Years 3 and 4 · Languages · Communicating meaning in Auslan
AC9L2AU4C03
locate and respond to key information related to familiar content obtained from signed, visual and multimodal texts
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Taught alongside it
The rest of Communicating meaning in Auslan in Years 3 and 4.
initiate exchanges and respond to questions about self, others and the classroom environment, using modelled and familiar expressions
AC9L1AU4C02participate in activities that involve planning and transacting with others, using a range of phrases and structures in familiar contexts
AC9L1AU4C03locate and respond to key information related to familiar content obtained from signed, visual and multimodal texts
AC9L1AU4C04develop strategies to comprehend and adjust Auslan to convey cultural meaning
AC9L1AU4C05create and present informative and imaginative signed, visual and multimodal texts, using fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs), signing space, formulaic expressions and modelled textual conventions
AC9L2AU4C01initiate exchanges and respond to modelled questions about self, others and the classroom environment, using formulaic expressions
AC9L2AU4C02participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
AC9L2AU4C04develop strategies to comprehend and adjust Auslan in familiar contexts to convey cultural meaning
AC9L2AU4C05create and present informative and imaginative signed, visual and multimodal texts, using familiar fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, formulaic expressions and modelled textual conventions
The same idea, year by year
Where AC9L2AU4C03 comes from and where it goes, for a student working below or above Years 3 and 4.
- Years 1 and 2AC9L1AU2C01exchange greetings and personal introductions and respond to classroom-related instructions and routines
- Years 1 and 2AC9L1AU2C02participate in a range of play-based activities, using modelled expressions and visual cues
- Years 1 and 2AC9L1AU2C03locate, with support, key information in familiar texts, and respond using gestures, images, words and modelled phrases
- Years 1 and 2AC9L1AU2C04recognise language that carries cultural meaning in everyday social interactions
- Years 1 and 2AC9L1AU2C05with support, create signed, visual and multimodal texts, using familiar fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space
- Years 1 and 2AC9L2AU2C01recognise and respond to modelled classroom-related greetings, instructions and routines, and personal introductions
- Years 1 and 2AC9L2AU2C02participate in a range of guided, play-based language activities, using formulaic expressions and visual cues
- Years 1 and 2AC9L2AU2C03locate, with support, key information in familiar texts, and respond using gestures, images, words and formulaic phrases
- Years 1 and 2AC9L2AU2C04notice that language carries cultural meaning in classroom-related greetings, introductions, instructions and routines
- Years 1 and 2AC9L2AU2C05with support, create signed, visual and multimodal texts, using modelled fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space
- Years 5 and 6AC9L1AU6C01initiate and sustain exchanges related to students’ experiences and opinions of their personal worlds and school environment
- Years 5 and 6AC9L1AU6C02participate in activities that involve planning and negotiating with others, using familiar and modelled idiomatic language to agree, suggest and resolve
- Years 5 and 6AC9L1AU6C03locate and process information and ideas in a range of signed, visual and multimodal texts, and respond in different ways to suit purpose
- Years 5 and 6AC9L1AU6C04apply strategies to interpret and convey meaning in signed and visual cultural contexts
- Years 5 and 6AC9L1AU6C05create and present a range of informative and imaginative signed, visual and multimodal texts using a variety of modelled language structures and features to sequence information and ideas, appropriate to text type
- Years 5 and 6AC9L2AU6C01initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
- Years 5 and 6AC9L2AU6C02participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
- Years 5 and 6AC9L2AU6C03locate and process information and ideas in a range of signed, visual and multimodal texts, and respond in different ways to suit purpose
- Years 5 and 6AC9L2AU6C04apply strategies to interpret and convey meaning in familiar signed and visual cultural contexts
- Years 5 and 6AC9L2AU6C05create and present a range of informative and imaginative signed, visual and multimodal texts using a variety of modelled structures to sequence information and ideas, and using fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, appropriate to text type
Planning against AC9L2AU4C03?
Daily Work Pad reads codes like this one out of your forward plan and carries them onto your lessons and worksheets. The pilot is invite-only for now.