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9/5/2025 03:55 PM  |  New Zealand Sign Language  |  https://ncea.education.govt.nz/mi/node/4644

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Ko te tauira reo Pākehā kē tēnei o te whārangi nei, i te korenga o tētahi tauira reo Māori.
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  • What is New Zealand Sign Language about?
  • Big Ideas and Significant Learning
  • Key Competencies in New Zealand Sign Language
  • Connections
  • Pathways
[ Previous Learning Matrices ]

[ File Resource ]

  • Title: New Zealand Sign Language Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/NZSL%20Learning%20Matrix.pdf?VersionId=mU1_xvc1R3VoYuDN2ZNmnd33_.95paXY
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Past Matrices

[ File Resource ]

  • Title: New Zealand Sign Language Learning Matrix 2024
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/NZSL%20Learning%20Matrix%202024.pdf?VersionId=AiIErmOjEKok5VCW.JQlbAdzcKHCTm6o
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New Zealand Sign Language Learning Matrix 2024

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[ 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/2023-11/NZSL%20Learning%20Matrix_2.pdf?VersionId=WpbIGowybIVxmMAKyW5QXzgo7GPfP3v6
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  • Draft for Pilot 2023.pdf
    • Description: New Zealand Sign Language Learning Matrix
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Draft for Pilot 2023

New Zealand Sign Language Learning Matrix
New Zealand Sign Language Learning Matrix
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Current Learning Matrix:

[ File Resource ]

  • Title: New Zealand Sign Language Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/NZSL%20Learning%20Matrix.pdf?VersionId=mU1_xvc1R3VoYuDN2ZNmnd33_.95paXY
  • File Extension: pdf
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  • New Zealand Sign Language Learning Matrix.pdf
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New Zealand Sign Language Learning Matrix

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Past Matrices:

[ File Resource ]

  • Title: New Zealand Sign Language Learning Matrix 2024
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/NZSL%20Learning%20Matrix%202024.pdf?VersionId=AiIErmOjEKok5VCW.JQlbAdzcKHCTm6o
  • File Extension: pdf
  • File Size: 215KB
  • New Zealand Sign Language Learning Matrix 2024.pdf
Download
Download

New Zealand Sign Language Learning Matrix 2024

pdf 215KB Download Download Download

[ 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/2023-11/NZSL%20Learning%20Matrix_2.pdf?VersionId=WpbIGowybIVxmMAKyW5QXzgo7GPfP3v6
  • File Extension: pdf
  • File Size: 241KB
  • Draft for Pilot 2023.pdf
    • Description: New Zealand Sign Language Learning Matrix
Download
Download

Draft for Pilot 2023

New Zealand Sign Language Learning Matrix
New Zealand Sign Language Learning Matrix
pdf 241KB Download Download Download

[ File Resource ]

  • Title: New Zealand Sign Language Learning Matrix
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/NZSL%20Learning%20Matrix.pdf?VersionId=mU1_xvc1R3VoYuDN2ZNmnd33_.95paXY
  • File Extension: pdf
  • File Size: 175KB
  • New Zealand Sign Language Learning Matrix.pdf
Download
Download

New Zealand Sign Language Learning Matrix

pdf 175KB Download Download Download

[ File Resource ]

  • Title: New Zealand Sign Language Learning Matrix 2024
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-12/NZSL%20Learning%20Matrix%202024.pdf?VersionId=AiIErmOjEKok5VCW.JQlbAdzcKHCTm6o
  • File Extension: pdf
  • File Size: 215KB
  • New Zealand Sign Language Learning Matrix 2024.pdf
Download
Download

New Zealand Sign Language Learning Matrix 2024

pdf 215KB Download Download Download

[ 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/2023-11/NZSL%20Learning%20Matrix_2.pdf?VersionId=WpbIGowybIVxmMAKyW5QXzgo7GPfP3v6
  • File Extension: pdf
  • File Size: 241KB
  • Draft for Pilot 2023.pdf
    • Description: New Zealand Sign Language Learning Matrix
Download
Download

