Years 9 to 10
Languages
ASLANAUSSLL7_10Y910
Years 9 to 10 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 10, students initiate and sustain interactions in Auslan to exchange and compare experiences and ideas about their own and others’ personal worlds. They communicate using non-verbal, signed and visual language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Auslan or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of Auslan, including fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts.
Students apply features and conventions of signing to enhance communication. They select and apply knowledge of language structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their use of Auslan and their own cultural identity to discuss how these influence their ideas and ways of communicating.
Second language learners · Years 7 to 10 sequence
The Years 7 to 10 Auslan sequence is shared by first and second language learners.
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 10, students initiate and sustain interactions in Auslan to exchange and compare experiences and ideas about their own and others’ personal worlds.
Content descriptorAC9L2AU10EC01 Communicating meaning in Auslan
initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, experiences and opinions about their own and others’ personal worlds
Elaborations (15)
- Elaboration using consistent patterning of fingerspelling for proper nouns and lexicalised fingerspelling, with DSs used more frequently to convey meaning
- Elaboration initiating greetings thanks and apologies with unfamiliar people, for example, SCHOOL WHERE, SIGN NAME HAVE, DEAF, HEARING?
- Elaboration exchanging information about themselves and their world using NMFs, for example, KNOW-WHAT? PRO1 NEW DOG Guess what? I have a new dog. POSS2 WEEKEND GOOD BAD? How was your weekend?
- Elaboration asking for and providing additional detail, such as in a mock interview activity, for example, POSS2 STORY WOW. NMF:LEANING-FORWARD TELL MORE Your story is interesting. Please tell me more. FS:IF PRO2 BOSS PRO2 WILL CHANGE WHAT? What would you change if you were boss?
- Elaboration participating in conversations with their 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 … FS:SO PRO2 SAY PRO1 FIX THAT? So, you want me to fix that? PLEASE SLOW SIGN? Could you sign that slowly, please? PRO2 SAY BEFORE WHAT? What did you just say, sorry?
- Elaboration using appropriate NMFs to enhance communication through backchannels and exclamations, for example, SURPRISE Oooh (with appropriate intonation) INCREDIBLE No way! HOLD … Hang on a minute …
- Elaboration describing and comparing topics, setting up use of space, for example, a weather report, PT+up WEATHER QUEENSLAND HOT The weather in Queensland is hot. PT+dn WEATHER TASMANIA COLD The weather in Tasmania is cold.
- Elaboration expressing degrees of emotions and intensity through variations of signs and NMFs, for example, angry versus furious, happy versus ecstatic
- Elaboration using discourse markers in a role-play or turn-taking activity, for example, ANYWAY, THEN, PAUSE-NOD , list buoys, FS:SO, NOW, BUT , and others, as well as hand clasp, hand drop to indicate turn-taking
- Elaboration explaining or justifying an opinion using conditional statements such as if … then … or when, for example, STUDY SCIENCE WHY-NOT? Why do you not want to study science?
- Elaboration using persuasive language and NMFs to present a point of view in face-to-face or online interactions, for example, PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT ALIKE FEELMATTER-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. PRO1 THINK SPORT GOOD BECAUSE PEOPLE PLAY OUTSIDE IMPROVE MENTAL HEALTH (wellbeing) I think sport is great because it encourages people to go out and improve their wellbeing.
