AC9L2AU4C01 Year 3 Languages

AC9L2AU4C01 – Year 3 Languages: Interacting in Auslan

Strand

Communicating meaning in Auslan

Substrand

Interacting in Auslan

This Content Descriptor from Year 3 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 exchanges and respond to modelled questions about self, others and the classroom environment, using formulaic expressions

Elaborations

•
exchanging greetings, thanks and apologies, adjusting language to suit the situation, for example,
PLEASED MEET PRO2, GOOD-LUCK, THANKS, SORRY, HAPPY BIRTHDAY, CONGRATULATIONS, DEAF, HEARING? POSS1 NAME …, WHERE FROM?
• responding to questions, directions and requests, using NMFs, for example, the raising and lowering of eyebrows to indicate a question is being asked
•
asking each other about their daily life, for example,
PRO2 ARRIVE SCHOOL HOW? CAR?
How do you get to school? By car?
PRO2 REGULAR GO-TO BED WHAT TIME?
What time do you go to bed?
WEEKEND, WHAT FS:DO?
What did you do on the weekend?
•
sharing real or imagined personal experiences using specific time-related signs, for example,
LONG-AGO PRO1 FLY NEW ZEALAND
A long time ago I went on a plane to New Zealand.
LAST WEEK PRO1 GO BEACH
Last week I went to the beach.
YESTERDAY BOOK PRO3 GIVE FS:SAM
Yesterday she gave the book to Sam.
•
expressing preferences in relation to people, places or things, for example,
PRO1 LIKE THAT, THAT, BUT THAT BEST BOOK
I like that one, and that one, but that one is the best book.
•
exchanging information about significant people in their lives, such as family members or friends, describing their appearance, characteristics or personality, for example,
POSS1 COUSIN PRO2 KNOW DS:LONG-HAIR GLASSES?
You know my cousin with long hair and glasses?
POSS1 BROTHER OLDER. PRO1 TALL. TRUE FUNNY
My brother is older, and tall, and really funny.
•
describing activities, interests or favourite pastimes, using modifications to show manner, for example,
PRO1 WORK LITTLE, LATER WORK-HARD (intensity)
I worked on it a little bit, then later I worked really hard on it.

Show 3 more elaborations

•
attracting attention or asking for help, repetition or clarification, for example,
PLEASE AGAIN SIGN
Please sign that again.
PLEASE EXPLAIN AGAIN
Please explain that again.
WHAT MEAN?
What do you mean?
PRO2 MEAN …?
Do you mean …?
• using appropriate protocols in the Auslan classroom, for example, stopping activities and paying attention when lights are flashed, or hands are waved
• positioning seating to keep visual communication clear, sitting across from/opposite signers when communicating, keeping appropriate space between signers and using voice-off when possible

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 3 ASLANAUSSLLF10Y34

Year 3 Languages Achievement Standard

By the end of Year 4, students use Auslan to initiate structured interactions to share information related to the classroom and their personal worlds. They use familiar language to participate in activities that involve planning. They locate and respond to key items of information in texts, using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax, including familiar fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts. Students use modelled combinations of signs and demonstrate understanding that Auslan has language conventions and rules to create and make meaning. They identify patterns in Auslan and make comparisons between Auslan and English. They understand that Auslan is connected with culture and identity, and identify how this is reflected in their own language(s), culture(s) and identity.