AC9L2AU6C01 Year 5 Languages

This Content Descriptor from Year 5 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.

initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment

Elaborations

• 1

  discussing aspects of their school experience, using familiar lexicalised fingerspelled signs, for example,

  FS:MON MR SMITH GIVE PT+c BOOK THAT NEW

  On Monday Mr Smith gave me a new book.

• 2

  discussing opinions in pairs or in groups, using NMFs and eye gaze to gain and hold attention or to finish a turn, for example,

  THEATRE GOOD, LONG DS:FAST-REPEAT NMF:EYES-WIDENING

  I liked the theatre performance, but it was sooo long.

  SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?

  What did you think about the swimming carnival?

• 3

  discussing experiences and their associated feelings, for example,

  DEAF PERSON WILL VISIT SCHOOL PRO1 EXCITED MEET

  I am excited to meet the deaf visitor.

  POSS1 FRIEND DIFFERENT SCHOOL PRO1 SAD

  I am sad because my friend moved to a different school.

• 4

  comparing weekend or holiday routines, interests and activities, using signs associated with time, sequence and location, for example,

  REGULAR SUMMER PRO1(PL) GROUP MOVE BEACH STAY WEEK(THREE)

  We go to the beach for 3 weeks in summer.

  WEEKEND PRO1 GO-TO DS:FAST-REPEAT CAMP

  I go camping on weekends.

• 5

  expressing preferences in relation to places or things using abstract space, for example,

  PT+lf PAST SCHOOL OKAY PT+rt NEW SCHOOL BETTER

  My previous school was okay, my new school is better.

• 6

  describing relationships between members of their families or between classmates, for example,

  PRO3 POSS1 COUSIN PRO1(PL) GOOD FRIEND

  She’s my cousin; we’re good friends.

• 7

  using discourse markers in conversation to indicate understanding, attention or consideration, for example,

  SURPRISE

  oooh (with appropriate intonation)

  INCREDIBLE

  No way!

  WOW

  Wow!

  UM

  um

• 8

  interviewing deaf peers or other Auslan users, showing agreement or disagreement or asking for clarification, for example,

  PRO1 AGREE

  I agree.

  PRO1 AGREE-NOT

  I don’t agree …

  THAT RIGHT (CORRECT)?

  Is that right?

  RIGHT (CORRECT) PRO1?

  … am I right?

• 9 gaining the attention of an individual or a group, for example, by flashing classroom lights, waving tapping or pointing to alert third parties
• 10

  following protocols for interrupting conversations, for example, when to walk between signers, waiting for eye contact and pauses in signing and using language such as

  EXCUSE

  or

  SORRY INTERRUPT

• 11

  monitoring their own and each other’s learning, for example, by making comments such as

  SURPRISE KNOW-NOT PRO1

  I didn’t know that …

  THANK-YOU PRO2 EXPLAIN CLEAR

  Thank you – that was really clear.

Related Achievement Standards