- Elaboration discussing an event involving 2 or more people using DSs and tracking referents with CAs, for example, recounting a lunchtime incident
- Elaboration adjusting their language to socialise with different audiences using appropriate code-switching techniques, for example, interacting in class or in the playground, or at an excursion with students from different year levels
- Elaboration using culturally appropriate protocols when working with an interpreter such as not interrupting or blocking the line of sight
- Elaboration using appropriate protocols within and beyond the classroom such as gaining group attention through flashing lights, tapping, foot stomping and waving, and maintaining eye gaze, backchannelling and limiting the use of voice when interacting with unfamiliar Auslan users
Content descriptorAC9L2AU10EC02 Communicating meaning in Auslan
use signed and visual exchanges to discuss, plan and reflect on activities, events and experiences with peers
Elaborations (9)
- Elaboration participating in visits or virtual interactions with members of a Deaf club or organisation and sharing responsibility for individual elements of a report that highlights key features of the experience
- Elaboration working with peers to solve problems and to peer coach, for example, how to use video editing, online dictionaries, virtual platforms and/or captioning programs
- Elaboration working collaboratively to plan a fundraising/school event or a promotional display for Auslan during NWDP and evaluating the experience to improve subsequent planning and organisation
- Elaboration contributing an item of information for a collaborative digital book to describe views on different aspects of Deaf culture, such as protocols associated with signing
- Elaboration planning and presenting a procedural task with multiple steps incorporating DSs, such as following a recipe or giving instructions on how to care for an animal, for example, TODAY PRO1 EXPLAIN RULES Today I will explain the rules. MUST CAREFUL FEED You must be careful when feeding.
- Elaboration participating in improvisation games that require spontaneous and imaginative responses to a stimulus
- Elaboration creating a performance such as a skit or humorous story for a class talent show
- Elaboration negotiating roles and responsibilities in a shared task such as a National Week of Deaf People (NWDP) presentation, for example, PRO2 INTRODUCTION PRO1 ACKNOWLEDGEMENT OF COUNTRY You do the introduction. I will do the Acknowledgement of Country
- Elaboration discussing and documenting success of an activity and aspects to change or improve on for future planning
They communicate using non-verbal, signed and visual language to collaborate, plan and reflect on activities and events.
Content descriptorAC9L2AU10EC02 Communicating meaning in Auslan
use signed and visual exchanges to discuss, plan and reflect on activities, events and experiences with peers
Elaborations (9)
- Elaboration participating in visits or virtual interactions with members of a Deaf club or organisation and sharing responsibility for individual elements of a report that highlights key features of the experience
- Elaboration working with peers to solve problems and to peer coach, for example, how to use video editing, online dictionaries, virtual platforms and/or captioning programs
- Elaboration working collaboratively to plan a fundraising/school event or a promotional display for Auslan during NWDP and evaluating the experience to improve subsequent planning and organisation
- Elaboration contributing an item of information for a collaborative digital book to describe views on different aspects of Deaf culture, such as protocols associated with signing
- Elaboration planning and presenting a procedural task with multiple steps incorporating DSs, such as following a recipe or giving instructions on how to care for an animal, for example, TODAY PRO1 EXPLAIN RULES Today I will explain the rules. MUST CAREFUL FEED You must be careful when feeding.
- Elaboration participating in improvisation games that require spontaneous and imaginative responses to a stimulus
- Elaboration creating a performance such as a skit or humorous story for a class talent show
- Elaboration negotiating roles and responsibilities in a shared task such as a National Week of Deaf People (NWDP) presentation, for example, PRO2 INTRODUCTION PRO1 ACKNOWLEDGEMENT OF COUNTRY You do the introduction. I will do the Acknowledgement of Country
- Elaboration discussing and documenting success of an activity and aspects to change or improve on for future planning
They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives.
