[ File Resource ]
- Title: Draft for Pilot 2023
- Description: New Zealand Sign Language Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-03/NZSL%20Learning%20Matrix.pdf?VersionId=IUbnRKv3XkOKoMbdOX_jCiHdQi5OV5Oe
- File Extension: pdf
- File Size: 241KB
- Draft for Pilot 2023.pdf
- Description: New Zealand Sign Language Learning Matrix
Draft for Pilot 2023
What is New Zealand Sign Language about?
[ Video Resource ]
- Title: New Zealand Sign Language
- Description: New Zealand Sign Language Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 8 minutes
- Video URL: https://player.vimeo.com/video/842070989
- Transcript: In conversation with Nirvana Graham Bryanna O'Regan Paula Haworth English transcript below: The biggest change that the teachers see is the new New Zealand Sign Language Level 1 home on the website. Wow! Everything is there in one place - Achievement Standards
In conversation with
Nirvana Graham
Bryanna O'Regan
Paula Haworth
English transcript below:
The biggest change that the teachers see is the new New Zealand Sign Language Level 1 home on the website. Wow! Everything is there in one place - Achievement Standards, tools, resources, guides for the teacher. And also the new NZSL vocab with signs, structure and grammar, all included is fantastic. Before, we didn’t have that. But now we do and it is fantastic!
The big change for me I think is that before we had four internal standards. But now we have two internal standards and two external standards. This means the pressure is taken off us and passed on to NZQA.
That’s true. For me, having everything there in one website. Before we had TKI there, and NZQA here, and NCEA there. But now it’s all included into one NCEA website. This makes it easier for all the teachers to access the resources they need.
Also, the new website is fantastic with all the resources, New Zealand Sign Language vocab and grammar which allows the teacher to acquire the curriculum and be confident in teaching the class. Hope to see more teachers have the opportunity to teach New Zealand Sign Language throughout New Zealand.
True.
The students will find NCEA a bit different. Previously, we have had the four standards - the students filmed themselves, and there was the one receptive task. Now they will still have the two tasks being filmed and the other assessments will involve receptive skills and the ability to respond. So it is testing their receptive and expressive skills. We will be able to assess whether they have the ability to acquire and express information in New Zealand Sign Language. I think this will be a good opportunity for students to learn that it’s not only about expressing information, but it goes both ways. That’s why I see the students' experience will be different.
Yes, I agree. The introduction of technology will make it different for external exams when students need to watch and answer questions.
The exciting part about being part of the SEG is that we have experienced teachers and people from other organisations all come together from AUT, Deaf Aotearoa, Ko Taku Reo to discuss and share perspectives. Unpacking all the Big Ideas, and sharing our perspectives around a better programme for NCEA New Zealand Sign Language. This is really valuable being able to share perspectives, learn from one another and work together.
It’s great to have a variety of different cultures involved such as Pacific and Māori representation involved, and parents too. Because while we are focusing on teaching the students, it is important to be open-minded and think about what is best for all the students. That’s the positive part. But the negative part of SEG is that there is none.
Mātauranga Māori is important to have included in the NCEA programme. It’s great to see the connection there. Mātaurangi Māori helps bring Western World teaching and knowledge and Te Ao Māori teaching together as equals. This is important for Māori Deaf students. This is spot on. I am so happy to see that.
Yeah, I agree with that. I want to see all the students in Aotearoa develop a stronger sense of identity, resilience and confidence. It’s really important.
All of the Big Ideas for New Zealand Sign Language to come out of the Whakataukī. My language, and your language, is an expression of identity. I think it is really important to be able to draw from the Whakataukī.
The Learning Matrix with Levels 1 to 3 helps guide the teacher with their planning of the programme. This is really great.
The Learning Matrix also helps the teacher to help the students with their pathway to the future. Maybe the student wants to become an interpreter, or communicate in the classroom with other students? There are other jobs out there for them, so it is important to be aware that there are other jobs out there for them.
New Zealand Sign Language NCEA is important because we need to see New Zealand Sign Language grow and flourish, not diminish and die. We want to see it grow and flourish like other languages here in New Zealand. Those things are important to Deaf people and the Deaf Community, and for hearing people to learn successfully.
It is important for Deaf children to be able to access the curriculum, information, world knowledge about what is happening, really needs to be available in New Zealand Sign Language so that Deaf Children can access the information they need. I would also encourage teachers to go to the Deaf events in the community, go to NZSL and Deaf spaces and be immersed in our culture and language. This will inform your teaching of the language. It's important to be connected to the culture to be able to teach the language effectively. Going to Deaf events will help fill those gaps for your teaching.
Following up with what you just said, the Learning Matrix had a lot of focus on language but nothing on culture. But now the new one has both - language and culture. You can’t really have Sign Language on its own without the culture. It’s a whole thing with the culture, the grammar, and language features. It will be really good to see more people learn New Zealand Sign Language in the future.
Yes, because New Zealand Sign Language is an official language so there you go.
Te reo Māori transcript below:
Ko te panonitanga nui katoa e kitea nei e ngā kaiako ko te kāinga hou o te Reo Rotarota o Aotearoa Taumata 1 i te paetukutuku. Ānana! Kei reira ngā mea katoa i te wāhi kotahi - Ko ngā Paerewa Paetae, ko ngā taputapu, ngā rauemi, ngā tohutohu mā ngā kaiako. Waihoki ko te huinga kupu hou o NZSL me ngā rotarota, te whakatakotoranga me te wetewete reo, kei roto ngā mea katoa, anō te pai. I mua, ehara taua mea i a mātou. Engari kē kei a mātou ināianei, ā, anō te pai!
Ki tōku, ko te panonitanga nui māku ko tēnei i mua, kei a mātou ngā paerewa ā-roto e whā. Engari ināianei kei a mātou ngā paerewa ā-roto e rua me ngā paerewa ā-waho e rua. Me te aha, kua hīkina te pēhitanga i a mātou, ā, kua tukuna ki NZQA.
He tika tērā. Mōku ake, ko te tū o te katoa i reira, i te paetukutuku kotahi. I mua, i korā ko te TKI, i konei ko te NZQA, i konā ko te NZCA. Engari ināianei, kei roto ngā mea katoa i te paetukutuku kotahi o NCEA. Me te aha he māmā ake te uru atu a ngā kaiako ki ngā rauemi e hiahia ana rātou.
Waihoki, anō te pai o te paetukutuku hou me ngā rauemi, te huinga kupu o te Reo Rotarota o Aotearoa me te wetewete reo e āhei ai te kaiako kia whiwhi i te marautanga, kia tū māia hoki nōna ka whakaako i te karaehe. Ko te tūmanako kia nui ake ngā kaiako ka whai āheinga ki te whakaako i te Reo Rotarota o Aotearoa puta noa i Aotearoa.
Tika.
