1st L (F–10) F-2
Communicating

Identity  - Elaboration 10

- describing themselves as belonging to their family and to social groups such as their class or age cohort of deaf children

- exploring concepts of difference and sameness

- representing their relationships with others by drawing pictures, adding captions to photos, creating posters or digital presentations to depict their family, labelling immediate and extended family members as deaf or hearing

- identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing children, family members, the Deaf community and the wider ‘hearing’ society

- identifying and describing physical markers of identity among deaf children, for example hearing devices such as hearing aids, cochlear implants and FM systems

- identifying and discussing their own and each other’s family names, given name/s and name signs

- identifying elements of their behaviours or relationships that mark their individual or Deaf community identity such as the use of Auslan

- identifying places that are significant to them personally and are important to their identity

- exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of belonging, for example those that facilitate face-to-face communication

- considering roles and responsibilities in relation to membership of a Deaf community, for example by describing how they can help others to be aware of their communication preferences in the classroom or with extended family

- exploring their shared experience as ‘people of the eye’, for example by identifying the importance of space for waving or using flashing lights to gain attention or to give visual applause