Greeting Others

Learning Area

Languages – Auslan
Year Levels: 1 & 2 (Early Stage One and Stage One)
Duration: 60 minutes
Class Size: 25 students

Curriculum Alignment

This lesson aligns with the Australian Curriculum (v9), specifically for Auslan at Years 1 and 2, referencing:

• AC9L2AU2C01: Recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
• AC9L2AU2C02: Participate in guided, play-based language activities using formulaic expressions and visual cues
• AC9L1AU2U04: Notice language usage reflecting cultural identity
• AC9L2AU2C03: Locate key information in familiar texts and respond with gestures, images, words and formulaic phrases
• AC9L2AU2C04: Recognise language that carries cultural meaning in everyday social interactions
• AC9L2AU2C05: Create signed, visual and multimodal texts using fingerspelling, lexical signs, depicting signs, and non-manual features (NMFs)

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Learning Intentions (WALT)

• WALT recognise and use common Auslan greetings and appropriate forms of address.
• WALT respond to simple questions about greetings and introductions in Auslan.
• WALT use facial expressions and non-manual features to convey meaning in greetings.
• WALT create signed short dialogues using key greetings and introductions.

Success Criteria

Students will:

• Use signs such as HELLO, GOODBYE, GOOD MORNING, GOOD AFTERNOON, HOW ARE YOU?, WHAT’S YOUR NAME? with correct facial expressions.
• Respond appropriately to greetings and questions about their name and feelings.
• Demonstrate understanding through role plays and interactive games.
• Show respect for Deaf cultural norms in greetings (eye contact, facial expressions).

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Resources

• Visual cards with Auslan signs from the NSW Auslan Sign Bank for greetings and questions.
• Flashcards with phrases and key vocabulary.
• A puppet or doll for signing interactions (engagement).
• Name tags or signs for “What’s your name?” activity.
• Visual timetable/sequence chart for lesson flow.
• Access to Auslan video clips demonstrating signs with non-manual markers.

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Lesson Sequence

1. Introduction and Engagement (10 minutes)

WALT: Recognise and identify common Auslan greetings.
Activity:

• Teacher introduces the lesson using clear, slow signs for common greetings: HELLO, GOOD MORNING, GOOD AFTERNOON, GOODBYE. Include high-frequency variants such as HI, SEE YOU.
• Use visual cards from AUSLAN sign bank for each phrase, showing the sign and a still image of facial expression.
• Teacher models each sign with appropriate facial expression and body language.
• Students watch a brief Auslan greeting video clip (1-2 mins) showing children signing greetings with NMFs.

Interactive Practice:

• Call-and-response game: Teacher signs greeting, students copy with expression. Repeat several times, encouraging big, clear signs and facial expressions.

Differentiation/Dyslexia-friendly: Use large, colourful visuals; ensure clear, repeated modelling. Pair visual cues with verbal descriptions.

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2. Learning Key Questions and Responses (15 minutes)

WALT: Use simple questions and responses relevant to greetings.
Focus signs: HOW ARE YOU?, WHAT’S YOUR NAME?

Activity:

• Teacher introduces HOW ARE YOU? followed by common responses (I AM HAPPY, I AM SAD, I AM FINE). Use emotion flashcards to reinforce understanding.
• Demonstrate the sign and corresponding facial expression for each feeling.
• Introduce WHAT’S YOUR NAME? signing and fingerspelling ‘name’.
• Use a puppet or doll to model the question and response interaction.

Interactive Practice:

• In pairs, students practise asking and answering “HOW ARE YOU?” and “WHAT’S YOUR NAME?” using puppets or each other.
• Teacher circulates, scaffolds language and helps with signs, emphasising clear facial expressions and eye contact.

Differentiation/Dyslexia-friendly: Provide picture cards with emotive faces; use scaffold sentence frames on cards (e.g., “I am ___”) to support learners needing more structure.

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3. Role Play and Social Interaction (20 minutes)

WALT: Engage in short greetings dialogues using appropriate Auslan phrases.

Activity:

• Teacher sets up a simple ‘greeting station’ where students take turns to approach, greet, and ask “What’s your name?” and “How are you?”
• Use visual cues around the room: signs for HELLO, GOODBYE, HOW ARE YOU?, WHAT’S YOUR NAME?
• Role-play scenarios: entering the classroom, meeting a new friend, saying goodbye after playtime.

Interactive Practice:

• Class splits into small groups (3-4 students). Students rotate roles — greeter, responder, observer.
• Observers provide positive feedback focusing on use of signs, facial expressions, and eye contact.

Differentiation/Dyslexia-friendly: Use role prompts and visual cue cards per group. Allow flexible roles — observers can just watch and sign encouragement.

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4. Creative Signing Activity: Visual Storyboard & Signing (10 minutes)

WALT: Create and perform a short signed greeting dialogue with peers.

Activity:

• In pairs, students create a simple story sequence using provided storyboard templates (3 frames): e.g., Saying Hello, Asking Name, Saying Goodbye.
• Use pictures and Auslan sign images to support storytelling.
• Pairs rehearse their dialogue focusing on correct signs and facial expression.
• Selected pairs perform their signed greetings for the class or small groups.

Differentiation/Dyslexia-friendly: Provide storyboard with pictures and simple Auslan phrases to choose from (sentence starters or formulaic expressions).

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5. Wrap-up and Reflection (5 minutes)

WALT: Reflect on using Auslan greetings appropriately.

Activity:

• Teacher asks students to share one greeting they enjoyed signing.
• Quick thumbs up/down on which signs they feel confident using.
• Reiterate the importance of eye contact and facial expression in Auslan.
• Use a visual checklist to recap success criteria.

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Differentiation Strategies for Diverse Learners

• Visual aids including Auslan sign bank images and videos to support all learners, especially visual learners.
• Use of scaffolded sentence frames and prompts for students needing sentence support.
• Pair and small group work to encourage peer support and reduce anxiety in signing.
• Repetition of key signs with embodiment and gesture to build confidence.
• Allow extra processing time; use simple language and support for emerging signers.
• For students with dyslexia or literacy difficulties, use multi-sensory approaches with pictures, gestures and signing rather than text-heavy resources.
• Use clear and slow modelling, with plenty of opportunities for copying and mimicking signs and facial expressions.

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Assessment

• Ongoing formative assessment through observation of student participation in greetings, role plays, and signing dialogues.
• Use a simple checklist aligned with success criteria: for use of signs, facial expression, responses to greetings, and interactive communication skills.
• Provide immediate, positive feedback and individual encouragement.

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This plan offers a carefully scaffolded, interactive, and culturally respectful approach to teaching foundational Auslan greetings to young learners, embedding Australian Curriculum standards and NSW recommended visuals. The lesson integrates multisensory activities, peer interactions, and scaffolded support promoting confidence and enjoyment in Auslan communication.

Teachers unfamiliar with Auslan are encouraged to use the NSW Auslan Sign Bank visuals and videos for accurate modelling and to liaise with Auslan specialists for support.

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If you would like, I can also provide a set of tailored visual cue cards or a sample storyboard template to accompany this lesson.