AC9L2AU8EU02 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.

develop knowledge, and use structures and features of, the Auslan grammatical system to understand and create signed, visual and multimodal texts

Elaborations

• 1

  developing awareness of the range of signing space in normal signed interactions, from just above head to waist and extending to sides, noting exceptions, such as

  DOG

  location on thigh

• 2 using a digital resource to assist in understanding that handshape and movement represent different things in each type of DS, for example, entity DSs, handling DSs and SASS DSs
• 3 identifying concepts that can be represented in a DS by a particular handshape, for example, a distant person, pole or tree can be represented by a point handshape, a car by a flat handshape, and a cylinder such as a water bottle can be traced by a cup handshape
• 4

  understanding that, typically, signers use DSs to show spatial relationships/prepositions, not separate signs such as

  ON

  or

  UNDER

  when interacting

• 5 recognising that a noun group can include elements such as adjectives or numbers and that proper nouns can be shown through fingerspelling or sign names if appropriate
• 6

  using different nouns in clauses, including those that are shown with a pointing sign, such as

  GIRL READ

  versus

  PRO3 READ

  , or

  VISIT FRIEND

  versus

  VISIT PRO3

• 7

  using adjectives to describe nouns in different ways such as how they look (

  BIG

  or

  RED

  ), feel (

  SOFT

  or

  HOT

  ), smell (

  SMELLY

  ) or sound (

  LOUD

  )

• 8 using different pointing signs, such as pronouns, determiners, locatives in texts
• 9

  practising indicating verbs used between referents, for example,

  PRO1 HELP PRO3

  I helped her

  PRO3 PT+c ASK CA:SHOCKED!

  She asked me and I was shocked!

• 10

  developing examples of signs that tell when, where or how a verb happens, such as

  FORWARD WEEK(TWO) PRO1 HOLIDAY

  I am going on holiday in 2 weeks.

  WANT LUNCH NOW. PLEASE

  I would like lunch now please.

  PRO1(PL) RUN FAR

  We have run a long way.

  COME HERE PLEASE

  Come here please.

  PRO2 QUICK FINISH

  You finished quickly.

• 11

  identifying verb signs

  SIT, EAT, FEEL, WONDER, HAVE

  and understanding that they are central to a clause, noticing there is no verb ‘to be’ in Auslan

• 12

  exploring different types of verbs in a text, for example, doing (

  WALK, WRITE

  ), saying (

  TELL, CALL

  (

  YELL

  ),

  ANNOUNCE

  ), sensing (

  SEE, THINK

  ) or possessing

• 13

  noticing that adverbial signs modify the meaning of verbs, such as

  DRIVE CAREFUL

  , and that these can also be communicated effectively through NMFs, for example,

  DRIVE NMF:CAREFULLY

• 14

  understanding that single-digit numbers can be merged into other signs (numeral incorporation), such as those for ages, for example,

  AGE-YEARS(FIVE)

  , or adverbs of time, for example,

  WEEK-AGO(THREE)

• 15 recognising that there is flexibility in sign order, for example, parts of a sentence can be signed simultaneously, but generally a time-topic-comment structure is followed
• 16 distinguishing between yes/no questions and wh- questions and statements, and their corresponding NMFs

Related Achievement Standards