AC9L1AU6U02 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.

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate textual conventions

Elaborations

• 1

  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.

• 2 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
• 3 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
• 4

  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.

• 5 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
• 6

  joining clauses and creating cohesion by using conjunctions such as

  PLUS, ALSO, IF

  or

  BUT

• 7

  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.

• 8

  giving information about how a verb happens over time by changing the movement, for example, signing

  WATCH

  versus

  WATCH DS:SLOW-REPEAT

  watch again and again

• 9

  recognising that quantifiers such as

  FEW

  or

  LOTS, MANY, TOO MUCH

  , are also types of adjective signs, while also recognising that multiples can be expressed through reduplication, for example,

  CATS CATS

  (moving sign in across the signing space) to express ‘lots of cats everywhere!’

• 10

  using adverbs to modify adjectives using NMFs, for example, REALLY or VERY, whereby changes in mouth patterns and movement of signs can intensify adjectives, for example,

  RED NMF:EYES-WIDENING

  bright red

  PLEASE NMF:SMILING-HEAD-NODDING

  Please! (with emphasis)

  TALL NMF:EYES-WIDENING

  sooo tall

• 11

  distinguishing between the citation form of a noun, verb and the overlaid adverbial NMFs, and the meaning each part carries, for example,

  MAN SPRINT

  (base form),

  MAN SPRINT NMF:INTENSITY

  (manner added)

Related Achievement Standards