Skip to main content Skip to navigation

Victorian Curriculum and Assessment Authority

Content description VCASFC082

Auslan: First Language Learner F–10 Sequence / Levels 9 and 10 / Communicating / Identity
Content description
Identify ways in which deaf people relate to and are perceived by society as ‘people of the eye’, how they demonstrate connections with culturally rich places and associations, and how their sense of identity, roles and responsibilities change over time
Elaborations
  1. discussing the notion of ‘Deaf eyes’ and the capacity of deaf people to determine the deaf/hearing status of others in their environment based on eye behaviour
  2. considering how deaf people are perceived to be more observant and more astute visually, for example, as drivers, in sports or in terms of visual memory, comparing anecdotal findings and documented research on this issue
  3. discussing how identity may shift depending on what is most salient in any context or setting, and how as people mature they learn to navigate ‘multiple identities’ in relation to different elements of their experience, such as background ethnicity and culture and Deaf identity/culture
  4. reflecting on the concept of Deafhood as it applies to and informs life choices made by young Deaf people, for example in relation to social group participation, communication preferences, ways of identifying, describing and introducing themselves to others
  5. considering how relationships between changing technology and Deaf people are managed to express and to reflect identity, for example, the rejection of hearing devices or, alternatively, highlighting them with colour or prominent placement
  6. considering whether a strong sense of shared identity influences the capacity for awareness and advocacy for Deaf people’s rights
  7. discussing how social groups such as Deaf communities form intergenerational patterns that determine relationships and shape behaviours, for example, by interviewing a member of a Deaf family of two or more generations
  8. investigating ways the Deaf ecosystem works and the reciprocal nature of relationships in some Deaf communities, for example in business or professional domains, and the contribution this ecosystem makes to collective identity
  9. discussing how the Deaf community expresses different elements of their identity, for example through behaviours associated with Deaf spaces, greetings and introductions which illustrate community status and affiliation
  10. investigating how a strong sense of identity impacts on social and emotional health and wellbeing by exploring the available research on wellbeing and identity in deaf people
  11. identifying and describing intersections between national and international Deaf communities and organisations, and how these contribute to a transnational sense of belonging, for example, by evaluating shared experiences by viewing online texts produced by deaf people in different countries
  12. comparing changing values and status of place and space in different international Deaf communities, for example, the loss of Deaf clubs or closure of Deaf schools, and reflecting on the implications of these changes over time for Deaf identity
  13. responding to different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s developing identity
  14. discussing ways in which the philosophy of ‘Deaf gain’ can be applied to personal circumstances, such as classroom accommodations and sporting participation
  15. summarising elements of elders' guidance on how cultural values, beliefs and traditions are expressed and connected through shared experience of visual ways of being, providing examples of how these are demonstrated in community behaviour and in interactions with the wider community
  16. describing and comparing their personal sense of social responsibility towards their Deaf community, for example as demonstrated through attending, organising or volunteering at festivals, camps or youth groups
  17. exploring the wider political landscape of the Deaf community as it impacts on individual and community identity, for example, by identifying the impact of activism and Deaf empowerment movements such as the Deaf President Now campaign at Gallaudet University, a ‘Deaf place’, in effecting change and strengthening Deaf communities’ connection to ‘place’
Code
VCASFC082
ScOT catalogue terms
Curriculum resources and support
Find related teaching and learning resources in Arc*
Find related curriculum resources on the VCAA resources site
*Disclaimer about use of these sites

Go to Auslan curriculum

Scroll to the top of the page