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AC9L1AU8EC01: Year 7 Languages Content Descriptor – Interacting in Auslan
AC9L1AU8EC01 Year 7 Languages

AC9L1AU8EC01 – Year 7 Languages: Interacting in Auslan

Strand
Communicating meaning in Auslan
Substrand
Interacting in Auslan

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.

Content Descriptor

interact with others using modelled language to exchange information in familiar contexts about self and personal worlds

Elaborations

  • • using fingerspelling for their name and the names of others, and sign names where appropriate, and patterning for commonly fingerspelled short words
  • •

    exchanging greetings, thanks and apologies adjusting language to suit context, for example,

    HELLO, GOODBYE, HOW-ARE-YOU? PLEASED-MEET, SEE-LATER, GOOD-LUCK, THANKS, SORRY, CONGRATULATIONS, MY NAME …, WHERE-FROM?

  • •

    sharing information about themselves, family, friends and peers, for example,

    PRO3 HAVE DOG(ONE) CATS(TWO)

    He has a dog and 2 cats.

    THAT BABY POSS2 SISTER?

    Is that baby your sister?

    PRO1 LIVE WITH WHO? POSS1 AUNT

    I live with my aunt.

    WHO PRO3? POSS1 FRIEND FS:MARY

    Who is she? That’s my friend, Mary.

  • •

    asking and responding to closed questions to interact with others and using appropriate NMFs such as lowered eyebrows/head tilt, for example,

    PRO2 WHO, WHEN, WHERE, WHAT, HOW-OLD, HOW-MANY

  • •

    using backchannelling such as nodding and signs when interacting with NMFs, for example,

    KNOW NMF:HEAD-NOD

    I know.

    UNDERSTAND

    I understand.

    KNOW-NOT DS:HEAD-SHAKE

    I don’t know.

  • •

    expressing feelings using lexical signs and affective NMFs, for example,

    PRO1 FRUSTRATED

    I’m frustrated.

    PRO3 EXCITED

    She’s excited.

  • •

    asking for repetition, help, clarification or permission, for example,

    PLEASE SLOW SIGN?

    Could you sign that slowly please?

    PLEASE REPEAT

    Please repeat.

    PLEASE PT+c HELP?

    Can you help me, please?

    G:HANDS-UP PLEASE PRO1 NEED TOILET

    Can I go to the toilet please?

    THANK-YOU PT+C HELP

    Thank you for helping me.

Show 8 more elaborations
  • •

    asking and responding to questions about familiar topics such as shared school experiences, for example,

    SCIENCE CLASS WHAT PRO2 THINK?

    What do you think of science class?

    SUBJECT PRO2 STUDY WHAT?

    And you, what subjects do you study?

    SCHOOL, PRO2 LIKE?

    Do you like school?

  • •

    using DSs and lexical signs to represent people, animals, transport and objects, showing locations and movement when interacting

    POSS1 SISTER TALL DS:LONG-WAVY-HAIR

    My sister is tall and has long wavy hair.

    MY HOUSE PT+lf FRIEND HOUSE PT+rt

    My house is over there and my friend’s house is over there.

  • •

    expressing likes, dislikes, preferences, agreement and disagreement, using negation and associated NMFs, for example,

    PRO1 LIKE WATERMELON. LIKE-NOT ORANGE

    I like watermelon; I don’t like oranges.

    MATH OR ENGLISH? RATHER MATH PT+c

    I prefer maths to English.

    PRO2 LIKE RUGBY? PRO1 DISAGREE. SOCCER BETTER

    You like rugby? I think soccer is much better!

  • •

    discussing plans using time markers such as

    TODAY, YESTERDAY, TOMORROW, NEXT-WEEK, LAST-WEEK, NUMBER OF WEEKS, WEEKEND

    REGULAR SUMMER PRO1(PL) GROUP MOVE BEACH STAY WEEK(THREE)

    We go to the beach for 3 weeks in summer.

  • •

    sharing information about activities using manner to show intensity, for example,

    PRO1 RUN FAST NMF:INTENSITY

    I ran very fast.

    PRO1 HAMMER DS:REPEAT

    I hammered a lot.

  • •

    exchanging information about celebrations and special events

    TOMORROW, AUSLAN DAY. PRO2 FS:DO WHAT?

    What are you doing for Auslan Day tomorrow?

    HAPPY BIRTHDAY YESTERDAY! YOU HOW-OLD?

    Happy birthday for yesterday! How old are you?

  • •

    giving, accepting or declining invitations, such as

    SORRY PRO1 CAN'T DS:GO WHY? PRO1 HAVE BASKETBALL TRAINING

    Sorry, I can’t go because I have basketball training.

  • • following and using appropriate classroom protocols when interacting in Auslan, for example, tapping, pointing and waving for attention, maintaining eye gaze, maintaining a clear line of sight

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANAUSFLL7_10Y78
Year 7 Languages Achievement Standard
By the end of Year 8, students use Auslan language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions in exchanges using familiar gestures, questions and instructions. They locate and respond to information in texts and use non-verbal, signed, visual and contextual cues to help make meaning. They respond in Auslan or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, modelled grammatical structures, and familiar signs including fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts. Students use the parameters of signs and demonstrate understanding that Auslan has conventions and rules for signed communication. They comment on aspects of Auslan and English language structures and features, using metalanguage. They demonstrate awareness that Auslan is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.