Australia’s education system has historically been premised on state and territory-based curricula, until the development of a national curriculum in each learning area, released in stages from 2014. This paper will discuss the curriculum development process for the Auslan curriculum in the Languages learning area, which delivered an endorsed blueprint for the formal teaching and learning of Auslan in Australian schools from 2017. Unique features of the curriculum will be outlined, such as the dual-pathways for first and second language learners of Auslan, and the different sequence entry points, specifically designed to meet the needs of deaf children in both the early primary school years, as well as those who are late learners of a first language, entering secondary school with limited spoken and/or signed language later in childhood. The paper will provide an overview of the structure and content of the curriculum and the nature of the learners, and conclude with some of the opportunities and challenges arising from this initiative, such as the ongoing lack of quality resources that exist for its day-to-day implementation in schools nation-wide.