Years 1 to 2
Languages
ASLANAUSSLLF10Y12
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, and use simple formulaic language. 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 and modelled language, including some fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts.
Students imitate the parameters of signs. They demonstrate understanding that Auslan has conventions and rules for signing. 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.
Second 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 descriptorAC9L2AU2C01 Communicating meaning in Auslan
recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
Elaborations (11)
- Elaboration participating in simple dialogues using greetings, farewells and sign names where appropriate, following modelled signs such as HOW-ARE-YOU? SEE-YOU-AGAIN
- Elaboration referring to classmates, teachers or visitors by pointing, fingerspelling a name, or using a sign name where appropriate, noting the cultural etiquette of sign names
- Elaboration asking and answering simple questions that require an affirmative or negative response, such as WANT PLAY HIDE-AND-SEEK? Do you want to play 'Hide and seek'? WANT Yes, I want to. PRO2 ALRIGHT? Are you alright? YES Yes BIRD PRO2 HAVE? Do you have a bird? BIRD PRO1 HAVE I have a bird.
- Elaboration recognising and responding to classroom instructions
- Elaboration asking and answering simple questions that require a closed or simple response, such as SISTER BROTHER HOW-MANY? How many sisters and brothers do you have? BROTHER(TWO) SISTER(ONE) Two brothers and one sister. SCISSORS WHERE? Where are the scissors? BLACK BLUE PENCIL WANT WHICH? Which pencil do you want? Black or blue? HOW-OLD PRO2? How old are you? PRO1 AGE-YEARS(SEVEN) I am 7 years old.
- Elaboration making statements to express feelings and simple opinions using lexical signs and affective NMFs, for example, PRO1 HAPPY I’m happy. PRO3 GRUMPY She’s grumpy. PRO1 LIKE SCHOOL I like school. PRO1 FLOWER LIKE-NOT I don’t like flowers. PRO1 LOVE APPLES I love apples.
- Elaboration describing the appearance of people or objects using simple statements and supporting pictures or props, for example, PRO3 HAVE DS:CURLY-HAIR He has curly hair. THAT BOX BIG That box is big.
- Elaboration sharing information about what they like to do after school or on the weekend
- Elaboration playing action games such as 'Simon says', using plain verbs, for example, PRO1 RUN, PRO1 READ
- 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?
- Elaboration teaching family members Auslan such as PLEASE, THANK-YOU, SORRY, WELCOME, GOOD-LUCK, CONGRATULATIONS/WELL-DONE, HAPPY BIRTHDAY and deaf applause
They use cues to respond to questions and instructions, and use simple formulaic language.
Content descriptorAC9L2AU2C01 Communicating meaning in Auslan
recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
Elaborations (11)
- Elaboration participating in simple dialogues using greetings, farewells and sign names where appropriate, following modelled signs such as HOW-ARE-YOU? SEE-YOU-AGAIN
- Elaboration referring to classmates, teachers or visitors by pointing, fingerspelling a name, or using a sign name where appropriate, noting the cultural etiquette of sign names
- Elaboration asking and answering simple questions that require an affirmative or negative response, such as WANT PLAY HIDE-AND-SEEK? Do you want to play 'Hide and seek'? WANT Yes, I want to. PRO2 ALRIGHT? Are you alright? YES Yes BIRD PRO2 HAVE? Do you have a bird? BIRD PRO1 HAVE I have a bird.
- Elaboration recognising and responding to classroom instructions
- Elaboration asking and answering simple questions that require a closed or simple response, such as SISTER BROTHER HOW-MANY? How many sisters and brothers do you have? BROTHER(TWO) SISTER(ONE) Two brothers and one sister. SCISSORS WHERE? Where are the scissors? BLACK BLUE PENCIL WANT WHICH? Which pencil do you want? Black or blue? HOW-OLD PRO2? How old are you? PRO1 AGE-YEARS(SEVEN) I am 7 years old.
- Elaboration making statements to express feelings and simple opinions using lexical signs and affective NMFs, for example, PRO1 HAPPY I’m happy. PRO3 GRUMPY She’s grumpy. PRO1 LIKE SCHOOL I like school. PRO1 FLOWER LIKE-NOT I don’t like flowers. PRO1 LOVE APPLES I love apples.
- Elaboration describing the appearance of people or objects using simple statements and supporting pictures or props, for example, PRO3 HAVE DS:CURLY-HAIR He has curly hair. THAT BOX BIG That box is big.
- Elaboration sharing information about what they like to do after school or on the weekend
- Elaboration playing action games such as 'Simon says', using plain verbs, for example, PRO1 RUN, PRO1 READ
- 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?
