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