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Years 7 and 8 · Languages · Communicating meaning in Auslan

AC9L1AU8C03

interpret and analyse information, ideas and opinions in a range of signed, visual and multimodal texts, and respond appropriately to cultural context, purpose and audience

The content description above is Australian Curriculum, Assessment and Reporting Authority (ACARA)’s own wording, reproduced unmodified from the Australian Curriculum v9.0, read in August 2026, and licensed CC BY 4.0.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website and was not modified. ACARA does not endorse this product and is not affiliated with it.

Taught alongside it

The rest of Communicating meaning in Auslan in Years 7 and 8.

AC9L1AU8C01

initiate and sustain exchanges in familiar and unfamiliar contexts related to students’ experiences, feelings and opinions, adjusting their language in response to others

AC9L1AU8C02

collaborate in activities that involve the language of transacting, negotiating and justifying, to plan projects and events

AC9L1AU8C04

interpret and adjust signed, visual and written language to convey meaning in a range of familiar and unfamiliar cultural contexts

AC9L1AU8C05

create and present signed, visual and multimodal, informative and imaginative texts, manipulating language to suit context, purpose and audience

AC9L1AU8EC01

interact with others using modelled language to exchange information in familiar contexts about self and personal worlds

AC9L1AU8EC02

engage in modelled signed and visual exchanges with peers to organise activities related to daily life and school environment

AC9L1AU8EC03

locate and process information and ideas in familiar signed, visual and multimodal texts, responding in ways appropriate to cultural context, purpose and audience

AC9L1AU8EC04

develop and begin to apply strategies to interpret, translate and convey meaning in Auslan in familiar contexts

AC9L1AU8EC05

create signed, visual and multimodal informative and imaginative texts using modelled fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space

AC9L2AU8C01

initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others

AC9L2AU8C02

collaborate in activities that involve the language of transaction, negotiation and problem-solving to plan projects and events

AC9L2AU8C03

interpret information, ideas and opinions in a range of signed, visual and multimodal texts, and respond appropriately to cultural context, purpose and audience

AC9L2AU8C04

interpret and adjust signed, spoken and written language to convey meaning in a range of familiar and some unfamiliar cultural contexts

AC9L2AU8C05

create and present signed, visual and multimodal, informative and imaginative texts, selecting fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, appropriate to text type

AC9L2AU8EC01

interact with others using modelled language to exchange information in familiar contexts about self and personal worlds

AC9L2AU8EC02

engage in modelled signed and visual exchanges with peers to organise activities related to daily life and school environment

AC9L2AU8EC03

locate and process information and ideas in familiar signed, visual and multimodal texts, responding in ways appropriate to cultural context, purpose and audience

AC9L2AU8EC04

develop and begin to apply strategies to interpret, translate and convey meaning in Auslan in familiar contexts

AC9L2AU8EC05

create signed, visual and multimodal informative and imaginative texts using modelled fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space

The same idea, year by year

Where AC9L1AU8C03 comes from and where it goes, for a student working below or above Years 7 and 8.

  1. Years 5 and 6AC9L1AU6C01initiate and sustain exchanges related to students’ experiences and opinions of their personal worlds and school environment
  2. Years 5 and 6AC9L1AU6C02participate in activities that involve planning and negotiating with others, using familiar and modelled idiomatic language to agree, suggest and resolve
  3. Years 5 and 6AC9L1AU6C03locate and process information and ideas in a range of signed, visual and multimodal texts, and respond in different ways to suit purpose
  4. Years 5 and 6AC9L1AU6C04apply strategies to interpret and convey meaning in signed and visual cultural contexts
  5. Years 5 and 6AC9L1AU6C05create and present a range of informative and imaginative signed, visual and multimodal texts using a variety of modelled language structures and features to sequence information and ideas, appropriate to text type
  6. Years 5 and 6AC9L2AU6C01initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
  7. Years 5 and 6AC9L2AU6C02participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
  8. Years 5 and 6AC9L2AU6C03locate and process information and ideas in a range of signed, visual and multimodal texts, and respond in different ways to suit purpose
  9. Years 5 and 6AC9L2AU6C04apply strategies to interpret and convey meaning in familiar signed and visual cultural contexts
  10. Years 5 and 6AC9L2AU6C05create and present a range of informative and imaginative signed, visual and multimodal texts using a variety of modelled structures to sequence information and ideas, and using fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, appropriate to text type
  11. Years 9 and 10AC9L1AU10C01initiate, sustain and extend exchanges in a range of contexts, responding to ideas, opinions and perspectives, adjusting their language in response to others
  12. Years 9 and 10AC9L1AU10C02contribute to discussions that involve diverse views to negotiate outcomes, debate issues and compare experiences
  13. Years 9 and 10AC9L1AU10C03evaluate and synthesise information, ideas and perspectives in a broad range of signed, visual and multimodal texts and respond appropriately to cultural context, purpose and audience
  14. Years 9 and 10AC9L1AU10C04interpret and translate signed, visual and written interactions and texts to reflect cultural context, purpose and audience
  15. Years 9 and 10AC9L1AU10C05create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions, to engage different audiences
  16. Years 9 and 10AC9L1AU10EC01initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, experiences and opinions about their own and others’ personal worlds
  17. Years 9 and 10AC9L1AU10EC02use signed and visual exchanges to discuss, plan and reflect on activities, events and experiences with peers
  18. Years 9 and 10AC9L1AU10EC03interpret information, ideas and perspectives in a wide range of signed, visual and multimodal texts, and respond appropriately to cultural context, purpose and audience
  19. Years 9 and 10AC9L1AU10EC04apply strategies to interpret and translate signed interactions, visual and written texts, to convey meaning and intercultural understanding in familiar and unfamiliar contexts
  20. Years 9 and 10AC9L1AU10EC05create 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
  21. Years 9 and 10AC9L2AU10C01initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others
  22. Years 9 and 10AC9L2AU10C02contribute to discussions that involve diverse views to negotiate outcomes, address issues and compare experiences
  23. Years 9 and 10AC9L2AU10C03evaluate and synthesise information, ideas and perspectives in a broad range of signed, visual and multimodal texts and respond appropriately to cultural context, purpose and audience
  24. Years 9 and 10AC9L2AU10C04interpret and translate signed, spoken, visual and written interactions and texts to convey intercultural understanding in familiar and unfamiliar contexts
  25. Years 9 and 10AC9L2AU10C05create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions, to engage different audiences
  26. Years 9 and 10AC9L2AU10EC01initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, experiences and opinions about their own and others’ personal worlds
  27. Years 9 and 10AC9L2AU10EC02use signed and visual exchanges to discuss, plan and reflect on activities, events and experiences with peers
  28. Years 9 and 10AC9L2AU10EC03Interpret information, ideas and perspectives in a wide range of signed, visual and multimodal texts, and respond appropriately to cultural context, purpose and audience
  29. Years 9 and 10AC9L2AU10EC04apply strategies to interpret and translate signed interactions, visual and written texts, to convey meaning and intercultural understanding in familiar and unfamiliar contexts
  30. Years 9 and 10AC9L2AU10EC05create 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

Planning against AC9L1AU8C03?

Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.