AC9L1AU4U04 – Year 3 Languages: Understanding the interrelationship of language, culture and identity

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.

Elaborations

• 1 exploring the positive effects of learning Auslan, such as the ability to express themselves and to belong to the Deaf community
• 2 recognising and identifying behaviours, rights, roles and responsibilities as a member of the Deaf community in relation to ownership and maintenance of Auslan, and how these rest within the Deaf community
• 3 recognising the distinctive behaviours and attitudes in the Deaf community that is the ‘Deaf way’, such as ‘the long goodbye’ and storytelling in social settings, for example, over-explaining why one arrived late, and direct/blunt comments
• 4 exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Auslan language and culture, for example, the different regional words used by First Nations groups to identify themselves, such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and comparing this with the way identity is expressed by Auslan users
• 5 recognising that Aboriginal and Torres Strait Islander peoples’ use of signed languages is a mode of communication
• 6 considering markers of social and cultural identity and their adaptations to Auslan use when communicating in different environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
• 7 comparing social etiquette in different communities and cultures, for example, the importance of eye contact in the Deaf community or comparing manners in different intercultural contexts
• 8 identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face-to-face or online, such as National Relay Service (NRS) or Video Relay Service (VRS), through social media, the use of written English, or using interpreters
• 9 recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing, haptics and tactile fingerspelling
• 10 developing a timeline about significant Auslan milestones such as the introduction of Auslan in Deaf schools and the publication of the Auslan dictionary
• 11 understanding the effects of and variation in signers and signs across Australia, for example, differences in age, schooling or location such as northern/southern dialects

Related Achievement Standards