- Elaboration teaching family members Auslan such as PLEASE, THANK-YOU, SORRY, WELCOME, GOOD-LUCK, CONGRATULATIONS/WELL-DONE, HAPPY BIRTHDAY and deaf applause
Content descriptorAC9L2AU2C02 Communicating meaning in Auslan
participate in a range of guided, play-based language activities, using formulaic expressions and visual cues
Elaborations (7)
- Elaboration participating in games that involve the use of repeated phrases, expressions, actions and NMFs, for example, 'I went to market, and I bought …', 'I have, you have?'
- Elaboration following instructions that include simple DSs, to locate and move classroom objects or complete an action-based activity, such as an obstacle course, for example, DESK DS:PLACE-IN PUT Put it in the desk. TREE DS:WALK AROUND Walk around the tree.
- Elaboration following classroom instructions that include simple DSs for completing activities, such as DS:LINE-UP PLEASE Line up, please. LOOK-AT PRO1 Look at me. PLEASE WITH TWO Please find a partner.
- Elaboration taking turns in games such as 'Go fish' or memory games, using appropriate signs and NMFs, for example, POSS2 TURN It’s your turn. PRO2 PICK-UP You pick up. THREE HAVE PRO2? Do you have a 3?
- Elaboration swapping or ‘buying’ objects, using question signs and affirmative and negative answers, for example, HOW-MANY WANT? How many do you want? THAT HOW-MUCH? How much is that?
- Elaboration interacting with a signing puppet or doll in an imaginary setting, for example, by signing simple questions such as POSS2 NAME, WHAT? What is your name? PRO2 LIKE FS: DO WHAT? What do you like to do?
- Elaboration watching group performances of rehearsed role plays and joining in expressions of support such as the use of deaf applause
Content descriptorAC9L2AU2C04 Communicating meaning in Auslan
notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
Elaborations (6)
- Elaboration creating a word wall or poster, comparing the iconicity of some simple signs in terms of their similarity to the object/referent, for example, drink, food, kangaroo
- Elaboration explaining why they like a chosen sign or expression, for example, DOG, CAT, BIRD
- Elaboration making own bilingual Auslan-English picture dictionaries with labels, images or recordings of signs, for example, posters or cards with pictures to learn the signs for familiar objects, classroom items or daily activities
- Elaboration noticing that in signed languages meaning can be expressed in different ways, for example, with signs or fingerspelling
- 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 considering the meaning behind sign names if appropriate, indicating whether it is related to appearance, personality, a characteristic, story, habit or family
They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9L2AU2C03 Communicating meaning in Auslan
locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
Elaborations (9)
- Elaboration participating in information-gap activities such as identifying signed information from class messages or short introductions, for example, by identifying names, school locations, numbers or times
- Elaboration gathering information from each other, about topics such as family members, favourite foods and pets, to report back to the class using familiar structures and modelled language, for example, CAT HAVE HOW-MANY KITTEN? SIX How many kittens does the cat have? Six.
- Elaboration identifying and applying specific information in live or recorded Auslan texts to complete guided tasks such as colouring-in and craft activities, or interacting with materials and objects related to properties such as colour, number, size or shape, for example, TREE COLOUR GREEN Colour the tree green. BLUE POINT Point to blue. YELLOW BLOCK BLUE BLACK DS:ON Put the blue block on the yellow block.
- Elaboration recognising that gesture and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also reflected in Auslan, and the language(s) they speak at home
- Elaboration viewing recorded or live children’s stories in Auslan, demonstrating understanding through drawing, gesture, modelled signs or voice
- Elaboration responding to teacher prompts, in Auslan or English, to capture impressions when viewing images, video clips or stories in Auslan, for example, PRO2 SEE FINISH VIDEO. NOTICE WHAT? You saw the video. What did you notice? SAME WHAT? SAME DIFFERENT? What’s the same? What’s different?
- Elaboration shadowing NMFs in short Auslan poems or Deaf stories, for example, facial expressions or repeated signs
- Elaboration responding to short expressive texts such as cartoons, using drawings, familiar signs or re-enactments with puppets or props to show the movement of people, animals and/or objects
- Elaboration responding imaginatively to stimuli, using gestures, handshapes, facial expressions and simple signs, for example, acting out different ways a character in a story may respond
They use familiar signs and modelled language, including some fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts.
Content descriptorAC9L2AU2C05 Communicating meaning in Auslan
with support, create signed, visual and multimodal texts, using modelled fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space
Elaborations (9)
- Elaboration contributing to a presentation such as a class video, by signing a simple description of their family, pets or class members
- Elaboration recording and presenting a video about aspects of their daily routines, using modelled signs and visual prompts
- 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 using modelled iconic and DSs to create variations to actions involved in familiar stories such as ‘The Very Hungry Caterpillar’, for example, adding alternative food items
- Elaboration creating sequences of signs, using a fixed handshape such as the index finger ‘point’, for example, YOU THINK I SHY? You think I’m shy?
