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Descriptors›Languages›Year 9›Understanding language and culture›Understanding systems of language›AC9L2AU10U01
AC9L2AU10U01: Year 9 Languages Content Descriptor – Understanding systems of language
AC9L2AU10U01 Year 9 Languages

AC9L2AU10U01 – Year 9 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

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

apply features and conventions of sign production to extend fluency when responding to and creating texts in familiar and unfamiliar contexts

Elaborations

  • • using NMFs to convey meaning effectively, such as a slightly raised eyebrow or quick eye-gaze change in a role-play or in narrating an event
  • • understanding that the elements of a sign can be arbitrary, such as the handshape or movement of the sign WHY, or they can be meaningful, such as the handshape and movement of the sign GIVE
  • •

    applying knowledge of iconicity in signed languages, for example, how the path movement of a verb can show the timing of an action, for example,

    PRO1 WAIT DS:FAST-REPEAT PRO2,

    observing that English can do the same with changes to the length of words, for example, I've been waiting a loooooong time for you

  • • modifying dominant and non-dominant hands for effect or use one hand only to convey the same meaning as the original 2-hand sign
  • • understanding the need to modify pace for emphasis in familiar and unfamiliar texts, such as narrating exciting events in a story
  • • applying fingerspelling restricted to proper nouns and DSs used more frequently to convey meaning
  • • capturing non-citation forms of signs in a text, such as KNOW, and understanding reasons why such signs may be reduced or displaced for efficiency in conversation
Show 3 more elaborations
  • •

    identifying and describing metaphorical iconicity, for example,

    LOVE, AVOID/RESIST

    , and discussing how it relates to metaphors in English

  • •

    using different NMFs, eye gazing and mannerism to distinguish between minimal pairs in Auslan, and comparing with minimal pairs in English, for example, in Auslan,

    BATH

    and

    EXCITED

    have a handshape difference to change the meaning of each sign compared with one letter difference in the minimal pairs ‘pin’ and ‘pun’ in English

  • • noticing limitations on production and perception of signed languages, such as staying seated or standing in one location compared with a wider use of space and movement of whole body and feet for mime

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.