AC9L1AU2C03 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.

locate, with support, key information in familiar texts, and respond using gestures, images, words and modelled phrases

Elaborations

• 1 completing information gap activities by gathering information from peers about topics such as family members, favourite foods, toys or games
• 2 identifying and categorising objects that relate to properties such as colour, number, size or shape and responding by describing objects using DSs
• 3 watching short Auslan texts about topics such as hobbies, animals or sports, and recording key points of information using tables or graphic organisers
• 4 recognising that gestures and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also reflected in Auslan
• 5 reporting key points obtained from predominantly visual infographics or diagrams related to different learning areas, for example, using space and spatial awareness to depict and describe the life cycle of a butterfly
• 6

  working with information to create a class video, such as categorising signs in simple Auslan texts according to handshape, for example, a flat handshape equals

  SCHOOL, BOOK, MUM

• 7 following a procedural signed text to collect information needed to complete a task, such as how to build an object with building blocks or how to make a sandwich
• 8 viewing short Auslan stories and responding by identifying and comparing favourite elements, characters and events, for example, watching 'The very cranky bear' and describing the bear using constructed actions (CAs), DSs and NMFs
• 9 responding to performances of VV and Deaf poetry that evoke emotions such as sadness, fear or excitement, and indicating enjoyment or personal feelings
• 10

  responding to forms of Deaf art such as handshape creations, for example, reproducing key elements in own artwork, using signs such as

  LOVE, LOOK GOOD, NOT BAD or UGLY

• 11 viewing visual stories from sources such as National Simultaneous Storytime books, demonstrating understanding through retelling or enacting or using DSs, and focusing on the importance of eye gaze and role shift in CAs, when responding to the text
• 12 responding imaginatively to stimuli, using gestures, handshapes, facial expressions and signs, for example, acting out different ways a character in a story may have responded

Related Achievement Standards