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NSW Curriculum
NSW Education Standards Authority

K–10Auslan K–10 Syllabus (2023)

Record of changes
Implementation from 2026
Expand for detailed implementation advice

Content

Stage 2

Creating texts in Auslan

Content is provided for:

  • Additional: students learning Auslan as an additional language
  • Prior learning/experience: students learning Auslan with knowledge and/or experience from in or outside the classroom
  • First: students learning Auslan as their Loading .
Vocabulary, grammar and text structures
Additional
  • Communicate about self, family, friends and their immediate environment

  • Use Loading  to talk about movements of a single Loading  and to describe 2-dimensional or 3-dimensional objects

  • Recognise that some verb forms indicate who is involved by changing the direction of the movement or Loading  of the Loading 

  • Recognise Loading  which mark manner on verbs or express negation in clauses

  • Identify how signers establish location and how this helps the Loading  follow who or what is being talked about

  • Identify Loading  that do not have a direct match in English

  • Compare English or Loading  descriptions with Loading 

  • Compare the Loading  of some simple signs in terms of their similarity to the object/referent

  • Use specific time marking incorporating numerals

  • Identify features of recounts and Loading 

First
  • Communicate about daily lives, social activities and school subjects

  • Expand use of depicting signs

  • Identify similarities and differences in Loading  use and sentence structure between Auslan, English, and/or Aboriginal English

  • Identify the meaningful location of nouns and verbs, depicting signs and Loading  which are used to show who is involved in an event

  • Identify different pronouns used to refer to the same person in a text and consider how this maintains interest and understanding

  • Use Loading  to show participants

  • Identify how space is used in Auslan for purpose and textual Loading 

  • Use space to track a character or location through a text for purposes of cohesion

  • Notice that different purposes in text creation result in different types and amounts of signing

Creating texts to communicate
Additional
  • Loading  Loading  using imagination and/or sequenced information

  • Create simple bilingual texts for the classroom and/or school community

First
  • Create or adapt imaginative texts and/or expressive performances

  • Create informative and bilingual texts that convey information about aspects of their school and/or local community

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