Deaf History Sharing

Unit: Exploring Australian Deaf History

Lesson 9 of 9: Presenting Deaf History Projects

Year Levels: 5 & 6 | Duration: 30 minutes | Class Size: 30 students
Subject: Languages (Auslan focus recommended)

WALT (We Are Learning To)

Present and share our research on Deaf historians using appropriate language and presentation techniques.
Engage the audience through clear communication.
Respond confidently to questions about our projects.

Australian Curriculum Alignment (v9)

Primary Relevant Content Descriptions

AC9L2AU6C05:
Create and present a range of informative and imaginative signed, visual and multimodal texts using a variety of modelled structures to sequence information and ideas, and using fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, appropriate to text type.
- This lesson supports planning, rehearsing and delivering short presentations about topics of interest, such as Deaf history figures, and utilizing signing space and non-manual features to enhance meaning.
AC9L2AU6C03:
Locate and process information and ideas in a range of signed, visual and multimodal texts, and respond appropriately, which supports students’ engagement with peer presentations.
Cross-Curriculum Priorities: This unit links to the Aboriginal and Torres Strait Islander histories and cultures priority through understanding the importance of cultural identity and Deaf history within Australia.

Success Criteria

Students will:

Deliver a clear and structured presentation about their chosen Deaf historian.
Use Auslan or supportive visual language tools fluently and appropriately for audience engagement.
Respond to questions from peers with relevant information and confidence.
Use presentation tools effectively (poster, digital slides, video, etc.).

Resources

Students' completed Deaf history projects (posters, slideshows, videos, scripts).
Presentation tools: projector/screen, poster boards, tablets/laptops, speakers.
Peer feedback forms designed to capture positive comments and questions.
Timer or clock for presentation pacing.

Lesson Breakdown

Time	Activity	Description	Differentiation
5 mins	Introduction & Review	- Briefly revisit the WALT and success criteria. - Discuss key presentation skills: clarity, volume, eye contact (if signing, focus on non-manual markers and visual engagement).	Provide scaffolding prompts and sentence starters for students less confident in presenting.
15 mins	Project Presentations (3-4 minutes per group)	- Students present in small groups or pairs to optimise time. - Allow varied formats: signed presentation, video explanation, poster description with signing or spoken captioning. - Teacher and peers use peer feedback forms to provide constructive feedback focusing on content accuracy and presentation style.	Allow students to present using their preferred format (digital, poster, or signed) to match their strengths and confidence. Provide extra practice/tutoring time for students who need it prior to the lesson.
5 mins	Q&A Session	- After each presentation, invite 1-2 questions from the audience. - Encourage presenters to answer using their project knowledge.	Provide support cards with question prompts or allow students to prepare questions ahead of time for peers who find spontaneous Q&A challenging.
5 mins	Reflection & Extension Briefing	- Reflect on what made presentations effective. - Briefly introduce extension activity: planning a whole-class Deaf history exhibition for the school community. - Explain how students can volunteer to help organise or contribute extras such as signage, videos, or performances.	Encourage advanced learners to mentor peers or design exhibition layouts or interactive components.

Differentiation Strategies

Varied Presentation Formats: Students may opt for signed performances, digital video presentations, posters, or mixed media according to their skills and confidence.
Visual Aids: Encourage use of pictures, symbols, and Auslan sign glosses to support understanding, especially for learners with different language needs.
Peer Support: Pair or group students strategically to allow stronger communicators to support others. Use buddy systems.
Guided Questions: Provide sentence starters and question cards for preparation and Q&A to scaffold learner responses.
Flexible Pacing: Allow additional time before or after presentations for students requiring more rehearsal.

Extension Activity

Class Exhibition: Organise a Deaf History Exhibition open to the broader school community. Students can:
- Prepare displays with multimodal elements (videos with Auslan interpretation, interactive posters, live Auslan performances).
- Create bilingual captions/signage (Auslan gloss and English) explaining historical contributions of Deaf figures.
- Lead tours for younger students or parents, demonstrating knowledge and communication skills.
This encourages real-world application and deeper engagement with Deaf culture and history.

Assessment

Formative through observation of presentation skills and peer feedback forms.
Focus on clear conveyance of researched information, appropriate use of Auslan or multimodal tools, and ability to respond to questions.
Use a simple rubric aligned with success criteria to provide feedback on content, delivery, and engagement.

Notes for Teachers

Encourage positive class culture around presentations, celebrate all efforts.
Use this lesson to consolidate language skills in Auslan or the chosen language, highlighting its use as a living cultural practice.
Promote respect and understanding for Deaf history as intrinsic to Australia’s diverse cultural fabric.

This lesson effectively integrates Australian Curriculum content descriptor AC9L2AU6C05, emphasising presentation skills using Auslan and multimodal communication for Years 5 & 6, applied within the engaging context of Australian Deaf history. It aligns with best practices for differentiated learning and real-world application, supporting student confidence and cultural awareness.

Teaching Instructions