Mā ngā ākonga e kite ngā āhua rerekētanga i roto i NCEA. I mua, kei a mātou ngā paerewa e whā - i whakaahua ngā ākonga i a rātou anō, ā, kotahi anake te ngohe torohū. Ināianei, kei a rātou tonu ngā ngohe e rua e whakahuatia nei, ā, kei roto i ērā atu aromatawai ko ngā pūkenga torohū me te āheinga ki te urupare. Nō reira, e whakamātautauria ana ō rātou pūkenga torohū, pūkenga whakaputa hoki. Ka taea e mātou te aromatawai mēnā e āhei ana rātou ki te whiwhi me te whakaputa i ngā kōrero ki te Reo Rotarota o Aotearoa. Ki tōku, he āheinga pai tēnei kia ākona ai e ngā ākonga ko tēnei, ehara i te mea mō te whakaputa kōrero anake, engari kē ko ngā mea e rua. Nā whai anō, ki tōku, e rerekē ai te wheako o ngā ākonga.
Āe, tautoko. Nā te whakaurunga o te hangarau e rerekē ai ngā whakamātautau ā-waho i te wā me mate ngā ākonga ki te mātakitaki me te whakautu pātai.
Ko te wāhanga whakaihihi o te noho i roto i te SEG ko te mea ka huihui katoa ngā kaiako tautōhito me ngā tāngata mai i ērā atu whakahaere, arā, i AUT, i Deaf Aotearoa, i Ko Taku Reo ki te kōrerorero me te tiritiri i ngā tirohanga. Te wetewete i ngā Whakaaro Nui, me te tiritiri i ō mātou tirohanga mō tētahi hōtaka pai ake mō te Reo Rotarota o Aotearoa i runga i te NCEA. He tino whai tikanga te āheinga ki te tiritiri i ngā tirohanga, ki te ako, tētahi ki tētahi, me te mahi tahi.
He mea whakahirahira te whakaurunga o te whānuitanga o ngā ahurea rerekē pēnei i ngā māngai o te Hunga Moutere, ngāi Maori me ngā mātua ano hoki. Nā te mea, i a mātou e arotahi ana ki te whakaako i ngā ākonga, he mea nui kia tuwhera te hinengaro, kia whakaarotia anō hoki he aha ngā mea pai rawa atu mō ngā ākonga katoa. Koinā te wāhanga ngākaupai. Engari korekore ana he wāhanga whakahē o te SEG.
He mea whai tikanga ko te whakaurunga o te Mātauranga Māori ki roto i te hōtaka NCEA. He pai rawa te kite i te hononga i reira. E āwhina ana te Mātauranga Māori ki te tāpiripiri i te akoranga me te mātauranga o te Ao Uru ki te akoranga o Te Ao Māori i runga i te mana ōrite. He mea nui tēnei mō ngā ākonga Māori e turi ana. Mārekereke ana! Harikoa te ngākau e pērā nā.
Āe, tautoko. Ko taku hiahia kia kite i te pakari haere o te tuakiri, o te manawaroa me te māia o ngā tauira katoa i Aotearoa. He mea tino whai tikanga.
Te putanga o ngā Whakaaro Nui mō te Reo Rotarota o Aotearoa i te Whakataukī. Ko tōku reo, me tōu reo, he whakapuakitanga o te tuakiri. Ki a au he mea whakahirahira kia taea te whakawhirinaki ki te Whakataukī.
E āwhina ana te Poukapa Akoranga o ngā wāhanga 1 ki te 3 ki te ārahi i te kaiako ki te whakamahere i te hōtaka. He pai rawa atu tēnei.
E āwhina ana hoki te Poukapa Akoranga i te kaiako ki te āwhina i ngā ākonga ki tō rātou ara ki anamata. E hiahia ana pea te ākonga kia tū hei kaiwhakamāori, ki te whakawhiti kōrero rānei ki ētahi atu ākonga i roto i te akomanga? He momo mahi kē atu mā rātou kei waho rā, me te aha he mea nui te noho ohooho ki aua mahi kē atu.
He mea nui te Reo Rotarota o Aotearoa nā te mea e hiahia ana mātou kia kite i te tupu me te whakapuāwaitanga o te Reo Rotarota o Aotearoa, kaua ko te mimiti haere me te mate rawa. E hiahia ana mātou kia kite i te tupu me te whakapuāwaitanga o tērā pēnei i ērā atu reo i konei, i Aotearoa. He mea whai tikanga aua mea ki ngā tāngata Turi me te Hapori Turi, ā, ki ngā tāngata whai rongo hoki kia ako pai ai rātou.
He mea nui te whai urunga a ngā tamariki Turi ki te marautanga, ki ngā pārongo, me ngā mātauranga ā-ao kia mōhiotia ai e aha ana te aha, me noho tino wātea ki te Reo Rotarota kia taea ai e ngā Tamariki Turi te uru ki ngā pārongo e hiahia ana rātou. Ko tāku, he akiaki i ngā kaiako ki te haere ki ngā taiopenga Turi i roto i te hapori, ki te haere ki NZSL me ngā wāhi Turi kia rumakina ai i roto i tō mātou ahurea me tō mātou reo. Mā reira e whāngaitia ai tāu whakaako i te reo. Kia pūmau ai te whakaako i te reo me whai hononga ki te ahurea. Mā te haere ki ngā taiopenga Turi e āwhina ai kia whakakīia ngā āputa i tāu whakaako.
Kia āpiti atu ki tāu i kī ai, i roto i te Poukapa Akoranga he nui te arotahi ki te reo, engari kē mō te ahurea, pākorehā. Engari kei roto i te mea hou ko ngā mea e rua - ko te reo me te ahurea. Ehara i te mea ka taea e te Reo Rotarota te noho takitahi me te korenga o te ahurea. He mea tūtahi, kei roto ko te ahurea, te wetewete reo, me ngā āhuatanga o te reo. Ka tino pai kia nui ake ngā tāngata e ako ai i te Reo Rotarota ki anamata.
Āe, nā te mea he reo whai mana te Reo Rotarota o Aotearoa, koia rā.
[ Video Resource ]
- Title: What is New Zealand Sign Language about?
- Description: What is New Zealand Sign Language about?
- Video Duration: 11 minutes
- Video URL: https://player.vimeo.com/video/843742903
- Transcript: This video is a translation in New Zealand Sign Language of the What is New Zealand Sign Language about? section.
This video is a translation in New Zealand Sign Language of the What is New Zealand Sign Language about? section.
Subject-specific terms can be found in the glossary.
What is New Zealand Sign Language?
New Zealand Sign Language is the dynamic, visual-gestural language of Aotearoa New Zealand’s Deaf and Hard of Hearing community. As a valued taonga and official language of Aotearoa New Zealand, "NZSL is an integral part of the Deaf community’s realisation of both mana and Deaf culture. NZSL is critical to New Zealand as a whole and part of what makes Aotearoa unique." Minister's Foreword - Office for Disability Issues (odi.govt.nz)
Sign language has been used for over a century among Deaf and Hard of Hearing people in New Zealand, but only since the mid-1980s has it been documented, named as New Zealand Sign Language, and used more publicly. New Zealand Sign Language is used as a primary language by Deaf and Hard of Hearing people and as an additional language by hearing people connected with the community, such as those who have Deaf family members and those who work or socialise with Deaf and Hard of Hearing people regularly.
"Research tells us that while New Zealand Sign Language (NZSL) is now more recognised and accepted by society, the numbers of Deaf people learning and using the language are decreasing (McKee 2017). This means that NZSL – one of New Zealand’s official languages – is considered a threatened language." (NZSL Board, New Zealand Sign Language Strategy 2018-2023)
Providing opportunities for people to learn New Zealand Sign Language as a second language means there can be a wider community of peers for first language users of New Zealand Sign Language. This subject allows second language learners to explore pathways related to New Zealand Sign Language and the Deaf community in all areas of society.
What is New Zealand Sign Language about?
By engaging with this subject, ākonga develop the ability to communicate in New Zealand Sign Language and connect meaningfully with people in different communities around the world.
Languages and cultures play a key role in developing personal, group, national, and global identities. Through New Zealand Sign Language, ākonga learn how to engage with the world around them in appropriate ways and become global citizens. As ākonga acquire the skills of both communicative and intercultural competence, they reflect simultaneously on their own personal identities and explore their own culture(s) from a new perspective.
Ākonga are encouraged to use their own cultural kete to enrich their learning of New Zealand Sign Language. Ākonga will discover and make connections to the rich history, customs, beliefs, and cultures that are part of the Deaf and Hard of Hearing community in Aotearoa New Zealand. Ākonga also have opportunities to make linguistic and cultural connections with Māori and Pacific cultures. By engaging in New Zealand Sign Language, ākonga learn that each language has its own way of expressing meaning, and that each has intrinsic value and special significance and mana for its users.
Language learning is both an individual and collaborative process. Ākonga are encouraged to foster rangatiratanga by taking ownership of their language learning. Ākonga will work together in highly collaborative environments with fellow language learners towards the common goal of language acquisition.
By engaging in New Zealand Sign Language, ākonga gain skills and knowledge that can lead to, and support, a wide range of pathways. The ability to communicate in more than one language helps ākonga stand out. Ākonga with the knowledge of an additional language demonstrate that they are committed to their learning and are interested in the world beyond their own. This is a considerable advantage and enhances employability in any career. For Deaf and Hard of Hearing ākonga of New Zealand Sign Language, using and advancing knowledge of their language and culture enables them to affirm their sense of identity, participate in daily interactions, and access information.
Skills and knowledge gained in New Zealand Sign Language include:
- cultural competencies and global awareness
- communicative capabilities and interactive strategies
- understanding structure in thinking and communication
- enhanced creativity and problem-solving skills
- an appreciation of diverse backgrounds, experiences, and perspectives
- an additional context to embed and enhance literacy and numeracy competencies.
Learning New Zealand Sign Language allows hearing ākonga to communicate with their Deaf and Hard of Hearing peers and participate in the Deaf and Hard of Hearing community. They can develop an appreciation of Deaf culture and enable society to become more inclusive of Deaf and Hard of Hearing people. By increasing the numbers of New Zealand Sign Language users, teachers and ākonga can participate in strengthening, revitalising, and protecting New Zealand Sign Language as well as contributing to worldwide linguistic diversity.
Whether being used straight out of school or to enhance tertiary study, the transferable skills, cultural knowledge, and linguistic strategies learnt while engaging in New Zealand Sign Language will continue to support and enhance the life pathways for ākonga long after school.
The Learning Area's whakatauākī is:
Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako.
Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.
The whakapapa and meaning of the Learning Languages whakatauākī
The Learning Languages whakatauākī came from Tāmaki Makaurau through Rewa Paewai of Auckland College of Education, gifted by the late Tuteira Brightwell Pohatu of Ngāti Porou.
The Learning Languages whakatauākī brings to life the why and how of language learning.
Communication is a vital aspect of human connection. Language helps us to share our ideas, build relationships, and create communities. There are inextricable connections between language, culture, and identity. Languages carry within them cultural values and practices that have developed over time, including cultural protocols such as tikanga.
There are strong connections between the movements in the Māori creation story and the process of language learning. Like the movement from Te Kore (nothingness) to Te Pō (darkness and night) and finally, Te Ao (light and life), language learning brings ākonga on a similar journey.
Ākonga begin in the state of Te Kore, represented by their initial incomprehension of the language. This is also the state where unlimited potential exists. When ākonga begin their language learning process, they enter the state of Te Pō, where they face all the challenges that are involved with language learning. Finally, through resilience, perseverance, and guidance, ākonga emerge into the state of Te Ao, where they gain a sense of clarity, meaning, linguistic proficiency, and cultural understanding.
Subject-specific terms can be found in the glossary.
What is New Zealand Sign Language?
New Zealand Sign Language is the dynamic, visual-gestural language of Aotearoa New Zealand’s Deaf and Hard of Hearing community. As a valued taonga and official language of Aotearoa New Zealand, "NZSL is an integral part of the Deaf community’s realisation of both mana and Deaf culture. NZSL is critical to New Zealand as a whole and part of what makes Aotearoa unique." Minister's Foreword - Office for Disability Issues (odi.govt.nz)
Sign language has been used for over a century among Deaf and Hard of Hearing people in New Zealand, but only since the mid-1980s has it been documented, named as New Zealand Sign Language, and used more publicly. New Zealand Sign Language is used as a primary language by Deaf and Hard of Hearing people and as an additional language by hearing people connected with the community, such as those who have Deaf family members and those who work or socialise with Deaf and Hard of Hearing people regularly.
"Research tells us that while New Zealand Sign Language (NZSL) is now more recognised and accepted by society, the numbers of Deaf people learning and using the language are decreasing (McKee 2017). This means that NZSL – one of New Zealand’s official languages – is considered a threatened language." (NZSL Board, New Zealand Sign Language Strategy 2018-2023)
Providing opportunities for people to learn New Zealand Sign Language as a second language means there can be a wider community of peers for first language users of New Zealand Sign Language. This subject allows second language learners to explore pathways related to New Zealand Sign Language and the Deaf community in all areas of society.
What is New Zealand Sign Language about?
By engaging with this subject, ākonga develop the ability to communicate in New Zealand Sign Language and connect meaningfully with people in different communities around the world.
Languages and cultures play a key role in developing personal, group, national, and global identities. Through New Zealand Sign Language, ākonga learn how to engage with the world around them in appropriate ways and become global citizens. As ākonga acquire the skills of both communicative and intercultural competence, they reflect simultaneously on their own personal identities and explore their own culture(s) from a new perspective.
Ākonga are encouraged to use their own cultural kete to enrich their learning of New Zealand Sign Language. Ākonga will discover and make connections to the rich history, customs, beliefs, and cultures that are part of the Deaf and Hard of Hearing community in Aotearoa New Zealand. Ākonga also have opportunities to make linguistic and cultural connections with Māori and Pacific cultures. By engaging in New Zealand Sign Language, ākonga learn that each language has its own way of expressing meaning, and that each has intrinsic value and special significance and mana for its users.
Language learning is both an individual and collaborative process. Ākonga are encouraged to foster rangatiratanga by taking ownership of their language learning. Ākonga will work together in highly collaborative environments with fellow language learners towards the common goal of language acquisition.
By engaging in New Zealand Sign Language, ākonga gain skills and knowledge that can lead to, and support, a wide range of pathways. The ability to communicate in more than one language helps ākonga stand out. Ākonga with the knowledge of an additional language demonstrate that they are committed to their learning and are interested in the world beyond their own. This is a considerable advantage and enhances employability in any career. For Deaf and Hard of Hearing ākonga of New Zealand Sign Language, using and advancing knowledge of their language and culture enables them to affirm their sense of identity, participate in daily interactions, and access information.