Content descriptorAC9L2AU10EC03 Communicating meaning in Auslan
Interpret information, ideas and perspectives in a wide range of signed, visual and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (12)
- Elaboration collecting information from a variety of signed sources to inform class discussions on current affairs such the prevalent use of social media by young people, and discuss ways in which deaf students can access and utilise social media
- Elaboration researching, composing and presenting a persuasive speech designed to invite action or support on a selected issue such as a recycling, the environment, or other social or political cause
- Elaboration following 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 Australians’ stories in Auslan or English, and creating a profile of them in Auslan
- Elaboration watching and summarising information provided by a guest speaker and comparing their own ideas and opinions with those of their peers
- Elaboration developing questions to interview an Auslan user about their experiences or opinions on specified topics, selecting key elements from the interview to produce a digital profile to share with the class
- Elaboration gathering information from signed texts from the Deaf community and Deaf-related organisations, such as emergency announcements or information, or advocacy texts, and rephrasing key points in a form suitable for a different audience or purpose
- Elaboration viewing texts such as interviews, news reports or vlogs and selecting points of information or details to use in their own texts or opinion pieces
- Elaboration evaluating Deaf performances or art forms that manipulate technology and the use of colour and light to create special effects
- Elaboration responding to signed poems and VV descriptions of a character’s appearance, for example, shadowing a sample of the VV work of well-known Deaf poets and artists
- Elaboration obtaining information about high-profile members of the international Deaf community to create profiles for a digital magazine or website, for example, the president of the World Federation of the Deaf (WFD)
- Elaboration viewing and responding to creative texts such as television programs, movies, songs and short stories
Content descriptorAC9L2AU10EC04 Communicating meaning in Auslan
apply strategies to interpret and translate signed interactions, visual and written texts, to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (14)
- Elaboration experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion, for example, ‘It’s raining cats and dogs’
- Elaboration recognising the need to recast language and considering why one language may use more words/signs than another to communicate a particular meaning, for example, when Auslan uses spatial concepts or DSs to describe an event, which will take longer to explicate in a linear spoken language
- Elaboration considering approaches to translation, for example, in relation to free versus literal translations by Deaf or hearing interpreters
- Elaboration comparing their own translations of short texts from Auslan to English, and vice versa, with those of their classmates, noting choices drawn from online sign dictionaries and discussing variations and possible reasons for these
- Elaboration translating poems, short stories or songs from English into Auslan
- Elaboration exploring the role and function of Deaf interpreters and differences between Deaf interpreters and hearing Auslan-English interpreters
- Elaboration developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example, considering potential consequences of inaccurate interpreting
- Elaboration interpreting simple interactions or role-plays between deaf students and non-signers such as a hearing teacher, librarian or canteen manager
- Elaboration participating in an excursion to an interpreted theatre event or other interpreted event, discussing interpretation later in class
- Elaboration transcribing part of a text using either annotation software or glossing, and recording what signs, spatial locations and NMFs are used
- Elaboration filming various Auslan multi-channel signs and expressions used by Auslan signers and attaching English captions with appropriate translations, for example, PAH! (finally) and BA-BA (odd/bizarre/unusual)
- Elaboration shadowing and comparing different translations of online Auslan and English public announcements and government policy/information texts
- Elaboration identifying strategies used by deaf people to negotiate physical environments, for example, while walking on a footpath together and signing, one person will always be monitoring the path ahead and be alert of any obstacles, and identifying other ways deaf people draw on additional perceptual resources
- Elaboration creating and presenting to their peers a signed interpretation of a wordless animation
They synthesise information and respond in Auslan or English, adjusting language to convey meaning and to suit context, purpose and audience.
