AC9L1AU6U02 – Year 5 Languages: Understanding systems of language

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.

Elaborations

• •

  developing fluidity in signed word order, with a focus on visual and key elements of a story, through the use of signing space, movement, CAs, DSs and NMFs

  PRO1 SWIM CA:EXERTION AND DETERMINATION, BUT WIN? DS:HEAD-SHAKE NO

  I swam really hard but didn’t win.

• • identifying examples of DSs in an Auslan text, and recognising and using handshape and movement to represent different things in each type of DS, for example, entity DSs, handling DSs and SASS DSs
• • using CA to represent the words, thoughts or actions of different characters in a text, for example, shifting from one role into another through eye-gaze change, role shift, head orientation change, and matching facial expressions
• •

  recognising that in many clauses, signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with CAs, DSs and other gestural elements, for example, using CAs to depict a child tapping her mother, signing

  WATER PLEASE

  depicts the full meaning of The child asked her mother if she could have some water.

• • using directional and locational indicating verbs and noticing that verbs differ based on movement modification at the start of a sign, the end of a sign, or both
• •

  joining clauses and creating cohesion by using conjunctions such as

  PLUS, ALSO, IF

  or

  BUT

• •

  recognising that clauses can be linked equally or unequally, where one clause depends on another, for example,

  STUDENT BORED, TRY FOCUS

  The student was bored and tried to focus.

  versus

  FS:IF BORED, OPEN-BOOK READ

  If you are bored, read a book.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard: