digital media they enjoy viewing
- Elaboration engaging in both prepared and spontaneous questions within conversations and discussions, using active watching behaviours such as using NMF, eye gaze, head nodding, shaking, leaning back and forth in interest or surprise and contributing their own responses
- Elaboration exchanging views with their peers to identify values that they hold as important, for example, being part of the Deaf community or caring for the environment, for example, PRO1 FULL DEAF I am profoundly deaf. LOOK-AFTER ENVIRONMENT, PRO1 WANT I want to look after the environment.
- Elaboration comparing personal experiences and opinions, and expressing agreement or disagreement in a respectful manner, for example, AGREE YES or PRO1 AGREE Yes, I agree. PRO1 KNOW WHAT MEAN, BUT … I know what you mean, but … DOUBT I’m not sure. AGREE-NOT … I don’t agree …
- Elaboration contributing to discussions by clarifying and critiquing ideas/opinions and developing and supporting arguments, using statements such as PRO1 FEEL PRO2 GOOD TALK OVER … BECAUSE … I think it’s good you are talking about …, because …
- Elaboration discussing school experiences or events, using time markers, for example, WEEK-AGO, ASSEMBLY GOOD, LONG DS:FAST-REPEAT One week ago, assembly was good, but it was sooo long. TODAY, SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT? What did you think about the swimming carnival today?
- Elaboration using interactional strategies such as paraphrasing, questioning and interpreting non-verbal cues when communicating with their teacher or peers, such as pointing and signing THAT, WHAT, WHAT-FOR, GO-BACK/BACKTRACK, WAIT, HOLD, PRO2 MEAN …, KEEP GOING, COME-ON, BACK-ON-TRACK
- Elaboration sharing information and providing direction, according to the context, for a new participant joining a conversation PRO3 TELL US OVER MOVE HOUSE He was just telling us about moving into his new house. PRO1(PL) FINISH US TALK OVER BASKETBALL We were just talking about the basketball.
- Elaboration participating in a structured debate, clarifying and summarising ideas, for example, PRO3 EXPLAIN OVER WHAT? LBUOY(1):DEAF EDUCATION LBUOY(2):HISTORY LBUOY(3):DEAF FAMILIES They talked about 3 things; Deaf education, history and Deaf families.
They collaborate in activities that involve the language of planning and problem-solving to share information, preferences and ideas.
Content descriptorAC9L1AU6C02 Communicating meaning in Auslan
participate in activities that involve planning and negotiating with others, using familiar and modelled idiomatic language to agree, suggest and resolve
Elaborations (7)
- Elaboration problem-solving in team activities, for example, working to reduce the use of plastic at home and school, using language such as FIX/SOLVE, HOW? How can we solve this? WHAT DO? What can we do next?
- Elaboration playing group games to categorise information, for example, students using DSs to describe animal features such as 'big' ears or 'long' tail, and asking questions such as with different animal cards and students using DS and asking POSS2 ANIMAL LOOK LIKE WHAT? What does your animal look like?
- Elaboration negotiating roles, responsibilities and priorities in activities such as cooking or designing a class garden, making suggestions, for example, PRO1 THINK SHOULD FIRST THIS, WHEN DONE, FOCUS ON THAT I think we should first do this, then when done, focus on that. and using conditional language such as IF NOT YET NMF:HEAD-SHAKE, CAN-NOT NEXT DS:INDICATE-NEXT-PART If not yet finished, don’t do the next step.
- Elaboration using strategies that support participation in shared activities, including signing clearly, pausing for others to respond, asking questions, linking their own contributions to those of others or waving to indicate they have something to contribute next
- Elaboration organising activities such as excursions or planning an imaginary trip, and deciding what they want to do and associated details, for example, PRO1 WANT … PRO1 WANT-NOT I want …, I don't want PRO1 WILL … PRO1 WILL-NOT I will …, I won't TIME MEET? What time should we meet? THERE HOW? How are we getting there?
