AC9L1AU6U01 Year 5 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.

apply knowledge of signs, pace and signing space to develop fluency in familiar contexts

Elaborations

• 1

  identifying and comparing where and how a signer has established a location in space, through the use of points, non-body-anchored signs or fingerspelled words, for example,

  BOAT

  being signed in the neutral space in front of the signer’s torso area, or signing

  DREAM

  above their head space

• 2 identifying, demonstrating and describing the various types of NMFs such as movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body, for example, considering which NMFs are used to express something that is heavy, far away, light, urgent or distressing
• 3 producing signs using the correct HOLM and NMF in citation form
• 4 creating a transcription of Auslan and English to identify what HOLMs and NMFs are used for DSs through the use of entity, SASSs and/or handling
• 5

  recognising that 2-handed signs can occur with a standard mouth gesture and that these are sometimes called multi-channel signs, for example,

  BA-BA

  and

  PAH

• 6 developing the strategic use of speed and pacing to build anticipation and captivate an audience, for example, when recounting an event or telling a story to the class
• 7

  identifying signs that are arbitrary and have the same movement of the hands, for example,

  SISTER

  and

  BOY,

  and others that are derivative, such as

  SHOWER

  and

  FOOD

• 8 understanding that many features of fingerspelling and signed languages occur simultaneously, such as using CA and entity at the same time, for example, use of CA to mimic an angry wolf bearing down on a lamb which is depicted through the use of a finger (entity), compared with spoken language features which typically occur sequentially
• 9

  noticing how deaf and hard of hearing Auslan users code-switch when signing from fully-lexical signs to partially lexical signs, impacting the formality of their signing movement and location, for example, signers in an informal conversation with someone familiar may use the non-citation sign for

  KNOW

  , moving the sign to the chin rather than its usual place at the temple

• 10 identifying and classifying examples of HOLM in an Auslan text, for example, watching a story and identifying examples of when DSs such as entity, handling and SASSs as well as CAs are used in the story

Related Achievement Standards