Draft for Pilot 2023

New Zealand Sign Language Learning Matrix
New Zealand Sign Language Learning Matrix
pdf 241KB Download Download Download
[ Multiple File Download ]

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Documents Count: 1

[ File Resource ]

  • Title: NZSL NCEA Level 1 Subject Learning Outcomes
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-02/NZSL%20NCEA%20Level%201%20Subject%20Learning%20Outcomes.pdf?VersionId=UwAjvhbWjbzCG7TCOkrKdY22RElHppas
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  • NZSL NCEA Level 1 Subject Learning Outcomes.pdf
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NZSL NCEA Level 1 Subject Learning Outcomes

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The following files are available for download online:

[ File Resource ]

  • Title: NZSL NCEA Level 1 Subject Learning Outcomes
  • File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2024-02/NZSL%20NCEA%20Level%201%20Subject%20Learning%20Outcomes.pdf?VersionId=UwAjvhbWjbzCG7TCOkrKdY22RElHppas
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[ Links Block ]

Title: Additional Support

  • [ External Link ]
    • Title: New Zealand Association of Language Teachers (NZALT)
    • URL: https://nzalt.org.nz/
    Title: New Zealand Association of Language Teachers (NZALT)
    URL: https://nzalt.org.nz/
    Description:
    New Zealand Association of Language Teachers (NZALT)

    Links Title: Additional Support

  • [ External Link ]
    • Title: New Zealand Association of Language Teachers (NZALT)
    • URL: https://nzalt.org.nz/
    Title: New Zealand Association of Language Teachers (NZALT)
    URL: https://nzalt.org.nz/
    Description:
    New Zealand Association of Language Teachers (NZALT)

    Additional Support

  • [ External Link ]
    • Title: New Zealand Association of Language Teachers (NZALT)
    • URL: https://nzalt.org.nz/
    Title: New Zealand Association of Language Teachers (NZALT)
    URL: https://nzalt.org.nz/
    Description:
    New Zealand Association of Language Teachers (NZALT)

    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 withNirvana GrahamBryanna O'ReganPaula HaworthEnglish 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

    [ 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.

    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 Aotearoa 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, students 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, students learn how to engage with the world around them in appropriate ways and become global citizens. As students 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.

    Students are encouraged to use their own cultural kete to enrich their learning of New Zealand Sign Language. Students 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. Students also have opportunities to make linguistic and cultural connections with Māori and Pacific cultures. By engaging in New Zealand Sign Language, students 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. Students are encouraged to foster rangatiratanga by taking ownership of their language learning. Students 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, students 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 students stand out. Students 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 students 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 students 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 students 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 students 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 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. The second part of the whakatauākī provides a metaphor for the experience of language learning. Like the movement from Te Kore (nothingness) to Te Pō (darkness and night) then finally to Te Ao (light and life), language learning brings students on a similar journey.

    As in the Māori creation story, learners have an initial incomprehension of the language. This is also the state where unlimited potential exists. When students begin their language learning process, they face all the challenges that are involved with language learning. And finally, through resilience, perseverance, and guidance, students gain a sense of clarity, meaning, linguistic proficiency, and cultural understanding.

    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.

    The vitality of a language impacts the vitality of a culture and vice versa. In the context of New Zealand Sign language, the descendants referred to in the whakatauākī are the current and future generations of New Zealand Sign Language users. The identity of the ancestors lives on through the continued use of their language by their descendants.

    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 Aotearoa 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, students 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, students learn how to engage with the world around them in appropriate ways and become global citizens. As students 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.

    Students are encouraged to use their own cultural kete to enrich their learning of New Zealand Sign Language. Students 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. Students also have opportunities to make linguistic and cultural connections with Māori and Pacific cultures. By engaging in New Zealand Sign Language, students 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. Students are encouraged to foster rangatiratanga by taking ownership of their language learning. Students 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, students 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 students stand out. Students 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 students 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 students 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 students 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 students 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 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. The second part of the whakatauākī provides a metaphor for the experience of language learning. Like the movement from Te Kore (nothingness) to Te Pō (darkness and night) then finally to Te Ao (light and life), language learning brings students on a similar journey.