Skills and knowledge gained in New Zealand Sign Language include:
- cultural competencies and global awareness
- communicative capabilities and interactive strategies
- understanding structure in thinking and communication
- enhanced creativity and problem-solving skills
- an appreciation of diverse backgrounds, experiences, and perspectives
- an additional context to embed and enhance literacy and numeracy competencies.
Learning New Zealand Sign Language allows hearing ākonga to communicate with their Deaf and Hard of Hearing peers and participate in the Deaf and Hard of Hearing community. They can develop an appreciation of Deaf culture and enable society to become more inclusive of Deaf and Hard of Hearing people. By increasing the numbers of New Zealand Sign Language users, teachers and ākonga can participate in strengthening, revitalising, and protecting New Zealand Sign Language as well as contributing to worldwide linguistic diversity.
Whether being used straight out of school or to enhance tertiary study, the transferable skills, cultural knowledge, and linguistic strategies learnt while engaging in New Zealand Sign Language will continue to support and enhance the life pathways for ākonga long after school.
The Learning Area's whakatauākī is:
Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako.
Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.
The whakapapa and meaning of the Learning Languages whakatauākī
The Learning Languages whakatauākī came from Tāmaki Makaurau through Rewa Paewai of Auckland College of Education, gifted by the late Tuteira Brightwell Pohatu of Ngāti Porou.
The Learning Languages whakatauākī brings to life the why and how of language learning.
Communication is a vital aspect of human connection. Language helps us to share our ideas, build relationships, and create communities. There are inextricable connections between language, culture, and identity. Languages carry within them cultural values and practices that have developed over time, including cultural protocols such as tikanga.
There are strong connections between the movements in the Māori creation story and the process of language learning. Like the movement from Te Kore (nothingness) to Te Pō (darkness and night) and finally, Te Ao (light and life), language learning brings ākonga on a similar journey.
Ākonga begin in the state of Te Kore, represented by their initial incomprehension of the language. This is also the state where unlimited potential exists. When ākonga begin their language learning process, they enter the state of Te Pō, where they face all the challenges that are involved with language learning. Finally, through resilience, perseverance, and guidance, ākonga emerge into the state of Te Ao, where they gain a sense of clarity, meaning, linguistic proficiency, and cultural understanding.
Big Ideas and Significant Learning
[ Video Resource ]
- Title: Big Ideas and Significant Learning
- Description: NZSL Big Ideas and Significant Learning
- Video Duration: 15 minutes
- Video URL: https://player.vimeo.com/video/842368560
- Transcript: This video is a translation in New Zealand Sign Language of the Big Ideas and Significant Learning section.
This video is a translation in New Zealand Sign Language of the Big Ideas and Significant Learning section.
This section outlines the meaning of, and connection between, the subject's Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Learning Languages Big Idea.
The Learning Languages Learning Area curriculum, including its whakatauākī, inform this subject’s Significant Learning – learning that is critical for ākonga to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts ākonga should encounter in their education.
The subject’s Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6 and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that ākonga are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are six Big Ideas in New Zealand Sign Language. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the subject's Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Learning Languages Big Idea.
The Learning Languages Learning Area curriculum, including its whakatauākī, inform this subject’s Significant Learning – learning that is critical for ākonga to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts ākonga should encounter in their education.
The subject’s Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6 and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that ākonga are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are six Big Ideas in New Zealand Sign Language. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
It is important to embrace Deaf culture and support the development of a positive teaching and learning environment so that New Zealand Sign Language can thrive and be sustained. As more people learn the language, all domains of society will become more accessible to New Zealand Sign Language users and support the wellbeing of Deaf and Hard of Hearing people.
Ākonga will learn what is impacting the sustainability and vitality of New Zealand Sign Language. They will explore ways in which they can contribute to its ongoing vitality for the good of the Deaf and Hard of Hearing community.
Learning a language contributes to its ongoing vitality and integrity and the wellbeing of the community in which it is spoken
It is important to embrace Deaf culture and support the development of a positive teaching and learning environment so that New Zealand Sign Language can thrive and be sustained. As more people learn the language, all domains of society will become more accessible to New Zealand Sign Language users and support the wellbeing of Deaf and Hard of Hearing people.
Ākonga will learn what is impacting the sustainability and vitality of New Zealand Sign Language. They will explore ways in which they can contribute to its ongoing vitality for the good of the Deaf and Hard of Hearing community.
Big Idea Body:
Learning New Zealand Sign Language allows ākonga to participate and engage in effective communication within the Deaf and Hard of Hearing community. As they do so, they begin to expand their own world and open up new pathways and a range of possibilities for personal development.
Deaf and Hard of Hearing children and hearing children of Deaf and Hard of Hearing parents can gain awareness of their first language by studying New Zealand Sign Language. This will strengthen their sense of belonging in the New Zealand Sign Language community.
Proficiency in communication is the main goal of all language learning. Learning New Zealand Sign Language enables the language to be used in all domains of society and helps to promote social equality for Deaf and Hard of Hearing New Zealand Sign Language users.
The ability to communicate in more than one language is the prerequisite for intercultural understanding and global citizenship.
Learning languages is about connecting and communicating within and across cultures and communities
Learning New Zealand Sign Language allows ākonga to participate and engage in effective communication within the Deaf and Hard of Hearing community. As they do so, they begin to expand their own world and open up new pathways and a range of possibilities for personal development.
Deaf and Hard of Hearing children and hearing children of Deaf and Hard of Hearing parents can gain awareness of their first language by studying New Zealand Sign Language. This will strengthen their sense of belonging in the New Zealand Sign Language community.
Proficiency in communication is the main goal of all language learning. Learning New Zealand Sign Language enables the language to be used in all domains of society and helps to promote social equality for Deaf and Hard of Hearing New Zealand Sign Language users.
The ability to communicate in more than one language is the prerequisite for intercultural understanding and global citizenship.
Big Idea Body:
Languages create and represent meaning by employing unique systems of linguistic building blocks.
"NZSL has a distinct vocabulary and grammar that has developed in the deaf community. Signs express concepts, and grammatical and expressive meaning is conveyed by movements of the face, head and upper body. A fingerspelled alphabet is used mainly for proper nouns and terms that have no equivalent sign." Story: New Zealand Sign Language (Te Ara)
Ākonga who learn New Zealand Sign Language also explore its unique linguistic workings by comparing and contrasting them with other languages. New Zealand Sign Language is a daughter language of British Sign Language which was brought to New Zealand by British immigrants. It is the sister language of Australian Sign Language. New Zealand Sign Language has evolved over time and has developed its own signs as well as borrowing signs from other languages such as American Sign Language.
"NZSL is closely related to both British Sign Language (BSL) and Australian Sign Language (Auslan), thanks to the historical and ongoing contact between these countries. BSL, Auslan and NZSL form a language family known as BANZSL, with BSL as the ‘mother’ language. It is likely that there were deaf people who used BSL among early emigrants from England and Scotland to New Zealand."
New Zealand Sign Language is the natural language of the Deaf and Hard of Hearing community in Aotearoa New Zealand. New Zealand Sign Language reflects the culture of Aotearoa New Zealand and includes some signs for Māori concepts, which cannot be found in other sign languages or countries.
