AC9L1AU6U03 Year 5 Languages

AC9L1AU6U03 – Year 5 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

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.

Content Descriptor

compare Auslan structures and features with those of English, using some familiar metalanguage

Elaborations

•
keeping a class poster to record the different ways that English words are borrowed in Auslan, for example, the use of fully fingerspelled words such as
FS:NOUN
, the fingerspelling of the first letter of the corresponding English words, such as
F
for Friday, or abbreviations of English words, such as state names

FS:SA, FS:TAS
• building metalanguage to comment on grammar and vocabulary, for example, comparing adverbs used to express emotions in Auslan, such as raising an eyebrow to show questioning or lowering the eyebrows to show surprise, with equivalent English terms
• recording and using metalanguage to share similarities and differences in structure and language features in Auslan and English texts, for example, a recount or a narrative in both languages
•
creating class lists of fingerspelled words which have become lexicalised, such as
HOW, CHOC, IF, BUT
and
ABOUT
, and looking at how this process has changed the form of words over time, for example,
MOTHER = MX2
FATHER = FX2
PARENTS = M-F
FRIDAY = F
TOILET = TX2
•
using different NMFs, eye gazing and mannerism to distinguish between minimal pairs in Auslan, and comparing with minimal pairs in English, for example, in Auslan,
BATH
and
EXCITED
have a handshape difference to change the meaning of each sign compared with, in English, the one-letter difference in the minimal pairs pin and pun
• observing Auslan signers, recording and describing examples of their use of space and features, such as topographic space, diagrammatic space and viewer space
• researching and presenting a report or poster on the origins of Auslan and its influence, and including possible influences today, for example, expressions related to social media or expressions that have come from alternative versions of sign language such as ASL and BSL

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.