AC9L2AU10U01 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.

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

Elaborations

• 1 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
• 2 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
• 3

  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

• 4 modifying dominant and non-dominant hands for effect or use one hand only to convey the same meaning as the original 2-hand sign
• 5 understanding the need to modify pace for emphasis in familiar and unfamiliar texts, such as narrating exciting events in a story
• 6 applying fingerspelling restricted to proper nouns and DSs used more frequently to convey meaning
• 7 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
• 8

  identifying and describing metaphorical iconicity, for example,

  LOVE, AVOID/RESIST

  , and discussing how it relates to metaphors in English

• 9

  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

• 10 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

Related Achievement Standards