"Signs for Māori concepts are being added to New Zealand Sign Language as Māori deaf people gain more opportunities to participate and acquire cultural knowledge in te ao Māori, which has been historically difficult for them to access." NZSL signs for Māori-specific concepts – New Zealand Sign Language – Te Ara Encyclopedia of New Zealand
Languages express meaning through unique forms of communication
Languages create and represent meaning by employing unique systems of linguistic building blocks.
"NZSL has a distinct vocabulary and grammar that has developed in the deaf community. Signs express concepts, and grammatical and expressive meaning is conveyed by movements of the face, head and upper body. A fingerspelled alphabet is used mainly for proper nouns and terms that have no equivalent sign." Story: New Zealand Sign Language (Te Ara)
Ākonga who learn New Zealand Sign Language also explore its unique linguistic workings by comparing and contrasting them with other languages. New Zealand Sign Language is a daughter language of British Sign Language which was brought to New Zealand by British immigrants. It is the sister language of Australian Sign Language. New Zealand Sign Language has evolved over time and has developed its own signs as well as borrowing signs from other languages such as American Sign Language.
"NZSL is closely related to both British Sign Language (BSL) and Australian Sign Language (Auslan), thanks to the historical and ongoing contact between these countries. BSL, Auslan and NZSL form a language family known as BANZSL, with BSL as the ‘mother’ language. It is likely that there were deaf people who used BSL among early emigrants from England and Scotland to New Zealand."
New Zealand Sign Language is the natural language of the Deaf and Hard of Hearing community in Aotearoa New Zealand. New Zealand Sign Language reflects the culture of Aotearoa New Zealand and includes some signs for Māori concepts, which cannot be found in other sign languages or countries.
"Signs for Māori concepts are being added to New Zealand Sign Language as Māori deaf people gain more opportunities to participate and acquire cultural knowledge in te ao Māori, which has been historically difficult for them to access." NZSL signs for Māori-specific concepts – New Zealand Sign Language – Te Ara Encyclopedia of New Zealand
Big Idea Body:
Language and culture continuously evolve together, influencing one another in the process. Language encodes culture and provides the means through which culture is shared and passed from one generation to the next – contributing to a sense of personal, community, and national identity.
There are Deaf and Hard of Hearing domains such as Deaf schools, Deaf clubs, Deaf sports, New Zealand Sign Language teaching organisations, and Deaf Aotearoa that support intergenerational transmission of New Zealand Sign Language amongst the Deaf community. For the majority of ākonga, New Zealand Sign Language is not transmitted between generations – ākonga need to be connected to the community of users.
Learning New Zealand Sign Language helps to promote awareness and appreciation of the language as valid, recognised, and valued by the people of Aotearoa New Zealand.
For ākonga who have a strong connection with New Zealand Sign Language users, through family or peers, learning NZSL empowers them to engage with the culture, values, and practices of Deaf culture and participate more confidently within them. For ākonga who belong to the hearing world, learning New Zealand Sign Language helps them to gain an insight into their own cultural lens and shapes their ways of knowing, doing, and being.
Language, culture, and identity are inextricably linked
Language and culture continuously evolve together, influencing one another in the process. Language encodes culture and provides the means through which culture is shared and passed from one generation to the next – contributing to a sense of personal, community, and national identity.
There are Deaf and Hard of Hearing domains such as Deaf schools, Deaf clubs, Deaf sports, New Zealand Sign Language teaching organisations, and Deaf Aotearoa that support intergenerational transmission of New Zealand Sign Language amongst the Deaf community. For the majority of ākonga, New Zealand Sign Language is not transmitted between generations – ākonga need to be connected to the community of users.
Learning New Zealand Sign Language helps to promote awareness and appreciation of the language as valid, recognised, and valued by the people of Aotearoa New Zealand.
For ākonga who have a strong connection with New Zealand Sign Language users, through family or peers, learning NZSL empowers them to engage with the culture, values, and practices of Deaf culture and participate more confidently within them. For ākonga who belong to the hearing world, learning New Zealand Sign Language helps them to gain an insight into their own cultural lens and shapes their ways of knowing, doing, and being.
Big Idea Body:
"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging." (Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)
As the quote above indicates, language and thought are intricately intertwined, and impact one another. Our language(s) can direct our thoughts and influence our perspectives without us always being aware of it. Therefore, engaging with another language gives us new metacognitive tools to think about languages as systems.
Learning more than one language allows ākonga to compare and contrast languages and ways of thinking across cultures, gaining a deeper insight into how languages convey ideas. Ākonga are able to reflect on and improve their skills in New Zealand Sign Language as well as other languages including Te Reo Māori, English, and heritage languages.
Furthermore, the ability to critically examine diverse cultural and personal points of view, which is facilitated by developing proficiency in more than one language, is an invaluable skill in our increasingly diverse and globally connected world.
Learning languages encourages diverse ways of thinking, doing, and being
"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging." (Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)
As the quote above indicates, language and thought are intricately intertwined, and impact one another. Our language(s) can direct our thoughts and influence our perspectives without us always being aware of it. Therefore, engaging with another language gives us new metacognitive tools to think about languages as systems.
Learning more than one language allows ākonga to compare and contrast languages and ways of thinking across cultures, gaining a deeper insight into how languages convey ideas. Ākonga are able to reflect on and improve their skills in New Zealand Sign Language as well as other languages including Te Reo Māori, English, and heritage languages.
Furthermore, the ability to critically examine diverse cultural and personal points of view, which is facilitated by developing proficiency in more than one language, is an invaluable skill in our increasingly diverse and globally connected world.
Big Idea Body:
Acquiring linguistic skills in New Zealand Sign Language is a process that involves regular commitment, practice, and repetition. It fosters perseverance and allows ākonga to take ownership of their own learning, as well as connecting with and contributing to the communities in which the language is used.
Language learning also builds resilience as ākonga continually negotiate situations with emerging communicative competence and take the risk of being misunderstood.
This encourages ākonga to reframe "mistakes" as rich opportunities for learning and development. It will give them the confidence to seek out opportunities to use New Zealand Sign Language outside of the classroom.
As this Big Idea focuses on awareness of the hidden processes of language acquisition, it also refers to the ways in which ākonga gain insight into the strategies they can employ to progress their linguistic development. This can include pattern recognition, trial and error, techniques to memorise vocabulary, and effective use of tools such as dictionaries. Ākonga are encouraged to find modes of learning that work best for them and to begin thinking like a linguist.
Language learning is an empowering process that involves risk-taking and fosters resilience and perseverance
Acquiring linguistic skills in New Zealand Sign Language is a process that involves regular commitment, practice, and repetition. It fosters perseverance and allows ākonga to take ownership of their own learning, as well as connecting with and contributing to the communities in which the language is used.
Language learning also builds resilience as ākonga continually negotiate situations with emerging communicative competence and take the risk of being misunderstood.
This encourages ākonga to reframe "mistakes" as rich opportunities for learning and development. It will give them the confidence to seek out opportunities to use New Zealand Sign Language outside of the classroom.
As this Big Idea focuses on awareness of the hidden processes of language acquisition, it also refers to the ways in which ākonga gain insight into the strategies they can employ to progress their linguistic development. This can include pattern recognition, trial and error, techniques to memorise vocabulary, and effective use of tools such as dictionaries. Ākonga are encouraged to find modes of learning that work best for them and to begin thinking like a linguist.
