AC9L1AU6C01 Year 5 Languages

AC9L1AU6C01 – Year 5 Languages: Interacting in Auslan

Strand

Communicating meaning in Auslan

Substrand

Interacting in Auslan

This Content Descriptor from Year 5 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

initiate and sustain exchanges related to students’ experiences and opinions of their personal worlds and school environment

Elaborations

•
encouraging each other, for example, making connections between actions and effects, such as
BA! BECAUSE POSS2 WORK HARD, PRO2 SUCCESS
Because of your hard work, you were successful! Hooray!
• participating in face-to-face or online exchanges with Auslan users in other contexts, for example, conducting an interview to discuss topics of shared interest, for example, sports, television shows or digital media they enjoy viewing
• engaging in both prepared and spontaneous questions within conversations and discussions, using active watching behaviours such as using NMF, eye gaze, head nodding, shaking, leaning back and forth in interest or surprise and contributing their own responses
•
exchanging views with their peers to identify values that they hold as important, for example, being part of the Deaf community or caring for the environment, for example,
PRO1 FULL DEAF
I am profoundly deaf.
LOOK-AFTER ENVIRONMENT, PRO1 WANT
I want to look after the environment.
•
comparing personal experiences and opinions, and expressing agreement or disagreement in a respectful manner, for example,
AGREE YES or PRO1 AGREE
Yes, I agree.
PRO1 KNOW WHAT MEAN, BUT …
I know what you mean, but …
DOUBT
I’m not sure.
AGREE-NOT …
I don’t agree …
•
contributing to discussions by clarifying and critiquing ideas/opinions and developing and supporting arguments, using statements such as
PRO1 FEEL PRO2 GOOD TALK OVER … BECAUSE …
I think it’s good you are talking about …, because …
•
discussing school experiences or events, using time markers, for example,
WEEK-AGO, ASSEMBLY GOOD, LONG DS:FAST-REPEAT
One week ago, assembly was good, but it was sooo long.
TODAY, SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?
What did you think about the swimming carnival today?

Show 3 more elaborations

•
using interactional strategies such as paraphrasing, questioning and interpreting non-verbal cues when communicating with their teacher or peers, such as pointing and signing
THAT, WHAT, WHAT-FOR, GO-BACK/BACKTRACK, WAIT, HOLD, PRO2 MEAN …, KEEP GOING, COME-ON, BACK-ON-TRACK
•
sharing information and providing direction, according to the context, for a new participant joining a conversation

PRO3 TELL US OVER MOVE HOUSE
He was just telling us about moving into his new house.
PRO1(PL) FINISH US TALK OVER BASKETBALL
We were just talking about the basketball.
•
participating in a structured debate, clarifying and summarising ideas, for example,
PRO3 EXPLAIN OVER WHAT? LBUOY(1):DEAF EDUCATION LBUOY(2):HISTORY LBUOY(3):DEAF FAMILIES
They talked about 3 things; Deaf education, history and Deaf families.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANAUSFLLF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Auslan that are related to experiences of their personal worlds. They collaborate in activities that involve the language of planning and problem-solving to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Auslan or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a range of signs, depicting signs (DSs), non-manual features (NMFs) and signing spaces. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules of signs, pace and signing space to develop fluency. They use modelled and formulaic structures when creating and responding in Auslan. They compare language structures and features in Auslan and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.