2nd
L (F–10) F-2
Achievement Standard
By the end of Year 2, students interact with teachers and each other to talk
about themselves, their families, friends and immediate environment.
They follow instructions to complete action-based activities such as signing
games or transactional activities, using repeated constructions, gestures and
affective non-manual features (NMFs).
They interact in familiar classroom routines by responding to requests, such as
DS:line-up PLEASE, LOOK-AT-me PRO1.
Students ask and respond to simple questions and distinguish between statements
and questions. They express likes, dislikes and feelings using lexical signs and
affective NMFs.
They recognise and produce fingerspelled names for roll call and games and
produce modelled signs, phrases and sentence patterns in familiar contexts.
They use culturally appropriate protocols, such as maintaining eye contact and
responding to and gaining attention by waving or tapping a shoulder or table.
They identify specific information in signed texts, such as the properties of
colour, number, size or shape, and describe people and objects, for example,
PRO3 5-YEARS-OLD, PRO1 HAVE 2 BROTHER, or THAT BALL BIG.
Students demonstrate simple procedures using known signs, gestures, objects and
list buoys.
They recount and sequence shared events using familiar signs and
visual prompts.
They view short imaginative and expressive texts such as stories and nursery
rhymes, demonstrating understanding through drawing, gesture, modelled signs or
English.
They use fixed handshapes in creative ways, for example to create amusing
sequences of signs to enact movements, and portray characteristics through the
use of constructed action.
They identify similarities and differences in ways they interact when
communicating in English and in Auslan.
Students know that Auslan is a language in its own right, different from mime
and gestures used in spoken languages.
They know that eye contact is necessary for effective communication and that
meaning is communicated visually through the use of whole signs, gestures or
fingerspelling.
They identify and categorise signs according to handshape and they recognise
major types of path movements.
They know that some signs link to the appearance of a referent, for example PEN,
HOUSE, and that some words, such as proper nouns, are borrowed from English by
fingerspelling and mouthing.
They know that locations of signs can be modified to change meaning, for example
when pointing to people.
They recognise the importance of facial expression, eye gaze and other NMFs in a
visual-gestural language and culture and know that sign order is flexible in
Auslan.