Years 7 to 8
Languages
ASLANAUSFLLF10Y78
Years 7 to 8 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 8, students initiate and maintain interactions in Auslan in familiar and unfamiliar contexts related to a range of experiences and perspectives. They use Auslan to negotiate solutions and adjust language in response to others. They interpret and analyse information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages and in cultural contexts, by reorganising responses to suit context, purpose and audience. They select and use features of signing, structures and expressions, manipulating language to create texts.
Students apply the conventions of signing to enhance fluency. They demonstrate understanding that signed, visual and multimodal texts use different language conventions, structures and features to convey meaning. They explain structures and features of Auslan text, using metalanguage. They reflect on how Auslan language, culture and identity are interconnected, and compare this with 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 8, students initiate and maintain interactions in Auslan in familiar and unfamiliar contexts related to a range of experiences and perspectives.
Content descriptorAC9L1AU8C01 Communicating meaning in Auslan
initiate and sustain exchanges in familiar and unfamiliar contexts related to students’ experiences, feelings and opinions, adjusting their language in response to others
Elaborations (10)
- Elaboration using consistent patterning of fingerspelling for proper nouns and lexicalised fingerspelling, with DSs used more frequently to convey meaning
- Elaboration participating in conversations with peers, using strategies to sustain interactions such as turn-taking, and asking for repetition, clarification or confirmation, for example, WHAT? PLEASE AGAIN Could you repeat that, please? STILL GO-AHEAD Go ahead … SO PRO2 SAY PRO1 FIX THAT? So, you want me to fix that?
- Elaboration using persuasive language and NMFs to discuss topics of interest or present points of view, for example, PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT ALIKE FEEL MATTER-NOT RICH POOR ALIKE I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.
- Elaboration encouraging peers to join a conversation, using strategies to initiate and sustain discussion by providing the context of a conversation, for example, PRO3 SAY … She was saying that …
- Elaboration using appropriate NMFs to enhance clear communication through backchannels and exclamations, for example, SURPRISE Oooh (with appropriate intonation) INCREDIBLE No way! UM um … HOLD … Hang on a minute …
- Elaboration using evaluative language to acknowledge strengths in others’ arguments or to challenge others’ views in a courteous manner, for example, YEAH, PRO2 DIFFERENT PERSPECTIVE. PRO1 NEVER THOUGHT Oh yeah, that’s a different take on it. I never thought about it that way. G:WELL YEAH, BUT PRO1 WANT ADD COMMENT Well, yes, that’s true but I’d like to add something.
- Elaboration retelling events using time markers to sequence information, and using a variety of DSs to represent people, animals, transport and objects, for example, RECENT LUNCH, WHAT HAPPENED? WELL... What just happened at lunchtime was …
- Elaboration explaining or justifying an opinion using conditional statements such as if … then … or when, for example, PT+f COURT, FS:IF DS:PLACE-PERSON DEAF PERSON INCLUDE FS:JURY DS:PANEL PT+lf, MEANS DEAF PERSON FS:DEFENDANT PT+r FEEL PANEL VIEW EQUAL EVERYONE If there was a deaf person on the jury panel, then the defendant would feel more fairly heard.
- Elaboration developing a set of instructions to encourage peers to use appropriate protocols outside the classroom with an unfamiliar audience, such as maintaining eye gaze, flashing lights, hand waving, for example, standing on a stage, waving hands to gain audience’s attention
- Elaboration exchanging information appropriately in secure online interactions with deaf students from different schools, for example, using the raised hand function
They use Auslan to negotiate solutions and adjust language in response to others.
Content descriptorAC9L1AU8C02 Communicating meaning in Auslan
collaborate in activities that involve the language of transacting, negotiating and justifying, to plan projects and events
Elaborations (8)
- Elaboration working with others to solve simple unfamiliar tasks such as how to use video editing, online dictionaries and/or captioning programs
- Elaboration collecting specific information from peers, with restrictions such as a time limit or banned signs, for example, sign 5 questions in 30 seconds, then recall the responses
- Elaboration negotiating roles, responsibilities and priorities in activities that involve 2 or more people, providing justifications, for example, PRO2 LOOK-AFTER DRONE WHY? GOOD TECHNICAL You look after the drone because you’re good at technical things.