Key Competencies in New Zealand Sign Language
[ Video Resource ]
- Title: Key Competencies in New Zealand Sign Language
- Description: Key Competencies in New Zealand Sign Language
- Video Duration: 8 minutes
- Video URL: https://player.vimeo.com/video/842369181
- Transcript: This video is a translation in New Zealand Sign Language of the Key Competencies in New Zealand Sign Language section.
This video is a translation in New Zealand Sign Language of the Key Competencies in New Zealand Sign Language section.
Developing Key Competencies through New Zealand Sign Language
Learning a language is inherently about developing and fine-tuning linguistic skills and extending the ability to relate to and interact appropriately with others in more than one cultural setting. The language learning process itself requires ākonga to manage self, to participate, and to contribute. The new ways of thinking about the world they will be exposed to will encourage them to think about their place in it and how they can use those skills to participate in and contribute to their communities and the wider world.
Thinking
Ākonga of New Zealand Sign Language will:
- understand rules, recognise patterns, and use their problem-solving abilities to make meaning with a developing set of linguistic skills
- evaluate and choose from a range of vocabulary, structures, and communicative strategies, including culturally appropriate ways of using Sign Language, to engage with different audiences, sometimes having to think on their feet to improvise and adapt for different contexts and purposes
- explore and reflect on the many ways language, culture, and thinking influence each other
- compare language(s), culture(s), and ways of thinking, and critically reflect on their assumptions and identities in a way that fosters cultural belonging and intercultural understanding and global citizenship.
Using Language, Symbols, and Texts
This competency is at the core of language learning, ākonga of New Zealand Sign Language will:
- develop increased proficiency in using language, symbols, and texts effectively to communicate information, opinions, and ideas, not just in the language they are learning, but also in the other language(s) they use/speak
- recognise how choices of language, symbols, or text work together and affect people’s understanding of and responses to communications, and how they work together differently in different languages
- think about the type of language that is appropriate to use in a range of different contexts and formats and for different purposes and audiences
- expand their ability to express themselves in increasingly independent and imaginative ways and improvise and adapt in a range of communicative situations.
Relating to Others
As communication and understanding are prerequisites of relating to others and the very essence of what language learning is about, ākonga of New Zealand Sign Language will:
- hone their receptive skills, recognise different points of view, negotiate, and share ideas
- explore how New Zealand Sign Language, Deaf culture, and identity are interrelated and thereby develop the ability to relate to people from other cultures with more empathy and insight
- develop an appreciation of their own diverse backgrounds, experiences, and perspectives in the wider world and in a multicultural Aotearoa New Zealand
- experience how a curious, open-minded, and respectful engagement with the values, traditions, beliefs, and practices of Deaf culture can lead to insights into their own identity and offer opportunities for self-development.
Managing Self
Ākonga of New Zealand Sign Language will:
- be encouraged to take ownership of their own learning process and find ways of learning and practising which work for them
- use their understanding of how language acquisition works, for example, lots of input, lots of output practice, making mistakes as part of the process, and so on, to actively engage in the practice necessary to make steady progress
- build on their own strengths and address their own identified learning needs and meet their own learning goals
- be involved in reporting processes
- participate actively and responsibly in group activities.
Participating and Contributing
Ākonga of New Zealand Sign Language will:
- develop communicative skills to increase their ability to contribute to the classroom, school, and community
- recognise the need to contribute to language maintenance which will raise the official and threatened language's status and normalise its use
- be encouraged to take risks, learn from mistakes, and take responsibility for initiating and maintaining communication – through this they will gain confidence to participate and contribute in and outside of the classroom with the skills they have
- mature as local and global citizens by getting to know and engaging with Deaf world views and the local, regional, and global Deaf community across virtual and face-to-face Deaf spaces
- recognise the interconnected nature of societies and communities in the world and Aotearoa New Zealand and be encouraged to think of their place in and responsibility to them.
Key Competencies
This section of New Zealand Curriculum online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Developing Key Competencies through New Zealand Sign Language
Learning a language is inherently about developing and fine-tuning linguistic skills and extending the ability to relate to and interact appropriately with others in more than one cultural setting. The language learning process itself requires ākonga to manage self, to participate, and to contribute. The new ways of thinking about the world they will be exposed to will encourage them to think about their place in it and how they can use those skills to participate in and contribute to their communities and the wider world.
Thinking
Ākonga of New Zealand Sign Language will:
- understand rules, recognise patterns, and use their problem-solving abilities to make meaning with a developing set of linguistic skills
- evaluate and choose from a range of vocabulary, structures, and communicative strategies, including culturally appropriate ways of using Sign Language, to engage with different audiences, sometimes having to think on their feet to improvise and adapt for different contexts and purposes
- explore and reflect on the many ways language, culture, and thinking influence each other
- compare language(s), culture(s), and ways of thinking, and critically reflect on their assumptions and identities in a way that fosters cultural belonging and intercultural understanding and global citizenship.
Using Language, Symbols, and Texts
This competency is at the core of language learning, ākonga of New Zealand Sign Language will:
- develop increased proficiency in using language, symbols, and texts effectively to communicate information, opinions, and ideas, not just in the language they are learning, but also in the other language(s) they use/speak
- recognise how choices of language, symbols, or text work together and affect people’s understanding of and responses to communications, and how they work together differently in different languages
- think about the type of language that is appropriate to use in a range of different contexts and formats and for different purposes and audiences
- expand their ability to express themselves in increasingly independent and imaginative ways and improvise and adapt in a range of communicative situations.
Relating to Others
As communication and understanding are prerequisites of relating to others and the very essence of what language learning is about, ākonga of New Zealand Sign Language will:
- hone their receptive skills, recognise different points of view, negotiate, and share ideas
- explore how New Zealand Sign Language, Deaf culture, and identity are interrelated and thereby develop the ability to relate to people from other cultures with more empathy and insight
- develop an appreciation of their own diverse backgrounds, experiences, and perspectives in the wider world and in a multicultural Aotearoa New Zealand
- experience how a curious, open-minded, and respectful engagement with the values, traditions, beliefs, and practices of Deaf culture can lead to insights into their own identity and offer opportunities for self-development.
Managing Self
Ākonga of New Zealand Sign Language will:
- be encouraged to take ownership of their own learning process and find ways of learning and practising which work for them
- use their understanding of how language acquisition works, for example, lots of input, lots of output practice, making mistakes as part of the process, and so on, to actively engage in the practice necessary to make steady progress
- build on their own strengths and address their own identified learning needs and meet their own learning goals
- be involved in reporting processes
- participate actively and responsibly in group activities.
Participating and Contributing
Ākonga of New Zealand Sign Language will:
- develop communicative skills to increase their ability to contribute to the classroom, school, and community
- recognise the need to contribute to language maintenance which will raise the official and threatened language's status and normalise its use
- be encouraged to take risks, learn from mistakes, and take responsibility for initiating and maintaining communication – through this they will gain confidence to participate and contribute in and outside of the classroom with the skills they have
- mature as local and global citizens by getting to know and engaging with Deaf world views and the local, regional, and global Deaf community across virtual and face-to-face Deaf spaces
- recognise the interconnected nature of societies and communities in the world and Aotearoa New Zealand and be encouraged to think of their place in and responsibility to them.
