NEW ZEALAND SIGN LANGUAGE

Published 2006 for the Ministry of Education by

Learning Media Limited, Box 3293, Wellington, New Zealand.
www.learningmedia.co.nz

Copyright © Crown 2006

The photographs are by Adrian Heke copyright © Crown 2006.
The illustrations are by Scott Pearson copyright © Crown 2006.
All rights reserved. Enquiries should be made to the publisher.

Dewey number 419

ISBN 0 7903 1373 1
Item number 31373
Ministry of Education

Learning Media
Wellington
 Contents
Foreword 4
Introduction 5
The Aims of New Zealand Sign Language in the New Zealand Curriculum 6
General Aims 6
Specific Aims 6
What Is New Zealand Sign Language? 7
Regional Variations in NZSL 7
The New Zealand Deaf Community 8
Deaf Education in New Zealand 8
Why Learn New Zealand Sign Language? 10
Contents

Considerations for Teachers of New Zealand Sign Language 11

The Requirements of Teaching a Visual-gestural Language 11
The Need to Consult with the Deaf Community 11
The Need for Inclusive Programmes 12
The Need to Provide Opportunities to Learn Expressive and Receptive Language 12
Approaches for Teaching New Zealand Sign Language 13
Effective Language Learning through Communication 13
Instructional Strategies and Techniques 14
Working Together 14
A Learning Partnership 14
Planning Learning Activities 16
Grammatical Structures in the Language Programme 17
Acquiring Grammatical Competence 17
Helping Learners to Achieve Accuracy and Fluency 18
Using Information and Communications Technologies in Language Learning 19
Assessment and Evaluation 20
Approaches to Assessment and Evaluation 20
The National Qualifications Framework, Assessment against Standards,
and the National Certificate of Educational Achievement 21
The Essential Skills 22
Attitudes and Values 24
The Structure of New Zealand Sign Language in the New Zealand Curriculum 25
The Principles, Strands, and Goals for the Early Childhood Curriculum 25
 The Strands for Schools 26
School Levels 27
Proficiency Statements 27
Achievement Objectives and Examples for Schools 27
Suggested Language Focus and Examples 28
Suggested Sociocultural Contexts 28
Suggested Learning and Assessment Activities 28
Possible Progressions 30
Vocabulary 30
Early Childhood 31

Contents
The Principles 32
Early Childhood: Strands, Goals, and Learning Outcomes 33
Suggested Vocabulary, Structures, and Kinds of Talk 42
Programme Planning for Early Childhood Education Settings 45
Planning Programmes in Schools 48
An Approach to School-based Planning 49
New Zealand Sign Language in the New Zealand Curriculum: School Levels 50
Levels 1 and 2 Proficiency Statement 52
Level 1 53
Level 2 60
Levels 3 and 4 Proficiency Statement 67
Level 3 68
Level 4 74
Levels 5 and 6 Proficiency Statement 80
Level 5 81
Level 6 86
Levels 7 and 8 Proficiency Statement 91
Level 7 92
Level 8 97
Chart of Achievement Objectives 104
Grammatical Terms and Conventions of New Zealand Sign Language 108
Glossing 111
References 114

3
 Foreword
The New Zealand Sign Language Act 2006 recognises New Zealand Sign Language (NZSL)
as an official language of New Zealand. It provides recognition of NZSL as a unique New
Zealand language and gives it equal status to that of spoken language.

NZSL is a valuable language. It is essential to many Deaf people for effective daily
communication and interactions. New Zealand needs more people who are fluent users of
NZSL and have an appreciation of Deaf culture. In addition, learning new languages plays a
valuable part in the education of young New Zealanders.

New Zealand Sign Language in the New Zealand Curriculum provides the basis for NZSL
programmes in early childhood settings and in primary and secondary schools. It gives
students the opportunity to learn NZSL from the earliest practicable age. In line with Te
Foreword

Whàriki: He Whàriki Màtauranga mo ngà Mokopuna o Aotearoa/Early Childhood Curriculum,

these curriculum guidelines include an early childhood section for teaching and learning
NZSL. In line with The New Zealand Curriculum Framework, these guidelines set out a clear
progression of achievement in language skills and cultural knowledge through eight levels of
achievement in schools.

New Zealand Sign Language in the New Zealand Curriculum is designed to help teachers to plan
and implement programmes that encourage students to broaden their knowledge beyond
cultural stereotypes and enable them to interact effectively with NZSL users in a range of
social situations.

New Zealand Sign Language in the New Zealand Curriculum is a timely addition to New
Zealand’s suite of language curriculum guidelines and enables the Ministry of Education to
increase access to the national language of Deaf New Zealanders in early childhood settings
and schools. Extending opportunities to hearing students to learn NZSL, to learn about Deaf
culture, and to interact with other users of the language will increase the pool of users and
enhance participation in education by those whose first language is NZSL.

New Zealand Sign Language in the New Zealand Curriculum has been developed as a result
of extensive consultation and collaboration with the Deaf community, parents, and NZSL
users as well as leading educators and teachers in the field of NZSL teaching and learning,
nationally and internationally. Over four years, draft guidelines were prepared, trialled in
schools, circulated to other interested groups for comment, and refined. The views of all
those who have contributed and the specialist knowledge of NZSL first language users have
been taken into account in preparing the final version of these curriculum guidelines.

I am grateful to all those who contributed to this project, including the writers, the staff and
students of the specialist Deaf Education Centres, the reference groups, Ministry staff, Deaf
community representatives, and parents, all of whom so willingly gave their time, experience,
and expertise.

Howard Fancy
Secretary for Education

4
Introduction
New Zealand Sign Language (NZSL) is included in Language and Languages, an essential
learning area in The New Zealand Curriculum Framework.

These curriculum guidelines strengthen the following statement:

All students benefit from learning another language from the earliest practicable age. Such
learning broadens students’ general language abilities and brings their own language into sharper
focus.
The New Zealand Curriculum Framework, page 10

The NZSL curriculum guidelines embody the principles, attitudes, values, and essential skills
relevant to the learning and teaching of NZSL and reflect the importance of this language,

Introduction
which is unique to New Zealand.

The strands and goals for Te Whàriki: He Whàriki Màtauranga mo ngà Mokopuna o Aotearoa/
Early Childhood Curriculum have been woven together in these curriculum guidelines to
provide an integrated foundation for every child’s language-learning development. The
learning outcomes for early childhood describe what might reasonably be expected for
children’s language development towards the end of their early childhood education.
Eight further levels of achievement are then defined for schools to indicate the progression
and continuity of learning.

Learners of NZSL, no matter what their age or learning environment, will benefit from
curriculum guidelines that place the learner within a range of linguistic and cultural contexts
that represent the everyday lives of people in the Deaf community.

New Zealand Sign Language in the New Zealand Curriculum acknowledges that there will be a
range of entry points for learners and provides continuity and a clear progression of learning.
It sets out specific goals that help learners of the language to become aware of what they have
already achieved and what they can aim for in the future. Each starting point aims to meet
the individual learner’s needs.

In any early childhood setting, school class, or other learning environment, learners may be
working at different levels. Also, an individual might be working at one level in one aspect
(learning strand) of the programme and at a different level in another. Teachers need to
design their programmes in a way that allows them to accommodate these differences.

New Zealand Sign Language in the New Zealand Curriculum identifies the skills that learners
will develop through learning NZSL. It also contributes to expanding the knowledge and
competencies that learners gain in other essential learning areas.

5
 The Aims of New Zealand Sign Language
in the New Zealand Curriculum
General Aims
The general aims for language teaching and learning reflect those stated in Te Whàriki and
The New Zealand Curriculum Framework.
The aims are to:
• promote and encourage the learning of NZSL and Deaf culture from the earliest
practicable age;
• promote and use NZSL in a range of contexts;
The Aims of NZSL in the New Zealand Curriculum

• make learning opportunities in NZSL accessible to all learners;

• collaborate with community members in programmes that are responsive to Deaf
community needs and initiatives;
• affirm ties with Deaf communities throughout New Zealand;
• enable learners whose first language is NZSL to develop and learn their language within
the national curriculum framework.

Specific Aims
Learners of NZSL will:
• develop an understanding of NZSL and Deaf culture in the New Zealand context;
• develop communication skills for a range of purposes;
• discover ways to be creative and expressive in NZSL;
• establish a rapport with users of NZSL, including those they meet through their contact
with the Deaf community.

As they progress towards more advanced levels, learners will:

• develop an understanding of the functions, structures, and conventions of NZSL and
learn how the language varies according to audience and purpose;
• respond personally to, and think critically about, a range of texts signed in NZSL;
• extend their understanding of NZSL to enable them to process and communicate
information;
• extend their understanding of New Zealand as a country with diverse linguistic patterns
and cultural perspectives;
• extend their understanding of Deaf culture in national and international contexts;
• acquire skills that may be extended in other learning areas;
• develop a sense of identity in relation to the Deaf community and other NZSL users.

Learners will be able to use NZSL for a range of post-school options, including employment,
training, and higher education, and in a range of situations, including those within the family
and community.

6
What Is New Zealand Sign Language?
New Zealand Sign Language is a distinct and natural language of New Zealand. It is a
language used primarily by New Zealand’s Deaf community members and by those who
are affiliated to this community in some way (for example, hearing people who have Deaf
relatives or people who work with Deaf people, such as sign language interpreters).

Like other signed languages, NZSL is a visual-gestural language that uses the hands, the body,
and facial expressions (including lip patterns) to express meaning and the eyes to perceive
meaning. This is in contrast to aural-oral languages, which use the voice and mouth to
articulate and the ears to perceive (Moskovitz, 1996). An important aspect of NZSL is that
signers are able, by using space, to show multiple ideas simultaneously (for example, one hand
can be used to show a person approaching someone at the same time as the other hand shows
the other person sitting down). This is not possible in spoken language, which is linear in
construction.

What Is New Zealand Sign Language?

NZSL is a complete language with its own grammar, vocabulary, and syntax. Like any
language, whether spoken or signed, NZSL is potentially capable of communicating an
infinite number of ideas. It is not a variety of mime, nor is it a manual code for English.
NZSL is closely related to British Sign Language (BSL), which was brought to New Zealand
by immigrants, and to Australian Sign Language (AUSLAN), which also has its origins in
BSL.

Many people who are unfamiliar with signed languages assume that there is a single universal
sign language used by deaf people all over the world. Although many signed languages
share similar origins (as do many spoken languages), each is a distinct, natural language
that evolves with time to meet the needs of the population that uses it. However, Deaf
people who are experienced users of their own language are probably more likely to be
able to communicate with users of other signed languages than those who are not, because
such features as grammatical constructions are often shared between signed languages.
Experienced users are also likely to be quick to pick up the differences between the new
signed language and their own language (for example, where the new language uses a one-
handed rather than a two-handed alphabet). They can assimilate new language features into
their own vocabulary much more quickly than inexperienced signers can.

Regional Variations in NZSL

NZSL has developed different vocabulary in different regions within New Zealand. This
can be attributed, in part, to the influences of the teaching staff at each Deaf school, whose
vocabulary may vary because they have been exposed to different signed languages during
their lives. Another reason for differences in vocabulary is historical. In the past, signing
was not openly encouraged in schools and New Zealand Deaf children used it “underground”.
This also contributed to the formation of isolated groups of signers who developed their own
vocabulary over time. Since Deaf people now travel more and are less inhibited in their use
of sign language in public, there may be fewer variations in future. The publication of A
Dictionary of New Zealand Sign Language (Kennedy, Arnold, Dugdale, and Moskovitz, 1997)
and the introduction of bilingual programmes at both Kelston Deaf Education Centre and
van Asch Deaf Education Centre may also contribute to an increasing standardisation of
NZSL nationally.

7
 The New Zealand Deaf Community
When a capital D is used in the word “Deaf”, this indicates that the word is being used to
describe the members of the Deaf community, who are an important cultural and linguistic
minority in New Zealand and are “ … typically characterised by prelingual profound or severe
hearing loss, special education, and a preference for communication in New Zealand Sign
Language (NZSL), and identify themselves with other Deaf people” (Dugdale, 2002). The
word “deaf” with a lower case d is used as a more generic term for people who have limited
hearing, whether they belong to the Deaf community or not. Hearing-impaired, half-deaf,
and oral deaf are other terms that may be used by the Deaf community to refer to those who
do not use sign language as their primary mode of face-to-face communication.

There are no reliable statistics on the number of Deaf people living in New Zealand, but
The New Zealand Deaf Community

according to Dugdale (2002), the internationally accepted statistic indicating the prevalence
of prelingually deaf people is one in a thousand. For a population of roughly four million
people, then, the number will be around four thousand. According to Statistics New
Zealand, “some 7700 partially or completely deaf adults living in households used New
Zealand Sign Language and/or Signed English” in 2001 (Statistics New Zealand, 2001b).

The inclusion of NZSL as a community language in the 2001 census signifies that a large
number of people are aware of its existence. Twenty-seven thousand, two hundred and
eighty-five people identified as being able to use it conversationally in 2000 (Statistics New
Zealand, 2001a).