- Elaboration using gestures and modelled signs to create short skits that convey emotions and behaviours associated with characters from familiar texts
- Elaboration enacting the movements and characteristics of a particular animal, through the use of constructed action (CA)
- Elaboration creating and using handshape images to represent signs and label with words, for example, flat hand = FISH , five = TREE , claw = SPIDER , ok = BEE
Students imitate the parameters of signs.
Content descriptorAC9L2AU2U01 Understanding language and culture
recognise that Auslan is a visual-gestural language, and imitate the parameters of signs such as handshape, orientation, location, movement (HOLM) and non-manual features (NMFs)
Elaborations (9)
- Elaboration noticing the location of a sign on the body or in space
- Elaboration understanding that syllables in English are like handshapes, movements and locations in Auslan, in the sense that they are combined together to make signs
- Elaboration working with information to create a class video, identifying and categorising a select range of signs according to handshape, for example, COCKATOO handshape:five and SOCCER handshape:fist
- Elaboration noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling, and developing use of ‘writing hand’ as dominant hand when signing
- Elaboration noticing that meaning can be expressed through fingerspelling, for example, fingerspelling individual words, using clear letter formation
- Elaboration recognising movements of the hands in modelled signs, for example, GIRL or BOY
- 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 practising signing which is clear, for example, not ‘mumbling’ by using a small space and not ‘yelling’ by using an overly large space
- Elaboration practising signing at a constant speed
They demonstrate understanding that Auslan has conventions and rules for signing.
Content descriptorAC9L2AU2U02 Understanding language and culture
recognise that signs and features of language are used to construct meaning in Auslan
Elaborations (9)
- Elaboration recognising that there is range of signing space in signed interactions
- Elaboration identifying and indicating how people or things in the classroom can be represented by DSs, for example, point can mean a person, a ruler can be long or short
- Elaboration noticing that there can be one or more referents in an Auslan text
- Elaboration showing understanding that proper nouns can have a sign name, a lexical sign or can be fingerspelled
- Elaboration identifying verb signs SIT, EAT, FEEL, HAVE and recognising that they are central to a clause
- Elaboration noticing there is no equivalent for the verb ‘to be’ in Auslan, for example, PRO1 COLD I am cold.
- 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 )
- 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 recognising simple time markers without numeral incorporation, for example, TODAY, TOMORROW, NEXT-WEEK
They give examples of similarities and differences between some features of Auslan and English.
Content descriptorAC9L2AU2U03 Understanding language and culture
notice that Auslan has features that may be similar to or different from English
Elaborations (5)
- Elaboration recognising that every language uses words or signs to make meaning, for example, creating a poster showing similarities and differences between Auslan and English for welcoming, greeting and introducing
- Elaboration identifying aspects of Auslan and English which are similar or different, for example, NMFs or fingerspelling and recording these in a T-chart
- Elaboration recognising that Auslan is a different sign language from that in other countries, and this is similar to having different spoken languages in other countries
- Elaboration comparing Auslan and English pronouns
- Elaboration recognising that texts are created to achieve different purposes, for example, a signed story or a signed instruction noticing that Auslan has more flexibility of word order than 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.
Content descriptorAC9L2AU2U04 Understanding language and culture
notice that people use language in ways that reflect cultural identity
Elaborations (7)
- 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 exploring how deaf people use technology in ways that may be different from hearing people, for example, through the use of flashing door lights, vibrating alarm clocks and captions
- Elaboration comparing aspects of their own lives with those of deaf children in their school or represented in digital images, video clips and stories, such as ways of playing games, telling stories or interacting at school, for example, comparing how the swimming-pool game ‘Marco Polo’ uses splashing instead of voice to attract attention when deaf children play together
- 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 recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities
- Elaboration preparing a class poster, chart or calendar identifying languages used and cultural events celebrated by class and family members such as Auslan Day, National Week of Deaf People and national and international cultural celebrations relevant to the class
- Elaboration noticing that deaf people value Auslan just as hearing people value their languages
This achievement standard describes the expected learning for Years 1 to 2 Auslan · Second 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 | 15 |
| Communicating meaning in Auslan | Creating text in Auslan | 1 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 23 |
| Understanding language and culture | Understanding the interrelationship of language, culture and identity | 1 | 7 |
| Total | 9 | 72 | |
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, and use simple formulaic language. 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 (ASLANAUSSLLF10FY) 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.