AC9L1AU4C01 Year 3 Languages

This Content Descriptor from Year 3 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 exchanges and respond to questions about self, others and the classroom environment, using modelled and familiar expressions

Elaborations

• 1

  encouraging and praising each other using phrases such as

  GOOD WORK, EXCELLENT TRY, CONGRATULATIONS PRO2 WON, LUCKY/GOOD-LUCK, UNLUCKY/BAD-LUCK

  good work, excellent try, congratulations that you won, lucky/good luck, unlucky/bad luck

• 2

  discussing preferences spontaneously in relation to school or general activities, using comparative language, for example,

  PRO1 LIKE MATH, SCIENCE BUT POSS1 FAVOURITE ART, WHY? PRO1 LIKE PAINTING

  I like maths and science, but my favourite subject is art because I like painting.

• 3

  asking factual questions with relevant lexicalised signs, CAs, DSs and NMFs to request information about planned activities in the Deaf community or local and national events, in relation to details such as place, time or cost, for example,

  DEAF CLUB START WHEN?

  When does Deaf Club start?

  PT+dn YEAR DEAFLYMPICS WHERE?

  Where are the Deaflympics this year?

  NAIDOC ASSEMBLY MEET TIME WHAT?

  What time do we meet for the NAIDOC assembly?

• 4

  developing appropriate conversational behaviours such as sharing ideas through turn-taking, acknowledging and extending others’ contributions using discourse markers, interjections, fillers and NMFs such as

  OH!

  WHOA

  (a claw handshape with movement in front of face expressing

  SORRY

  or

  DANGER

  )

  WOW

  PRO2-KNOW

  UM

  AH (I see)

• 5

  sharing feelings about important experiences or events, using NMFs to show manner, for example,

  PRO1 EXCITED HOLIDAY SOON

  I am excited about the holidays.

  POSS1 FRIEND CHANGE OTHER SCHOOL PRO1 SAD

  I was sad when my friend changed schools.

• 6

  comparing routines or activities in face-to-face or online exchanges, using signs for time, sequence and location, for example,

  WHAT TIME PRO2 USUALLY GO-TO BED?

  What time do you usually go to bed?

  EVERY MONDAY POSS1 CLASS LBUOY(1):READING LBUOY(2):MATHS LBUOY(3):SWIMMING. POSS2 CLASS G:WELL?

  Every Monday my class has reading, then maths, then swimming. What about your class?

• 7

  using persuasive language in social interactions with each other, with NMFs and lexicalised signs such as

  MUST/MUST-NOT

  versus

  CAN/CAN-NOT

  to explicitly express opinion or stance on an issue, or use of conditionals to demonstrate cause and effect, for example,

  FS:IF PRO2 DRIVE DANGEROUS, PRO2 WILL CRASH

  If you drive dangerously, you will crash.

• 8

  using appropriate protocols when following instructions or gaining the attention of a group, such as flashing lights, waving, multiple tapping or foot stomping in some contexts, waiting for eye contact or pauses in signing, and using language such as

  EXCUSE ME

  or

  SORRY INTERRUPT

  or

  QUICK INTERRUPT

  when interrupting a conversation

• 9

  developing communicative strategies in conversations such as clarifying own and others’ points of information, for example,

  PRO2 MEAN …?

  Do you mean …?

  THAT RIGHT (CORRECT)?

  Is that right?

  KNOW WHAT PRO1 MEAN?

  Do you know what I mean?

  THIS PRO2 FINISH THIS?

  Do you think that’s finished now?

  RIGHT (CORRECT) PRO1?

  … am I right?

• 10 understanding how to walk between signers engaged in conversation without interrupting, whereby the signer walks in front of the person signing and the person walking behind is responsible for steering the signer away from bumping into people, objects or poles

Related Achievement Standards