Deaf people are commonly born to hearing parents, and so they differ from other cultural
minorities in that they do not always share the dominant culture of their families of origin.
This cultural difference is more marked if Deaf children attend a school for the Deaf, and
especially so if they are boarders at the school. Deaf communities are generally made up not
of family groups but of collections of individuals who share a common language and culture
that is not based on ethnicity. The exception to this is Deaf families, whose members may all
be Deaf or may include some Deaf and some hearing people. Deaf families have traditionally
played an important part in the community because their Deaf culture and language are
not “one generation deep” but are transmitted to future generations in a similar way to that
in which many ethnic minorities transmit their culture and language. Children born into
Deaf families usually have the advantages of a strong first-language base in NZSL and an
acceptance of being Deaf as the norm.

Deaf Education in New Zealand

Until around 1880, deaf students throughout the world were educated using both oral and
manual methods of communication with varying degrees of success, and rival methods
of teaching coexisted. In 1880, state education for deaf children in New Zealand was
established in Sumner, Christchurch, with a principal who was dedicated to oralism (focusing
on acquiring spoken language skills through speech therapy and lip-reading). This official
acceptance of oralism had negative consequences for the development of NZSL for many
years.

8
In 1942, some of the children from Sumner were transferred to the Auckland School for the
Deaf at Titirangi. This school was subsequently moved to Kelston, where it continued to
place strong emphasis on oralism and audiology for many years (Dugdale, 2002). A further
oralist school, St Dominic’s School for the Deaf, was established in Feilding in 1944.

In the late nineteen-seventies, the philosophy of Total Communication (TC) was

introduced. This philosophy involved using all available means to communicate with deaf
children, including speech, lip-reading, sign language, gesture, reading, writing, and listening.

From 1995, NZSL was introduced as a language of instruction at both Kelston and van Asch
Deaf Education Centres in pilot bilingual (NZSL and English) programmes. The success
of this model has led to better access to the curriculum and greater pride in Deaf identity
(Dugdale, 2002).

9
 Why Learn New Zealand Sign
Language?
There are many reasons for learning NZSL. Learning NZSL can be a positive and enriching
experience for both deaf and hearing people of any age. A knowledge of NZSL enables
anyone to participate in the Deaf community. Both Deaf and hearing children of Deaf
parents gain a sense of belonging in the Deaf community by learning NZSL.

Because most deaf children are born to hearing parents, many Deaf people who use NZSL
come from families who do not sign. This means that deaf children, in the crucial first years
of language acquisition, are not exposed to language role models within their families in the
same way that hearing children are, and so language acquisition does not occur incidentally.
Why Learn New Zealand Sign Language?

On the other hand, most Deaf parents have hearing children. These children may also have
an atypical pattern of language acquisition. They often have NZSL as their first language,
even though they are not deaf.

Research shows that the acquisition of a first language assists in the development of
subsequent languages and that children who have more than one language are cognitively
more advantaged than monolingual children. Deaf children who have NZSL as a strong
first-language base are likely to be in a better position to develop skills in reading and writing
English as a second language than those who do not. Possessing good English literacy skills is
crucial for success in New Zealand’s educational environment.

For hearing learners who wish to learn a second or subsequent language, NZSL is another
option alongside the spoken languages offered by their school. Being able to sign NZSL
enables learners to communicate with their Deaf peers and may also lead to career
opportunities that involve working with Deaf people.

Learning another language can improve performance in the learner’s first language and is
highly recommended not only for students who have particular strengths in language learning
but also for those who find languages and language-related activities challenging. Enjoyment
and a sense of achievement are likely to provide the strongest motivation for learning in the
early years.

By learning NZSL, young New Zealanders can:

• become confident in communicating with users of NZSL as their first language;
• learn to appreciate Deaf culture;
• broaden their understanding of people and their languages and cultures;
• learn more about their first language (if it is not NZSL) through becoming aware of
how it resembles, and differs from, NZSL;
• develop skills, attitudes, and understandings that will assist them in learning other
languages;
• broaden their range of employment options.

In world terms, NZSL is used by a small number of people. Teachers and learners of NZSL
have an important role in strengthening and maintaining the vitality of the language and in
contributing to the protection of linguistic diversity worldwide.

10
Considerations for Teachers of New
Zealand Sign Language
Teachers need to be aware of the following factors that impact on an effective teaching and
learning programme for NZSL.
• NZSL is part of Deaf culture. Language and culture are interdependent. The essence
(or the heart and soul) of the language and culture interweave to provide depth in
meaning and intention.
• The community can provide resource people who add meaning and depth to NZSL
programmes.
• People learn in different ways. Teachers are encouraged to recognise, acknowledge,

Considerations for Teachers of NZSL

and value diverse learning approaches and to make use of the experience and skills of
the learners.
• Learners need opportunities to learn both expressive and receptive language.

The Requirements of Teaching a Visual-gestural

Language
As a visual-gestural language, NZSL has all the linguistic features that languages require.
Unlike spoken languages, NZSL uses the face, hands, and body to convey meaning rather
than the voice and is received visually rather than aurally.

Because of these features, which are unique to signed languages, teachers should consider the
physical environment carefully when planning to teach NZSL. Seating and lighting are very
important. All the students and the teacher need to be able to see each other clearly without
obstructions, and so a semicircle is usually the best way to seat students. Lighting must be
adequate, and the teacher should also consider wearing colours that contrast with their skin
tone and avoiding distractions such as dangling jewellery and clothing with bold patterns.

The Need to Consult with the Deaf Community

Early childhood centres and schools need to consult with their Deaf communities and ensure
that learners have access to Deaf role models with NZSL as their first language whenever
possible.

Consultation also provides a means of checking that the language being taught is appropriate
and relevant to the requirements of the local Deaf community. Teachers should liaise
with their local communities when planning their NZSL programmes. Deaf staff who are
employed at the Deaf Education Centres and in tertiary institutions have a pivotal role in
this consultation process.

11
The Need for Inclusive Programmes
Learners of NZSL can be of any age, and they can have diverse experiences and needs. They
may be deaf, hearing impaired, or hearing.

Learners may have:

• a strong background in NZSL, where the language is their normal means of
communicating with their family and other members of the Deaf community;
• family or caregivers who use NZSL to communicate;
• little or no prior experience of NZSL;
• some prior experience of NZSL, although they do not come from homes where NZSL
is used.

Within each of these groups of learners, there is diversity. At all levels, learners of NZSL are
likely to show the full range of individual differences found in any group of learners. Some
will have special talents with language, and some will have special educational needs. When
teachers are planning their programmes, they need to focus on the actual learners, find out
what they already know and can do, and take account of their diverse requirements.

These curriculum guidelines reflect the need to be inclusive. Language programmes should
offer both deaf and hearing learners, learners with special gifts, and learners with special
needs the opportunity to learn NZSL.
All programmes will be gender-inclusive, non-racist, and non-discriminatory, to help ensure that
learning opportunities are not restricted.
The New Zealand Curriculum Framework, page 7

The Need to Provide Opportunities to Learn

Expressive and Receptive Language
Learners need exposure to NZSL in order to be able to learn it, use it to relate to others,
and participate in the Deaf community and in wider society. Face-to-face interaction is
particularly important because there is no written form of NZSL, although there are systems
of notation for recording signs on paper (see page 111 for a description of the glossing system
used in this book). Learners therefore need to have opportunities for sustained conversations
with other users of NZSL, and they need to be exposed to language role models in a variety of
situations. Recording learners’ output (for example, on video or DVD) for later playback and
review is also extremely important.

Learners should be increasingly able to communicate their own ideas, feelings, and thoughts
in NZSL and to respond to others appropriately in a range of formal and informal situations.

When developing programmes, teachers should plan to engage the learners in a variety
of activities that give them opportunities to experience different ways of communicating
in NZSL.

12
Approaches for Teaching New
Zealand Sign Language
New Zealand Sign Language in the New Zealand Curriculum weaves the achievement objectives
into three main strands for students at school levels. These strands are:
• Language Skills
• Communication Functions
• Sociocultural Contexts.

Effective Language Learning through

Approaches for Teaching NZSL

Communication
Communication is the pivotal point of a language programme. Teaching and learning
programmes should be based on meaningful, stimulating, and varied communicative
activities. Through such activities, learners will become more experienced and confident
in other areas (for example, cultural understandings) while involved in effective
communication.

An NZSL programme with communication as its main goal includes certain features. These
features must be carefully planned for, integrated, and maintained.

In effective NZSL programmes:

• NZSL is the main language used in the classroom;
• learners have meaningful and purposeful interactions in NZSL;
• NZSL grammar is taught explicitly at appropriate stages;
• NZSL and Deaf culture are valued by teachers and learners and by others in the
learning environment;
• communication has some personal importance or meaning for learners;
• teachers organise their classrooms to be flexible and allow learners to work in groups or
pairs and to move around;
• smooth transitions from early childhood to primary and from primary to secondary
programmes support progression in learning;
• learners are able to access Deaf community members and others who use NZSL;
• teachers have an in-depth understanding of the linguistics of NZSL and an
understanding of Deaf culture.

13
Instructional Strategies and Techniques
New Zealand Sign Language, as a visual-gestural language, has features that are not found in
spoken languages. However, the principles of language acquisition are the same for both.

In the early stages of language acquisition, teachers may repeat or rephrase what they have
signed or give an example to clarify a point. Learners need to be offered examples and
models of good usage. Teachers should use such techniques in realistic contexts that are
relevant to the learners’ interests, experiences, and stages of NZSL development.

Teachers and learners should use authentic NZSL materials and contexts wherever possible.

Learners acquire new language in many different ways. A variety of activities will enhance
their learning environment and increase their interest, motivation, enjoyment, and
achievement.

Teachers will generally introduce simple structures first, but they may introduce more
complex structures early if the learners are likely to encounter them often or if the structures
allow students to communicate about topics that they are very interested in.

Working Together
Working together is a concept that lies behind the ways in which Deaf people relate to each
other. When learners work together in pairs or small groups, they can be encouraged to
interact with one another and build up their confidence. Teachers can encourage learners
to explore the range of the language and its possibilities in a variety of appropriate contexts.
As learners gain experience in communicating in NZSL, they acquire the ability to use more
complex language structures and become independent, spontaneous communicators.

A Learning Partnership
In the learning partnership of learner and teacher, the teacher’s role changes as learners
develop confidence in using NZSL and take increasing responsibility for their own
learning. The teacher helps the learners to gain confidence in using NZSL by modelling
good communication skills and by setting up a range of interactive activities that allow the
learners to feel comfortable about taking risks and making mistakes.

As the learner’s language competence increases, the responsibility for learning is progressively
transferred from teacher to learner. Both teachers and learners contribute to the process of
learning how to learn that occurs during language study.

14
Teachers need to:
• set clear, achievable goals, with the learners, for learning the language;
• build the learners’ self-confidence by consistently focusing on their successes as they
produce the language;
• understand how languages are learned;
• create an effective learning environment;
• recognise and allow for individual differences and learning requirements;
• use NZSL in class routines to the fullest extent possible;
• encourage learners to interact and communicate, both among themselves and with the
teacher;
• learn more about the learners’ perspectives, preferences, and needs by continuously
monitoring their progress;
• consistently challenge learners to improve the quality of their performance and provide
them with helpful feedback;
• recognise that learners progress at different rates;
• progressively nurture independent, self-motivated language learning.

Learners need to:

• interact and communicate with others and be positive, active, and willing learners of
the language and culture;
• develop an understanding of how languages are learned while progressively building on
and monitoring the language-learning skills they already have;
• understand what they are trying to achieve in language learning, focusing on skills that
are useful beyond the classroom;
• be willing to experiment and take risks with the language as part of their language
development, understanding that mistakes are a learning tool;
• develop the habit of searching for meaning, asking for clarification, and improving their
questioning skills;
• learn to use appropriate reference materials.

15
Planning Learning Activities
New Zealand Sign Language in the New Zealand Curriculum suggests an interactive,
communicative, and experiential approach that aims to help learners to become competent
communicators. Learners should have opportunities to participate in a wide range of
learning activities that are appropriate for their developmental stage. They should also
have opportunities to participate in community situations where NZSL is used. Learning
activities should enable learners to communicate in NZSL in real and natural contexts
and in appropriate and meaningful ways. Repetition plays an important role in language
learning. The sections on strands, goals, and learning outcomes for the early childhood
levels (see pages 33–41) and the sections at each level for schools (see pages 52–102) suggest
appropriate learning activities that teachers may use in their programmes.

Teachers need to use resources and activities that reflect the interests and needs of their
learners, using a range of approaches that enable learners to:
• draw on and extend the language skills they already have;
• develop linguistic competence (with growing levels of complexity, precision, and
accuracy) as the foundation for fluency;
• develop their understanding of language by using it;
• experience aspects of Deaf culture in different settings;
• learn by working as a whole class, in groups, in pairs, and individually;
• receive appropriate feedback about their progress and how to improve;
• manage their own learning.

16
Grammatical Structures in the
Language Programme
The overarching goal of these curriculum guidelines is to enable teachers to help learners
achieve linguistic and cultural competence, using a communicative approach. Teachers who
use this approach encourage learners to use the language in meaningful contexts, and so the
focus is on communication rather than on the language learning itself.

