AC9L2AU6U04 Year 5 Languages

AC9L2AU6U04 – Year 5 Languages: Understanding the interrelationship of language, culture and identity

Strand

Understanding language and culture

Substrand

Understanding the interrelationship of language, culture and identity

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.

Content Descriptor

recognise that language reflects cultural practices, values and identity, and that this impacts on communication

Elaborations

• recognising that using Auslan impacts on the cultural experiences, perspectives and identity of Deaf and hard of hearing people
• preparing a presentation on the use of Auslan in the wider community, for example, in news broadcasts, live theatre and emergency announcements, the visibility of Auslan-English interpreters and Deaf interpreters
• exploring how different technologies are used by deaf people to support social and community networks including direct or mediated communication through the use of interpreters
• exploring, in Auslan or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences with an aspect of the cultural expressions of the Deaf community
• investigating the signed languages used by deaf and hard of hearing members of First Nations Australians’ communities
• identifying the diversity of the Australian population, including Auslan users who are deaf, deafblind, those who are hard of hearing and hearing people such as a child of deaf adult (CODA) and interpreters
• describing how Auslan has been passed down through generations, including that Auslan is often passed on through schools and social settings rather than from parents, and how it has been recorded, for example, video footage

Show 3 more elaborations

• recognising that the ownership of Auslan rests with the Deaf community who are the Custodians of the language and that signs evolve naturally
• researching and presenting a biography, profile or pictorial report on people or places significant to the Deaf community, for example, Eugene Salas and the original South Australian Deaf Society/Mission building
•
identifying sign language use around the world using data from Ethnologue, for example, by identifying and labelling countries on a world map with correct naming of the sign language used, such as France =
LSF

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANAUSSLLF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Auslan that are related to their immediate environment. They collaborate in activities that involve the language of planning and problem-solving to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Auslan or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of signs, depicting signs (DSs), non-manual features (NMFs) and signing spaces. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules of signs, pace and signing space to develop fluency. They use modelled structures when creating and responding in Auslan. They compare language structures and features in Auslan and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.