AC9L2AU8C01
Years 7 to 8
Languages
AC9L2AU8C01 | Years 7 to 8 Auslan: Interacting in Auslan
Content Descriptor
Content descriptor initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others
Second language learners · Foundation to Year 10 sequence
Strand
Communicating meaning in Auslan
Substrand
Interacting in Auslan
This content descriptor sets out learning for Years 7 to 8 Auslan · Second language learners · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration 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 …
- • Elaboration 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?
- • Elaboration 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
- • Elaboration 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.
- • Elaboration discussing the qualities looked for in friendships and relationships and giving reasons for these preferences
- • Elaboration 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.
- • Elaboration 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
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- • Elaboration clarifying meaning, for example, by using fingerspelling to explain unfamiliar vocabulary, as in, PRO2 MEAN [FINGERSPELLED WORD]?
- • Elaboration 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 …?
- • Elaboration extending discussion or debate by asking follow-up questions, clarifying their own contributions or suggesting relevant comparisons
- • Elaboration adjusting styles of communication according to situation, for example, getting someone’s attention for a non-urgent matter versus an emergency situation
- • Elaboration 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
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