However, grammar needs to be taught explicitly at all levels of the curriculum. Learners
need to focus both on meaning and on structure. Including both kinds of focus is particularly
important when teaching NZSL because the number of fluent signers is a small minority, and
so learners of NZSL may have fewer incidental opportunities to learn the language outside

Grammatical Structures in the Language Programme

the classroom than learners of other community languages.

See pages 108–111 for information about NZSL grammatical terms and conventions.

Acquiring Grammatical Competence

Grammatical structures are the “building blocks”.
Grammatical structures are like the building blocks of effective communication. Learners
need to know and understand the grammatical structures of NZSL in order to develop and
maintain their proficiency in the language.

Learning is progressive.
Learning grammatical structures is a cumulative process, as are all aspects of language
learning. Some structures are simple, and others are more complex. Learners generally learn
the simpler structures first and the more complex ones later.

Learners learn best in context.

Learners will learn grammatical structures best when the structures are taught and used in
realistic and meaningful contexts. Learners are likely to reach higher levels of competence
when they are actively engaged in the language, taking part in activities that are authentic,
genuinely interesting, and relevant.

Practice is important.
Learners become competent in grammar by frequently interacting with other language
users in meaningful ways. Learners need plenty of opportunities to practise what they
are learning so that they can eventually use their NZSL to communicate confidently and
spontaneously. They need to revisit language structures over time to ensure that they have
many opportunities to reinforce their prior learning. By revisiting and consolidating their
knowledge of familiar grammatical structures, learners can enhance their ability to learn new
structures when they are ready.

17
Helping Learners to Achieve Accuracy and Fluency
Teachers need to remember that learners acquire the system of a language progressively.
In the initial stages, learners may produce approximations of a given grammatical structure.
These approximations are often stepping stones to acquiring the correct forms. Even when
learners know the structure of a language only partially, they can communicate effectively to
some degree by using approximations.

Although it is natural for learners to make errors while they are learning the language, they
should receive feedback on how close their approximations are to the correct form, with
advice on how to improve. Teachers need to find a productive balance between encouraging
learners to communicate spontaneously and correcting their errors. When learners are
conversing spontaneously, teachers may choose to let some mistakes go uncorrected.
This allows the conversation to flow and helps the learners to gain confidence and use
the language willingly. As they progress through the levels, they learn to communicate
more accurately. They become aware that accuracy of expression and increasing levels of
complexity, as well as fluency, are needed for really effective communication.

18
Using Information and
Communications Technologies
in Language Learning
By using information and communications technologies (ICT), all learners, including those
who are not in school-based language programmes, can access a wider range of learning
opportunities. ICT allows teachers to use a greater mix of approaches, for example, by
enabling learners to work in small groups and conduct peer assessment.

Video recordings of students’ work can be built up into portfolios of work that both students
and teachers can view and review over time. NZSL needs to be recorded visually in order to

Using ICT in Language Learning

enable teachers, students, and caregivers to review the work at a later date.

Computers can enable learners and teachers to access other learners and Deaf communities
by using email, to find information about other Deaf cultures and signed languages by using
the Internet, and to gather other information to be used in the context of learning.

19
 Assessment and Evaluation
Approaches to Assessment and Evaluation
Assessment is the process of obtaining meaningful information about the outcomes of
teaching and learning and then conveying this information to individuals and groups.
Assessment of children’s learning and development should always focus on individual children
over a period of time and avoid making comparisons between children.
Te Whàriki, page 29

Assessment of individual students’ progress is essentially diagnostic. Such assessment is integral

Assessment and Evaluation

to the learning and teaching programme. Its purpose is to improve teaching and learning by
diagnosing learning strengths and weaknesses, measuring students’ progress against the defined
achievement objectives, and reviewing the effectiveness of teaching programmes.
The New Zealand Curriculum Framework, page 24

Evaluation involves making judgments about the results of a programme or a learner’s

achievements.
Evaluation is the process of making a judgment about the effectiveness of a teaching and learning
programme, or about an individual’s progress, based on assessment information.
Assessment: Policy to Practice, page 10

It is important that:
• the assessment procedures provide information that can be used to improve the ways in
which the language programme meets the learning needs of the learners;
• families and caregivers are part of the evaluation process;
• assessment and evaluation procedures are ongoing;
• learners are involved in assessing their own progress.

Teachers are more likely to gain useful information when they use a range of appropriate
assessment procedures that are relevant to the learning needs of the learners. Te Whàriki
provides suggestions for appropriate assessment of younger children. Teachers in schools
need to include, in their programmes, formal and informal methods of assessment in different
contexts.

At each curriculum level, New Zealand Sign Language in the New Zealand Curriculum suggests
learning and assessment activities that include self-assessment, peer assessment, and teacher
assessment.

Teachers can refer to www.tki.org.nz/r/assessment/index_e.php for regularly updated

information on assessment.

20
The National Qualifications Framework,
Assessment against Standards, and the National
Certificate of Educational Achievement
New Zealand Sign Language in the New Zealand Curriculum is the guiding document for schools
and teachers developing a teaching and learning programme for learners of the language.
Teachers use the curriculum as the basis for work towards unit standards and achievement
standards, which contribute to national certificates on the National Qualifications
Framework (NQF). These standards are not units of work in themselves; their function is to
specify standards for qualification assessment purposes. As such, they should be integrated
into appropriate teaching and learning programmes designed to help students to achieve the
required outcomes.

Teachers will generally manage the assessment of their students’ achievements towards
the National Certificate of Educational Achievement (NCEA) within the school. The
New Zealand Qualifications Authority (NZQA) provides advice on managing appropriate
assessment systems and procedures for the NCEA.

Standards for schools encompass levels 1–3 of the NQF. These qualification levels equate to
levels 6, 7, and 8 of curriculum documents within The New Zealand Curriculum Framework.

The NCEA is the main qualification for senior secondary learners.

21
 The Essential Skills
Learners develop and practise the essential skills through the processes of language learning.
The following table provides examples of relationships between the essential skills and the
strands of New Zealand Sign Language in the New Zealand Curriculum. These examples, some
taken directly from The New Zealand Curriculum Framework and some extended or created
to show language-related aspects of a set of skills, are illustrative only. Many of the essential
skills relate to more than one strand or language-learning process.

Examples of Relationships between the Essential Skills

and the Strands of New Zealand Sign Language in the New
Zealand Curriculum
The Essential Skills

Language Skills Communication Sociocultural

Functions Contexts

Learners will: Learners will: Learners will:

Communication Skills communicate communicate act appropriately

competently and competently and within different
confidently by confidently by cultural contexts
signing and by receiving signed and situations;
using other forms communication and
of communication by using other forms select and use
where appropriate. of communication appropriate
where appropriate; language for specific
occasions.
develop skills of
discrimination and
critical analysis
in relation to the
media and to visual
messages from other
sources.

Numeracy Skills manipulate and understand and organise information

respond to numerical explain information to support logic and
information, such presented in reasoning.
as time in different mathematical ways.
contexts, dates, and
measurements.

22
 Language Skills Communication Sociocultural
Functions Contexts

Learners will: Learners will: Learners will:

Information Skills identify, locate, identify, describe, present information

gather, store, and interpret clearly, logically,
retrieve, and process different points concisely, and
information from a of view and accurately.
range of sources. distinguish fact
from opinion;

develop and
strengthen
receptive and
productive skills.

Problem-solving Skills enquire and use language to identify, describe,

research, and make connections and redefine a
explore, generate, and to analyse problem.
and develop ideas problems from a
through language. variety of different
perspectives.

Self-management and develop skills develop the skills develop constructive

Competitive Skills through working of appraisal and approaches to
consistently and advocacy in relation challenge and
progressively to to their own work change, stress
practise and revise and that of others. and conflict,
prior learning as part competition, and
of their language success and failure.
learning.

Social and Co-operative develop good learn to recognise, take responsibility,

Skills relationships with analyse, as a member of a
others, and work in and respond group, for agreed
co-operative ways appropriately to protocols and show
to achieve common discriminatory respect for others
goals. practices and and themselves.
behaviours.

Physical Skills learn to use tools use language to develop specialised

and materials organise, give skills related to
efficiently and safely. instructions for, and cultural activities.
appraise particular
activities.

Work and Study Skills work effectively, take increasing make career choices
both independently responsibility for on the basis of
and in groups. their own learning realistic information
and work. and self-appraisal.

23
 Attitudes and Values
Te Whàriki sets out principles, strands, and goals that are appropriate for the early childhood
years. The attitudes and values of The New Zealand Curriculum Framework will be reflected
in classrooms with NZSL programmes. Learners of NZSL will develop and clarify their
own values and beliefs and will respect and be sensitive to the rights of people who may
hold values and attitudes that are different from their own. Learners will explore personal
as well as collective attitudes, which will help them, as individuals, to develop positive
attitudes towards learning as a lifelong process. As they locate themselves amongst the wider
community (including Deaf communities overseas), learners will examine the context and
Attitudes and Values

implications of their own attitudes, of New Zealand’s social system, and of the values on
which different social structures are based.

Through learning NZSL, learners will develop an understanding of:

• Deaf culture and the attitudes and values of the Deaf community, which include:
– Deaf behaviour
– technologies used by Deaf people
– the importance of eye contact
– the “long goodbye”
– the value of working with an interpreter and the importance of knowing how to
work with an interpreter
– the fact that the Deaf and hearing worlds are different;
• the value of Deaf clubs and of Deaf history, sport, and community;
• the extent and value of Deaf arts, including drama, poetry, dance, and the visual arts;
• storytelling in NZSL;
• the Deaf way of life.

24
The Structure of New Zealand
Sign Language in the New Zealand
Curriculum
The New Zealand Curriculum Framework and Te Whàriki outline a continuum of learning
and teaching. When NZSL programmes are being planned, it is important to provide for a
smooth transition from one setting to another.

The Structure of NZSL in the New Zealand Curriculum

Both Te Whàriki and The New Zealand Curriculum Framework emphasise the importance of
developing communication skills and language in the early years.
Language is a vital part of communication. In early childhood, one of the major cultural tasks
for children is to develop competence in and understanding of language. Language does not
consist only of words, sentences, and stories: it includes the language of images, art, dance, drama,
mathematics, movement, rhythm, and music … Adults should understand and encourage both
verbal and non-verbal communication styles.
Te Whàriki, page 72

Throughout their schooling, students will be provided with frequent opportunities to observe,
learn, and practise oral, written, and visual forms of language, to learn about the structures and
use of language, and to access and use information.
The New Zealand Curriculum Framework, page 10

New Zealand Sign Language in the New Zealand Curriculum emphasises competence in
communication: the framework provided for early childhood settings and the framework for
schools both include strands that reflect the communication needs of language learners.

The Principles, Strands, and Goals for the Early

Childhood Curriculum
The strands and goals arise from four broad principles: empowerment; holistic development;
family and community; and relationships. The principles and strands together form the
framework for the curriculum. The strands are:

Well-being – Mana Atua

The health and well-being of the child are protected and nurtured.

Belonging – Mana Whenua

Children and their families feel a sense of belonging.

25
Contribution – Mana Tangata
Opportunities for learning are equitable, and each child’s contribution is valued.

Communication – Mana Reo

The languages and symbols of the child’s own and other cultures are promoted and protected.

Exploration – Mana Aotùroa

The child learns through active exploration of the environment.

Each strand has several goals. Learning outcomes have been developed for each goal in
each of the strands so that the whàriki, or mat, becomes an integrated foundation for every
child’s development. The teaching, learning, and use of NZSL are to be integrated into this
framework.

The Strands for Schools

The learning strands for schools are:

Language Skills

Communication Functions

Sociocultural Contexts

Learning in these strands will consolidate and build on the experiences that children bring
with them from early childhood programmes, including:
• accomplishing everyday tasks using NZSL;
• exchanging experiences, information, and points of view;
• communicating feelings and attitudes;
• expressing personal identity;
• behaving appropriately with respect to Deaf cultural norms.

26
School Levels
As students progress through the eight curriculum levels, they become familiar with a
broadening range of vocabulary, increasingly complex language structures, and increasingly
challenging contexts for language use. The range and complexity of the achievement
objectives increase from level to level. When deciding whether a student has met the
requirements of the achievement objectives at a particular level, the teacher should consider
whether the student has demonstrated:
• the ability to understand and use the kinds of NZSL vocabulary suitable for that level
appropriately and accurately;
• the ability to understand and use the kinds of constructions suitable for that level
appropriately and with increasing accuracy;
• the ability to understand and produce texts of the types suggested at that level;
• the ability to cope with the kinds of learning activities suggested at that level;
• an increasing ability to engage in self-motivated and self-directed learning, for example,
by taking opportunities to communicate with Deaf people.

The levels described in these curriculum guidelines do not coincide with traditional year
levels or with students’ years of schooling. The age at which students begin learning a
language will be one factor in determining what level or levels a class might work within
in the course of one year. For example, many students in a year 7 class might work towards
level 1 objectives only, but many students beginning to learn NZSL in year 9 might be able
to meet the achievement objectives for levels 1 and 2 within one year.

Proficiency Statements
For every two curriculum levels, a proficiency statement describes the level of language
proficiency that students are expected to achieve. For example, the following statement is
made for levels 1 and 2 on page 52:
By the end of level 2, learners can understand and use language that contains familiar words,
phrases, and sentence patterns in predictable contexts to ask and answer questions, give and
follow instructions, and understand and provide information. They can interact in culturally
appropriate ways in a specified range of contexts.

