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  1. F–10 Sequence
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F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students learn to produce all handshapes, movements and locations of single signs. They make use of handling and size and shape specifiers (SASS) depicting signs with increasing accuracy, and use...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Communicate with teacher, peers and familiar adults in guided and free interactions that develop social and communicative skills (VCASFC001)
  2. Participate in group learning activities that involve taking turns, playing action games, making choices or swapping and classifying items (VCASFC002)
  3. Participate in classroom routines and activities such as following directions, attracting attention, responding to questions and turn-taking (VCASFC003)
Informing
  1. Identify specific points of information in simple Auslan texts and use the information to complete guided tasks (VCASFC004)
  2. Present information about self, family, people, places and things using signed descriptions and visual prompts (VCASFC005)
Creating
  1. Participate in a range of imaginative experiences and respond through drawing, telling with familiar signs and written words or enacting with constructed action (VCASFC006)
  2. Express imaginative experience through creative games, role-play and mime, using familiar signs, modelled language and constructed action (VCASFC007)
Translating
  1. Translate familiar words and phrases from Auslan into English and vice versa, using visual cues, signs and English words, noticing how signs and words differ (VCASFC008)
  2. Create simple print or digital texts such as labels, posters, wall charts or cards that use both Auslan images and English words (VCASFC009)
Identity
  1. Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community (VCASFC010)
Reflecting
  1. Notice similarities and differences between Auslan and spoken languages in relation to ways of interacting, sharing stories and playing games (VCASFC011)

Understanding

Systems of language
  1. Recognise the main formational elements of handshape, movement and location in Auslan signs, and understand that a sign is the same as a spoken or written word even though it can be iconic (VCASFU012)
  2. Recognise that signing happens in a finite space that can be used meaningfully within individual signs, learning in particular how depicting signs, some verbs, pronouns and enacting make use of spatial relationships (VCASFU013)
  3. Recognise that groups of words combine to make clauses and include nouns and pronouns (people, places, things), adjectives (qualities) and verbs (happenings, states); and distinguish between statements and questions based on non-manual features (VCASFU014)
  4. Understand that texts are made up of units of meaning, such as words, gestures or sentences/clauses and that different types of texts have particular features that help serve their purpose (VCASFU015)
Language variation and change
  1. Understand that all languages including signed languages vary and borrow words and signs from each other (VCASFU016)
Language awareness
  1. Recognise that Auslan is a legitimate language, one of many languages used in Australia and around the world (VCASFU017)
Role of language and culture
  1. Understand that people use language in ways that reflect their culture, such as where and how they live, who they live with and what is important to them (VCASFU018)

Foundation to Level 2 Achievement Standard

By the end of Level 2, students interact with the teaching team, class visitors and each other to share information about themselves, their families, friends, routines, pastimes and experiences. They use fingerspelling or sign names as appropriate and lexical adjectives or size and shape specifiers (SASS) depicting signs (DS) to describe the appearance and characteristics of family members, friends or teachers, for example, POSS1 BROTHER OLD++ TALL SKINNY or POSS3 SISTER FRECKLES. Students recount shared and personal experiences and favourite activities, using plain or indicating verbs that are modified, such as PRO1 GO-TO-right, PLAY-continuous, RETURN-left, or LAST-WEEK PRO1-plural VISIT NANNA. They sequence events correctly using time markers such as YESTERDAY, LAST-YEAR, TWO-DAYS-AGO. ...

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