1st
L (F–10) 3-4
Communicating
Identity
- Elaboration 10
- creating individual family trees and identifying deaf and hearing family
members
- interacting with Deaf elders to discuss visual ways of being, interacting and
behaving associated with identity
- designing visual representations such as concept maps, posters or captioned
slide presentations to show individual and group connections within the Deaf
community such as friendship, family or sporting groups, or state and national
Deaf community associations, discussing how these contribute to a sense of
identity
- exploring the concept of ‘family’ as it relates to the Deaf community,
considering how it extends beyond the traditional concept to include broader
social networks
- explaining how deaf families play a key role in language maintenance and
shared sense of identity across generations
- exploring how name signs are created and form part of an individual identity,
for example by providing contemporary examples such as signs for their peers,
teachers and Deaf elders
- using a vlog journal entry to discuss how having peers who share the same
language develops social bonds, personal confidence and a sense of shared
identity
- responding to presentations by Deaf visitors to the classroom who share their
experiences of education, family life, social networks, community and sense of
identity, for example by discussing similarities and differences to their own
lives
- sharing views on why certain places have special significance to the Deaf
community, evoking a sense of belonging and pride and representing particular
bonds between people, place and experience, for example, Deaf schools or sites
of historic significance such as original Deaf Society/Mission buildings or
other former meeting places
- identifying how deaf people share modifications to space to maximise visual
attention, such as adjusting seating or removing visual obstacles