- Elaboration working with a peer to explain the rules of a sport or board game, or instructions on caring for animals using 3 types of signed statements, for example, TODAY PRO1 EXPLAIN RULES Today I will explain the rules. MUST CAREFUL FEED You must be careful when feeding. IF SUGAR NONE TASTE NMF:SOUR-EXPRESSION If you don’t add sugar, it will taste sour.
- Elaboration participating in improvisation games that require spontaneous and imaginative responses to a stimulus
- Elaboration discussing and planning what to include in instructional or procedural texts that demonstrate and explain school activities, for example, how to buy or order food for lunch
- Elaboration giving and following sequenced directions that involve the use of DSs, for example, SEE DS:WAVY-SURFACE KNOW WHERE SCRATCH? FS:SAND POLISH MORE DS:THICK-TO-THIN MM(TWO) SMOOTH See where the surface is uneven? You sand that back 2 mm and it gets smooth.
- Elaboration participating in visits or virtual interactions with members of a Deaf club or organisation and sharing key features of the visual elements used to convey information, such as variation in signs and DSs
They interpret and analyse information, ideas and opinions in texts.
Content descriptorAC9L1AU8C03 Communicating meaning in Auslan
interpret and analyse information, ideas and opinions in a range of signed, visual and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration collecting and comparing information from a variety of signed sources to inform discussions on topics of interest
- Elaboration categorising information in signed texts from the Deaf community and deaf-related organisations, such as emergency announcements or information, or advocacy texts
- Elaboration following more complex procedural signed texts such as directions to follow in an unfamiliar environment, for example, at a school camp or on an excursion
- Elaboration reading or viewing First Nations Australian authors’ stories in English or Auslan and responding to them in Auslan
- Elaboration viewing live or recorded interviews or informal conversations between Auslan users in different situations and contexts, and analysing language features such as pace and pauses, use of space, signing space and NMFs
- Elaboration researching information on a selected topic such as recycling or protecting the environment, and presenting information in a persuasive signed speech designed to invite action or support
- Elaboration analysing examples of signed performance poetry, identifying patterns and conventions, such as repetition of handshapes and movement paths of signs to create rhyme and to convey meaning
- Elaboration evaluating Deaf performances or art forms that manipulate technology, and use colour and light to create special effects, for example, in performances by Ian Sanborn
- Elaboration comparing their interpretations of or responses to performances by Deaf comedians, storytellers or poets
Content descriptorAC9L1AU8C04 Communicating meaning in Auslan
interpret and adjust signed, visual and written language to convey meaning in a range of familiar and unfamiliar cultural contexts
Elaborations (8)
- Elaboration exploring the translation of popular English idioms and phrases with non-compositional meaning, for example, ‘It's raining cats and dogs’
- Elaboration considering why one language may use more words/signs than another to convey meaning, for example, when Auslan uses spatial concepts or DSs
- Elaboration considering approaches to interpreting, such as simultaneous or consecutive, and the uses of each approach
- Elaboration analysing the translation of Auslan poems or short stories into English captions, with a focus on how people’s appearance and movements are described
- Elaboration exploring the role of Deaf interpreters and differences between Deaf interpreters and hearing Auslan-English interpreters and how they use NMFs to depict aspect and manner
- Elaboration exploring different types of communicating and interpreting, such as the use of tactile signing, haptics and visual frames
- Elaboration analysing how elements of creative performance, such as translation choices, are communicated through interpreters in a live setting such as music concerts or theatre events
- Elaboration transcribing part of a text using glossing, including the signs and NMFs used
They demonstrate understanding of similarities and differences between languages and in cultural contexts, by reorganising responses to suit context, purpose and audience.
Content descriptorAC9L1AU8C04 Communicating meaning in Auslan
interpret and adjust signed, visual and written language to convey meaning in a range of familiar and unfamiliar cultural contexts
Elaborations (8)
- Elaboration exploring the translation of popular English idioms and phrases with non-compositional meaning, for example, ‘It's raining cats and dogs’
- Elaboration considering why one language may use more words/signs than another to convey meaning, for example, when Auslan uses spatial concepts or DSs
- Elaboration considering approaches to interpreting, such as simultaneous or consecutive, and the uses of each approach
- Elaboration analysing the translation of Auslan poems or short stories into English captions, with a focus on how people’s appearance and movements are described
- Elaboration exploring the role of Deaf interpreters and differences between Deaf interpreters and hearing Auslan-English interpreters and how they use NMFs to depict aspect and manner
- Elaboration exploring different types of communicating and interpreting, such as the use of tactile signing, haptics and visual frames
- Elaboration analysing how elements of creative performance, such as translation choices, are communicated through interpreters in a live setting such as music concerts or theatre events
- Elaboration transcribing part of a text using glossing, including the signs and NMFs used
They select and use features of signing, structures and expressions, manipulating language to create texts.