- Elaboration creating a group presentation on a controversial proposition to present to teachers or parents, for example, ‘Phones should be banned’, using list buoys and formal signs such as FIRSTLY, SECONDLY, THIRDLY
- Elaboration creating and presenting a language map identifying different languages used by Deaf communities around the world
They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Auslan or English, adjusting their response to context, purpose and audience.
Content descriptorAC9L1AU6C03 Communicating meaning in Auslan
locate and process information and ideas in a range of signed, visual and multimodal texts, and respond in different ways to suit purpose
Elaborations (11)
- Elaboration viewing interviews or informal conversations between Auslan users in different situations and contexts, summarising key points and responding to this information, for example, interviewing a deaf adult about their educational experiences and comparing these with own experiences
- Elaboration researching topics using a range of sources such as interviews with Auslan speakers, films and websites to share the information in face-to-face or secure digital format in Auslan, for example, researching and presenting about recycling, the water cycle or the solar system
- Elaboration viewing a short news item or film clip in Auslan, about a topic such as a local community event, and describing or giving an opinion about the main aspects, for example, summarising a sports story video in Auslan
- Elaboration reading or viewing First Nations Australian authors’ stories in Auslan or English and comparing words, formulaic expressions and sentences
- Elaboration compiling and presenting information from a survey of peers and displaying results, such as surveying their family and analysing and presenting results through short signed presentations or in chart, graph or table form, for example, asking DEAF PEOPLE YOUR FAMILY HAVE, HOW MANY? How many deaf people do you have in your family?
- Elaboration comparing events from imaginative texts and making connections with experiences in their own lives, for example, reading a story about resilience and sharing their experiences of not feeling ‘heard’
- Elaboration viewing expressions of Deaf experience through different visual art forms such as painting, photography, sculpture and sign poetry, and comparing with their own use of visual forms of expression of feelings and experience
- Elaboration reflecting on the experiences of Deaf dancers and choreographers involved in VV, for example, learning the types of ways contestants in popular shows have been able to access and make adjustments to participate in a hearing world
- Elaboration viewing Deaf performance activities, identifying how characters’ feelings and attitudes are expressed through NMFs
- Elaboration retelling or enacting or using DSs, focusing on the importance of eye gaze and role shift in CAs to emphasise key points/punchline of the joke
- Elaboration predicting the subsequent events of imaginative texts, for example, watching half of a story in Auslan and acting out a scenario of what might happen next
Content descriptorAC9L1AU6C04 Communicating meaning in Auslan
apply strategies to interpret and convey meaning in signed and visual cultural contexts
Elaborations (11)
- Elaboration reading and transcribing glossed texts, including indicating understanding that there are markings to show NMFs and spatial locations
- Elaboration identifying issues associated with translation, and the fact that meaning is not always literal, for example, where English uses the same word run for multiple contexts, Auslan will use different signs that vary according to the context RUN BATH DS:HANDLING TAPS To run the bath RUN-OUT PEN To run out of pens RUN SCHOOL-CAPTAIN To run for school captain
- Elaboration identifying and explaining multiple lexicalised signs that are not easy to translate into English directly because of culture-specific meaning and history, for example, BA-BA and PAH
- Elaboration determining and translating the meaning of technical English words into Auslan with the support of fingerspelling patterns, using flow-shapes and rhythms
- Elaboration identifying non-equivalent Auslan signs/cultural conventions used in Deaf theatre, such as maintaining eye contact and positioning of characters
- Elaboration translating short texts with preparation, such as children’s fairy tales or a short imaginative film from English to Auslan
- Elaboration understanding how to modify iconic signs to depict aspect and manner, for example, SWIM fast or SWIM slow, demonstrated through NMFs and speed
- Elaboration understanding that not all words and expressions associated with figurative language are used in northern and southern dialect Auslan, for example, in Auslan TRAIN GONE, SORRY, and in English raining cats and dogs
- Elaboration composing bilingual texts in Auslan and English for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements or constructing a bilingual webpage for the school website
- Elaboration comparing the differences between a child of deaf adults (CODA), interpreters, and their extended family’s sign name and identity-related signs used within the Deaf community, which differentiates individuals from others based on factors such as personality traits, physical characteristics, or notable skills
- Elaboration conducting sight/spontaneous translation, for example, from an Auslan video into simple English text such as a blog or newsletter, or from an English text translated into Auslan
They create texts, selecting and using a range of signs, depicting signs (DSs), non-manual features (NMFs) and signing spaces.
