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AC9L2AU10C01: Year 9 Languages Content Descriptor – Interacting in Auslan
AC9L2AU10C01 Year 9 Languages

AC9L2AU10C01 – Year 9 Languages: Interacting in Auslan

Strand
Communicating meaning in Auslan
Substrand
Interacting in Auslan

This Content Descriptor from Year 9 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

initiate, sustain and extend exchanges in familiar and unfamiliar contexts related to students’ own and others’ experiences of the world, adjusting their language in response to others

Elaborations

  • • explaining or justifying positions in discussion or debate, for example, by using space and NMFs to contrast views
  • • elaborating on opinions in relation to social, community or educational matters, for example, exchanging views on a newspaper article about deaf people
  • • using researched information to contribute to formal group interactions, for example, panel discussions on issues such as the roles and responsibilities of interpreters
  • •

    creating hypothetical situations to contextualise a discussion or debate, for example,

    FS:IF PRO2 BOSS WILL CHANGE WHAT?

    What would you change if you were boss?

  • •

    using strategies to initiate and support discussion such as by providing the context of a conversation to a new participant, for example,

    PRO3 SAY …

    She was saying that …

  • •

    demonstrating awareness of social sensitivities or conventions, for example, by using euphemistic signs or allusions for concepts such as

    TOILET, BIRTH

  • • discussing current affairs or justifying a position in relation to issues of interest to their group, such as conservation, gender equity or social media
Show 5 more elaborations
  • •

    making connections between ideas, actions and effects, using reflective language, for example,

    SOMETIMES POSSIBLE HAPPEN WHY? FS:IF PRO2 PAST THINK (CONTEMPLATE) WILL TRUE HAPPEN

    Sometimes things happen because you think they will, so it comes true.

    CAR CRASH BECAUSE TEXTING

    The car crashed because he was texting.

  • •

    using secure digital format demonstrating culturally appropriate behaviours when engaging with unfamiliar members of the Deaf community, for example, waiting to be introduced to new people, knowing how to introduce themselves as L2 Auslan learners, for example,

    HELLO MY NAME

    …, Hello my name is …,

    PRO1 LEARN AUSLAN

    . I learn Auslan,

    POSS1 TEACHER WHO? (SIGN NAME

    or

    FS

    ), What is my teacher's name?

  • • contributing to discussions that consider different perspectives on selected issues, for example, differences in views on Deaf education, the environment, or the influence of social media on their lives
  • • signing announcements, instructions, advice or information in relation to an event or emergency
  • • demonstrating moving body position to navigate lines of sight for a communication exchange such as light pressure of hand to shoulder to push student to lean back so students in the row can see the person signing

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANAUSSLLF10Y910
Year 9 Languages Achievement Standard
By the end of Year 10, students contribute to and extend interactions in Auslan in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret and respond to texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They use complex structures to enhance meaning and cohesion. Students apply features and conventions of Auslan and adjust signing to extend fluency. They demonstrate understanding of the conventions of texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Auslan texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Auslan to evaluate how this learning influences their ideas and ways of communicating.