AC9L1AU10EC01 Year 9 Languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

initiate and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, experiences and opinions about their own and others’ personal worlds

Elaborations

• 1 using consistent patterning of fingerspelling for proper nouns and lexicalised fingerspelling, with DSs used more frequently to convey meaning
• 2

  initiating greetings thanks and apologies with unfamiliar people, for example,

  SCHOOL WHERE, SIGN NAME HAVE, DEAF, HEARING?

• 3

  exchanging information about themselves and their world using NMFs, for example,

  KNOW-WHAT? PRO1 NEW DOG

  Guess what? I have a new dog.

  POSS2 WEEKEND GOOD BAD?

  How was your weekend?

• 4

  asking for and providing additional detail, such as in a mock interview activity, for example,

  POSS2 STORY WOW. NMF:LEANING-FORWARD TELL MORE

  Your story is interesting. Please tell me more.

  FS:IF PRO2 BOSS PRO2 WILL CHANGE WHAT?

  What would you change if you were boss?

• 5

  participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example,

  WHAT? PLEASE AGAIN

  Could you repeat that, please?

  STILL GO-AHEAD

  Go ahead …

  FS:SO PRO2 SAY PRO1 FIX THAT?

  So, you want me to fix that?

  PLEASE SLOW SIGN?

  Could you sign that slowly, please?

  PRO2 SAY BEFORE WHAT?

  What did you just say, sorry?

• 6

  using appropriate NMFs to enhance communication through backchannels and exclamations, for example,

  SURPRISE

  Oooh (with appropriate intonation)

  INCREDIBLE

  No way!

  HOLD …

  Hang on a minute …

• 7

  describing and comparing topics, setting up use of space, for example, a weather report,

  PT+up WEATHER QUEENSLAND HOT

  The weather in Queensland is hot.

  PT+dn WEATHER TASMANIA COLD

  The weather in Tasmania is cold.

• 8 expressing degrees of emotions and intensity through variations of signs and NMFs, for example, angry versus furious, happy versus ecstatic
• 9

  using discourse markers in a role-play or turn-taking activity, for example,

  ANYWAY, THEN, PAUSE-NOD

  , list buoys,

  FS:SO, NOW, BUT

  , and others, as well as hand clasp, hand drop to indicate turn-taking

• 10

  explaining or justifying an opinion using conditional statements such as if … then … or when, for example,

  STUDY SCIENCE WHY-NOT?

  Why do you not want to study science?

• 11

  using persuasive language and NMFs to present a point of view, for example,

  PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT ALIKE FEEL MATTER-NOT RICH POOR ALIKE

  I think school uniforms are good because they keep students feeling equal, and it doesn’t matter if they are rich or poor.

  PRO1 THINK SPORT GOOD BECAUSE PEOPLE PLAY OUTSIDE IMPROVE MENTAL HEALTH (wellbeing)

  I think sport is great because it encourages people to go out and improve their wellbeing.

• 12 discussing an event involving 2 or more people using DSs and tracking referents with CAs, for example, recounting a lunchtime incident
• 13 demonstrating appropriate use of register to show formal or informal interactions by modifying manner, pace, use of signing space, pauses or eye gaze in a role-play among different characters
• 14 using appropriate protocols within and beyond the classroom, such as gaining group attention through flashing lights, tapping, foot stomping and waving, and maintaining eye gaze

Related Achievement Standards