Content descriptorAC9L1AU6C05 Communicating meaning in Auslan
create and present a range of informative and imaginative signed, visual and multimodal texts using a variety of modelled language structures and features to sequence information and ideas, appropriate to text type
Elaborations (9)
- Elaboration creating signed announcements that use persuasive techniques, using language such as MUST, SHOULD, CAN, PLEASE or NMFs to sway their audience, for example, promoting healthy eating habits or events such as a Deaf theatre and/or signed theatre performance or National Week of Deaf People
- Elaboration using digital tools to create, for example, a class-news broadcast about important events in their lives, such as a recent school every weekend or participating in a Deaf Festival
- Elaboration providing step-by-step instructions using CAs, DSs, NMFs and role shift to explain the rules to peers, for example, directions to a hidden location or explanations of how to make something such as craft or a favourite food
- Elaboration creating a class presentation or video, locating and describing, in Auslan, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration creating original stories or short plays for younger learners of Auslan, incorporating scene-setting, action/conflict and resolution, and including opportunities for audience participation
- Elaboration creating and presenting a range of informative texts about topics such as climate change, for example, displaying and reporting recommended actions to slow climate change
- Elaboration working collaboratively to create a filmed episode for a new Deaf sitcom, incorporating elements such as conflict, suspense or humour
- Elaboration creating additional dimensions or changing the focus of a narrative, such as shifting focus by showcasing different manners, CAs, DSs, space and aspect, for example, modifying the boat's size using entity and SASSs, and illustrating its movement, using NMFs to depict the boat capsizing in treacherous waters or gliding smoothly in calm sea
- Elaboration performing a humorous story using elements of CA such as role shift, eye gaze and NMFs, and adapting the use of signing space and signing techniques
They sequence information and ideas, and use conventions appropriate to text type.
Content descriptorAC9L1AU6C05 Communicating meaning in Auslan
create and present a range of informative and imaginative signed, visual and multimodal texts using a variety of modelled language structures and features to sequence information and ideas, appropriate to text type
Elaborations (9)
- Elaboration creating signed announcements that use persuasive techniques, using language such as MUST, SHOULD, CAN, PLEASE or NMFs to sway their audience, for example, promoting healthy eating habits or events such as a Deaf theatre and/or signed theatre performance or National Week of Deaf People
- Elaboration using digital tools to create, for example, a class-news broadcast about important events in their lives, such as a recent school every weekend or participating in a Deaf Festival
- Elaboration providing step-by-step instructions using CAs, DSs, NMFs and role shift to explain the rules to peers, for example, directions to a hidden location or explanations of how to make something such as craft or a favourite food
- Elaboration creating a class presentation or video, locating and describing, in Auslan, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration creating original stories or short plays for younger learners of Auslan, incorporating scene-setting, action/conflict and resolution, and including opportunities for audience participation
- Elaboration creating and presenting a range of informative texts about topics such as climate change, for example, displaying and reporting recommended actions to slow climate change
- Elaboration working collaboratively to create a filmed episode for a new Deaf sitcom, incorporating elements such as conflict, suspense or humour
- Elaboration creating additional dimensions or changing the focus of a narrative, such as shifting focus by showcasing different manners, CAs, DSs, space and aspect, for example, modifying the boat's size using entity and SASSs, and illustrating its movement, using NMFs to depict the boat capsizing in treacherous waters or gliding smoothly in calm sea
- Elaboration performing a humorous story using elements of CA such as role shift, eye gaze and NMFs, and adapting the use of signing space and signing techniques
Students apply rules of signs, pace and signing space to develop fluency.