    As in the Māori creation story, learners have an initial incomprehension of the language. This is also the state where unlimited potential exists. When students begin their language learning process, they face all the challenges that are involved with language learning. And finally, through resilience, perseverance, and guidance, students gain a sense of clarity, meaning, linguistic proficiency, and cultural understanding.

    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.

    The vitality of a language impacts the vitality of a culture and vice versa. In the context of New Zealand Sign language, the descendants referred to in the whakatauākī are the current and future generations of New Zealand Sign Language users. The identity of the ancestors lives on through the continued use of their language by their descendants.

    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 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, informs this subject’s Significant Learning — learning that is critical for students 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 students 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 students 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, informs this subject’s Significant Learning — learning that is critical for students 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 students 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 students 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.

    Title: Learning a language contributes to its ongoing vitality and integrity and the wellbeing of the community in which it is used

    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.

    Students 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

    Learning a language contributes to its ongoing vitality and integrity and the wellbeing of the community in which it is used

    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.

    Students 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.

    Title: Learning languages is about connecting and communicating within and across cultures and communities

    Big Idea Body:

    Learning New Zealand Sign Language allows students 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

    Learning languages is about connecting and communicating within and across cultures and communities

    Learning New Zealand Sign Language allows students 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.

    Title: Languages express meaning through unique forms of communication

    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)

    Students 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 (BSL) which was brought to Aotearoa New Zealand by British immigrants. It is the sister language of Australian Sign Language (Auslan). 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.

    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 increasingly includes signs for Māori concepts as the language grows and more opportunities become available for Māori deaf people to engage. The signs for these Māori concepts can only be found in New Zealand Sign Language.

     

    Big
    Idea

    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)

    Students 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 (BSL) which was brought to Aotearoa New Zealand by British immigrants. It is the sister language of Australian Sign Language (Auslan). 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.

    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 increasingly includes signs for Māori concepts as the language grows and more opportunities become available for Māori deaf people to engage. The signs for these Māori concepts can only be found in New Zealand Sign Language.

     

    Title: Language, culture, and identity are inextricably linked

    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 students, New Zealand Sign Language is not transmitted between generations — students 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 students who have a strong connection with New Zealand Sign Language users, through family or peers, learning New Zealand Sign Language empowers them to engage with the culture, values, and practices of Deaf culture and participate more confidently within them. For students 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

    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 students, New Zealand Sign Language is not transmitted between generations — students 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 students who have a strong connection with New Zealand Sign Language users, through family or peers, learning New Zealand Sign Language empowers them to engage with the culture, values, and practices of Deaf culture and participate more confidently within them. For students 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.

    Title: Learning languages encourages diverse ways of thinking, 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 students to compare and contrast languages and ways of thinking across cultures, gaining a deeper insight into how languages convey ideas. Students 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

    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 students to compare and contrast languages and ways of thinking across cultures, gaining a deeper insight into how languages convey ideas. Students 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.

    Title: Language learning is an empowering process that involves risk-taking and fosters resilience and perseverance

    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 students 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 students continually negotiate situations with emerging communicative competence and take the risk of being misunderstood.

    This encourages students 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 students 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. Students are encouraged to find modes of learning that work best for them and to begin thinking like a linguist.

    Big
    Idea

    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 students 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 students continually negotiate situations with emerging communicative competence and take the risk of being misunderstood.

    This encourages students 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 students 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. Students 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.

    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 students 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

    Students 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, intercultural understanding, and global citizenship.

    Using Language, symbols, and texts

    This competency is at the core of language learning. Students 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 or 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, students 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

    Students 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
    • participate actively and responsibly in group activities.

