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AC9L2AU10EC01: Year 9 Languages Content Descriptor – Interacting in Auslan
AC9L2AU10EC01 Year 9 Languages

AC9L2AU10EC01 – 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 and sustain interactions in familiar and some unfamiliar contexts to exchange ideas, experiences and opinions about their own and others’ personal worlds

Elaborations

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

    initiating greetings thanks and apologies with unfamiliar people, for example,

    SCHOOL WHERE, SIGN NAME HAVE, DEAF, HEARING?

  • •

    exchanging information about themselves and their world using NMFs, for example,

    KNOW-WHAT? PRO1 NEW DOG

    Guess what? I have a new dog.

    POSS2 WEEKEND GOOD BAD?

    How was your weekend?

  • •

    asking for and providing additional detail, such as in a mock interview activity, for example,

    POSS2 STORY WOW. NMF:LEANING-FORWARD TELL MORE

    Your story is interesting. Please tell me more.

    FS:IF PRO2 BOSS PRO2 WILL CHANGE WHAT?

    What would you change if you were boss?

  • •

    participating in conversations with their 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 …

    FS:SO PRO2 SAY PRO1 FIX THAT?

    So, you want me to fix that?

    PLEASE SLOW SIGN?

    Could you sign that slowly, please?

    PRO2 SAY BEFORE WHAT?

    What did you just say, sorry?

  • •

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

    SURPRISE

    Oooh (with appropriate intonation)

    INCREDIBLE

    No way!

    HOLD …

    Hang on a minute …

  • •

    describing and comparing topics, setting up use of space, for example, a weather report,

    PT+up WEATHER QUEENSLAND HOT

    The weather in Queensland is hot.

    PT+dn WEATHER TASMANIA COLD

    The weather in Tasmania is cold.

Show 8 more elaborations
  • • expressing degrees of emotions and intensity through variations of signs and NMFs, for example, angry versus furious, happy versus ecstatic
  • •

    using discourse markers in a role-play or turn-taking activity, for example,

    ANYWAY, THEN, PAUSE-NOD

    , list buoys,

    FS:SO, NOW, BUT

    , and others, as well as hand clasp, hand drop to indicate turn-taking

  • •

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

    STUDY SCIENCE WHY-NOT?

    Why do you not want to study science?

  • •

    using persuasive language and NMFs to present a point of view in face-to-face or online interactions, for example,

    PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT ALIKE FEELMATTER-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.

    PRO1 THINK SPORT GOOD BECAUSE PEOPLE PLAY OUTSIDE IMPROVE MENTAL HEALTH (wellbeing)

    I think sport is great because it encourages people to go out and improve their wellbeing.

  • • discussing an event involving 2 or more people using DSs and tracking referents with CAs, for example, recounting a lunchtime incident
  • • adjusting their language to socialise with different audiences using appropriate code-switching techniques, for example, interacting in class or in the playground, or at an excursion with students from different year levels
  • • using culturally appropriate protocols when working with an interpreter such as not interrupting or blocking the line of sight
  • • using appropriate protocols within and beyond the classroom such as gaining group attention through flashing lights, tapping, foot stomping and waving, and maintaining eye gaze, backchannelling and limiting the use of voice when interacting with unfamiliar Auslan users

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANAUSSLL7_10Y910
Year 9 Languages Achievement Standard
By the end of Year 10, students initiate and sustain interactions in Auslan to exchange and compare experiences and ideas about their own and others’ personal worlds. They communicate using non-verbal, signed and visual language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Auslan or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of Auslan, including fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts. Students apply features and conventions of signing to enhance communication. They select and apply knowledge of language structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their use of Auslan and their own cultural identity to discuss how these influence their ideas and ways of communicating.