AC9L1AU6U04 Year 5 Languages

AC9L1AU6U04 – Year 5 Languages: Understanding the interrelationship of language, culture and identity

Strand

Understanding language and culture

Substrand

Understanding the interrelationship of language, culture and identity

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

recognise that language reflects cultural practices, values and identity, and that this impacts on communication

Elaborations

• identifying markers of social and cultural identity that are significant in the Deaf community, for example, using expressive movements to emphasise deafness and associated identity
• building a personal profile of their own journey as a member of the Deaf community, including, for example, school, youth camps, social networking through Deaf sports and Deaf events, and recognising Deaf Gain in relation to their personal identity
• understanding the importance of the 'Deaf way’, such as relying on visual cues to determine and predict what is happening in their environment and comparing how this is achieved in a hearing world, for example, understanding what is happening at the train station after there has been an audio announcement regarding scheduling changes
• exploring, in Auslan or English, how First Nations Australians’ languages and cultures are expressed, and considering similarities and differences in the cultural expressions of the Deaf community
• investigating and presenting an aspect of Deaf history, for example, the achievements and influences of Thomas Pattison, FJ Rose or William Thomson
• creating a poster for the school library about the tools and strategies used to navigate the hearing world, for example, outlining the technologies and software applications used to improve accessibility and inclusivity in communication, such as a speech to text app, closed/open/live captioning software, and bluetooth streaming technology
• presenting in a school assembly the importance of sustaining and maintaining Auslan

Show 1 more elaboration

•
identifying cultural aspects of deaf and hearing culture, such as differences between the use of personal names in Auslan and other languages, for example, the fact that Auslan signers often use ellipsis or indicative verbs instead
DRINK WANT? = use of ellipsis
Does she want a drink?
ASK (sign moves in direction of referent) = use of indicative verb
Ask her.

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.