AC9L2AU2C03 Year 1 Languages

AC9L2AU2C03 – Year 1 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Auslan

Substrand

Mediating meaning in and between languages

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

locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases

Elaborations

• participating in information-gap activities such as identifying signed information from class messages or short introductions, for example, by identifying names, school locations, numbers or times
•
gathering information from each other, about topics such as family members, favourite foods and pets, to report back to the class using familiar structures and modelled language, for example,
CAT HAVE HOW-MANY KITTEN? SIX
How many kittens does the cat have? Six.
•
identifying and applying specific information in live or recorded Auslan texts to complete guided tasks such as colouring-in and craft activities, or interacting with materials and objects related to properties such as colour, number, size or shape, for example,
TREE COLOUR GREEN
Colour the tree green.
BLUE POINT
Point to blue.
YELLOW BLOCK BLUE BLACK DS:ON
Put the blue block on the yellow block.
• recognising that gesture and body language are integral to communicating in language for First Nations Australians, and showing examples of how they are also reflected in Auslan, and the language(s) they speak at home
• viewing recorded or live children’s stories in Auslan, demonstrating understanding through drawing, gesture, modelled signs or voice
•
responding to teacher prompts, in Auslan or English, to capture impressions when viewing images, video clips or stories in Auslan, for example,
PRO2 SEE FINISH VIDEO. NOTICE WHAT?
You saw the video. What did you notice?
SAME WHAT? SAME DIFFERENT?
What’s the same? What’s different?
• shadowing NMFs in short Auslan poems or Deaf stories, for example, facial expressions or repeated signs

Show 2 more elaborations

• responding to short expressive texts such as cartoons, using drawings, familiar signs or re-enactments with puppets or props to show the movement of people, animals and/or objects
• responding imaginatively to stimuli, using gestures, handshapes, facial expressions and simple signs, for example, acting out different ways a character in a story may respond

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.