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AC9L1AU6C03: Year 5 Languages Content Descriptor – Mediating meaning in and between languages
AC9L1AU6C03 Year 5 Languages

AC9L1AU6C03 – Year 5 Languages: Mediating meaning in and between languages

Strand
Communicating meaning in Auslan
Substrand
Mediating meaning in and between languages

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

locate and process information and ideas in a range of signed, visual and multimodal texts, and respond in different ways to suit purpose

Elaborations

  • • viewing interviews or informal conversations between Auslan users in different situations and contexts, summarising key points and responding to this information, for example, interviewing a deaf adult about their educational experiences and comparing these with own experiences
  • • researching topics using a range of sources such as interviews with Auslan speakers, films and websites to share the information in face-to-face or secure digital format in Auslan, for example, researching and presenting about recycling, the water cycle or the solar system
  • • viewing a short news item or film clip in Auslan, about a topic such as a local community event, and describing or giving an opinion about the main aspects, for example, summarising a sports story video in Auslan
  • • reading or viewing First Nations Australian authors’ stories in Auslan or English and comparing words, formulaic expressions and sentences
  • •

    compiling and presenting information from a survey of peers and displaying results, such as surveying their family and analysing and presenting results through short signed presentations or in chart, graph or table form, for example, asking

    DEAF PEOPLE YOUR FAMILY HAVE, HOW MANY?

    How many deaf people do you have in your family?

  • • comparing events from imaginative texts and making connections with experiences in their own lives, for example, reading a story about resilience and sharing their experiences of not feeling ‘heard’
  • • viewing expressions of Deaf experience through different visual art forms such as painting, photography, sculpture and sign poetry, and comparing with their own use of visual forms of expression of feelings and experience
Show 4 more elaborations
  • • reflecting on the experiences of Deaf dancers and choreographers involved in VV, for example, learning the types of ways contestants in popular shows have been able to access and make adjustments to participate in a hearing world
  • • viewing Deaf performance activities, identifying how characters’ feelings and attitudes are expressed through NMFs
  • • retelling or enacting or using DSs, focusing on the importance of eye gaze and role shift in CAs to emphasise key points/punchline of the joke
  • • predicting the subsequent events of imaginative texts, for example, watching half of a story in Auslan and acting out a scenario of what might happen next

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.