Content descriptorAC9L1AU6U01 Understanding language and culture
apply knowledge of signs, pace and signing space to develop fluency in familiar contexts
Elaborations (10)
- Elaboration identifying and comparing where and how a signer has established a location in space, through the use of points, non-body-anchored signs or fingerspelled words, for example, BOAT being signed in the neutral space in front of the signer’s torso area, or signing DREAM above their head space
- Elaboration identifying, demonstrating and describing the various types of NMFs such as movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body, for example, considering which NMFs are used to express something that is heavy, far away, light, urgent or distressing
- Elaboration producing signs using the correct HOLM and NMF in citation form
- Elaboration creating a transcription of Auslan and English to identify what HOLMs and NMFs are used for DSs through the use of entity, SASSs and/or handling
- Elaboration recognising that 2-handed signs can occur with a standard mouth gesture and that these are sometimes called multi-channel signs, for example, BA-BA and PAH
- Elaboration developing the strategic use of speed and pacing to build anticipation and captivate an audience, for example, when recounting an event or telling a story to the class
- Elaboration identifying signs that are arbitrary and have the same movement of the hands, for example, SISTER and BOY, and others that are derivative, such as SHOWER and FOOD
- Elaboration understanding that many features of fingerspelling and signed languages occur simultaneously, such as using CA and entity at the same time, for example, use of CA to mimic an angry wolf bearing down on a lamb which is depicted through the use of a finger (entity), compared with spoken language features which typically occur sequentially
- Elaboration noticing how deaf and hard of hearing Auslan users code-switch when signing from fully-lexical signs to partially lexical signs, impacting the formality of their signing movement and location, for example, signers in an informal conversation with someone familiar may use the non-citation sign for KNOW , moving the sign to the chin rather than its usual place at the temple
- Elaboration identifying and classifying examples of HOLM in an Auslan text, for example, watching a story and identifying examples of when DSs such as entity, handling and SASSs as well as CAs are used in the story
They use modelled and formulaic structures when creating and responding in Auslan.
Content descriptorAC9L1AU6U02 Understanding language and culture
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate textual conventions
Elaborations (11)
- Elaboration developing fluidity in signed word order, with a focus on visual and key elements of a story, through the use of signing space, movement, CAs, DSs and NMFs PRO1 SWIM CA:EXERTION AND DETERMINATION, BUT WIN? DS:HEAD-SHAKE NO I swam really hard but didn’t win.
- Elaboration identifying examples of DSs in an Auslan text, and recognising and using handshape and movement to represent different things in each type of DS, for example, entity DSs, handling DSs and SASS DSs
- Elaboration using CA to represent the words, thoughts or actions of different characters in a text, for example, shifting from one role into another through eye-gaze change, role shift, head orientation change, and matching facial expressions
- Elaboration recognising that in many clauses, signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with CAs, DSs and other gestural elements, for example, using CAs to depict a child tapping her mother, signing WATER PLEASE depicts the full meaning of The child asked her mother if she could have some water.
- Elaboration using directional and locational indicating verbs and noticing that verbs differ based on movement modification at the start of a sign, the end of a sign, or both
- Elaboration joining clauses and creating cohesion by using conjunctions such as PLUS, ALSO, IF or BUT
- Elaboration recognising that clauses can be linked equally or unequally, where one clause depends on another, for example, STUDENT BORED, TRY FOCUS The student was bored and tried to focus. versus FS:IF BORED, OPEN-BOOK READ If you are bored, read a book.
- Elaboration giving information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH DS:SLOW-REPEAT watch again and again
- Elaboration recognising that quantifiers such as FEW or LOTS, MANY, TOO MUCH , are also types of adjective signs, while also recognising that multiples can be expressed through reduplication, for example, CATS CATS (moving sign in across the signing space) to express ‘lots of cats everywhere!’
- Elaboration using adverbs to modify adjectives using NMFs, for example, REALLY or VERY, whereby changes in mouth patterns and movement of signs can intensify adjectives, for example, RED NMF:EYES-WIDENING bright red PLEASE NMF:SMILING-HEAD-NODDING Please! (with emphasis) TALL NMF:EYES-WIDENING sooo tall
- Elaboration distinguishing between the citation form of a noun, verb and the overlaid adverbial NMFs, and the meaning each part carries, for example, MAN SPRINT (base form), MAN SPRINT NMF:INTENSITY (manner added)
They compare language structures and features in Auslan and English, using some metalanguage.
