NZSL
[ Video Resource ]
- Title: Achievement Standard 1.4
- Description: NZSL AS 1.4, including all Explanatory Notes
- Video Duration: 6 minutes
- Video URL: https://player.vimeo.com/video/941461007
- Transcript: This video is a translation in New Zealand Sign Language of Achievement Standard 1.4.
This video is a translation in New Zealand Sign Language of Achievement Standard 1.4.
Purpose
Achievement Criteria
Explanatory Note 1
Respond in New Zealand Sign Language related to everyday contexts involves:
- using language to express information, ideas, and opinions
- referring to events or experiences in the present, as well as the past or future
- achieving overall communication despite inconsistencies.
Respond capably in New Zealand Sign Language related to everyday contexts involves:
- using a range of language
- building on aspects of the information, ideas, and opinions expressed
- achieving communication that is not significantly hindered by inconsistencies.
Respond skilfully in New Zealand Sign Language related to everyday contexts involves:
- using a range of language successfully
- connecting information, ideas, and opinions
- achieving communication that is not hindered by inconsistencies.
Explanatory Note 2
Language refers to vocabulary, formulaic expressions, and sentence structures that are used to share information, ideas, and opinions in relation to personal matters, events, or experiences relevant to the student and the student’s culture(s) and identities.
A range of language refers to showing evidence of variety in language use.
Examples include:
- breadth in vocabulary use
- using different sentence types
- coverage of different communicative functions appropriate to the context (for example, simple description, instructions, sequencing).
Using a range of language successfully involves demonstrating consistent mastery of quality language appropriate to the level and chosen context.
Examples include:
- generally accurate production of language overall
- well-chosen and varied vocabulary and structures
- controlled use of New Zealand Sign Language sentence structures.
Explanatory Note 3
Everyday contexts relate to events or experiences that are familiar and relevant to the student.
Examples include:
- food
- daily routines
- around town
- sports.
Explanatory Note 4
When responding in New Zealand Sign Language, inconsistencies are mistakes which affect overall communication or clarity of response.
Examples include:
- sign choice
- accuracy of signs
- grammar (for example syntax, signing space, facial expressions, body language).
Shared Explanatory Note
This achievement standard is intended to assess students who are acquiring skill in New Zealand Sign Language. The level it describes is designed to be accessible to those who only begin formal study of the language in junior secondary school.
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
External Assessment Specifications
The External Assessment Specifications are published by NZQA and can be found on their website using this link:
NZQA New Zealand Sign Language
Unpacking the Standard
[ Video Resource ]
- Title: Achievement Standard 1.4 Unpacking
- Description: NZSL AS 1.4 Unpacking
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/941461326
- Transcript: This video is a translation in New Zealand Sign Language of the Unpacking of Achievement Standard 1.4.
This video is a translation in New Zealand Sign Language of the Unpacking of Achievement Standard 1.4.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
This Achievement Standard assesses the student’s ability to respond in New Zealand Sign Language related to everyday contexts. It involves weaving together linguistic and cultural knowledge as well as drawing on a range of cognitive strategies to engage with and make meaning from unfamiliar information. It requires students to show authentic applications of interactive, responsive capabilities within a limited timeframe.
This Standard allows students to show that they can independently present basic information by producing short responses in New Zealand Sign Language in response to stimulus material.
In preparing for this Standard, students are provided an opportunity to engage with, and make meaning of, visual information and short text types. They will develop communicative skills to share simple information, ideas, and opinions in a range of everyday contexts. Additionally, students will acquire simple linguistic strategies and basic knowledge of how to use resources to make meaning from unfamiliar information in New Zealand Sign Language.
