AC9L2AU8C01 Year 7 Languages

This Content Descriptor from Year 7 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 exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others

Elaborations

• 1

  using signs to agree or disagree on relevant topics, such as,

  AGREE YES HOMEWORK SHOULD

  Yes, I agree we should do homework.

  PRO1 KNOW WHAT MEAN, BUT …

  I know what you mean, but …

  PRO1 DOUBT

  I’m not sure.

  AGREE-NOT, PRO1 THINK …

  I don’t agree; I think …

• 2

  using appropriate NMFs when turn-taking during class activities, for example,

  HOLD

  Hold that thought.

  QUICK INTERRUPT

  Can I just interrupt you quickly?

  WAIT … COME

  Can you just wait a moment … Right, what did you want?

• 3 participating in face-to-face or online interactions with deaf children or students of Auslan to compare and contrast aspects of their school and learning experiences
• 4

  contributing to discussion and debate by expressing opinions, responding to others’ perspectives, and using reflective language, for example,

  NEVER THOUGHT YEAH

  Oh yeah, I hadn’t thought of that before.

• 5 discussing the qualities looked for in friendships and relationships and giving reasons for these preferences
• 6

  responding to class and school signed announcements with more elaborate responses, for example,

  YES PRO1 CAN COME TO PRO2 HELP BUT CAN-NOT THURS

  Yes, I can help you with that, but not on Thursday.

• 7 using appropriate protocols to join or leave conversations, for example, waiting for eye gaze or for the signer to finish and not asking for a full recount
• 8

  clarifying meaning, for example, by using fingerspelling to explain unfamiliar vocabulary, as in,

  PRO2 MEAN [FINGERSPELLED WORD]?

• 9

  commenting on information provided by others to indicate or to clarify understanding, for example,

  DS:NOD INTERESTING

  Mmm, interesting.

  TRUE WHAT ABOUT …?

  True, but what about …?

• 10 extending discussion or debate by asking follow-up questions, clarifying their own contributions or suggesting relevant comparisons
• 11 adjusting styles of communication according to situation, for example, getting someone’s attention for a non-urgent matter versus an emergency situation
• 12 organising standing or seated positions and ‘signing space’ when talking to one or more people, and adjusting the physical environment to be well-lit and without glare to enable effective communication

Related Achievement Standards