    Participating and contributing

    Students 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 students 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

    Students 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, intercultural understanding, and global citizenship.

    Using Language, symbols, and texts

    This competency is at the core of language learning. Students 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 or 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, students 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

    Students 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
    • participate actively and responsibly in group activities.

    Participating and contributing

    Students 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.

    New Zealand Sign Language is an official and threatened language of Aotearoa New Zealand. For the purposes of supporting teachers and students, New Zealand Sign Language is connected to all Learning Areas of the New Zealand Curriculum.

    Students in Learning Languages are all connected 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 and across levels. This includes the Learning Areas and subjects of:

    The Arts

    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.

    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. Students can explore their ideas and experiment with a wide range of creative mediums.

    English

    English — languages and English provide opportunities to develop productive and receptive skills. English, like language learning, provides training in critical thinking, analytical skills, grammar, and organising and expressing ideas.

    Health and Physical Education

    Food and Nutrition — shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures.

    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 about popular sports in Deaf culture, key sports personalities, and events.

    Social Sciences

    Geography — shared topics include exploration of regions and significant geographical features. Students also explore the relationship between people, culture, and their environments.

    History — shared concepts 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.

    Media Studies — shared topics and skills include exploring different cultural forms and expressions, and developing analytical thinking alongside communicative skills.

    Pacific Studies — shared concepts include exploring the importance of revitalising and sustaining language and culture. Students can develop an understanding of the inextricable link between language, culture, and identity.

    Social Studies — shared topics include exploration of identities, cultures, and diverse bodies of knowledge. Students can explore experiences in Aotearoa New Zealand and the wider Pacific region and make connections with the wider world.

    Tourism — shared topics include describing and comparing the social and cultural aspects of tourism.

    Technology

    Computer Science — shared explorations include how computer science can support learning languages and translation. Students also develop insight into the digital tools that have shaped our access to assistive technologies, learning languages and information on other cultures.

    Digital Technologies — shared explorations include how digital technologies can assist with learning languages, translation, and sharing culture, for example, the New Zealand Sign Language online dictionary. Students also develop insight into the relationship between language, culture, and technology.

    New Zealand Sign Language is an official and threatened language of Aotearoa New Zealand. For the purposes of supporting teachers and students, New Zealand Sign Language is connected to all Learning Areas of the New Zealand Curriculum.

    Students in Learning Languages are all connected 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 and across levels. This includes the Learning Areas and subjects of:

    The Arts

    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.

    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. Students can explore their ideas and experiment with a wide range of creative mediums.

    English

    English — languages and English provide opportunities to develop productive and receptive skills. English, like language learning, provides training in critical thinking, analytical skills, grammar, and organising and expressing ideas.

    Health and Physical Education

    Food and Nutrition — shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures.

    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 about popular sports in Deaf culture, key sports personalities, and events.

    Social Sciences

    Geography — shared topics include exploration of regions and significant geographical features. Students also explore the relationship between people, culture, and their environments.

    History — shared concepts 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.

    Media Studies — shared topics and skills include exploring different cultural forms and expressions, and developing analytical thinking alongside communicative skills.

    Pacific Studies — shared concepts include exploring the importance of revitalising and sustaining language and culture. Students can develop an understanding of the inextricable link between language, culture, and identity.

    Social Studies — shared topics include exploration of identities, cultures, and diverse bodies of knowledge. Students can explore experiences in Aotearoa New Zealand and the wider Pacific region and make connections with the wider world.

    Tourism — shared topics include describing and comparing the social and cultural aspects of tourism.

    Technology

    Computer Science — shared explorations include how computer science can support learning languages and translation. Students also develop insight into the digital tools that have shaped our access to assistive technologies, learning languages and information on other cultures.

    Digital Technologies — shared explorations include how digital technologies can assist with learning languages, translation, and sharing culture, for example, the New Zealand Sign Language online dictionary. Students also develop insight into the relationship between language, culture, and technology.

