AC9L1AU8EU04

Elaborations

• AC9L1AU8EU04_E1creating an instructive poster of a Deaf-friendly learning environment such as U-shape seating, plain background for online platform, minimising glare, appropriate lighting
• AC9L1AU8EU04_E2identifying 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, for example, in a presentation to the class
• AC9L1AU8EU04_E3defining Deafhood and how it shapes identity, acknowledging that there may be differences in definitions, and sharing views in a class discussion
• AC9L1AU8EU04_E4reflecting on how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared with language variation and sense of place and space in the Deaf community
• AC9L1AU8EU04_E5identifying examples of deaf people’s visual orientation towards the world, such as using visual applause or being astute in reading body language
• AC9L1AU8EU04_E6developing and annotating a timeline of key events, developments and reforms in the history of Auslan, and the impact of these on members of the Deaf community
• AC9L1AU8EU04_E7understanding diversity of choice in the use of assistive technologies, for example, hearing aids, captioning and speech recognition
• AC9L1AU8EU04_E8reflecting on their expectations of learning Auslan and presenting their reflections in a printed or digital class journal
• AC9L1AU8EU04_E9identifying examples of Deaf Gain such as Deaf community, culture and language, and keeping an online journal of their own perspectives