AC9L1AU2C01 Year 1 Languages

This Content Descriptor from Year 1 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.

exchange greetings and personal introductions and respond to classroom-related instructions and routines

Elaborations

• 1

  using everyday greetings and social exchanges to interact with others, such as greetings according to relationship, context and time of day, thanking, apologising, expressing wishes or congratulations, for example,

  THANK-YOU HELP PT+c

  Thank you for helping me.

  GOOD-LUCK TOMORROW

  Good luck tomorrow.

  SORRY. FS:ACC

  Sorry. That was an accident.

• 2

  comparing likes, dislikes, pastimes and preferences, for example,

  PRO1 LIKE APPLE PRO2 LIKE ORANGE

  I like apples and you like oranges.

  WHO PLAY [insert SPORT or MUSICAL INSTRUMENT]?

  Who plays [insert sport or musical instrument]?

• 3

  asking and answering questions about families, friends, pets or routines, for example,

  PRO2 ARRIVE SCHOOL HOW? CAR TAXI WALK BUS?

  How do you get to school? By car, taxi, walking or bus?

  POSS2 PET NAME WHAT?

  What is your pet’s name?

  POSS2 MUM WORK WHERE?

  Where does your mum work?

  POSS2 FAVOURITE SPORT WHAT?

  What’s your favourite sport?

  POSS1 BIRTHDAY WHEN FS:DEC

  My birthday is in December.

  POSS2 FAVOURITE ANIMAL WHAT?

  What’s your favourite animal?

  WHO LIKE [insert COLOUR]?

  Who likes [colour]?

• 4

  exploring different ways of expressing emotion using NMFs and lexical signs, for example,

  PRO1 FEEL SAD. WHY? TUMMY HURT

  I feel sad because my tummy hurts.

• 5

  contributing to sharing ‘morning news’ about personal experiences or recent events and associated emotions, using specific time markers such as

  TODAY, TOMORROW and WEEKEND

  YESTERDAY PRO1 SAD

  Yesterday, I felt sad.

  TODAY PRO1 HAPPY

  Today I feel happy.

  WEEKEND PRO1 WATCH FOOTBALL. GAME GOOD!

  I watched football on the weekend. It was a good game!

• 6

  sharing opinions and descriptions using DSs and evaluative language and superlatives, as well as describing relationships with others, for example,

  FS:SAM BEST FRIEND, PRO3 DS:SPEED NMF:EYEBROWS RAISED, EYES NARROWED, LIPS TURNED UPWARDS

  Sam is my best friend, he runs fast.

  PRO3 HAVE BROWN DS:LONG-HAIR BROWN DS:POINT-TO-EYES

  She has brown wavy hair, and brown eyes.

  DAD LOVE FOOTBALL. PRO3 HAVE GOOD BALL SKILL.

  Dad loves football. He has good ball skills.

  POSS1 DOG BIG FLUFFY BROWN

  My dog is big and has brown, fluffy fur.

• 7 following communication protocols and Deaf etiquette to effectively interact and be visible such as turn-taking strategies and NMFs to express agreement or disagreement while socialising with peers
• 8

  role-playing being the teacher, providing and following instructions using plain or modified indicating verbs, for example,

  PRO2 FIRST, SECOND, THIRD, PRO2 NEXT

  You go first, second, third and you’re next.

  PT+f HERE SIT BOOK READ, FINISH PUT PT+rt

  Over here we sit and read books, and when we’re finished, we put them away.

  PENCIL PRO1 GIVE

  I’ll give out the pencils.

  ACTIVITY FINISH PACK-UP PLEASE

  Activity is finished now. Please pack up.

• 9

  following directions in activities such as an obstacle course or action game, using directional terms or DSs, for example,

  DS:TURN-LEFT DEAD-END DS:TURN-RIGHT

  Go left, then at the end turn right.

  PLEASE BRING WATER PT+f FRIDGE

  Please bring the water from the fridge.

• 10

  asking for help or permission, for example,

  PLEASE PT+c HELP?

  Can you help me, please?

  PRO1(PL) CAN SHARE?

  Can we share these?

  AGAIN PLEASE?

  Can you please sign it again?

  SLOW PLEASE?

  Can you sign it slowly please?

Related Achievement Standards