    Pathways

    [ 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.

    Students of New Zealand Sign Language gain knowledge and skills that enrich and support every aspect of their journey through life, including diverse pathways. No matter what students choose to do beyond school, learning a language provides a space for students to understand who they want to be, to explore their interests and aspirations, and to potentially ignite a passion for a pathway.

    To employers, the knowledge of an additional language shows resilience, a commitment to learning, and an openness to understanding different cultures and perspectives. Proficiency in New Zealand Sign Language is increasingly sought for work related to advocacy, education, journalism, health, and government.

    Studying New Zealand Sign Language enhances students’ understanding of Deaf and Hard of Hearing culture and supports them to navigate diverse societies.

    Students of New Zealand Sign Language gain knowledge and skills that enrich and support every aspect of their journey through life, including diverse pathways. No matter what students choose to do beyond school, learning a language provides a space for students to understand who they want to be, to explore their interests and aspirations, and to potentially ignite a passion for a pathway.

    To employers, the knowledge of an additional language shows resilience, a commitment to learning, and an openness to understanding different cultures and perspectives. Proficiency in New Zealand Sign Language is increasingly sought for work related to advocacy, education, journalism, health, and government.

    Studying New Zealand Sign Language enhances students’ understanding of Deaf and Hard of Hearing culture and supports them to navigate diverse societies.

    Ko te tauira reo Pākehā kē tēnei o te whārangi nei, i te korenga o tētahi tauira reo Māori.
    Skip to main content
    • Introduction to Sample Course Outlines
    • More Support
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    [ File Resource ]

    • Title: NZSL Level 1 Course Outline
    • Description: NZSL Level 1 Course Outline
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    [ Links Block ]

    Title: Teacher Subject Resources

  • [ Internal Link ]
    • Title: Teacher Subject Resources
    • URL: https://ncea.education.govt.nz/mi/teacher-subject-resources#learning-languages
    • Description: Level 1 New Zealand Sign Language
    Title: Teacher Subject Resources
    URL: https://ncea.education.govt.nz/mi/teacher-subject-resources#learning-languages
    Description: Level 1 New Zealand Sign Language
    Teacher Subject Resources
    Level 1 New Zealand Sign Language

    Links Title: Teacher Subject Resources

  • [ Internal Link ]
    • Title: Teacher Subject Resources
    • URL: https://ncea.education.govt.nz/mi/teacher-subject-resources#learning-languages
    • Description: Level 1 New Zealand Sign Language
    Title: Teacher Subject Resources
    URL: https://ncea.education.govt.nz/mi/teacher-subject-resources#learning-languages
    Description: Level 1 New Zealand Sign Language
    Teacher Subject Resources
    Level 1 New Zealand Sign Language

    Teacher Subject Resources

  • [ Internal Link ]
    • Title: Teacher Subject Resources
    • URL: https://ncea.education.govt.nz/mi/teacher-subject-resources#learning-languages
    • Description: Level 1 New Zealand Sign Language
    Title: Teacher Subject Resources
    URL: https://ncea.education.govt.nz/mi/teacher-subject-resources#learning-languages
    Description: Level 1 New Zealand Sign Language
    Teacher Subject Resources
    Level 1 New Zealand Sign Language

    Introduction to Sample Course Outlines

    Sample Course Outlines are intended 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. It is indicative only and does not mandate any particular context or approach.

    Sample Course Outlines are intended 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. It is indicative only and does not mandate any particular context or approach.