Content descriptorAC9L1AU8C05 Communicating meaning in Auslan
create and present signed, visual and multimodal, informative and imaginative texts, manipulating language to suit context, purpose and audience
Elaborations (11)
- Elaboration developing a digital signed presentation of a typical school or weekend day in their life to present to a class of younger students learning Auslan
- Elaboration creating a filmed and captioned bilingual text that informs the school community about important issues in the Deaf community or about local events
- Elaboration presenting a biographical report about a prominent deaf person, using visual prompts such as a slideshow to describe their life and achievements, incorporating some commentary and personal opinion
- 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 providing instructions in an engaging or entertaining style, utilising clear use of space, to create interest in an activity such as a game or a recipe
- Elaboration composing and presenting a handshape or signed poem on a selected theme such as friendship or love
- Elaboration responding to stimuli such as an image or a statement to improvise a short response or skit
- Elaboration creating and presenting a signed interpretation of an animation using CAs to represent entities shifting between close and distant focus
- Elaboration creating the visual or written text of a signed role-play for a simulated visit to a restaurant and recording the role-play to share with peers
- Elaboration composing a signed scenario or short story involving a favourite television or film character to present during Book Week
- Elaboration creating a short film or skit adding CAs, DSs and lexical signs, moving between ‘showing’ and ‘telling’ information, and exploiting the visual-spatial properties of Auslan
Students apply the conventions of signing to enhance fluency.
Content descriptorAC9L1AU8U01 Understanding language and culture
apply knowledge of conventions of sign production to enhance fluency, and respond to and create texts in familiar and unfamiliar contexts
Elaborations (9)
- Elaboration identifying and applying movements of signs, such as local and path movements, for example, local movement – HAVE, path movement – DAY (sideways)
- Elaboration applying the various types and functions of NMFs, such as movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body
- Elaboration using DSs that represent a whole object or part of an object such as the body or the legs
- Elaboration modifying dominant and non-dominant hands for effect or using one hand only to convey the same meaning as the original 2-hand sign
- Elaboration understanding and applying the need to modify pace for emphasis, in familiar and unfamiliar texts, such as when recounting an exciting event
- Elaboration understanding that the elements of a sign can be arbitrary, such as the handshape or movement of the sign WHY, or that the handshape and movement may be meaningful, such as in the sign GIVE
- Elaboration applying the fluid patterns of fingerspelling rather than speed, and the use of exaggerated fingerspelling for emphasis, for example, when clarifying a name
- Elaboration recognising that Auslan has fully-lexical signs that may be found in the dictionary, and standard HOLM and partly-lexical signs that cannot be listed in a dictionary in all forms, for example, when gesture changes the form each time they are signed
- Elaboration comparing the production of a signed discourse with and without mouth morphemes
They demonstrate understanding that signed, visual and multimodal texts use different language conventions, structures and features to convey meaning.
Content descriptorAC9L1AU8U02 Understanding language and culture
apply understanding of grammatical structures and expressions to compose and respond to a range of texts
Elaborations (11)
- Elaboration applying various types of clauses such as questions, topicalised sentences, negation or conditionals and recognising that these often co-occur with particular NMFs
- Elaboration identifying the ways that signers add spatial elements to communication, for example, using DSs from a viewer's perspective to refer to the same referent throughout a text
- Elaboration applying the knowledge of where and how DSs are used, through close and distant focus, to move from one frame of reference to another, for example, zooming in or showing the whole scene
- Elaboration describing real or imagined experiences at a different time, using CAs to shift from one role into another, through eye-gaze change, body shift, head orientation change, and matching facial expressions
- Elaboration applying citation form of plain verbs and indicating that verbs change when depicting more than 2 people
- Elaboration recognising that nouns can be pluralised by locating them repeatedly, regardless of their original location
- Elaboration using both directional and locational indicating verbs, for example, GIVE PRO3 and GIVE PRO1 ; and OPERATION (cochlear implant versus appendix operation)
- Elaboration intensifying adjectives using NMFs, for example, signing HOT with great emphasis and depicting wide-eyed expression for EXTREMELY HOT, or signing TOUGH with great exertion to show VERY TOUGH
- Elaboration knowing that, typically, signers use DSs to show spatial relationships/prepositions, not separate signs such as ON or UNDER
- Elaboration using conjunctions such as PLUS , IF or BUT to create cohesion in a narrative, recount or procedural text
- Elaboration identifying when and how some verbs and nouns use the same sign but change the movement in a regular way making noun-verb pairs, such as SCISSORS versus CUT-WITH-SCISSORS
They explain structures and features of Auslan text, using metalanguage.
