Explore Auslan (continuers): Concepts, perspectives, topics and subtopics; Concepts. Compare the published stage content and assessment categories before choosing.
Confirm your cohort: Published SACE Board course tables and outlines retrieved in November 2026. Headings can include school-selected options; confirm your actual study years, programme and version. Syllabus availability alone does not establish TAS/ATAR eligibility or recognised credit.
What will I learn?
Concepts, perspectives, topics and subtopics
Stage 1 — published content / option headings; check school selectionsConcepts
Stage 1 — published content / option headings; check school selectionsPerspectives
Stage 1 — published content / option headings; check school selectionsTopics
Stage 1 — published content / option headings; check school selectionsSelecting subtopics
Stage 1 — published content / option headings; check school selectionsConcept
Stage 1 — published content / option headings; check school selectionsTopic
Stage 1 — published content / option headings; check school selectionsAn example of a suggested subtopic related to this topic
Stage 1 — published content / option headings; check school selectionsLanguage and culture
Stage 1 — published content / option headings; check school selectionsLanguage as a system
Stage 1 — published content / option headings; check school selectionsVocabulary
Stage 1 — published content / option headings; check school selectionsGrammar
Stage 1 — published content / option headings; check school selectionsLanguage functions
Stage 1 — published content / option headings; check school selectionsLanguage structures
Stage 1 — published content / option headings; check school selectionsAuslan Grammar
Stage 1 — published content / option headings; check school selectionsTypes of manual signs
Stage 1 — published content / option headings; check school selectionsGrammatical categories in Auslan
Stage 1 — published content / option headings; check school selectionsText types
Stage 1 — published content / option headings; check school selectionsStyles of signing
Stage 1 — published content / option headings; check school selectionsDictionaries
Stage 1 — published content / option headings; check school selectionsThemes, Topics, and Subtopics
Stage 2 — published content / option headings; check school selectionsThe Individual
Stage 2 — published content / option headings; check school selectionsThe Deaf and Hearing Communities
Stage 2 — published content / option headings; check school selectionsThe Changing World
Stage 2 — published content / option headings; check school selectionsSigned Text Types
Stage 2 — published content / option headings; check school selectionsVocabulary
Stage 2 — published content / option headings; check school selectionsGrammar
Stage 2 — published content / option headings; check school selectionsSub-lexical Structures of Signs
Stage 2 — published content / option headings; check school selectionsMorphological and Lexical Structures (types) of Signs
Stage 2 — published content / option headings; check school selectionsSyntax and Discourse
Stage 2 — published content / option headings; check school selectionsConcepts, perspectives, topics and subtopics
Stage 2 — published content / option headings; check school selectionsConcepts
Stage 2 — published content / option headings; check school selectionsPerspectives
Stage 2 — published content / option headings; check school selectionsTopics
Stage 2 — published content / option headings; check school selectionsSelecting subtopics
Stage 2 — published content / option headings; check school selectionsConcept
Stage 2 — published content / option headings; check school selectionsTopic
Stage 2 — published content / option headings; check school selectionsAn example of a suggested subtopic related to this topic
Stage 2 — published content / option headings; check school selectionsLanguage and culture
Stage 2 — published content / option headings; check school selectionsLanguage as a system
Stage 2 — published content / option headings; check school selectionsVocabulary
Stage 2 — published content / option headings; check school selectionsGrammar
Stage 2 — published content / option headings; check school selectionsLanguage functions
Stage 2 — published content / option headings; check school selectionsLanguage structures
Stage 2 — published content / option headings; check school selectionsAuslan Grammar
Stage 2 — published content / option headings; check school selectionsTypes of manual signs
Stage 2 — published content / option headings; check school selectionsGrammatical categories in Auslan
Stage 2 — published content / option headings; check school selectionsText types
Stage 2 — published content / option headings; check school selectionsStyles of signing
Stage 2 — published content / option headings; check school selectionsDictionaries
Stage 2 — published content / option headings; check school selectionsHow will I be assessed?
Published course / existing guide: Stage 1: School assessment 100%. This is the overall published assessment proportion, not the weighting of every individual task.
Published course / existing guide: Stage 1: Assessment Type 1: Interacting in Auslan. Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 1: Assessment Type 2: Creating Meaning in Auslan. Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 1: Assessment Type 3: Analysing Auslan. Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 1: Assessment Type 4: Investigation. Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 2: School assessment 70%. This is the overall published assessment proportion, not the weighting of every individual task.
Published course / existing guide: Stage 2: External assessment 30%. This is the overall published assessment proportion, not the weighting of every individual task.
Published course / existing guide: Stage 2: Assessment Type 1: Folio (50%). Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 2: Assessment Type 2: In-depth Study (20%). Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 2: Assessment Type 3: Examination (30%). Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 2: Assessment Type 1: Folio (40%). Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 2: Assessment Type 2: In-depth Study (30%). Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 2: Assessment Type 3: Examination (30%). Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 2: Assessment Type 1: Folio (50%). Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Published course / existing guide: Stage 2: Assessment Type 2: In-depth Study (20%). Published category/weighting labels; credit-pattern variants and individual tasks must be read in context.
Progression and companion subjects
No complete companion or exclusion review is attached to this profile. Check the official course-entry conditions, language eligibility and your school’s sequence before enrolling. Links between resource hubs show related learning; they do not establish a compulsory prerequisite.
Will I find it hard?
Difficulty depends on your experience, interests, teaching and assessment. These are our reflection prompts, not an official difficulty rating.
- Would regular vocabulary, listening and speaking practice fit the way you like to learn?
- Check the language-entry eligibility rules and try a speaking/listening example with your teacher.
Does it scale up or down?
Use SATAC subject evidence. An aggregate-to-ATAR table is not a subject scaling table.
Scaling is not a measure of difficulty or a guaranteed bonus. Prioritise content you can engage with and required subjects for courses you are considering.
Explore the resources
These official subjects are included whether or not we sell resources for them.
Core subject information and planning are free. Full study resources are optional.
Sources, versions and verification dates
Profile source metadata last checked: 2026-11-14. A source check is not an endorsement by the authority or confirmation that a future course version is unchanged.
- SACE Board: Auslan (continuers) course codes, credit options and assessment proportions — SACE Board; 2026-11-14. Published course-code/credit and school/external assessment tables. SACE subject content is also used in NTCET; certificate requirements remain separate. School delivery, eligibility and applicability to your study years require confirmation.
- Auslan (continuers): Stage 1 subject outline — SACE Board; 2026-11-14. Visible document cover subject/stage matched to the observed course; original DOCX-byte hash retained. Factual content/option and assessment-category headings, not copied rationale prose. Agent extraction; no independent human curriculum signoff claimed. Confirm the current cohort and school task plan.
- Auslan (continuers): Stage 2 subject outline — SACE Board; 2026-11-14. Visible document cover subject/stage matched to the observed course; original DOCX-byte hash retained. Factual content/option and assessment-category headings, not copied rationale prose. Agent extraction; no independent human curriculum signoff claimed. Confirm the current cohort and school task plan.
- Auslan (continuers): Stage 2 subject outline — SACE Board; 2026-11-14. Visible document cover subject/stage matched to the observed course; original DOCX-byte hash retained. Factual content/option and assessment-category headings, not copied rationale prose. Agent extraction; no independent human curriculum signoff claimed. Confirm the current cohort and school task plan.