The proficiency statements describe what is expected at each of four stages in the progression
of language development.

Achievement Objectives and Examples for Schools

The achievement objectives in New Zealand Sign Language in the New Zealand Curriculum are
based on authentic texts and contexts that learners are likely to meet, both in their everyday
lives and also on special or formal occasions when NZSL is used for specific purposes.

At each curriculum level, a range of new achievement objectives is introduced. They

represent core expectations for that level. However, the achievement objectives are not
intended to be associated only with the curriculum level at which they are first introduced.
Each achievement objective should be revisited from time to time as learners progress
through the curriculum levels.

27
In this way, learners can be introduced gradually to a range of ways of achieving the same
objective. For example, at level 4, the achievement objective “communicate about plans
and events in the future” is introduced. At this level, this objective is associated with the
following example:
NEXT WEEK, WHEN EXAM FINISH, me-VISIT UNCLE, WILL IX-me,
rhq neg
WHERE SOUTH ISLAND, HAVE-SEE nms-LONG-TIME

However, when it is revisited at a higher level, this achievement objective might be

associated, for example, with notional timelines.
NEXT WEEK, WHEN EXAM FINISH, me-VISIT MY UNCLE, ME PLAN STAY name sign-
QUEENSTOWN, 2 NIGHT, name sign-WEST COAST, ME DRIVE-up ABOUT 2 OR 3 DAY,
ARRIVE name sign-NELSON MAYBE STAY 1 NIGHT

The approach to achievement objectives, then, is intended to be cumulative. Revisiting

objectives allows for an upward spiral of achievement as learners progress through their
programmes.

The achievement objectives need not be introduced in the order in which they are listed, nor
need they be introduced separately. There may, for example, be advantages in combining
aspects of more than one achievement objective from a particular level in a single lesson.

In planning their programmes, teachers may draw on the achievement objectives in different
ways. For example, some teachers may wish to combine objectives 3.2 and 3.5, incorporating
information about habits and routines (3.2) into discussion of feelings, emotions, needs, and
preferences (3.5).

Suggested Language Focus and Examples

At each level, there are suggestions for language considered appropriate to the strands and
achievement objectives. Teachers should adapt and supplement these suggestions in ways
that relate to the interests and capabilities of their students and to the specific requirements
of their programmes.

Suggested Sociocultural Contexts

In New Zealand Sign Language in the New Zealand Curriculum, “sociocultural contexts” is
specified as a separate strand to ensure that it receives its due emphasis. However, when
planning their language programmes, teachers need to ensure that they integrate culture into
all aspects of the programme.

Suggested Learning and Assessment Activities

The suggested learning and assessment activities at each level relate to the achievement
objectives listed at that level. Teachers, with their students, will derive learning outcomes
from the achievement objectives to meet particular student needs. Because students (and
groups of students) will vary in their starting points, rates of progress, and interests, teachers
will usually need to adapt the learning activities they use.

28
Assessment is a continuing process that measures the development of students’ knowledge
and skills against the stated objectives. Typically, assessment will be ongoing and teachers
will provide immediate, frequent, and regular feedback to enable students to develop
their learning skills. Assessment will include teachers’ informal observation of their
students’ classroom learning as well as end-of-unit tasks designed to measure and record
their acquisition of language and development of language skills. In addition to teacher
assessment, student assessment is extremely valuable. Students should be encouraged to
monitor their own progress and one another’s, using peer assessment or self-assessment
strategies as well as teacher-designed tasks in a range of situations and contexts.

Assessment should be based on activities that measure performance in communicative

contexts. All forms of teacher assessment should have a diagnostic function, providing
students with constructive feedback and helping teachers to evaluate the effectiveness of
their programmes. Teachers would discuss the assessment procedures with their students and
explain them clearly in ways that the students could understand.

Assessment should:
• motivate students;
• enable teachers to evaluate the effectiveness of both learning and teaching;
• diagnose and monitor students’ strengths and needs, providing information for future
programme development;
• provide relevant information for students, parents, school administrators, and the wider
community.

Teachers are advised to:

• communicate regularly and informally with students about their progress and their
needs, including the kinds of support they require;
• help students develop peer-assessment and self-assessment strategies;
• observe and record the progress of individual students (for example, by preparing
individual learning profiles).

Students should be encouraged to:

• gain a clear idea of the goals they are working towards and an understanding of how
they could meet these goals;
• measure and record their own progress, using criteria to describe their achievement in
terms of what they can do with NZSL;
• reflect on what and how they have learned so that they can understand the learning
process better and work more effectively towards their language-learning objectives;
• maintain portfolios of their work, including recorded samples of NZSL.

Assessment should relate to the purposes for which language is used and should measure
all aspects of communicative capacity, including fluency, appropriateness, and accuracy.
Wherever possible, assessment strategies should allow for a range of responses rather than
anticipating strictly predetermined language content.

29
Possible Progressions
The following diagrams indicate possible progressions for learners starting in NZSL
programmes at two different points, but variations will occur within each group of learners.

Children who are exposed to NZSL early on through their families or in early childhood
education may follow this pattern of progression.

Learners who begin an NZSL programme at year 7 may follow this pattern of progression.

Vocabulary
There is no prescribed list of vocabulary for learning NZSL, as learners should be learning
vocabulary appropriate to the topics that they study as they progress through the levels.
Specific teaching of vocabulary should occur, at all stages of learning, in the context of use
rather than in isolation.

30
Early Childhood
This section provides guidelines on how NZSL can be integrated into early childhood
education. Te Whàriki is the basis for consistent curriculum programmes. For further
guidance about curriculum planning in early childhood education, refer to Te Whàriki.

Te Whàriki is founded on the following aspirations for children:

to grow up as competent and confident learners and communicators, healthy in mind, body,
and spirit, secure in their sense of belonging and in the knowledge that they make a valued
contribution to society.
Te Whàriki, page 9

Each community to which a child belongs provides opportunities for new learning –

Early Childhood
opportunities for children to experience and reflect on alternative ways of doing things, make
connections across time and place, establish different kinds of relationship, and encounter
different points of view. Communicating through NZSL is part of that experience and
learning.

Children develop their language through their learning experiences, in their families
and communities as well as in early childhood centres. The weaving together of New
Zealand Sign Language and Deaf culture in these experiences contributes to relevant and
contextualised language-rich environments for children in the early childhood years, whether
they are first-language users or are learning NZSL as an additional language.

Children learn through responsive and reciprocal relationships with people, places, and
things. This learning is best managed through collaborative relationships in contexts that are
safe and inclusive while also encouraging risk-taking, creativity, and exploration. Through
active participation, within these environments, children can develop their knowledge of
NZSL and their ability to use it in a range of situations. At the same time, they will develop
confidence in what they know and can do.

Te Whàriki sets out the principles, strands, and goals that are appropriate for the early
childhood years.

31
The Principles
There are four broad principles at the centre of the early childhood curriculum.

Empowerment
The early childhood curriculum empowers the child to learn and grow.

Holistic Development
The early childhood curriculum reflects the holistic way children learn and grow.

Family and Community

The wider world of family and community is an integral part of the early childhood
curriculum.

Relationships
Children learn through responsive and reciprocal relationships with people, places, and
things.
Te Whàriki, page 14

32
Early Childhood: Strands, Goals, and Learning
Outcomes
The principles and strands together form the framework of the early childhood curriculum.
The curriculum is envisaged as a whàriki, or mat, woven from the four principles and from
the following five strands, which are essential areas of learning and development.

Each strand has several goals. In Te Whàriki, learning outcomes have been developed for
each goal in each of the strands so that the whàriki becomes an integrated foundation for
every child’s development.

New Zealand Sign Language in the New Zealand Curriculum selects particular goals within each
strand and identifies learning outcomes that relate to these goals and that contribute to the
development of the learner’s understanding of and ability to use NZSL. It offers examples of
learning experiences through which this learning may occur.

It is recommended that those wishing to incorporate the teaching and learning of NZSL
into early childhood settings use Te Whàriki as the foundation curriculum, together with the
Early Childhood section of New Zealand Sign Language in the New Zealand Curriculum. This
will provide a strong foundation for planning a holistic and integrated approach to children’s
learning and growth that includes developing their knowledge and use of NZSL.

STRAND 1 – WELL-BEING
Young children experience transitions from home to service, from service to service, and
from service to school. They need as much consistency and continuity of experience
as possible in order to develop confidence and trust to explore and to establish a secure
foundation of remembered and anticipated people, places, things, and experiences.
Te Whàriki, page 46

Goals Learning outcomes Examples of learning experiences

Goal 2
Children Children develop: Children have opportunities to:
experience an • an increasing ability to • make choices and express their wants
environment determine their own actions and decisions using NZSL, e.g.,
where their and make their own choices; WANT, LIKE, DON’T-LIKE;
emotional well- • a capacity to pay attention, • participate in formal situations that
being is nurtured. maintain concentration, and involve Deaf adults and/or interpreters
be involved; using NZSL;
• an ability to identify their own • watch adults expressing their own
emotional responses and those emotions and identifying children’s
of others; emotions using NZSL, e.g., HAPPY,
SAD, ANGRY;
• confidence and ability to
express emotional needs. • watch and respond to others in
appropriate ways.

33
Goal 3
Children Children develop: Children have opportunities to:
experience an • ability and confidence to • express their fears using NZSL, e.g.,
environment express their fears openly; SCARED, DON’T-LIKE, DON’T-
where they are • respect for rules about WANT;
kept safe from harming others and the • discuss the rules about harming others,
harm. environment and an negotiate those rules, and understand
understanding of the reasons the consequences of harming others, e.g.,
for such rules. NOT-ALLOWED, NOT-NICE, HURT,
CRYING, SORE.

STRAND 2 – BELONGING
The feeling of belonging, in the widest sense, contributes to inner well-being, security, and
identity. Children need to know that they are accepted for who they are. They should also
know that what they can do can make a difference and that they can explore and try out
new activities.
Te Whàriki, page 54

Goals Learning outcomes Examples of learning experiences

Goal 1
Children and Children develop: Children have opportunities to:
their families • an understanding of the links • meet Deaf adults as visitors to the
experience an between the early childhood early childhood education service;
environment education setting and the • experience NZSL in the early
where known and familiar wider world childhood education setting, just as
connecting through people, images, objects, they may in their family home
links with the languages, sounds, smells, and and/or community;
family and the tastes that are the same as at
wider world are home; • talk about what they do in their
affirmed and home setting that is different from
• interest and pleasure in what they do in the early childhood
extended. discovering an unfamiliar wider education setting;
world where the people, images,
objects, languages, sounds, smells, • invite members from their home
and tastes are different from into the early childhood education
those at home; setting.
• connecting links between the
early childhood education setting
and other settings that relate to
the child, such as home, school,
or parents’ workplaces.

34
Goal 2
Children and Children develop: Children have opportunities to:
their families • an increasing ability to play an • experience NZSL in the early
experience an active part in the running of the childhood education setting when it
environment programme; is used by adults in the setting or on
where they • the confidence and ability to video or DVD;
know that they express their ideas and to assist • contribute their ideas to guide their
have a place. others; own learning in the early childhood
• a feeling of belonging, and education setting, for example, by
having a right to belong, in the selecting what activity they would
early childhood setting. like to participate in, e.g., PAINT,
BOOK, SANDPIT;
• participate in real-life experiences
that involve their family and
community.

Goal 3
Children and Children develop: Children have opportunities to:
their families • an understanding of the routines, • understand the regular routine in the
experience an customs, and regular events of early childhood education setting,
environment the early childhood education e.g., MAT TIME, MORNING TEA,
where they feel service; TOILET TIME;
comfortable • capacities to predict and plan • prepare for a change in the regular
with the from the patterns and regular routine, e.g., going on an outing, by
routines, events that make up the day or discussing it using vocabulary such as
customs, and the session; VISIT, TRIP, DIFFERENT.
regular events.
• constructive strategies for coping
with change.

Goal 4
Children and Children develop: Children have opportunities to:
their families • the capacity to discuss and • understand the rules applied
experience an negotiate rules, rights, and around them, e.g., STOP, NO,
environment fairness; NOT-ALLOWED, and discuss and
where they • an understanding of the rules of negotiate these;
know the limits the early childhood education • find out about the consequences
and boundaries setting, of the reasons for them, of their actions by asking questions,
of acceptable and of which rules will be e.g.,
behaviour. different in other settings; whq whq
• an increasing ability to take WHAT HAPPENED, WHY.
responsibility for their own
actions;
• the ability to disagree and state
a conflicting opinion assertively
and appropriately.

