1st
L (Yr 7 Entry) 9-10
Communicating
Identity
- Elaboration 10
- using a vlog journal entry to discuss how having peers who share the same
language provides a social bond and builds confidence
- identifying characteristics of deaf people’s visual awareness, such as good
observation of body language and heightened alertness to hazards in the
environment while walking/driving and signing
- comparing strategies used by deaf and hearing adults to negotiate physical
environments, for example, different behaviours at a bank of lifts, identifying
how deaf people draw on additional perceptual resources in ways hearing people
are unaware of
- exploring technologies used by deaf people to communicate visually, such as
videoconferencing apps, to support social networks and to strengthen a sense of
individual or shared identity
- investigating ways in which a sense of confidence in relation to identity
influences awareness and a capacity for advocacy for Deaf rights, for example in
relation to issues such as the provision of interpreters or captioning
- discussing how their sense of identity may shift according to context and
situation, and how as people mature they learn to manage ‘multiple identities’
in relation to different elements of experience, such as background ethnicity
and culture and Deaf identity culture
- identifying strategies used by deaf people to negotiate the hearing world,
such as travelling with paper and pen or smart phone to take notes
- using the concept of Deafhood to map and communicate their own journeys of
identity development, for example, their identification with particular Deaf
role models, and considering the role identity plays in contributing to
individual, peer group and community health and wellbeing
- engaging with deaf visitors from different groups and backgrounds about their
experiences in the Deaf community, for example by interviewing the visitors and
recording their responses
- using drawings, photos or presentations to describe characteristic features of
Deaf spaces beyond the classroom, such as removal of visual obstacles to signed
communication, circles or semicircles for meeting and learning spaces, open-plan
areas, lighting and window placement to maximise visual access to information
- documenting and discussing places of importance to the Deaf community, such as
Deaf schools, and understanding the value of these based on stories by elders
and excursions to sites of significance
- responding to elders' guidance on how cultural values, beliefs and traditions
are connected through shared life experience and visual ways of being, and how
they are demonstrated in community behaviour and interactions with the wider
community
- describing ways in which they can take responsibility for increasing others’
awareness of their communication and learning preferences, for example in the
classroom and with extended family
- exploring the concept of ‘Deaf gain’ and identifying examples of how wider
society may ‘gain’ from the Deaf community, for example, benefits of captioning
for other sectors of the broader community, such as elderly people or newly
arrived migrants
- discussing their sense of responsibility for each other as members of the Deaf
community, and the need to support younger deaf individuals in the community