The first column in this programme for lesson 10 shows the topic, "Deaf People in the Deaf Community", looking at residential and mainstream Deaf Schools. The next column, Linguistic Content, is linked to the topic area and should include features such as location, showing the real-world location of Deaf Schools using spatial referencing. This can be done on global, European, British and local levels. Finger-spelling of school names will be an integral part of the session and sign names for schools, such as DONCASTER and DONALDSON SCHOOL in Scotland, should be explained and demonstrated. School life is strongly linked to emotions, which should be evident in the non-manual features used. To demonstrate this, students may provide a 'mock' comparison between mainstream and Deaf Schools, explaining the positive and negative aspects of each and demonstrating an appropriate range of emotions through their non-manual features.
The next column, Cultural Content, contains various elements relating to Deaf Schools throughout history, how they have changed and the politics behind these changes. If you would like to see more detail about this area, it can be found on our website by clicking on Cultural Content, where there is a full explanation.
The last column shows the expected learning outcomes of the session. Students should be able to locate resources and extract relevant information from them to discuss issues in Deaf education in a larger group. Potential topics include the current situation in mainstream schools, Deaf residential schools up to present day, and state schools. Their findings should generate some interesting discussion, which can be observed to obtain evidence that students produce their statements and arguments fluently and with use of appropriate non-manual features to support their information and express the inherent emotions. Students should also be able to ask Deaf people directly about their experiences of school and education, using their interaction skills, and then relate the information accurately. They may also demonstrate their receptive skills by gathering information from video, DVD or television clips, and relating the information accurately. Students should also have the ability to give a clear and concise summary of a lengthy story relating to school.
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