2nd
L (Yr 7 Entry)
7-8
Communicating
Identity - Elaboration 10
- using visual representations such as concept maps, posters or captioned
slide presentations to identify groups that they each identify with, for
example, friends, family, sporting, interest and community groups, discussing
how these group associations contribute to their sense of identity
- discussing how their upbringing and personal experience impact on assumptions
or attitudes that they bring to interactions with people who have different
backgrounds or experiences, considering concepts such as communication,
personality, family and community
- noticing and comparing their own and each other’s ways of communicating and
interacting, identifying elements that reflect cultural differences or
influences of other languages
- viewing a series of Auslan identity stories, such as those found in the
Griffith University Introduction to Deaf Studies Unit 1 set, comparing their
experiences to those described by deaf children and adults in the footage
- investigating the identity of deafblind people and their connection to the
Deaf community by inviting deafblind guests into the classroom to share their
personal journeys
- exploring ideas about identity through journal writing, documenting challenges
and rewards related to second language learning and identity change
- analysing ways in which Deaf people design and adapt spaces in cultural ways
(‘Deaf space’), for example, by eliminating visual obstacles to signed
communication, using circles or semicircles for meeting and learning spaces,
using open-plan areas, lighting and window placement to maximise visual access
to information, for example, Gallaudet University’s deaf space design principles
- surveying deaf people about their experiences and perspectives on the
importance and significance of Deaf places that contribute to a shared sense of
identity, for example, the Deaf Club, Deaf schools or sites of historic
significance such as original Deaf Society/Mission buildings or other former
meeting places
- identifying and researching Deaf community identities associated with
significant historical places, such as William Thomson establishing the first
deaf school in WA