Content descriptorAC9L2AU10EC03 Communicating meaning in Auslan
Interpret information, ideas and perspectives in a wide range of signed, visual and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (12)
- Elaboration collecting information from a variety of signed sources to inform class discussions on current affairs such the prevalent use of social media by young people, and discuss ways in which deaf students can access and utilise social media
- Elaboration researching, composing and presenting a persuasive speech designed to invite action or support on a selected issue such as a recycling, the environment, or other social or political cause
- Elaboration following 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 Australians’ stories in Auslan or English, and creating a profile of them in Auslan
- Elaboration watching and summarising information provided by a guest speaker and comparing their own ideas and opinions with those of their peers
- Elaboration developing questions to interview an Auslan user about their experiences or opinions on specified topics, selecting key elements from the interview to produce a digital profile to share with the class
- Elaboration gathering information from signed texts from the Deaf community and Deaf-related organisations, such as emergency announcements or information, or advocacy texts, and rephrasing key points in a form suitable for a different audience or purpose
- Elaboration viewing texts such as interviews, news reports or vlogs and selecting points of information or details to use in their own texts or opinion pieces
- Elaboration evaluating Deaf performances or art forms that manipulate technology and the use of colour and light to create special effects
- Elaboration responding to signed poems and VV descriptions of a character’s appearance, for example, shadowing a sample of the VV work of well-known Deaf poets and artists
- Elaboration obtaining information about high-profile members of the international Deaf community to create profiles for a digital magazine or website, for example, the president of the World Federation of the Deaf (WFD)
- Elaboration viewing and responding to creative texts such as television programs, movies, songs and short stories
Content descriptorAC9L2AU10EC04 Communicating meaning in Auslan
apply strategies to interpret and translate signed interactions, visual and written texts, to convey meaning and intercultural understanding in familiar and unfamiliar contexts
Elaborations (14)
- Elaboration experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion, for example, ‘It’s raining cats and dogs’
- Elaboration recognising the need to recast language and considering why one language may use more words/signs than another to communicate a particular meaning, for example, when Auslan uses spatial concepts or DSs to describe an event, which will take longer to explicate in a linear spoken language
- Elaboration considering approaches to translation, for example, in relation to free versus literal translations by Deaf or hearing interpreters
- Elaboration comparing their own translations of short texts from Auslan to English, and vice versa, with those of their classmates, noting choices drawn from online sign dictionaries and discussing variations and possible reasons for these
- Elaboration translating poems, short stories or songs from English into Auslan
- Elaboration exploring the role and function of Deaf interpreters and differences between Deaf interpreters and hearing Auslan-English interpreters
- Elaboration developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example, considering potential consequences of inaccurate interpreting
- Elaboration interpreting simple interactions or role-plays between deaf students and non-signers such as a hearing teacher, librarian or canteen manager
- Elaboration participating in an excursion to an interpreted theatre event or other interpreted event, discussing interpretation later in class
- Elaboration transcribing part of a text using either annotation software or glossing, and recording what signs, spatial locations and NMFs are used
- Elaboration filming various Auslan multi-channel signs and expressions used by Auslan signers and attaching English captions with appropriate translations, for example, PAH! (finally) and BA-BA (odd/bizarre/unusual)
- Elaboration shadowing and comparing different translations of online Auslan and English public announcements and government policy/information texts
- Elaboration identifying strategies used by deaf people to negotiate physical environments, for example, while walking on a footpath together and signing, one person will always be monitoring the path ahead and be alert of any obstacles, and identifying other ways deaf people draw on additional perceptual resources
- Elaboration creating and presenting to their peers a signed interpretation of a wordless animation
They use structures and features of Auslan, including fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts.
Content descriptorAC9L2AU10EC05 Communicating meaning in Auslan
create signed, visual and multimodal, informative and imaginative texts, selecting features of signing, depicting signs (DSs), non-manual features (NMFs) and signing space, for familiar and some unfamiliar contexts and purposes, to engage different audiences
Elaborations (10)
- Elaboration presenting a biographical report on a prominent deaf person, using visual prompts to describe their life and achievements, and incorporating some commentary and personal opinion
- Elaboration providing instructions in an engaging or entertaining style to create interest in a group activity such as an information-gap game or a sign linguistics game
- Elaboration creating digital clips, social media posts or presentations in Auslan that are designed to persuade, inform or invite response on an issue of relevance such as recycling and ‘zero waste’
- Elaboration reflecting in Auslan on the impact of a visit to a significant cultural First Nations Country/Place location, and, with permission, referring to cultural knowledge of the site
- Elaboration creating a promotional signed text about the aims and goals of an upcoming event such as the school fete, an environmental walk, or a fundraiser for a local charity
- Elaboration composing and presenting a handshape or signed poem on a theme such as friendship or a favourite hobby or place
- Elaboration creating a short film in Auslan that incorporates a storyline or cultural twist appropriate for a deaf audience
- Elaboration create the next scene, a new character or an alternative ending for a signed fable, short story or cartoon
- Elaboration creating the script for a role-play about future travel plans, or a best/worst holiday experience, and performing with partner, incorporating elements of tension, humour or emotion
- Elaboration using VV to tell a simple story, incorporating close and distant focus
Students apply features and conventions of signing to enhance communication.