    More Support

    [ Video Resource ]

    • Title: Setting the scene: Insights into kaupapa Māori
    • Description: In this video, we introduce our Kaikōrero who will explore mātauranga Māori concepts in a series of videos; Tuihana Pook, Hine Waitere, Tihirangi Brightwell.
    • Video Duration: 4 minutes
    • Video URL: https://player.vimeo.com/video/772238305?h=0c3a2a8af7
    • Transcript: EnglishGreetings. My name is Tuihana Pook from Te Whānau-a-Kauaetangohia

    [ Video Resource ]

    • Title: Insights into kaupapa Māori: Taonga
    • Description: This video explores Taonga.
    • Video Duration: 4 minutes
    • Video URL: https://player.vimeo.com/video/772263519?h=17cced2989
    • Transcript: EnglishA taonga. What is a taonga? Again

    [ Video Resource ]

    • Title: Insights into kaupapa Māori: Mana
    • Description: This video explores Mana.
    • Video Duration: 4 minutes
    • Video URL: https://player.vimeo.com/video/772243090?h=b08d3f8354
    • Transcript: EnglishThe main thrust of this topic

    [ Video Resource ]

    • Title: Insights into kaupapa Māori: Rangatiratanga
    • Description: The video explores Rangatiratanga.
    • Video Duration: 4 minutes
    • Video URL: https://player.vimeo.com/video/772271962?h=7c2e95bc6c
    • Transcript: EnglishThis is a very important principle - rangatiratanga. When I think of this word

    Ko te tauira reo Pākehā kē tēnei o te whārangi nei, i te korenga o tētahi tauira reo Māori.

    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.

     

     

    [ Video Resource ]

    • Title: Gathering Evidence and Ensuring Authenticity of Evidence
    • Description: Remainder of CoA for internally assessed standards
    • Video Duration: 3 minutes
    • Video URL: https://player.vimeo.com/video/941461572
    • Transcript: This video is a translation in New Zealand Sign Language of the remainder 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.

    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.

    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.

    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.

    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.

    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.

    1.1
    Interact in New Zealand Sign Language to share and respond to information, ideas, and opinions

    [ 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/1041821166
    • Transcript: This video is a translation in New Zealand Sign Language of the Conditions of Assessment for Achievement Standard 1.1.

    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.

    Standard-specific Requirements

    The evidence submitted for this Achievement Standard may not also be submitted for AS 92356 (1.2) Communicate in New Zealand Sign Language in relation to a cultural context.

    Submissions should consist of one or more interactions in New Zealand Sign Language and must take place in real time. Selection of evidence for submission is to be carried out by the student.

    Students may work in pairs or a group. If students are working in a group, it is essential that each student contributes enough appropriate language to meet the requirements of this Standard. Assessors may assist students in selecting a suitable partner or partners.

    Assessor involvement during the assessment event is limited to providing students with support on the technical aspects of their work only, for example, formatting, design, visual, and image quality. Assessors must not provide feedback on student language.

    Each signed interaction submitted as evidence must:

    • be a single video recording without any edits
    • allow for each student to be identified clearly.

    Assessors may:

    • provide images or objects which can be used to prompt conversation, as long as they do not include examples of New Zealand Sign Language.

    Students may not:

    • practise the exact task with their partner(s) prior to the assessment
    • rote-learn exchanges or script role plays
    • be provided with any scaffolding, instruction, teaching, or other forms of guidance during any interaction opportunity
    • use New Zealand Sign Language notes, resources, or dictionaries during the assessment.

    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.

    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.

    1.2
    Communicate in New Zealand Sign Language in relation to a cultural context

    [ 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.

    The evidence submitted for this Achievement Standard may not also be submitted for AS 92355 (1.1) Interact in New Zealand Sign Language to share and respond to information, ideas, and opinions.

    Submissions should consist of one student-generated piece of work to communicate in New Zealand Sign Language in relation to a cultural context. Selection of evidence for submission is to be carried out by the student.

    The submission may consist of evidence involving one or more people, but students will be assessed individually. Where a collaborative approach to collecting evidence is used, assessors must ensure that each student has met the requirements of the Standard individually.

    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, 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 any digital language tools (for example, translators) other than dictionaries
    • have anyone else point out errors, edit, or correct their work before handing it in for assessment.
    Ko te tauira reo Pākehā kē tēnei o te whārangi nei, i te korenga o tētahi tauira reo Māori.

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