35
STRAND 3 – CONTRIBUTION
Children’s development occurs through active participation in activities … The early
development of social confidence has long-term effects, and adults in early childhood
education settings play a significant role in helping children to initiate and maintain
relationships with peers.
Te Whàriki, page 64

Goals Learning outcomes Examples of learning

experiences

Goal 1
Children Children develop: Children have opportunities to:
experience an • an understanding of their own rights • participate in conversations with
environment and those of others; other children and adults about
where there • the ability to recognise discriminatory Deaf cultural events;
are equitable practices and behaviour and to • participate in events that
opportunities respond appropriately; reflect the culture of the Deaf
for learning, community;
irrespective of • the self-confidence to stand up for
gender, ability, themselves and others against biased • discuss the wide range of
age, ethnicity, or ideas and discriminatory behaviour; abilities that different people
background. • confidence that their family have;
background is viewed positively • discuss how people who are
within the early childhood education unable to hear can use NZSL to
setting; communicate;
• respect for children who are different • encounter adults using NZSL in
from themselves and ease of the early childhood education
interaction with them. setting;
• ask for a Deaf cultural practice
to be observed appropriately;
• initiate talk about a Deaf
cultural practice, e.g., tapping
people to gain their attention.

36
Goal 2
Children Children develop: Children have opportunities to:
experience an • a sense of “who they are”, their place • meet adults who are similar to
environment in the wider world of relationships, them, e.g., those who use NZSL;
where they and the ways in which these are • develop new interests and
are affirmed as valued; become involved in learning
individuals. • abilities and interests in a range of NZSL and learning about Deaf
domains – spatial, visual, linguistic, culture;
physical, musical, logical or • participate in a range of Deaf
mathematical, personal, and social cultural events, e.g., storytelling,
– which build on the children’s sporting events;
strengths;
• use language that can assist
• awareness of their own special in developing a Deaf identity,
strengths, and confidence that these e.g., DEAF, HEARING AIDS,
are recognised and valued. COCHLEAR IMPLANT,
DEAF SAME.

Goal 3
Children Children develop: Children have opportunities to:
experience an • strategies and skills for initiating, • appreciate the different ways
environment maintaining, and enjoying a that children communicate;
where they are relationship with other children • experience group games that
encouraged to – including taking turns, problem encourage social skills and the
learn with and solving, negotiating, taking another’s learning of appropriate language
alongside others. point of view, supporting others, when interacting with others,
and understanding other people’s e.g., the language for making
attitudes and feelings – in a variety of requests – PLEASE, THANK-
contexts; YOU – or the language for
• a range of strategies for solving sharing together – SHARE,
conflicts in peaceful ways, and a TAKE-TURNS, MY-TURN,
perception that peaceful ways are YOUR-TURN;
best; • resolve conflicts, e.g., by using
• an increasing ability to take another’s language such as SORRY;
point of view and to empathise with • participate in activities that use
others; cultural experiences as a basis
• a sense of responsibility and respect for storytelling, drama, and
for the needs and well-being of the presentations in other media.
group, including taking responsibility
for group decisions;
• an appreciation of the ways in which
they can make contributions to
groups and to group well-being.

37
STRAND 4 – COMMUNICATION
During these early years, children are learning to communicate their experience in many
ways, and they are also learning to interpret the ways in which others communicate and
represent experience.
Te Whàriki, page 72

Goals Learning outcomes Examples of learning experiences

Goal 1
Children Children develop: Children have opportunities to:
experience an • non-verbal ways • participate in games that involve facial
environment of expressing and expressions;
where they communicating • use facial expressions to communicate
develop non-verbal imaginative ideas; and have an adult respond to them,
communication • an increasingly elaborate e.g., the expressions that accompany a
skills for a range of repertoire of gesture and wave hello, a headnod, or a headshake;
purposes. expressive body movement • participate in activities that create links
for communication, between the signs and their movement
including ways to make and shape, e.g., by watching animals
requests non-verbally and moving to help them to develop an
appropriately; understanding of animal classifiers.

• an increasing
understanding of non-
verbal messages, including
an ability to attend to the
non-verbal requests and
suggestions of others;
• the inclination and ability
to listen attentively and
respond appropriately to
speakers.

38
Goal 2
Children have opportunities to:
Children Children develop:
• engage in imaginative conversations
experience an • language skills in real,
during play;
environment where play, and problem-solving
• initiate conversations with adults and
they develop verbal contexts as well as in
children;
communication more structured language
• tell a story to others using NZSL;
skills for a range of contexts, for example,
• use a wide range of communication
purposes. through books;
functions within supportive exchanges;
• language skills for • pay attention to NZSL during cultural
increasingly complex events;
purposes, such as stating • access role models who use NZSL
and asking others about fluently;
intentions; expressing • talk informally with other children
feelings and attitudes and and adults about their thoughts and
asking others about feelings ideas, e.g., during a group game, using
and attitudes; negotiating, language like ME LIKE HELP MY
predicting, planning, DADDY (I like helping my Daddy);
reasoning, guessing, • ask questions, e.g.,
storytelling; and using the whq whq whq
language of probability; WHERE, WHAT, WHY;
• an increasing knowledge • extend their knowledge and use of
and skill, in both syntax NZSL, gradually expanding from one-
and meaning, in at least word utterances to complex sentence
one language; structures, e.g., MILK (I want milk)
to THIRSTY, WANT DRINK MILK
• confidence that their first (I am thirsty – I would like a drink of
language is valued; milk);
• the expectation that verbal • participate in experiences that use
communication will be a stories and cultural experiences as
source of delight, comfort, the basis for conversations, e.g., using
and amusement and that it natural resources, dramatic play, and
can be used to effectively presentations that involve visual media.
communicate ideas and
information and solve
problems.

39
Goal 3
Children Children develop: Children have opportunities to:
experience an • an understanding that • access resources that use NZSL, such as
environment where symbols can be “read” by videos or DVDs showing storytelling in
they experience others and that thoughts, NZSL;
the stories and experiences, and ideas can
be represented through • have their signed stories recorded on
symbols of their video or DVD;
own and other words, pictures, print,
cultures. numbers, shapes, models, • participate in storytelling events with
and photographs; Deaf adults and children;
• familiarity with an • see stories signed from books;
appropriate selection of the • develop mathematical concepts in
stories and literature valued NZSL, e.g., BIG, SMALL, LONG,
by the cultures in their SHORT, HEAVY, LIGHT, SQUARE,
community; CIRCLE, ROUND, FLAT, counting
• familiarity with numbers with numbers, SAME, DIFFERENT.
and their uses by exploring
and observing the use of
numbers in activities that
have meaning and purpose
for children;
• skill in using the counting
system and mathematical
symbols and concepts,
such as numbers, length,
weight, volume, shape, and
pattern, for meaningful
and increasingly complex
purposes;
• experience with creating
stories and symbols.

SAME
40
STRAND 5 – EXPLORATION
Children learn through play – by doing, by asking questions, by interacting with
others, by setting up theories or ideas about how things work and trying them out, and
by the purposeful use of resources.
Te Whàriki, page 82

Goals Learning outcomes Examples of learning

experiences

Goal 3
Children Children develop: Children have opportunities to:
experience an • confidence in using a variety • participate in exploratory
environment of strategies for exploring and play, with a wide range of
where they making sense of the world, objects, materials, and toys,
learn strategies such as in setting and solving alongside an adult or child
for active problems, looking for patterns, who uses NZSL;
exploration, classifying things for a purpose,
• discuss their ideas and
thinking, and guessing, using trial and error,
experiences with an adult
reasoning. thinking logically and making
who uses NZSL.
comparisons, asking questions,
explaining to others, watching
others’ language, participating in
reflective discussion, planning,
observing, and watching stories.

Goal 4
Children Children develop: Children have opportunities to:
experience an • the ability to enquire, research, • see stories from other
environment explore, generate, and modify cultures, myths, and legends
where they their own working theories about signed;
develop working the natural, social, physical, and • discuss the social rules of
theories for material worlds; the Deaf community, e.g.,
making sense • familiarity with stories from appropriate methods of
of the natural, different cultures about the gaining attention;
social, physical, living world, including myths
and material • experience Deaf storytelling
and legends and unwritten, non- and humour.
worlds. fictional, and fictional forms;
• theories about social
relationships and social concepts,
such as friendship, authority, and
social rules and understandings.

41
Suggested Vocabulary, Structures, and Kinds
of Talk
Language and culture are inseparable. Young children acquire knowledge about Deaf culture
through participating in Deaf community events and in learning experiences that embody
Deaf cultural norms and expectations. The following suggestions for vocabulary, structures,
and kinds of talk take into account the interrelationship of language and culture and the
need for teachers to plan learning experiences that reflect and foster that interrelationship.

Vocabulary
Teachers may expect children at this level to be using the kinds of NZSL signs that are listed
below. Although the examples given are grouped under grammatical headings, children will
be acquiring new words by using them in their everyday activities. As children experience
more, they have a greater need for appropriate vocabulary.

Signs that children may use at the Early Childhood level include:

nouns STORY, BOOK

verbs LIKE, GIVE, ASK

prepositions OUTSIDE, INSIDE

pronouns ME, YOU

possessive adjectives MY, YOUR

adjectives BIG, SMALL, RED

numbers 1, 2, 3, 4, 5

42
Structures
Young children develop their grammatical skills by using NZSL for different purposes and
functions. The following examples indicate some language structures that young children
may be using at this level.

Functions Structures

Statements ME WANT IX, IX MINE

Questions and answers y/n q

CAN
whq
IX WHAT

Agreeing or disagreeing headnod YES

headshake NO

Commands GIVE-me

Polite requests PLEASE

THANK-YOU

Using time markers NOW

LATER

Using classifiers vehicle classifier, person classifier

element classifiers – WATER, (2h) ECL: 5 “spilt on the floor”

43
Kinds of Talk
Children may be seeing and responding to the following kinds of talk at the early childhood
level.

Kinds of Talk Examples

Experimental talk Babbling in NZSL

Imaginative talk BABY BEAR COME SOON

Playing Mums and Dads

Use of sentences or phrases during an activity CAR BLUE GO FAST

Conversations ME GO SHOPPING, BUY EASTER EGG

FINISH
whq
HOW-MANY

Storytelling Retelling of stories from books or making up own

stories

Cultural talk DADDY DEAF, ME DEAF, BROTHER DEAF,

MUMMY HEARING

Children at this level may also be able to do the following:

• use a variety of handshapes appropriately and approximate more difficult handshapes;
• use eye gaze consistently;
• use spatial referencing;
• self-correct (repair) mistakes;
• fingerspell, for example, their own or others’ names, or approximate the spelling of
these;
• take turns in conversations;
• follow changes in conversational topics.

44
Programme Planning for Early
Childhood Education Settings
Children’s learning and development are the starting points for planning the curriculum, which is
founded on educators’ understanding of current theory and on their understanding of each child’s
knowledge, skills, interests, disposition, and cultural background.
Quality in Action, page 30

Programme Planning for ECE Settings

observe

interpret and analyse

reflect

set learning objectives

evaluate results

plan learning
experiences

develop and implement

teaching strategies

45
Setting up an NZSL programme Suggestions

Early childhood staff can:

Identify the level of NZSL the children • talk with parents about their child’s prior
have when they enter the early experiences with NZSL and the Deaf community;
childhood education setting. • record signs that the children use.

Record and reflect on the level of • identify the families who can support the
support that the home and community programme by discussing each family’s experiences
can give to the NZSL programme. when their child enters the early childhood
education setting;
• make contact with the local branch of the Deaf
Association of New Zealand to enquire about
community support for developing NZSL and
cultural awareness.

Assessment of learning Possible assessment techniques

Early childhood staff can:

Observe, record, and then reflect on • record observations on how the children are using
the way in which children are acquiring NZSL in the early childhood education setting;
and using NZSL during experiences in a • ask parents, either formally or informally, whether
familiar environment. they have observed any signing in the home
environment;
• make video records of the children using NZSL
while participating in activities in the early
childhood education setting;
• keep portfolio records that contain samples of the
children using NZSL, e.g., video or DVD showing
the children signing, photographs of children’s
interactions with Deaf adults and children,
photographs of the children at Deaf community
events.

Identify children whose language • systematically observe the child’s receptive and
development may be delayed. productive language use;
• discuss their observations with the child’s parents;
• contact a professional skilled in NZSL assessment to
identify areas of delay;
• plan, with parents and appropriate professionals,
a programme to foster the child’s development
in those areas, e.g., an Individual Development
Programme.

46
Evaluating the programme

Evaluate the quality of the NZSL Early childhood staff can set up a system to evaluate
programme and make improvements as the effectiveness of the NZSL programme by:
they are needed. • noticing how the children respond to NZSL in the
environment and what helps;
• considering the NZSL skills and contributions of
the adults in the early childhood education setting;
• identifying the frequency of NZSL use in the early
childhood education setting and planning for
improvement.

47
Planning Programmes in Schools
Schools, teachers, and their communities should work through a logical series of steps to
create effective programmes for teaching and learning NZSL.

