AC9L1AU6C01
Years 5 to 6
Languages
AC9L1AU6C01 | Years 5 to 6 Auslan: Interacting in Auslan
Content Descriptor
Content descriptor initiate and sustain exchanges related to students’ experiences and opinions of their personal worlds and school environment
First language learners · Foundation to Year 10 sequence
Strand
Communicating meaning in Auslan
Substrand
Interacting in Auslan
This content descriptor sets out learning for Years 5 to 6 Auslan · First language learners · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration 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!
- • Elaboration 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
- • Elaboration 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
- • Elaboration 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.
- • Elaboration 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 …
- • Elaboration 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 …
- • Elaboration 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?
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- • Elaboration 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
- • Elaboration 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.
- • Elaboration 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.
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