Content descriptorAC9L2AU10EU01 Understanding language and culture
apply features of Auslan sign production including handshape, orientation, location and movement (HOLM), and non-manual features (NMFs), and show how these are represented in familiar and some unfamiliar contexts
Elaborations (7)
- Elaboration showing the importance of fluid patterns of fingerspelling, rather than speed
- Elaboration using the various types and functions of NMFs, such as movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body, to convey effective meaning in real or simulated scenarios, for example, in a class presentation or class debate on a favourite topic
- Elaboration modifying pace for emphasis when presenting personal views on a topic of interest
- Elaboration modifying dominant and non-dominant hands for effect or use one hand only to convey the same meaning as the original 2-hand sign
- Elaboration using NMFs to modify verbs when enacting different types of movements, for example, tip-toe versus stomp
- Elaboration applying knowledge of iconicity, for example, how the path movement of a verb can show the timing of an action, for example, PRO1 WAIT DS:FAST-REPEAT PRO2, observing that English can do the same with changes to the length of words, for example, I've been waiting a loooooong time for you
- Elaboration recognising multi-channel signs and showing that some signs can occur with a standard mouth gesture
They select and apply knowledge of language structures and features to interact, make meaning and create texts.
Content descriptorAC9L2AU10EU02 Understanding language and culture
select and use structures and features of the Auslan grammatical system to enhance meaning and create signed, visual and multimodal texts
Elaborations (11)
- Elaboration showing where and how a signer uses space to establish a location, for example, through the use of points, non-body-anchored signs or fingerspelled words
- Elaboration recognising and practising using locations for present referents, non-present referents, or abstract referents that do not exist in space
- Elaboration recognising that fully-lexical signs may be found in the dictionary and have a standard HOLM, and partly-lexical signs are not listed in a dictionary in all forms
- Elaboration intensifying adjectives through the use of NMFs such as HOT , signing with great emphasis, and depicting a wide-eyed expression for EXTREMELY HOT , or signing TOUGH with great exertion to show VERY TOUGH
- Elaboration distinguishing between the citation form of a sign and the overlaid adverbial NMF, for example, MAN SPRINT (base form), MAN SPRINT NMF:INTENSITY (manner added)
- Elaboration showing that in CAs, a signer can shift into the role of another, or themselves at a different time, through eye-gaze change, body shift, head orientation change, and matching facial expressions
- Elaboration viewing a signed text and documenting time codes for entity, handling and SASS DSs
- Elaboration changing the movement to express how a verb happens over time, for example, signing WATCH versus WATCH DS:SLOW-REPEAT watch again and again
- Elaboration using structures to show a sequence of time, for example, WORK ALL DAY, FUTURE GENERATION
- Elaboration applying knowledge of conjunctions such as PLUS, IF or BUT to join clauses and create cohesion
- Elaboration adding adjectives, adverbs, CAs, DSs and lexical signs, and moving between ‘showing’ and ‘telling’ information to elaborate and extend clauses
They support discussion of structures and features of texts, using metalanguage.