It is suggested that teachers:

• incorporate into their programmes the philosophy and aims for learning NZSL as set
out in New Zealand Sign Language in the New Zealand Curriculum;
• identify the needs, interests, and prior language experiences of the learners and any
special requirements or school policies that relate to language learning;
• look at their long-term programme and consider the school-wide language programme
(for example, the sequencing of levels, the timetabling options, or possible national

Planning Programmes in Schools

awards);
• look at the short-term programme (for example, the term plan and the weekly plan)
and consider the possible links with programmes in other learning institutions;
• identify the achievement objectives from the relevant strand or strands;
• establish short-term outcomes for each unit of work;
• decide on suitable themes;
• develop appropriate topics within the main themes to provide a balanced learning
programme;
• consider the sequence or progression of the main themes and topics;
• look for ways of connecting language learning with other curriculum areas or specific
subjects to enhance integrated learning (for example, with history, geography, or
drama);
• select and gather suitable resources;
• select or develop suitable learning activities that will enable the learners to combine
and apply the strands for meaningful communication and to acquire specific content,
such as structures, vocabulary, and cultural and general knowledge;
• consider the cyclical development of functions, activities, structures, and vocabulary
and provide opportunities for reinforcing, consolidating, and extending the learners’
language skills and usage;
• prepare communicative activities to reinforce the grammatical structures and
vocabulary;
• select or create appropriate assessment activities;
• develop a homework plan to encourage language study outside the classroom;
• monitor the students’ achievements against the achievement objectives;
• evaluate the learning programme against its objectives;
• adapt their programme in response to the evaluation.

48
 An Approach to School-based Planning

Identify the students’ needs,

interests, and prior learning
experiences.

Evaluate the learning

and teaching and adapt the Identify achievement objectives from
Planning Programmes in Schools

programme accordingly. the curriculum guidelines and set clear,

achievable goals with the students.

Monitor the students’ Refer to the school or department

achievements against the scheme or policy.
achievement objectives and
provide the students with high-
quality feedback.

Decide on the topic and specific

learning outcomes for study. Consider
how the assessor will know that the
Implement the teaching and outcomes have been achieved.
learning programme.

Plan communicative activities, using a variety of

approaches. Select learning resources. Decide on
assessment procedures. Plan for application and
extension, allowing for individual learning needs.

49
 New Zealand Sign Language in the
New Zealand Curriculum:
School Levels
At school level, the framework of New Zealand Sign Language in the New Zealand Curriculum
becomes:

Strands:
Language Skills
Communication Functions
NZSL in the New Zealand Curriculum: School Levels

Sociocultural Contexts

These describe the learning themes that are common at all levels.

Suggested Language Focus and Examples

These reflect communicative uses of NZSL in everyday and specialised contexts.

Suggested Sociocultural Contexts

These identify sociolinguistic and cultural content and contexts.

Suggested Learning and Assessment Activities

These are ways of using and reinforcing NZSL in realistic, communicative, language-
learning and cultural contexts. They can be used by teachers, peers, and the students
themselves to measure the students’ progress in realistic communicative situations and
contexts.

50
A note on the numbered achievement objectives (for example, on page 53)

For the eight learning levels for schools presented in the following sections, only the
achievement objectives for the Communication Functions strand are numbered.

This is because the achievement objectives for the Language Skills strand are broad,
general objectives for skills that the students will learn and practise as they work towards
the achievement objectives for the Communication Functions.

The achievement objectives for the Sociocultural Contexts strand provide topics and
contexts for the Communication Functions achievement objectives.

In this way, the numbered achievement objectives for the Communication Functions
strand cover the achievement objectives for all three strands.

51
 Levels 1 and 2 Proficiency Statement
By the end of level 2, learners can understand and use language that contains familiar words,
phrases, and sentence patterns in predictable contexts to ask and answer questions, give and
follow instructions, and understand and provide information. They can interact in culturally
appropriate ways in a specified range of contexts.
Levels 1 and 2 Proficiency Statement

52
Level 1
Strands and Achievement Objectives
Language Skills
Students should be able to:
• recognise, respond to, and use familiar signs, phrases, and sentence patterns in familiar
contexts;
• distinguish between statements, questions, and instructions.

Level 1
Communication Functions
Students should be able to:
1.1 recognise and respond to greetings, farewells, thanks, and introductions;
1.2 communicate about basic concepts of number, size, shape, and colour;
1.3 communicate about basic concepts of time;
1.4 communicate their wants and needs and briefly state their likes and dislikes;
1.5 recognise and respond to classroom expressions and simple instructions;
1.6 communicate by watching and responding to signed information and by making use of
visual prompts;
1.7 fingerspell their own name, their family members’ names, and the alphabet.

Sociocultural Contexts
Students should be able to:
• demonstrate knowledge of the basic history of Deaf schools and Deaf units within
schools in New Zealand;
• express understanding of the cultural norms of the Deaf community;
• demonstrate knowledge of technological equipment used by Deaf people;
• show an awareness of the importance of sport to Deaf people;
• follow storytelling in NZSL.

53
 Suggested Language Focus and Examples
Communication Functions Suggested Language Examples
Focus

Students should be able to:

1.1 recognise and respond to standard formulaic KIA ORA, HELLO, GOOD MORNING,
greetings, farewells, thanks, utterances for greetings GOODBYE, THANK-YOU, PLEASE,
y/n q
and introductions WELL, SEE-YOU LATER

standard formulaic NAME IX-me fs-PAUL, ME DEAF IX-me

utterances for introductions

personal pronoun signs

Level 1

HELLO MY NAME fs-TOM

(pointing signs), e.g., ME, HIS NAME fs-CHRIS IX
YOU, SHE, HE, THEY
(name sign) __________

IX-he MAN NAME fs-TIM IX-he

use of possessive adjective,
YOUR SISTER, HER NAME fs-ANN
e.g., MY, YOUR, HIS, HER, HIS BOOK RED
OUR, THEIR THEIR FAMILY, ALL DEAF
OUR WHÀNAU

1.2 communicate about basic cardinal numbers 1–99 1, 2, 3 … 99

concepts of number, size,
hundreds 100, 200, 300, etc.
shape, and colour
1000, 2000, 3000, etc.
thousands
CIRCLE, SQUARE, RECTANGLE
shapes
BIG, SMALL, TALL, SHORT
sizes (height, width, length) fs-TOM TALL, fs-ROB SHORT

weights HEAVY, LIGHT

basic colours RED, BLUE, YELLOW, WHITE

1.3 communicate about basic days of the week MONDAY, TUESDAY, WEDNESDAY, etc.
concepts of time
months of the year JANUARY, FEBRUARY, MARCH, etc.

dates JULY 2nd, DECEMBER 8th 2006

whq
interrogative for date TODAY, WHAT DATE

basic time ONE-O’CLOCK, HALF-past SEVEN

break time LUNCH, PLAY TIME, BELL

whq
interrogative for time AFTER LUNCH, WHAT DO

tense – past, present, YESTERDAY, TODAY, NEXT WEEK

future

54
1.4 communicate their wants and use of WANT, NEED ME WANT DRINK IX-me
needs and briefly state their HE NEED PENCIL IX-he
likes and dislikes t neg
use of LIKE, DISLIKE APPLE GREEN, ME DON’T LIKE IX-me
nod
affirmation (using headnod) LIKE APPLE RED
negation (using headshake) t neg
THAT BOOK, ME DON’T-WANT IX-me

1.5 recognise and respond to imperatives !STAND!, !SIT!, !WATCH!, !LINE-UP!

classroom expressions and BOOK, PLEASE HELP, PUT-away
simple instructions neg
negative imperatives DON’T-DO-THAT
neg
DON’T-TOUCH
appropriate non-manual neg

Level 1
DON’T-KNOW
signals

1.6 communicate by watching simple statements YOUR HAT LOVELY IX, MY HAT
and responding to signed PLAIN IX
t
information and by making basic sequencing TV, ME WATCH FINISH, ME GO PLAY
use of visual prompts

1.7 fingerspell their own name, fingerspelling fs- NAME IX-me fs-RUA
their family members’ names, MY FATHER NAME fs-TAMA
HER MOTHER NAME fs-PAULA
and the alphabet.

Suggested Sociocultural Contexts

Students should be able to: Students could take part in activities that give
them opportunities to:

• demonstrate knowledge of the basic • learn about schools or units for the Deaf in New
history of Deaf schools and Deaf units Zealand, both past and present;
within schools in New Zealand;

• express understanding of the cultural • identify themselves and family members as Deaf or
norms of the Deaf community; hearing;
• use greetings and introductions according to Deaf
cultural norms;

• demonstrate knowledge of technological • learn the functions of such technological

equipment used by Deaf people; equipment as hearing aids, FM systems, and the
telephone relay service;

• show an awareness of the importance of • gain practical knowledge about the sports and
sport to Deaf people; physical activities Deaf people participate in;

• follow storytelling in NZSL. • watch and retell stories in NZSL.

55
 Suggested Learning and Assessment Activities
Most of the learning activities are listed under relevant achievement objectives.

Recognise and respond to greetings, farewells, thanks, and introductions

Students could be learning through:
• observing greetings, introductions, and leave-taking (for example, on video or DVD) in
different contexts and taking turns to role-play, following the models;
• filling gaps in a familiar dialogue to complete the message;
• role-playing simple social exchanges (for example, meeting someone) and demonstrating
that they can understand, respond, and act appropriately during these social exchanges;
Level 1

• briefly introducing and describing themselves (mihi), expressing their personal identity;
• brainstorming reasons to thank people and then role-playing each situation;
• watching a dialogue in which simple personal information is exchanged and then role-
playing the dialogue in pairs;
• exchanging and retelling personal information in pairs;
• role-playing dialogue in specific contexts, such as a teacher asking a new student for
information on their first day of school;
• inviting users of NZSL as their first language to come and introduce themselves.

Communicate about basic concepts of number, size, shape, and colour

Students could be learning through:
• playing number games involving adding or subtracting;
• playing repetitive number games, for example, bingo;
• drawing shapes that are signed to them by the teacher;
• discussing the comparative weights of different objects found in the classroom.

Communicate about basic concepts of time

Students could be learning through:
• role-playing asking each other the time and practising expressions such as HALF-past;
• drawing the hands on clock faces as the teacher signs to them;
• ticking dates on a calendar as the teacher signs them;
• looking at a calendar (in English, supported by visual symbols) and discussing what is
happening at certain times;
• creating a simple school timetable and showing an understanding of sequencing;
• creating a timeline of events for the term and discussing when things are happening,
using the appropriate tense (for example, when discussing when the school holidays are).

56
Communicate their wants and needs and briefly state their likes and dislikes
Students could be learning through:
• being shown a range of objects by the teacher and stating whether each one is
something they like, dislike, or are indifferent about;
• discussing specific contexts in which they may want or need something (for example,
when it’s raining, they may want an umbrella).

Recognise and respond to classroom expressions and simple instructions

Students could be learning through:
• responding to general classroom instructions;
• watching and following instructions, for example, on how to draw a picture or diagram;

Level 1
• repeating classroom instructions given by the teacher (to show that they have
understood the task);
• preparing for a visitor coming to the school by practising, in pairs, giving directions to
the office, library, and staffroom, and then recording the directions on video;
• taking turns to role-play being “the teacher” (when routines have been firmly
established) for a short while – for example, just before morning tea or lunchtime, the
student signs the usual instructions (such as: Please push your chair in, Have you picked
up the rubbish?, Where is …?, Put your books here).

Communicate by watching and responding to signed information and by making use of

visual prompts
Students could be learning through:
• looking at a series of picture cards and signing a story to match them;
• selecting different objects from around the classroom and making up a story about
them;
• drawing pictures of their favourite holiday or pastime and getting other students to sign
a story about the pictures;
• watching an adult signing a simple story (live or recorded) and then picking out the
main points to sign to the class.

Fingerspell their own name, their family members’ names, and the alphabet
Students could be learning through:
• asking each other, in pairs, the names of the people in their families and then
fingerspelling the names back to their partner.

57
 Most of the learning activities can be used for assessment. The sections below suggest when
teachers might assess their students’ progress and when the students might assess their peers’
achievement or their own.

Teachers can monitor students’ progress when students are:

• drawing a picture based on a story they have seen signed in NZSL;
• participating in activities adapted from existing games, such as Catch and Say. (The
teacher throws a ball to a student and signs something. The student copies the teacher,
taking care to articulate the signs correctly, then returns the ball to the teacher.
The teacher repeats the process with another student. Each student has up to three
attempts to sign correctly);
Level 1

• role-playing simple social exchanges (for example, meeting someone) and

demonstrating that they understand, respond, and act appropriately during this social
exchange;
• briefly introducing and describing themselves, expressing their personal identity;
• taking part in a guided interview with another student (for example, an interview
about their address, the number of people in their family, and their ages, likes, dislikes,
and routines) or asking other students to give basic factual information about pictures,
including shapes, colours, and sizes;
• holding a conference with the teacher and giving and seeking basic factual information;
• completing a “yes/no” activity, recalling basic information from a signed text;
• itemising a sequence of events from a narrative;
• telling a simple narrative, sharing their experiences or information;
• matching signs to pictures;
• watching and following instructions;
• drawing a picture or diagram to demonstrate their understanding of concepts such as
prepositions;
• putting together a cartoon-strip story to convey the key ideas in a narrative;
• watching a narrative and ordering pictures to show they understand the sequence;
• recording their mihi on video;
• standing on a marae and reciting their mihi;
• presenting to different audiences (for example, a friend, the teacher, or a Deaf visitor);
• presenting an item at assembly;
• signing a story that they have practised over time and recording it on video or DVD.

