AC9L2AU8EC01 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.

interact with others using modelled language to exchange information in familiar contexts about self and personal worlds

Elaborations

• 1 using fingerspelling for their name and the names of others, and sign names where appropriate, and patterning for commonly fingerspelled short words
• 2

  exchanging greetings, thanks and apologies, adjusting language to suit context, for example,

  HELLO, GOODBYE, HOW-ARE-YOU? PLEASED-MEET, SEE-LATER, GOOD-LUCK, THANKS, SORRY, HAPPY BIRTHDAY, CONGRATULATIONS, DEAF, HEARING? MY NAME …, WHERE-FROM?

• 3

  sharing information about themselves, family, friends and peers, for example,

  PRO3 HAVE DOG(ONE) CATS(TWO)

  He has a dog and 2 cats.

  THAT BABY POSS2 SISTER?

  Is that baby your sister?

  PRO1 LIVE WITH WHO? POSS1 AUNT

  I live with my aunt.

  WHO PRO3? POSS1 FRIEND FS:MARY

  Who is she? That’s my friend, Mary.

• 4

  asking and responding to closed questions to interact with others and using appropriate NMFs such as lowered eyebrows/head tilt, for example,

  PRO2 WHO, WHEN, WHERE, WHAT, HOW-OLD, HOW-MANY

• 5

  using backchannelling such as nodding and signs when interacting with NMFs, for example,

  KNOW NMF:HEAD-NOD

  I know.

  UNDERSTAND

  I understand.

  KNOW-NOT DS:HEAD-SHAKE

  I don’t know.

• 6

  expressing feelings using lexical signs and affective NMFs, for example,

  PRO1 FRUSTRATED

  I’m frustrated.

  PRO3 EXCITED

  She’s excited.

• 7

  asking for repetition, help, clarification or permission, for example,

  PLEASE SLOW SIGN?

  Could you sign that slowly please?

  PLEASE REPEAT

  Please repeat.

  PLEASE PT+c HELP?

  Can you help me, please?

  G:HANDS-UP PLEASE PRO1 NEED TOILET

  Can I go to the toilet please?

  THANK-YOU PT+C HELP

  Thank you for helping me.

• 8

  asking and responding to questions about familiar topics such as shared school experiences, for example,

  PRO2 LIKE AUSLAN?

  Do you like Auslan?

  SUBJECT PRO2 STUDY WHAT?

  And you, what subjects do you study?

  SCHOOL, PRO2 LIKE?

  Do you like school?

• 9

  using DSs and lexical signs to represent people, animals, transport and objects, showing locations and movement when interacting

  POSS1 SISTER TALL DS:LONG-WAVY-HAIR

  My sister is tall and has long wavy hair.

  MY HOUSE PT+lf FRIEND HOUSE PT+rt

  My house is over there and my friend’s house is over there.

• 10

  expressing likes, dislikes, preferences, agreement and disagreement, using negation and associated NMFs, for example,

  PRO1 LIKE WATERMELON. LIKE-NOT ORANGE

  I like watermelon; I don’t like oranges.

  MATH OR ENGLISH? RATHER MATH PT+c

  I prefer maths to English.

  PRO2 LIKE RUGBY? PRO1 DISAGREE. SOCCER BETTER

  You like rugby? I think soccer is much better!

• 11

  discussing plans using time markers such as

  TODAY, YESTERDAY, TOMORROW, NEXT-WEEK, LAST-WEEK, NUMBER OF WEEKS, WEEKEND

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

  We go to the beach for 3 weeks in summer.

• 12

  sharing information about routines, interests and leisure activities

  WEEKEND PRO1 GO-TO DS:FAST-REPEAT CAMP

  I go camping on weekends.

• 13

  exchanging information about celebrations and special events

  TOMORROW, AUSLAN DAY. PRO2 FS:DO WHAT?

  What are you doing for Auslan Day tomorrow?

  HAPPY BIRTHDAY YESTERDAY! YOU HOW-OLD?

  Happy birthday for yesterday! How old are you?

• 14

  giving, accepting or declining invitations, such as

  SORRY PRO1 CAN'T DS:GO WHY? PRO1 HAVE BASKETBALL TRAINING

  Sorry, I can’t go because I have basketball training.

• 15 following appropriate classroom protocols when interacting in Auslan, for example, tapping, pointing and waving for attention, maintaining eye gaze

Related Achievement Standards