Content descriptorAC9L1AU8U03 Understanding language and culture
reflect on similarities and differences between Auslan and English language structures and features, using metalanguage
Elaborations (9)
- Elaboration recording and sharing examples of how languages expand to include new signs and expressions due to influences such as technologies and digital media, for example, COMPUTER, MOUSE (COMPUTER), INTERNET, WI-FI, SELFIE
- Elaboration discussing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space, and how this compares with English
- Elaboration evaluating the production of reciprocal forms of some indicating signs, such as LOOK, GIVE and INVITE , and comparing this with how it is expressed in English
- Elaboration developing a chart or poster comparing DSs with English adjectives, such as a small, sleek, new car or a large, battered, old ute
- Elaboration comparing Auslan and English dictionaries and how each language is represented, for example, nouns, adjectives and verbs
- Elaboration explaining how sign languages borrow from each other due to technology, for example, signs that refer to different nations, states and cities around the globe, and the ASL vehicle handshape in DSs
- Elaboration comparing commonly used metalanguage in Auslan and English, and explaining similarities and differences in the terms used
- Elaboration using metalanguage to communicate about features of Auslan, such as talking about the use of fingerspelling, CAs, DSs and NMFs
- Elaboration comparing expressions of periods and sequences of time in Auslan and English, for example, FORWARD WEEK(TWO) In 2 weeks LONG-AGO A long time ago FIRST-LAST First to last
They reflect on how Auslan language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.
Content descriptorAC9L1AU8U04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these impact on communication
Elaborations (11)
- Elaboration reflecting on identity and their experience of sign language use when growing up
- Elaboration discussing examples of how increased use of Auslan has positively changed mainstream society’s understanding and perception of the Deaf community
- Elaboration reflecting on the concepts of Deaf Gain, Deafhood and different perspectives of various people in the Deaf community.
- 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 considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, for example, changing signing space and style, using indirect language such as signing lower or under the table, or fingerspelling instead of signing
- Elaboration creating an annotated timeline of key events in the education of deaf children, such as the Milan Congress in 1880 and the Signed English movement in the 1970s and 1980s, and presenting on how the attitudes, identity and values of Auslan were influenced and shaped
- Elaboration discussing the diversity of the Australian population, including Auslan users who are deaf, hard of hearing, Deafblind and/or a child of deaf adults (CODA)
- Elaboration researching and presenting profiles of deaf people who have been recognised in wider Australian society such as Dr Alastair McEwin AM or Drisana Levitzke-Gray, and identifying how such recognition contributes to broader awareness and value of Auslan
- Elaboration analysing ways in which deaf people’s jokes and humorous narratives reflect cultural values about deaf/hearing relationships and how deaf people navigate the world
- Elaboration explaining ways in which deaf people interpret cultural meanings of sound and reactions to sound, for example, a door slamming
- Elaboration reflecting on how international sign choice is established, for example, for congresses such as World Federation of the Deaf (WFD), the number of participants from different language families is taken into account
This achievement standard describes the expected learning for Years 7 to 8 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 | 17 |
| Communicating meaning in Auslan | Creating text in Auslan | 1 | 11 |
| Understanding language and culture | Understanding systems of language | 3 | 29 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 1 | 11 |
| Total | 9 | 86 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 Auslan?
By the end of Year 8, students initiate and maintain interactions in Auslan in familiar and unfamiliar contexts related to a range of experiences and perspectives. They use Auslan to negotiate solutions and adjust language in response to others. 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 5 to 6?
The Years 5 to 6 Auslan standard (ASLANAUSFLLF10Y56) covers the preceding curriculum level. Standards build progressively, with Years 7 to 8 expectations extending what was introduced in Years 5 to 6.
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.