Content descriptorAC9L1AU6U03 Understanding language and culture
compare Auslan structures and features with those of English, using some familiar metalanguage
Elaborations (7)
- Elaboration keeping a class poster to record the different ways that English words are borrowed in Auslan, for example, the use of fully fingerspelled words such as FS:NOUN , the fingerspelling of the first letter of the corresponding English words, such as F for Friday, or abbreviations of English words, such as state names FS:SA, FS:TAS
- Elaboration building metalanguage to comment on grammar and vocabulary, for example, comparing adverbs used to express emotions in Auslan, such as raising an eyebrow to show questioning or lowering the eyebrows to show surprise, with equivalent English terms
- Elaboration recording and using metalanguage to share similarities and differences in structure and language features in Auslan and English texts, for example, a recount or a narrative in both languages
- Elaboration creating class lists of fingerspelled words which have become lexicalised, such as HOW, CHOC, IF, BUT and ABOUT , and looking at how this process has changed the form of words over time, for example, MOTHER = MX2 FATHER = FX2 PARENTS = M-F FRIDAY = F TOILET = TX2
- Elaboration using different NMFs, eye gazing and mannerism to distinguish between minimal pairs in Auslan, and comparing with minimal pairs in English, for example, in Auslan, BATH and EXCITED have a handshape difference to change the meaning of each sign compared with, in English, the one-letter difference in the minimal pairs pin and pun
- Elaboration observing Auslan signers, recording and describing examples of their use of space and features, such as topographic space, diagrammatic space and viewer space
- Elaboration researching and presenting a report or poster on the origins of Auslan and its influence, and including possible influences today, for example, expressions related to social media or expressions that have come from alternative versions of sign language such as ASL and BSL
They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9L1AU6U04 Understanding language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on communication
Elaborations (8)
- Elaboration identifying markers of social and cultural identity that are significant in the Deaf community, for example, using expressive movements to emphasise deafness and associated identity
- Elaboration building a personal profile of their own journey as a member of the Deaf community, including, for example, school, youth camps, social networking through Deaf sports and Deaf events, and recognising Deaf Gain in relation to their personal identity
- Elaboration understanding the importance of the 'Deaf way’, such as relying on visual cues to determine and predict what is happening in their environment and comparing how this is achieved in a hearing world, for example, understanding what is happening at the train station after there has been an audio announcement regarding scheduling changes
- Elaboration exploring, in Auslan or English, how First Nations Australians’ languages and cultures are expressed, and considering similarities and differences in the cultural expressions of the Deaf community
- Elaboration investigating and presenting an aspect of Deaf history, for example, the achievements and influences of Thomas Pattison, FJ Rose or William Thomson
- Elaboration creating a poster for the school library about the tools and strategies used to navigate the hearing world, for example, outlining the technologies and software applications used to improve accessibility and inclusivity in communication, such as a speech to text app, closed/open/live captioning software, and bluetooth streaming technology
- Elaboration presenting in a school assembly the importance of sustaining and maintaining Auslan
- Elaboration identifying cultural aspects of deaf and hearing culture, such as differences between the use of personal names in Auslan and other languages, for example, the fact that Auslan signers often use ellipsis or indicative verbs instead DRINK WANT? = use of ellipsis Does she want a drink? ASK (sign moves in direction of referent) = use of indicative verb Ask her.
This achievement standard describes the expected learning for Years 5 to 6 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 | 17 |
| Communicating meaning in Auslan | Mediating meaning in and between languages | 2 | 22 |
| Communicating meaning in Auslan | Creating text in Auslan | 1 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 28 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 1 | 8 |
| Total | 9 | 84 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 Auslan?
By the end of Year 6, students initiate and use strategies to maintain interactions in Auslan that are related to experiences of their personal worlds. They collaborate in activities that involve the language of planning and problem-solving to share information, preferences and ideas. 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 Years 3 to 4?
The Years 3 to 4 Auslan standard (ASLANAUSFLLF10Y34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 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.