AC9L2AU2C01 Year 1 Languages

AC9L2AU2C01 – Year 1 Languages: Interacting in Auslan

Strand

Communicating meaning in Auslan

Substrand

Interacting in Auslan

This Content Descriptor from Year 1 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

recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions

Elaborations

•
participating in simple dialogues using greetings, farewells and sign names where appropriate, following modelled signs such as
HOW-ARE-YOU? SEE-YOU-AGAIN
• referring to classmates, teachers or visitors by pointing, fingerspelling a name, or using a sign name where appropriate, noting the cultural etiquette of sign names
•
asking and answering simple questions that require an affirmative or negative response, such as
WANT PLAY HIDE-AND-SEEK?
Do you want to play 'Hide and seek'?
WANT
Yes, I want to.
PRO2 ALRIGHT?
Are you alright?
YES
Yes
BIRD PRO2 HAVE?
Do you have a bird?
BIRD PRO1 HAVE
I have a bird.
• recognising and responding to classroom instructions
•
asking and answering simple questions that require a closed or simple response, such as
SISTER BROTHER HOW-MANY?
How many sisters and brothers do you have?
BROTHER(TWO) SISTER(ONE)
Two brothers and one sister.
SCISSORS WHERE?
Where are the scissors?
BLACK BLUE PENCIL WANT WHICH?
Which pencil do you want? Black or blue?
HOW-OLD PRO2?
How old are you?
PRO1 AGE-YEARS(SEVEN)
I am 7 years old.
•
making statements to express feelings and simple opinions using lexical signs and affective NMFs, for example,
PRO1 HAPPY
I’m happy.
PRO3 GRUMPY
She’s grumpy.
PRO1 LIKE SCHOOL
I like school.
PRO1 FLOWER LIKE-NOT
I don’t like flowers.
PRO1 LOVE APPLES
I love apples.
•
describing the appearance of people or objects using simple statements and supporting pictures or props, for example,
PRO3 HAVE DS:CURLY-HAIR
He has curly hair.
THAT BOX BIG
That box is big.

Show 4 more elaborations

• sharing information about what they like to do after school or on the weekend
•
playing action games such as 'Simon says', using plain verbs, for example,
PRO1 RUN, PRO1 READ
•
asking for help or permission, for example,
PLEASE PT+c HELP?
Can you help me, please?
PRO1(PL) CAN SHARE?
Can we share these?
AGAIN PLEASE?
Can you please sign it again?
SLOW PLEASE?
Can you sign it slowly please?
•
teaching family members Auslan such as
PLEASE, THANK-YOU, SORRY, WELCOME, GOOD-LUCK, CONGRATULATIONS/WELL-DONE, HAPPY BIRTHDAY
and deaf applause

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 1 ASLANAUSSLLF10Y12

Year 1 Languages Achievement Standard

By the end of Year 2, students use Auslan to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar signs and modelled language, including some fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts. Students imitate the parameters of signs. They demonstrate understanding that Auslan has conventions and rules for signing. They give examples of similarities and differences between some features of Auslan and English. They understand that language is connected with culture and identity, and notice how this is reflected in their own language(s), culture(s) and identity.