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AC9L1AU4C02: Year 3 Languages Content Descriptor – Interacting in Auslan
AC9L1AU4C02 Year 3 Languages

AC9L1AU4C02 – Year 3 Languages: Interacting in Auslan

Strand
Communicating meaning in Auslan
Substrand
Interacting in Auslan

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.

Content Descriptor

participate in activities that involve planning and transacting with others, using a range of phrases and structures in familiar contexts

Elaborations

  • • working together in projects such as short films or displays to demonstrate content knowledge from different curriculum areas, sharing decisions about content, vocabulary and sequencing, for example, making a film to describe the basic needs of an animal
  • •

    playing group games that involve the exchange of information, such as a treasure hunt or guessing game, using lexicalised signs and SASSs and DSs for appropriate questioning, for example,

    BROWN EYES CURLY HAIR, PRO3 HAVE, YES-NO?

    Does he have brown eyes and curly hair?

    CAN COOK WITH?

    Can you use it for cooking?

    DS:OPEN-DOOR PT+f DS:WALK-THROUGH

    Open the door and walk through.

  • •

    negotiating roles and responsibilities such as group leader, note-taker or reporter, and expressing preferences when working on shared projects, using expressions such as

    PRO1 RATHER THAT JOB PRO2 WANT, WHAT?

    I would prefer to do that; What job do you want to do?

    PRO1 FILM PRO2 QUESTION

    I’ll film; you ask the questions.

  • •

    working together on collaborative tasks such as craft activities, using interactional phrases such as

    CAN PRO2 BRING SCISSORS PAPER, PLEASE?

    Can you please bring scissors and paper?

  • • using a structured script or story to create a role-play in groups, for example, a script for a visit to a restaurant or adjusting aspects of popular stories, using CAs, NMFs and role shifts
  • •

    contributing to the development of a set of class rules, for example,

    PT CHEWING FORBIDDEN

    We are not allowed to have gum.

    MUST DS:CHAIRS-IN DS:ENTITY

    We must push our chairs in.

    MUST PUT POSS2 HAND UP CA:HAND-UP

    You must put your hand up.

    ALWAYS NICE

    Always be nice

  • •

    relaying messages between different members in Auslan games such as 'Auslan whispers', passing on visual images or jigsaw activities, using DSs or lexicalised signed sentences, for example, one student has half an image of a pink elephant, and signs to others

    PINK ELEPHANT, YOU HAVE? YES-NO?

Show 1 more elaboration
  • • creating a class profile or map identifying student connections to different countries

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANAUSFLLF10Y34
Year 3 Languages Achievement Standard
By the end of Year 4, students use Auslan to initiate structured interactions to share information related to the classroom and their personal worlds. They participate in activities that involve planning and transacting. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use familiar and formulaic language and basic syntax, including fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts appropriate to context.Students use combinations of signs and demonstrate understanding that Auslan has language conventions and rules to create and make meaning. They identify patterns in Auslan and make comparisons between Auslan and English. They understand that Auslan is connected with cultural identity, and identify how this is reflected in their own language(s), culture(s) and identity.