AC9L2AU8EU02
Years 7 to 8
Languages
AC9L2AU8EU02 | Years 7 to 8 Auslan: Understanding systems of language
Content Descriptor
Content descriptor develop knowledge, and use structures and features of, the Auslan grammatical system to understand and create signed, visual and multimodal texts
Second language learners · Years 7 to 10 sequence
The Years 7 to 10 Auslan sequence is shared by first and second language learners.
Strand
Understanding language and culture
Substrand
Understanding systems of language
This content descriptor sets out learning for Years 7 to 8 Auslan · Second language learners · Years 7 to 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration 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
- • Elaboration 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
- • Elaboration 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
- • Elaboration understanding that, typically, signers use DSs to show spatial relationships/prepositions, not separate signs such as ON or UNDER when interacting
- • Elaboration 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
- • Elaboration 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
- • Elaboration 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 )
Show 9 more elaborations
- • Elaboration using different pointing signs, such as pronouns, determiners, locatives in texts
- • Elaboration 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!
- • Elaboration 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.
- • Elaboration 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
- • Elaboration exploring different types of verbs in a text, for example, doing ( WALK, WRITE ), saying ( TELL, CALL ( YELL ), ANNOUNCE ), sensing ( SEE, THINK ) or possessing
- • Elaboration 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
- • Elaboration 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)
- • Elaboration 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
- • Elaboration distinguishing between yes/no questions and wh- questions and statements, and their corresponding NMFs
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