Key Competencies
This section of New Zealand Curriculum online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
[ Video Resource ]
- Title: Connections
- Description: NZSL Connections
- Video Duration: 8 minutes
- Video URL: https://player.vimeo.com/video/842370599
- Transcript: This video is a translation in New Zealand Sign Language of the Connections section.
This video is a translation in New Zealand Sign Language of the Connections section.
New Zealand Sign Language is an official and threatened language of Aotearoa New Zealand. For the purposes of supporting teachers and ākonga, New Zealand Sign Language is connected to all Learning Areas of the New Zealand Curriculum.
Learning Languages ākonga are connected to all other ākonga within the Learning Area through their exploration of language and culture. Subjects in the Learning Area include:
New Zealand Sign Language
Asian Languages
- Chinese (Mandarin)
- Korean
- Japanese
European Languages
- French
- German
- Spanish
Pacific Languages
- Lea Faka-Tonga
- Te Reo Māori Kūki ‘Āirani
- Gagana Sāmoa
- Gagana Tokelau
- Vagahau Niue
New Zealand Sign Language is also connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:
Social Sciences
Religious Studies – shared topics include exploration of different systems of thought and belief. Both subjects are multi-disciplinary and allow ākonga to explore and understand issues from a range of perspectives, equipping ākonga to operate globally and develop critical thinking skills.
Geography – shared topics include exploration of regions and significant geographical features. Ākonga also explore the relationship between people, culture, and their environments.
Social Studies – shared topics include research and exploration into values, cultures, and social concerns. Ākonga consider the diversity of identities, cultures, and shared experiences in Aotearoa New Zealand and make connections with the world. Additionally, ākonga learn to understand and be responsive to Aotearoa New Zealand’s diverse cultures and identities. Ākonga will learn to understand, respect, and value different bodies of knowledge.
History – shared competencies include developing insight into the forces that have shaped our world and ourselves. Additional shared topics include studying different cultures, regions, indigenous histories, and languages.
Tourism – shared topics include describing and comparing the social and cultural aspects of tourism.
Media Studies – shared topics and skills include exploring different cultural forms and expressions, and developing analytical thinking alongside communicative skills.
English – shared competencies include developing productive and receptive skills. English, like language learning, provides excellent training in critical thinking, analytical skills, grammar, and organising and expressing ideas.
The Arts
Visual Arts – shared topics include exploring visual expressions of creativity. For example, Deaf storytelling and Deaf literature. Stories shape our culture and enrich our society, ākonga can explore their ideas and experiment with a wide range of creative mediums.
Dance – shared exploration and comparison of different genres and styles of Dance across cultures and communities. For example, New Zealand Sign Language is a visual-gestural language and shares similarities with the circular and gestural nature of Te Ao Haka.
Music – shared exploration of different musical genres and styles across cultures and communities. Through music, ākonga can develop a deeper understanding of themselves and explore different contexts, developing confidence in their ability to express themselves creatively and emotionally.
Art History – shared topics include exploring art across cultures and communities during different periods. Ākonga can also explore how language and culture shapes art, and vice versa. Both subjects encourage different ways of seeing and provide unique entry points into different worldviews and perspectives.
Health and Physical Education
Food and Nutrition – shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures. Exploring the values and beliefs underpinning why people eat what they eat, and practice what they practice in relation to food.
Health – shared topics include discussing the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.
Physical Education – shared topics include discussions into popular sports in Deaf culture, key sports personalities, and events.
New Zealand Sign Language is an official and threatened language of Aotearoa New Zealand. For the purposes of supporting teachers and ākonga, New Zealand Sign Language is connected to all Learning Areas of the New Zealand Curriculum.
Learning Languages ākonga are connected to all other ākonga within the Learning Area through their exploration of language and culture. Subjects in the Learning Area include:
New Zealand Sign Language
Asian Languages
- Chinese (Mandarin)
- Korean
- Japanese
European Languages
- French
- German
- Spanish
Pacific Languages
- Lea Faka-Tonga
- Te Reo Māori Kūki ‘Āirani
- Gagana Sāmoa
- Gagana Tokelau
- Vagahau Niue
New Zealand Sign Language is also connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:
Social Sciences
Religious Studies – shared topics include exploration of different systems of thought and belief. Both subjects are multi-disciplinary and allow ākonga to explore and understand issues from a range of perspectives, equipping ākonga to operate globally and develop critical thinking skills.
Geography – shared topics include exploration of regions and significant geographical features. Ākonga also explore the relationship between people, culture, and their environments.
Social Studies – shared topics include research and exploration into values, cultures, and social concerns. Ākonga consider the diversity of identities, cultures, and shared experiences in Aotearoa New Zealand and make connections with the world. Additionally, ākonga learn to understand and be responsive to Aotearoa New Zealand’s diverse cultures and identities. Ākonga will learn to understand, respect, and value different bodies of knowledge.
History – shared competencies include developing insight into the forces that have shaped our world and ourselves. Additional shared topics include studying different cultures, regions, indigenous histories, and languages.
Tourism – shared topics include describing and comparing the social and cultural aspects of tourism.
Media Studies – shared topics and skills include exploring different cultural forms and expressions, and developing analytical thinking alongside communicative skills.
English – shared competencies include developing productive and receptive skills. English, like language learning, provides excellent training in critical thinking, analytical skills, grammar, and organising and expressing ideas.
The Arts
Visual Arts – shared topics include exploring visual expressions of creativity. For example, Deaf storytelling and Deaf literature. Stories shape our culture and enrich our society, ākonga can explore their ideas and experiment with a wide range of creative mediums.
Dance – shared exploration and comparison of different genres and styles of Dance across cultures and communities. For example, New Zealand Sign Language is a visual-gestural language and shares similarities with the circular and gestural nature of Te Ao Haka.
Music – shared exploration of different musical genres and styles across cultures and communities. Through music, ākonga can develop a deeper understanding of themselves and explore different contexts, developing confidence in their ability to express themselves creatively and emotionally.
Art History – shared topics include exploring art across cultures and communities during different periods. Ākonga can also explore how language and culture shapes art, and vice versa. Both subjects encourage different ways of seeing and provide unique entry points into different worldviews and perspectives.
Health and Physical Education
Food and Nutrition – shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures. Exploring the values and beliefs underpinning why people eat what they eat, and practice what they practice in relation to food.
Health – shared topics include discussing the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.
Physical Education – shared topics include discussions into popular sports in Deaf culture, key sports personalities, and events.
Learning Pathway
[ Video Resource ]
- Title: Pathways
- Description: NZSL Pathways
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/842371482
- Transcript: This video is a translation in New Zealand Sign Language of the Pathways section.
This video is a translation in New Zealand Sign Language of the Pathways section.
New Zealand Sign Language provides ākonga with a foundation of communicative skills and cultural knowledge to develop confidence through strong self-identity that will enable them to engage in quality bilingual/bicultural relationships with others.
New Zealand Sign Language supports further learning and promotes the normalisation of New Zealand Sign Language in the areas of: broadcasting, journalism, education, arts, entertainment, business, tourism, hospitality, local and central government, health, languages, sports administration, marketing, management, law, corrections, public speaking, iwi development, volunteering, community services, farming and agriculture, primary industries, Treaty settlements, and translating and interpreting services.