58
Students can monitor their own progress when they are:
• keeping a video journal and comparing their signing over time;
• viewing their own recorded work to identify and correct errors;
• recording their mihi on video and then viewing it;
• watching a video of their own work, evaluating it using a picture checklist (for
example, a smiley face, a neutral face, and a frowning face), and colouring in the face
that relates best to their progress towards a learning objective, such as “I can sign my
name, address, and telephone number”, which is translated into NZSL for them;
• discussing with each other or the teacher how well they feel they performed in an
activity they have completed;

Level 1
• viewing a video of themselves retelling a story they have previously watched on video
or DVD and comparing the two versions of the story to check their own accuracy;
• recording themselves signing how to draw a picture (one that they have already drawn)
on video, then using the video (without looking at the picture) to draw the same
picture a few weeks later and comparing the new picture with the original;
• maintaining a handshape dictionary and reviewing their knowledge of handshapes.

Students can monitor one another’s progress when they are:

• viewing each other’s work, both live and recorded, and giving feedback;
• discussing work together in pairs or groups;
• exchanging information, seeking clarification, and asking for repetition;
• agreeing or disagreeing in a discussion;
• working together to make cartoon-strip stories that require them to order the events in
a narrative;
• engaging in activities that require them to exchange points of view and express their
attitudes;
• signing a description of an existing picture or diagram to each other and following
each other’s instructions to draw their own version, then, when the work is completed,
comparing the original picture or diagram with the new one and discussing the
similarities and differences;
• interviewing each other to gain information and then each interviewer presenting the
information to the interviewee to check its accuracy;
• watching a signed story and then working in pairs or small groups to sequence a series
of picture cards to reflect the story;
• playing “barrier games” (that is, information gap activities), in pairs, and checking and
then discussing the accuracy of the information each partner has gained;
• watching other students signing something onto video or DVD and then picking out
the corresponding picture from a selection.

59
 Level 2
Strands and Achievement Objectives
Language Skills
Students should be able to:
• recognise and respond to familiar words, phrases, and sentence patterns, including
correct use of noun-verb pairs;
• recognise and respond to simple information, including directions and instructions;
• use and respond to statements and questions with appropriate facial grammar.
Level 2

Communication Functions
Students should be able to:
2.1 communicate about personal information, relationships, and ownership;
2.2 communicate about concepts of number, including time, quantity, order, age, monetary
amount, size, and shape;
2.3 use questions and statements for requesting, accepting, refusing, and declining;
2.4 communicate about feelings, emotions, and needs;
2.5 describe people and everyday objects;
2.6 use and respond to politeness conventions, directions, and instructions;
2.7 communicate about plans for the immediate future;
2.8 fingerspell smoothly and fluently.

Sociocultural Contexts
Students should be able to:
• explore how and why Deaf schools and units were set up;
• show an awareness of career opportunities for Deaf people;
• understand that Deaf people use a wide range of technologies;
• explain why Deaf people enjoy and benefit from sport;
• explain the differences between drama and NZSL.

60
Suggested Language Focus and Examples
Communication Functions Suggested Language Examples
Focus

Students should be able to:

2.1 communicate about proform classifiers for people MY FRIEND, SCL: 1 person
personal information, (singular) “approach-me”
relationships, and (plural) ASSEMBLY FINISH, NOW
ownership (2h) PCL: 5 “line-up”

Level 2
questions y/n q
–“yes/no” questions BROTHER, HAVE IX-you
whq
–“wh” (content) questions
MY SISTER, WHERE
–“which” (alternative)
questions YOUR SHOES RED, GREEN,
whq
WHICH

2 .2 communicate about more complex time QUARTER PAST ONE

concepts of number, QUARTER-to THREE
TWENTY PAST SEVEN
including time, quantity, SCHOOL LUNCH TIME,
order, age, monetary HALF-past TWELVE
amount, size, and shape TODAY LIBRARY CLOSE,
QUARTER-to THREE
digital time 1.45 (ONE “point” FORTY FIVE)

inflect adjectives to show IX-left HOUSE BIG, IX-right

comparison, with appropriate HOUSE BIG (intense)
non-manual signals

denoting ages of people MY SISTER, SHE age-10, ME age-6,

whq
HOW-OLD IX-you

monetary amounts FIVE DOLLAR TWENTY ($5.20)

FIFTY CENT (50c)

classifiers TABLE: DCL flat-surface

– size and shape specifiers WOOD: DCL stick
BOX: DCL square-container

61
 2.3 use questions and plain verbs in the form of y/n q
statements for requesting, yes/no questions to make ME PLAY, CAN IX-me
y/n q
accepting, refusing, and requests BOOK, HAVE IX-you
declining
formulaic ways of accepting headnod-YES, WANT, THANK-
YOU

formulaic ways of declining headshake-NO

neg
wave-hand-NO
neg
WANT

possessive and reflexive TELL fs-TOM PICK-UP HIS PAPER

pronoun HIMSELF, nms-NOT-ME
Level 2

2.4 communicate about simple statements and MY MOTHER EXCITED,

feelings, emotions, and questions with some verb JUMP+++ (jump-for-joy)
needs inflection and an emphasis HER AUNTY !SAD!, CRY+++
on non-manual signals
whq
HE ANGRY, WHY

NEED DRINK WATER, ME

THIRSTY

2.5 describe people and topic-comment t

everyday objects IX-loc CITY, BUILDING, nms-
!TALL!

referencing IX-left, BALL CHEAP, IX-right,

BALL EXPENSIVE
t
common adjectives BOY HE, BLUE HAT, NAUGHTY
– to describe people IX-he

HIS GRANDMOTHER, (2h) ICL:

hold a spade “gardening”,
WORK-hard, SHE TIRED IX-she

– to describe objects t
IX-it CHAIR, (2h) DCL “chair with
one leg broken”

classifiers WATER, DCL bottle

– size and shape specifiers PIZZA, DCL slice
– textural t
IX-COAT FURRY, MAKE ME
SNEEZE!

62
2.6 use and respond to standard formulaic
politeness conventions, utterances for
directions, and instructions – thanking THANK-YOU

– excusing oneself EXCUSE-ME

– apologies SORRY
my-FAULT

t
– directions TOILET, GO-to HALLWAY,
SECOND DOOR LEFT

– instructions IX-loc PLAYGROUND, RUBBISH,

YOU-all PLEASE PICK-UP

Level 2
2.7 communicate about plans basic questions and t
for the immediate future statements using future time THIS SATURDAY,
whq
WHERE GOING IX-you

TOMORROW MY BIRTHDAY

CHRISTMAS HOLIDAY,
y/n q
GO-away IX-you

2.8 fingerspell smoothly and fingerspelling fluently MY FRIEND NAME fs-GRACE

fluently.
YOUR GRANDFATHER NAME
fs-PETER

Suggested Sociocultural Contexts

Students should be able to: Students could take part in activities
that give them opportunities to:

• explore how and why Deaf schools and • learn about Deaf cultural history;
units were set up;

• show an awareness of career opportunities • investigate jobs Deaf people can do and
for Deaf people; potential future careers for Deaf people;

• understand that Deaf people use a wide • learn about different technologies used by
range of technologies; Deaf people;

• explain why Deaf people enjoy and • analyse Deaf involvement in sport;
benefit from sport;

• explain the differences between drama • investgate the differences between drama
and NZSL. and NZSL.

63
 Suggested Learning and Assessment Activities
Communicate about personal information, relationships, and ownership
Students could be learning through:
• interviewing each other about where they live, how old they are, how many siblings
they have, and their favourite places and things;
• visiting a park or other place of interest and then, when they return to school,
discussing what they saw or did there;
• sharing “show and tell” objects that they found at an interesting place, such as at the
beach, and asking each other questions about the objects;
• discussing their own immediate family structures and sharing information such as how
Level 2

many brothers and sisters they have;

• asking and answering questions about the relationships between characters in family
photographs;
• watching short dialogues in which possessions are identified, and then drawing lines on
a page to join the names of owners and pictures of their possessions;
• playing the identification game:
Each student in a group is given several objects (or pictures of objects) that they do
not show the other students. A matching group of objects (or pictures) is placed in the
centre. Students take turns to select an object from the centre and ask each other
y/n q
YOUR. The owners then identify themselves. Continue until all the “owners” have
been identified.

Communicate about concepts of number, including time, quantity, order, age, monetary
amount, size, and shape
Students could be learning through:
• taking turns to ask each other about what time certain school or home routines happen,
for example, what time they eat lunch or what time they go to bed;
• lining up in order of tallest to shortest on a continuum and then discussing who is the
tallest, the shortest, and so on;
• finding various objects in the classroom and, in groups, signing the shape outline;
• role-playing shopping for items with coins and notes.

Use questions and statements for requesting, accepting, refusing, and declining
Students could be learning through:
• offering each other objects, which the other students can accept or refuse;
• asking each other for the use of something, for example, a classroom set of felt-tip pens
that they must share in order to draw a picture;
• inviting each other to imaginary events, such as a birthday party, and accepting or
declining, giving appropriate reasons.

64
Communicate about feelings, emotions, and needs
Students could be learning through:
• showing appropriate facial expressions to express how they feel about certain things (for
example, a picture of a cake);
• discussing feelings in certain contexts with which all or most of them are familiar (for
example, How would you feel on your birthday?);
• watching a dialogue involving feelings and then working in pairs to role-play the
situations, using appropriate facial expressions for the feelings portrayed;
• using a faces board (with pictures of different expressions) and discussing signs or
phrases that match the expressions (for example, SAD, BORED).

Describe people and everyday objects

Level 2
Students could be learning through:
• taking turns to describe themselves, using a range of adjectives;
• describing things in the classroom without naming them so that other students can try
to identify each object;
• looking at cards with different pictures that follow a theme (for example, cooking
utensils) and, in pairs, using “twenty questions” to find out what their partner’s
picture is;
• cutting out photos of people from a magazine and making montages using different
heads, bodies, limbs, and so on, then describing the end result to the class.

Use and respond to politeness conventions, directions, and instructions

Students could be learning through:
• watching informal signed dialogues and identifying when participants are thanking
someone, apologising, or excusing themselves;
• filling in gaps in familiar dialogue by providing appropriate expressions relating to
politeness conventions;
• thanking visitors to the classroom or school assembly;
• wishing someone happy birthday (or other special occasion);
• giving each other directions within the school grounds and checking to see whether
they reach the desired destinations;
• giving and taking polite instructions to collect or deliver a resource (for example, a
book) or a message.

65
 Communicate about plans for the immediate future
Students could be learning through:
• discussing plans for after school with friends or a weekend activity with family.

Fingerspelling smoothly and fluently

Students could be learning through:
• in pairs, fingerspelling the name of their family members and then fingerspelling the
names of their partner’s family back to them.

Most of the learning activities can be used for assessment. The sections below suggest when
teachers might assess their students’ progress and when the students might assess their peers’
Level 2

achievement or their own.

Teachers can monitor students’ progress when students are:

• watching dialogues or monologues and, from the signed description identifying things
or people in pictures;
• describing people or objects they that have seen in pictures;
• responding to questions about their own personal details.

Students can monitor their own progress when they are:

• keeping a portfolio of their work (including some sessions recorded on video);
• using a checklist with items such as:
I can say I am sorry.
I can thank people.

Students can monitor one another’s progress when they are:

• watching each other’s descriptions of people and seeing how characteristics can be
signed in different ways;
• reviewing each other’s performance videos and discussing performances.

66
Levels 3 and 4 Proficiency Statement
By the end of level 4, learners can, in familiar contexts, understand and use language
that contains well-rehearsed sentence patterns and vocabulary and some language that is
unfamiliar. They can interact in culturally appropriate ways in a range of specified contexts.
They are using a range of language-learning technologies, and they begin to combine
language in new and creative ways to express themselves.

Levels 3 and 4 Proficiency Statement

67
 Level 3
Strands and Achievement Objectives
Language Skills
Students should be able to:
• understand familiar sign language structures and vocabulary in new contexts;
• make meaningful connections when new vocabulary occurs in familiar language
contexts;
• apply their knowledge of vocabulary and structures to produce and respond to
Level 3

questions, instructions, and directions;

• initiate and maintain conversations.

Communication Functions
Students should be able to:
3.1 request, offer, accept, and decline things, invitations, advice, and suggestions;
3.2 communicate about habits and routines;
3.3 recognise and respond to more complex instructions and directions involving several
steps;
3.4 report events and notices in small and large groups;
3.5 communicate about feelings, emotions, needs, and preferences in some detail.

Sociocultural Contexts
Students should be able to:
• demonstrate an awareness of how communication styles in Deaf education have
changed;
• demonstrate understanding of the role of NZSL interpreters;
• describe historical forms of technology for the Deaf;
• identify famous Deaf sportspeople;
• recognise sign-singing, dance, and drama as forms of expression that Deaf people can
participate in and appreciate.

