AC9L2AU2U04

Elaborations

• AC9L2AU2U04_E1exploring the 'Deaf way’ such as the use of physical space to ensure signers can see each other, being able to communicate through windows or from a distance, and recognising the importance of facial expression, eye gaze and NMFs in conveying information in a visual-gestural language and culture
• AC9L2AU2U04_E2exploring how deaf people use technology in ways that may be different from hearing people, for example, through the use of flashing door lights, vibrating alarm clocks and captions
• AC9L2AU2U04_E3comparing aspects of their own lives with those of deaf children in their school or represented in digital images, video clips and stories, such as ways of playing games, telling stories or interacting at school, for example, comparing how the swimming-pool game ‘Marco Polo’ uses splashing instead of voice to attract attention when deaf children play together
• AC9L2AU2U04_E4exploring symbols and language used by First Nations Australians and the Deaf community in a range of contexts, for example, finding out what the symbols on flags represent
• AC9L2AU2U04_E5recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities
• AC9L2AU2U04_E6preparing a class poster, chart or calendar identifying languages used and cultural events celebrated by class and family members such as Auslan Day, National Week of Deaf People and national and international cultural celebrations relevant to the class
• AC9L2AU2U04_E7noticing that deaf people value Auslan just as hearing people value their languages