AC9L2AU10U04 Year 9 Languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

reflect on and evaluate how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating

Elaborations

• 1 using photographs or digital images to create stories with elements that influence identity, such as diversity, disability, ethnicity or gender
• 2 sharing personal stories of deaf people and considering the impact of additional factors in individual stories, such as the impact of exclusion and inclusion in the wider community and in the Deaf community
• 3 presenting to the class or school assembly, how attitudes and values in the wider community have changed towards Auslan in recent years, and the reasons for this evolution in perception and increased positive profile
• 4 reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Auslan to a group of Auslan-using visitors at a school assembly
• 5 developing a survey of deaf people’s perspectives on the significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance
• 6 analysing notions of Deaf Gain and Deafhood, and reflecting on how these concepts apply to students as second-language learners of Auslan, considering how a first-language user of Auslan may experience Deaf Gain and Deafhood
• 7 researching and evaluating the work of the World Federation of the Deaf (WFD) in supporting the Deaf community in developing countries, and the projects that have impacted on local attitudes and values towards sign languages, deaf people and Deaf culture
• 8 reflecting on how deaf people around the world build shared-group identity, for example, through international community gatherings such as WFD Congresses, World Association of Sign Language Interpreters (WASLI) conferences, or sporting events such as the Deaflympics, and how these contribute to language building, language preservation and greater awareness of signed languages
• 9 investigating successful enterprises and businesses initiated by Deaf people or communities and considering how they support a positive perception of Deaf people and their achievements
• 10 discussing the concept of ‘language health’ and how it applies to Auslan, for example, designing a chart of relevant factors such as social, economic or historical status, demography, and institutional support such as media, government or educational support

Related Achievement Standards