This Achievement Standard draws on all of the Big Ideas and several pieces of the Significant Learning:
- be exposed to, practise, and enjoy experimenting with a wide range of visual-gestural New Zealand Sign Language
- build a growing awareness of the cultural integrity, authenticity, and vitality of New Zealand Sign Language and its status as an official and threatened language
- engage with, and make meaning of, short, straight-forward text types
- develop a foundational awareness of and use the key building blocks and patterns of New Zealand Sign Language, including grammatical aspects such as handshape, orientation, location, movement, sign types as well as non-manual signals
- acquire simple linguistic strategies and basic knowledge of how to use resources to make meaning of unfamiliar language.
Making reliable judgements
Students must demonstrate use of a wide range of visual-gestural New Zealand Sign Language, in response to the stimulus presented in the assessment, in real time. At all levels, they need to demonstrate knowledge of New Zealand Sign Language vocabulary and grammar (including grammatical aspects such as handshape, orientation, location, movement, sign types as well as non-manual signals) to respond to the stimulus.
Students achieving at higher levels will submit video evidence containing more detail and showing a wider range of visual-gestural capability by engaging more comprehensively, when responding to the stimulus, to connect information, ideas, and opinions. Students will also demonstrate increasing levels of precision in their communication, with fewer inconsistencies impacting overall communication.
Collecting evidence
This external Achievement Standard is assessed by digital submission, which means that the provision of the tasks and grading of evidence will be carried out by NZQA, but that the assessment will be administered by teachers.
Refer to the External Assessment Specifications for further information.
Possible contexts
Everyday contexts relate to events or experiences that are familiar and relevant to the student.
Examples include:
- food
- daily routines
- around town
- sports.
Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.
We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.
The intent of the Standard
This Achievement Standard assesses the student’s ability to respond in New Zealand Sign Language related to everyday contexts. It involves weaving together linguistic and cultural knowledge as well as drawing on a range of cognitive strategies to engage with and make meaning from unfamiliar information. It requires students to show authentic applications of interactive, responsive capabilities within a limited timeframe.
This Standard allows students to show that they can independently present basic information by producing short responses in New Zealand Sign Language in response to stimulus material.
In preparing for this Standard, students are provided an opportunity to engage with, and make meaning of, visual information and short text types. They will develop communicative skills to share simple information, ideas, and opinions in a range of everyday contexts. Additionally, students will acquire simple linguistic strategies and basic knowledge of how to use resources to make meaning from unfamiliar information in New Zealand Sign Language.
This Achievement Standard draws on all of the Big Ideas and several pieces of the Significant Learning:
- be exposed to, practise, and enjoy experimenting with a wide range of visual-gestural New Zealand Sign Language
- build a growing awareness of the cultural integrity, authenticity, and vitality of New Zealand Sign Language and its status as an official and threatened language
- engage with, and make meaning of, short, straight-forward text types
- develop a foundational awareness of and use the key building blocks and patterns of New Zealand Sign Language, including grammatical aspects such as handshape, orientation, location, movement, sign types as well as non-manual signals
- acquire simple linguistic strategies and basic knowledge of how to use resources to make meaning of unfamiliar language.
Making reliable judgements
Students must demonstrate use of a wide range of visual-gestural New Zealand Sign Language, in response to the stimulus presented in the assessment, in real time. At all levels, they need to demonstrate knowledge of New Zealand Sign Language vocabulary and grammar (including grammatical aspects such as handshape, orientation, location, movement, sign types as well as non-manual signals) to respond to the stimulus.
Students achieving at higher levels will submit video evidence containing more detail and showing a wider range of visual-gestural capability by engaging more comprehensively, when responding to the stimulus, to connect information, ideas, and opinions. Students will also demonstrate increasing levels of precision in their communication, with fewer inconsistencies impacting overall communication.
Collecting evidence
This external Achievement Standard is assessed by digital submission, which means that the provision of the tasks and grading of evidence will be carried out by NZQA, but that the assessment will be administered by teachers.
Refer to the External Assessment Specifications for further information.
Possible contexts
Everyday contexts relate to events or experiences that are familiar and relevant to the student.
Examples include:
- food
- daily routines
- around town
- sports.