AC9L1AU8C01 Year 7 Languages

This Content Descriptor from Year 7 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.

initiate and sustain exchanges in familiar and unfamiliar contexts related to students’ experiences, feelings and opinions, adjusting their language in response to others

Elaborations

• 1 using consistent patterning of fingerspelling for proper nouns and lexicalised fingerspelling, with DSs used more frequently to convey meaning
• 2

  participating in conversations with peers, using strategies to sustain interactions such as turn-taking, and asking for repetition, clarification or confirmation, for example,

  WHAT? PLEASE AGAIN

  Could you repeat that, please?

  STILL GO-AHEAD

  Go ahead …

  SO PRO2 SAY PRO1 FIX THAT?

  So, you want me to fix that?

• 3

  using persuasive language and NMFs to discuss topics of interest or present points of view, for example,

  PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT ALIKE FEEL MATTER-NOT RICH POOR ALIKE

  I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.

• 4

  encouraging peers to join a conversation, using strategies to initiate and sustain discussion by providing the context of a conversation, for example,

  PRO3 SAY …

  She was saying that …

• 5

  using appropriate NMFs to enhance clear communication through backchannels and exclamations, for example,

  SURPRISE

  Oooh (with appropriate intonation)

  INCREDIBLE

  No way!

  UM

  um …

  HOLD …

  Hang on a minute …

• 6

  using evaluative language to acknowledge strengths in others’ arguments or to challenge others’ views in a courteous manner, for example,

  YEAH, PRO2 DIFFERENT PERSPECTIVE. PRO1 NEVER THOUGHT

  Oh yeah, that’s a different take on it. I never thought about it that way.

  G:WELL YEAH, BUT PRO1 WANT ADD COMMENT

  Well, yes, that’s true but I’d like to add something.

• 7

  retelling events using time markers to sequence information, and using a variety of DSs to represent people, animals, transport and objects, for example,

  RECENT LUNCH, WHAT HAPPENED? WELL...

  What just happened at lunchtime was …

• 8

  explaining or justifying an opinion using conditional statements such as if … then … or when, for example,

  PT+f COURT, FS:IF DS:PLACE-PERSON DEAF PERSON INCLUDE FS:JURY DS:PANEL PT+lf, MEANS DEAF PERSON FS:DEFENDANT PT+r FEEL PANEL VIEW EQUAL EVERYONE

  If there was a deaf person on the jury panel, then the defendant would feel more fairly heard.

• 9 developing a set of instructions to encourage peers to use appropriate protocols outside the classroom with an unfamiliar audience, such as maintaining eye gaze, flashing lights, hand waving, for example, standing on a stage, waving hands to gain audience’s attention
• 10 exchanging information appropriately in secure online interactions with deaf students from different schools, for example, using the raised hand function

Related Achievement Standards