Throughout their learning, ākonga of New Zealand Sign Language will gain experiences and knowledge that can lead to, and support, a wide range of careers in a variety of sectors. Ākonga will also attain transferable and enduring life skills that will further support and enhance their life and future pathways long after schooling.
Learning languages and cultures alongside their own helps ākonga to understand how language, culture, and identity are interrelated, supporting them to better navigate culturally diverse societies like Aotearoa New Zealand. Learning languages puts ākonga in a position where they have to be comfortable with taking risks and making mistakes.
No matter what ākonga choose to do beyond school, the knowledges and skills developed while learning languages will be carried with them through life. Ākonga will develop cultural awareness and the ability to engage locally and globally with people of varying languages and worldviews, rather than move past each other culturally. This is a valuable process not only to understand others, but to understand one’s self.
The perseverance, vulnerability, and resilience required for language learning will allow ākonga to grow their self-knowledge and awareness. They will understand their limitations and learn to push these boundaries. Ākonga will be open-minded and curious and understand that who they want to be is just as important as what they want to be.
New Zealand Sign Language provides ākonga with a foundation of communicative skills and cultural knowledge to develop confidence through strong self-identity that will enable them to engage in quality bilingual/bicultural relationships with others.
New Zealand Sign Language supports further learning and promotes the normalisation of New Zealand Sign Language in the areas of: broadcasting, journalism, education, arts, entertainment, business, tourism, hospitality, local and central government, health, languages, sports administration, marketing, management, law, corrections, public speaking, iwi development, volunteering, community services, farming and agriculture, primary industries, Treaty settlements, and translating and interpreting services.
Throughout their learning, ākonga of New Zealand Sign Language will gain experiences and knowledge that can lead to, and support, a wide range of careers in a variety of sectors. Ākonga will also attain transferable and enduring life skills that will further support and enhance their life and future pathways long after schooling.
Learning languages and cultures alongside their own helps ākonga to understand how language, culture, and identity are interrelated, supporting them to better navigate culturally diverse societies like Aotearoa New Zealand. Learning languages puts ākonga in a position where they have to be comfortable with taking risks and making mistakes.
No matter what ākonga choose to do beyond school, the knowledges and skills developed while learning languages will be carried with them through life. Ākonga will develop cultural awareness and the ability to engage locally and globally with people of varying languages and worldviews, rather than move past each other culturally. This is a valuable process not only to understand others, but to understand one’s self.
The perseverance, vulnerability, and resilience required for language learning will allow ākonga to grow their self-knowledge and awareness. They will understand their limitations and learn to push these boundaries. Ākonga will be open-minded and curious and understand that who they want to be is just as important as what they want to be.
Introduction to Sample Course Outlines
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. An example of how a year-long New Zealand Sign Language course could be constructed using the new Learning Matrix and Achievement Standards is provided here. This is indicative only and does not mandate any particular context or approach.
More detailed sample Teaching and Learning Programmes will be developed during piloting.
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. An example of how a year-long New Zealand Sign Language course could be constructed using the new Learning Matrix and Achievement Standards is provided here. This is indicative only and does not mandate any particular context or approach.
More detailed sample Teaching and Learning Programmes will be developed during piloting.
Assessment Matrix
Conditions of Assessment for internally assessed standards
[ Video Resource ]
- Title: Conditions of Assessment for internally assessed standards
- Description: First part of CoA for internally assessed standards
- Video Duration: 2 minutes
- Video URL: https://player.vimeo.com/video/840676588
- Transcript: This video is a translation in New Zealand Sign Language of the first part of the Conditions of Assessment for internally assessed standards.
This video is a translation in New Zealand Sign Language of the first part of the Conditions of Assessment for internally assessed standards.
Conditions of Assessment
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Conditions of Assessment
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
[ Video Resource ]
- Title: Gathering Evidence and Ensuring Authenticity of Evidence
- Description: Remainder of CoA for internally assessed standards
- Video Duration: 4 minutes
- Video URL: https://player.vimeo.com/video/840678082
- Transcript: This video is a translation in New Zealand Sign Language of the remainder of the Conditions of Assessment for internally assessed standards
This video is a translation in New Zealand Sign Language of the remainder of the Conditions of Assessment for internally assessed standards, covering Gathering Evidence and Ensuring Authenticity of Evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
[ Video Resource ]
- Title: Achievement Standard 1.1 Conditions of Assessment
- Description: NZSL AS 1.1 Conditions of Assessment
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/840682455
- Transcript: This video is a translation in New Zealand Sign Language of the Conditions of Assessment for Achievement Standard 1.1.
This video is a translation in New Zealand Sign Language of the Conditions of Assessment for Achievement Standard 1.1.
Submissions should consist of a minimum of two interactions. The interactions must take place in real time and show that the student can use New Zealand Sign Language to respond to new information.
Students may work in a group of more than two people. If students are working in a group, it is essential that each student contributes enough appropriate language to meet this Standard. Teachers may assist students in selecting suitable partner(s).
The overall individual contribution of each student over both interactions should be 2-3 minutes.
The signed interactions submitted as evidence must:
- be a single video recording without any edits
- allow for each student to be identified clearly.
Students may not:
- practise the exact task with their partner(s) prior to the Assessment. Rote-learned exchanges or scripted role plays will not meet the requirements of this Achievement Standard
- be provided with any scaffolding, instruction, teaching, or other forms of guidance during the assessment
- use notes, resources, or dictionaries during the assessment.
Students may:
- practise the language, including formulaic expressions, on the topic or objective being taught.
Assessors may provide general feedback to students after the first interaction event. Prior to providing feedback, assessors must refer to the feedback guidance provided in the Assessment Activity under ‘Teacher Guidance’. The feedback provided must not interfere with the authenticity requirements for evidence.
[ Video Resource ]
- Title: Achievement Standard 1.2 Conditions of Assessment
- Description: NZSL AS 1.2 Conditions of Assessment
- Video Duration: 3 minutes
- Video URL: https://player.vimeo.com/video/840691426
- Transcript: This video is a translation in New Zealand Sign Language of the Conditions of Assessment for Achievement Standard 1.2.
This video is a translation in New Zealand Sign Language of the Conditions of Assessment for Achievement Standard 1.2.
Submissions should consist of one student-generated piece to communicate in New Zealand Sign Language in relation to a cultural context.
Students may submit evidence which involves one other person or more people, but students are assessed individually. Where a collaborative approach to collecting evidence is used, teachers must ensure that each student has met the requirements of the Standard individually.
A rote-learned presentation of pre-existing phrases will not be sufficient to meet the requirements of the standard.
The total amount of evidence should be approximately 1.5 minutes of New Zealand Sign Language.
The signed language submitted as evidence must:
- be a singular video recording without any edits showing evidence of the signed language in real time
- be clearly visible and the student must be easily identifiable.
Assessor involvement during the assessment event is limited to providing students with feedback on the technical aspects of their work only. For example, formatting, design, or audio, visual, and image quality. Assessors must not provide feedback on student language.
Assessors must ensure that students are only assessed based on the quality of language.
Students may not:
- copy language from any source
- use notes, resources, or dictionaries during the assessment.
Students may submit evidence which involves one or more other people, but students are assessed individually. Where a collaborative approach to collecting evidence is used, teachers must ensure that each student has met the requirements of the Standard individually.