1st
L (Yr 7 Entry) 7-8
Communicating
Identity
- Elaboration 10
- identifying themselves as members of different groups and describing their
relationships with deaf, hard of hearing and hearing students, family members,
the larger Deaf community and wider ‘hearing’ world
- identifying and describing physical markers of identity among deaf people,
such as the use of sign language and/or hearing devices such as hearing aids,
cochlear implants and FM systems
- creating a poster depicting their own family and labelling immediate and
extended family members as deaf/hearing
- identifying and discussing family names, given name/s and name signs for
themselves and for others
- exchanging views on how their individual biographies, including family
origins, traditions, beliefs, communicative practices, interests and
experiences, shape their sense of identity and impact on their ways of
communicating
- building an understanding of the concept of Deafhood and how each individual’s
journey of identity development contributes to social relationships and to the
formation of community, for example, by creating an individual identity map or a
hand map
- discussing visual ways of being, including interacting, transmitting and
receiving information and behaving according to Deaf cultural values, and how
these influence group learning and information sharing among Deaf people
- investigating Deaf cultures around the world and how they shape visual ways of
being, for example by considering how Deaf people from different countries and
ethnic groups express shared group identity through practices such as gathering
formally as a national or international community via opportunities such as Deaf
film festivals; performing arts events, for example, Deaf Way; theatrical
events; art exhibitions; or sporting events such as ADG, Deaflympics
- responding to deaf people from different groups and backgrounds who visit and
present about their education, families, social networks and sense of
community/identity, for example by discussing similarities and differences
between visitors’ reported experiences and their own lives
- identifying the importance of place and space in the Deaf community, exploring
why some places and spaces make deaf people feel comfortable or promote a sense
of belonging, for example by identifying factors that make a classroom ‘Deaf
friendly’, such as U-shape seating, minimisation of window glare/reflection,
good lighting and acoustics, flashing lights, suitable interpreter location
- identifying examples of deaf people’s visual orientation towards the world
(‘people of the eye’), such as waving in space or using flashing lights to gain
attention, visual applause
- identifying their own stories, history, roles, responsibilities and links to
the Deaf community and considering how these relate to their sense of identity
- recognising that signed language is a birthright which establishes their
identity with respect to the Deaf community and its traditions
- viewing and creating accounts of their own and each other’s experience and
roles in the Deaf community and identifying examples of the different ways of
being deaf that they describe
- discussing behaviour associated with cultural practices and traditions, for
example, by discussing the concept of reciprocity as a manifestation of how
community members share responsibility for each other’s wellbeing