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AC9L1AU6C02: Year 5 Languages Content Descriptor – Interacting in Auslan
AC9L1AU6C02 Year 5 Languages

AC9L1AU6C02 – 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

participate in activities that involve planning and negotiating with others, using familiar and modelled idiomatic language to agree, suggest and resolve

Elaborations

  • •

    problem-solving in team activities, for example, working to reduce the use of plastic at home and school, using language such as

    FIX/SOLVE, HOW?

    How can we solve this?

    WHAT DO?

    What can we do next?

  • •

    playing group games to categorise information, for example, students using DSs to describe animal features such as 'big' ears or 'long' tail, and asking questions such as with different animal cards and students using DS and asking

    POSS2 ANIMAL LOOK LIKE WHAT?

    What does your animal look like?

  • •

    negotiating roles, responsibilities and priorities in activities such as cooking or designing a class garden, making suggestions, for example,

    PRO1 THINK SHOULD FIRST THIS, WHEN DONE, FOCUS ON THAT

    I think we should first do this, then when done, focus on that.



    and using conditional language such as

    IF NOT YET NMF:HEAD-SHAKE, CAN-NOT NEXT DS:INDICATE-NEXT-PART

    If not yet finished, don’t do the next step.

  • • using strategies that support participation in shared activities, including signing clearly, pausing for others to respond, asking questions, linking their own contributions to those of others or waving to indicate they have something to contribute next
  • •

    organising activities such as excursions or planning an imaginary trip, and deciding what they want to do and associated details, for example,

    PRO1 WANT … PRO1 WANT-NOT

    I want …, I don't want

    PRO1 WILL … PRO1 WILL-NOT

    I will …, I won't

    TIME MEET?

    What time should we meet?

    THERE HOW?

    How are we getting there?

  • •

    creating a group presentation on a controversial proposition to present to teachers or parents, for example, ‘Phones should be banned’, using list buoys and formal signs such as

    FIRSTLY, SECONDLY, THIRDLY

  • • creating and presenting a language map identifying different languages used by Deaf communities around the world

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.