AC9L1AU2U04

Elaborations

• AC9L1AU2U04_E1identifying and showing markers of social and cultural identity when introducing themselves, their family names, given name/s, and/or sign names if appropriate, in a role-play
• AC9L1AU2U04_E2noticing how identity is represented in a sign name, discussing the names of class members and where that name came from, if appropriate
• AC9L1AU2U04_E3identifying themselves as members of a Deaf community, describing their ways of communicating with deaf, hard of hearing and hearing children, family members and the Deaf community
• AC9L1AU2U04_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
• AC9L1AU2U04_E5exploring 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
• AC9L1AU2U04_E6considering roles and responsibilities in relation to membership of a community, for example, in a Deaf community, by describing how they can help others to be aware of their communication preferences in the classroom, or with responsibilities related to a local community, such as how to be a caring neighbour
• AC9L1AU2U04_E7identifying different ways Deaf community members communicate with each other and with members of the wider hearing community using Auslan or English, including face-to-face or online, interpreters and relay services
• AC9L1AU2U04_E8using a Y-chart to compare aspects of their lives as deaf or hard of hearing children with those of hearing children, for example, ways of playing games such as the swimming-pool game 'Marco Polo', which uses splashing instead of calling out their name
• AC9L1AU2U04_E9talking about Auslan signs or informal signs they might use at home that are different from signs used by other people