Content descriptorAC9L2AU10EU03 Understanding language and culture
reflect on and evaluate Auslan texts, using metalanguage to discuss language structures and features
Elaborations (12)
- Elaboration using metalanguage to communicate about features of Auslan such as talking about the use of fingerspelling, CAs, DSs and NMFs
- Elaboration comparing SASS DSs with English adjectives, such as a small, sleek new car, or a large, battered, old ute
- Elaboration comparing instances of representation of direct and indirect speech in English texts and corresponding this with the use of CAs in Auslan
- Elaboration identifying and reflecting on created and emerging vocabulary, signs and expressions in texts, for example, COMPUTER, MOUSE (COMPUTER), INTERNET, WI-FI, SELFIE, CHAT
- Elaboration using metalanguage to identify how to construct cohesive and coherent texts through the use of referents and discourse markers, and connectives such as lexical signs THEN or G:WELL or NMFs and pausing
- Elaboration interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they notice, such as more use of fingerspelled words, less use of DSs and NMFs, or the use of different signs such as FILM (old sign), TOILET (old sign)
- Elaboration discussing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
- Elaboration comparing the creation of meaning in Auslan from fully-lexical signs, partly-lexical signs, non-lexical signing and gesture, with the creation of meaning in English words, intonation, and gesture
- Elaboration identifying cultural differences between the use of personal names in Auslan and in their own language, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages
- Elaboration identifying that iconic abstract signs such as SASS DSs can represent a whole object or part of an object, and describing metaphorical iconicity such as LOVE, AVOID/RESIST , and discussing how it relates to metaphors in English
- Elaboration analysing linguistic structures and features associated with more dynamic texts such as live or filmed dialogues between 2 signers, observing and recording examples of backchannels and hesitations used in conversational exchanges
- Elaboration reflecting on similarities and differences in ways of communicating in signed language and spoken language, for example, when joining interactions, taking turns and using name signs
They reflect on their use of Auslan and their own cultural identity to discuss how these influence their ideas and ways of communicating.
Content descriptorAC9L2AU10EU04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating
Elaborations (11)
- Elaboration considering culturally appropriate and ethical language when interacting with Deaf people, discussing vocabulary, phrases and expressions to be avoided
- Elaboration discussing the diversity of the Australian population, including Auslan users who are deaf, hard of hearing, deafblind and children of deaf adults (CODAs)
- Elaboration identifying examples of deaf people who have been recognised in Australian society, and discussing how such recognition contributes to broader awareness and value of Auslan, such as Alastair McEwin and Drisana Levitzke-Gray
- Elaboration reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Auslan to a group of Auslan-using visitors at a school assembly
- Elaboration reflecting on the impact of key events such as the Milan Congress in 1880 and the Signed English movement in the 1970s and 1980s on the education of deaf children, and developing a promotional video suggesting ways to further progress understanding
- Elaboration viewing signed news and other media texts, or presentations by Deaf people, reflecting on the ways attitudes and values in the wider community have changed towards Auslan in recent years, and the reasons for this evolution in perception and the increased positive profile
- Elaboration keeping a journal of memorable experiences associated with learning and using Auslan, noting insights gained into themselves as language users, for example, how they choose to use either Auslan or English in different contexts
- Elaboration promoting participation in community issues and programs, such as creating more green places and safe playgrounds, volunteering in aged care facilities or childcare centres, by contributing to a school secure blog
- Elaboration exploring the role of globalisation in terms of what technology offers signed languages in terms of maintaining their vitality and changing attitudes and values about signed languages, including the capacity for further advancements in technologies to store, record and share signed languages
- Elaboration understanding that knowledge about past and present Deaf people and cultural values are embodied in and transmitted through Auslan, for example, ways of producing the sign for SIGN embodies cultural meaning
- Elaboration reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example, by the introduction of new words
This achievement standard describes the expected learning for Years 9 to 10 Auslan · Second 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 | 26 |
| 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 | 11 |
| Total | 9 | 101 | |
Frequently Asked Questions
What should students know by the end of Years 9 to 10 Auslan?
By the end of Year 10, students initiate and sustain interactions in Auslan to exchange and compare experiences and ideas about their own and others’ personal worlds. They communicate using non-verbal, signed and visual language to collaborate, plan and reflect on activities and events. 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 7 to 8?
The Years 7 to 8 Auslan standard (ASLANAUSSLL7_10Y78) covers the preceding curriculum level. Standards build progressively, with Years 9 to 10 expectations extending what was introduced in Years 7 to 8.
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.