AC9L2AU10C01 Year 9 Languages

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.

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

• 1 explaining or justifying positions in discussion or debate, for example, by using space and NMFs to contrast views
• 2 elaborating on opinions in relation to social, community or educational matters, for example, exchanging views on a newspaper article about deaf people
• 3 using researched information to contribute to formal group interactions, for example, panel discussions on issues such as the roles and responsibilities of interpreters
• 4

  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?

• 5

  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 …

• 6

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

  TOILET, BIRTH

• 7 discussing current affairs or justifying a position in relation to issues of interest to their group, such as conservation, gender equity or social media
• 8

  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.

• 9

  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?

• 10 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
• 11 signing announcements, instructions, advice or information in relation to an event or emergency
• 12 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

Related Achievement Standards