68
Suggested Language Focus and Examples
Communication Suggested Language Focus Examples
Functions

Students should be
able to:

3.1 request, offer, accept, use of me-ASK-you to ask a question me-ASK-you PLAY OUTSIDE
and decline things, y/n q
WANT IX-you
invitations, advice,
and suggestions use of me-SHOULDER-TAP-you to ask me-SHOULDER-TAP-you

Level 3
a question y/n q
RULER, HAVE IX-you

y/n q
accept and decline using modals TONIGHT, COME, CAN IX-you
neg
ME NOT-SURE, MAYBE ME HAVE
ARRANGEMENT go-OUT

3.2 communicate about basic adverbs of time with a focus on EVERY WEEK, CHURCH, ME nms-
habits and routines frequency GO++

attributive use of possessive pronoun fs-SALLY ALWAYS BUSY++,

tend-to

temporal aspect – habitual me-TELL++iterative, GIVE-UP IX-

me

MEETING, ME GO++habitual

3.3 recognise and respond simple classifiers with location t

to more complex SHELF, BOX ICL: “put on the shelf”
instructions and sequencing WALK, turn-LEFT, STRAIGHT
directions involving WALK, turn-RIGHT, IX-loc
several steps LIBRARY IX-loc

noun-verb pairs SCISSOR, to-CUT

BUSY 69
 3.4 report events and fingerspell proper nouns rhq
notices in small and FAMOUS RUGBY, IX-he WHO
fs-TANA UMAGA
large groups
HIS FAMILY LIVE fs-LYTTELTON

referential shift (rs)

more complicated referential shift (rs) ME SIT, SISTER SCL:1 person
“approach me”
t y/n q
rs-sister SHOPPING WANT IX- you

rs-me LOVE GO
rs-sister OK, PICK-UP WILL IX-me
rs-me whq
WHERE GO
Level 3

rs-sister GO fs-RICCARTON MALL

rs-me PERFECT

use nms (non-manual signals) to show LAST WEEK, YOUR SISTER

causation FINISH DRIVER LICENCE
t
mcs-PAH, BUT CAR,
neg
SHE CAN’T AFFORD, IX-she

topic-comment structure with t

appropriate nms RUGBY, WAIKATO LOST

3.5 communicate a range of vocabulary to do with LAST WEEK MY FRIEND

about feelings, feelings or emotions UPSET, HER FATHER DIE,
TOMORROW FUNERAL
emotions, needs, and
preferences in some use spatial referencing to refer to rs-left BASKETBALL, ME LIKE
detail. preferences FAST GAME
rs-right CRICKET, BORING,
!SLOW!

rhetorical questions ME LIKE EVERY SATURDAY,

rhq
WHY, nms-SLEEP-IN, LAZY IX-me

Suggested Sociocultural Contexts

Students should be able to: Students could take part in activities
that give them opportunities to:

• demonstrate an awareness of how • understand the different communication

communication styles in Deaf education styles used in Deaf education in the past
have changed; and in the present;

70
 • demonstrate understanding of the role of • learn how to work with interpreters and
NZSL interpreters; understand their professional role;

• describe historical forms of technology for • look at older versions of hearing aids,
the Deaf; speech trainers, and FM systems;
• understand that, for much of the
nineteenth and twentieth centuries,
Deaf children were expected to express
themselves orally;

• identify famous Deaf sportspeople; • research how famous Deaf sportspeople

have contributed to their sport and how
their sporting achievements have been a

Level 3
source of Deaf pride;

• recognise sign-singing, dance, and drama • experience a solo or group performance in

as forms of expression that Deaf people one of these art forms.
can participate in and appreciate.

Suggested Learning and Assessment Activities

Request, offer, accept, and decline things, invitations, advice, and suggestions
Students could be learning through:
• observing and taking part in simulated meal-table dialogues involving requesting,
offering, accepting, and declining things;
• role-playing the parts of an adult offering things such as toys to pacify a child and the
child responding;
• role-playing invitations to attend a party or other function and accepting or declining;
• watching, on video, a scenario about a problem and offering several solutions.

Communicate about habits and routines

Students could be learning through:
• asking and answering questions in interviews with each other about habits and
routines;
• asking and answering questions about the school timetable and filling in a computer-
t whq
generated timetable sheet (for example, TUESDAY AFTER LUNCH, WHAT DO).

71
 Recognise and respond to more complex instructions and directions involving several steps
Students could be learning through:
• tracking a course on a street map after being given signed directions;
• role-playing going on an outing to the zoo or museum, taking turns at the information
desk, and giving directions about where to find things;
• looking carefully at instructions on how to assemble something and then signing
instructions to each other;
• following instructions signed by the teacher on how to find something in the library using
the computer catalogue system.

Report events and notices in small and large groups

Level 3

Students could be learning through:

• attending a Deaf community event (such as a sporting event) and reporting on it with
appropriate structure (introduction, main body, and conclusion);
• taking turns signing class notices with help from the teacher;
• signing news items in small groups.

Communicate about feelings, emotions, needs, and preferences in some detail

Students could be learning through:
• comparing two similar objects and stating why they prefer one to the other, giving
specific details;
• looking at a facial-expression chart and picking a face to represent how they feel about a
particular event, object, or topic;
• engaging in dialogues about their happiest, saddest, and most embarrassing moments;
• drawing facial expressions and signing narratives about why the person looks like that
and how they are feeling.

Most of the learning activities can be used for assessment. The sections below suggest when
teachers might assess their students’ progress and when the students might assess their peers’
achievement or their own.

Teachers can monitor students’ progress when students are:

• giving and following directions and instructions in different contexts.

Students can monitor their own progress when they are:

• keeping an up-to-date portfolio of their work (including on video);
• using a checklist with items such as:
I can give and follow instructions.

72
Students can monitor one another’s progress when they are:
• working together to use vocabulary lists and to find words in the NZSL dictionary;
• working on tasks of mutual interest;
• discussing each other’s portfolios;
• watching, responding to, and helping to evaluate storytelling;
• using NZSL in small groups and giving and receiving feedback.

Level 3

73
 Level 4
Strands and Achievement Objectives
Language Skills
Students should be able to:
• recognise and respond to the meanings and purposes of NZSL in familiar contexts;
• recognise and respond to specific detail in dialogues, conversations, and reports;
• demonstrate, in sustained presentations, their understanding of the sequencing and
interaction of events;
Level 4

• initiate and sustain conversations;

• give extended talks on familiar topics;
• demonstrate a range of strategies to make sense of and practise language structures and
vocabulary that have not yet been fully assimilated into habitual use.

Communication Functions
Students should be able to:
4.1 communicate about logical relationships (cause and effect, reasons, and conditions);
4.2 communicate using more complex expressions for time and frequency;
4.3 present and respond to extended narratives about everyday life;
4.4 follow and provide factual explanations, directions, and instructions, giving reasons
and/or sequencing ideas logically;
4.5 communicate about plans and events in the future;
4.6 present explanatory narratives, arranging material and making meaning clear by using
appropriate delivery, and comment on the presentations of others.

Sociocultural Contexts
Students should be able to:
• follow and understand the stories of Deaf people in a historical context;
• explain the work of agencies that cater for the needs of Deaf people;
• describe a range of telecommunications devices used by Deaf people;
• explain the importance of competitive sports to Deaf people;
• discuss how Deaf artists have contributed to the arts world.

74
Suggested Language Focus and Examples
Communication Functions Suggested Language Focus Examples

Students should be able to:

4.1 communicate about sequencing (cause followed by MY BABY, EAR SORE, ME

logical relationships (cause result) WORRY++
and effect, reasons, and
conditions) sequencing (result followed by COMPETITION SCIENCE
cause, with headnod) PROJECT YOU WIN
nod
WORK-hard IX-you

Level 4
causative conjunctions ME FLU++, FROM WEATHER,
FROM, THROUGH nms-CHANGE++

MY FATHER SERIOUS HURT

THROUGH BAD ACCIDENT, ME
UPSET, CRY+++

rhq
rhetorical questions to give ME !ANGRY! WHY YOU LATE
reasons and explanations AGAIN++

conditionals cond
IF RAIN, CRICKET CANCEL

4.2 communicate using more relative time BEFORE DARK, WANT YOU
complex expressions for time cond
HOME, IF STAY+++ IX-loc PARK,
and frequency neg
NOT SAFE, IX-loc

temporal aspect WAIT+continuous

– continuous or progressive EAT+prolonged

prolonged

– habitual LOOK-AT+habitual

– iterative TELL+iterative

– incessant CRY+incessant

4.3 present and respond to different verb types, t

extended narratives about e.g., spatial, agreement HOMEWORK, me-GIVE OUT-to
all, YOU-all WORK-extremely-hard,
everyday life WRITE CLEAR, TOMORROW
classifier proforms YOU-all BRING HOMEWORK,
GIVE-me, IX-me CHECK++
adjectival and adverbial phrases

multiple referents

non-manual signals

75
 4.4 follow and provide directions WALK-straight, TURN-right,
factual explanations, WALK-downstairs
directions, and
listing using imperatives IX-index finger BACKPACK, PUT-
instructions, giving AWAY
reasons and/or IX-middle finger MATHS BOOK, TAKE-
sequencing ideas logically OUT
IX-third finger PEN, PAPER,
READY
rhq
rhetorical questions for reasons PLANT IX-it GREEN, HOW, SUN
nms-ABSORB IX NAME fs-
CHLOROPHYLL,
nod
MAKE CHANGE GREEN IX

ordinal numbers IX-loc CITY, BUILDING NAME fs-

Level 4

BNZ, MY FATHER WORK IX-loc

5th FLOOR

prepositional phrases TUNNEL, TRAIN THROUGH

TABLE, CAT SIT UNDER

4.5 communicate about plans signs made in the future NEXT WEEK, WHEN EXAM FINISH,
and events in the future timeline, e.g., me-VISIT UNCLE, WILL IX-me,
FUTURE, TOMORROW, NEXT rhq
WEEK, LATER, SOON WHERE SOUTH ISLAND,
neg
HAVE-SEE nms-LONG-TIME

listing and sequencing TOMORROW CHRISTMAS

PRESENT ME BUY++,
IX-index finger GRANDMOTHER
IX-middle finger MUM
IX-third finger BROTHER

4.6 present explanatory ordering of information nms-LONG-TIME-AGO, IX-he MAN

narratives, arranging – general to specific detail NAME fs-ALEXANDER BELL,
(name sign) BELL HE FAMOUS IX-he
material and making rhq
meaning clear by using WHY, fs-INVENTOR, HE DECIDE
appropriate delivery, neg
and comment on the THEY-2 DEAF, MARRY NOT-ALLOW
presentations of others. tend-to

multiple referents IX-loc SCOTLAND, IX-he BORN IX-loc

IX-loc ENGLAND, IX-loc IX-he
TEACH++ DEAF,
nod
HE TEACHER, IX-he

clear use of five parameters of IX-loc AMERICA, IX-he FIRST MAKE,

signs rhq
WHAT, TELEPHONE

76
Suggested Sociocultural Contexts
Students should be able to: Students could take part in activities
that give them opportunities to:

• follow and understand the stories of Deaf • retell stories from Deaf history in NZSL
people in a historical context; and ask and answer related questions;

• explain the work of agencies that cater for • have visitors from or visit agencies that
the needs of Deaf people; cater for the needs of Deaf people (e.g.,
The Deaf Association of New Zealand)
and ask questions about the services

Level 4
provided;

• describe a range of telecommunications • learn how different telecommunications

devices used by Deaf people; devices work;

• explain the importance of competitive • explore the activities and roles of current
sports to Deaf people; Deaf sports competitions in New Zealand;

• discuss how Deaf artists have contributed • research Deaf artists, including Deaf
to the arts world. Màori artists.

Suggested Learning and Assessment Activities

Communicate about logical relationships (cause and effect, reasons, and conditions)
Students could be learning through:
• taking part in class discussions on news topics, such as natural disasters (for example,
earthquakes), and investigating the topic (for example, how earthquakes occur);
• watching a story on video, stopping it before the conclusion, and discussing in groups
the possible endings, giving reasons;
• studying an object such as a fossil and discussing how it was formed.

Communicate using more complex expressions for time and frequency

Students could be learning through:
• discussing regular activities such as sports practice and music lessons, talking about
when and how frequently these occur;
• discussing less regular events and occurrences such as leap years and the Olympic
games.

77
 Present and respond to extended narratives about everyday life
Students could be learning through:
• watching more experienced signers present at assembly or other occasions and
recounting the main points in the correct sequence;
• giving talks to the class about their favourite time of year, ensuring that the structure of
the talk includes an introduction, body, and conclusion and that the ideas link together
coherently.

Follow and provide factual explanations, directions, and instructions, giving reasons
and/or sequencing ideas logically
Students could be learning through:
Level 4

• giving and receiving directions for going from the school to a nearby location (such as
the local park) and following each other to see if the intended destination is reached;
• giving and receiving instructions on how to operate a piece of equipment (such as the
overhead projector);
• explaining to the class how to prepare a favourite meal, with some commentary on why
certain ingredients are used or how some ingredients can be substituted for others.

Communicate about plans and events in the future

Students could be learning through:

• taking turns in small groups to discuss their plans for the coming year;
• brainstorming together to think of a goal for the class, such as holding a fundraising
event and giving the proceeds to charity, then planning the steps to achieve the goal by
the end of the school year;
• asking visitors to the class about their plans for the future.

Present explanatory narratives, arranging material and making meaning clear by using
appropriate delivery, and comment on the presentations of others
Students could be learning through:
• watching Deaf presenters on video or DVD and commenting on the structure and
sequencing of material;
• giving presentations to small and large groups on topics of their own choice;
• using a range of technologies, such as computer programs, video, and photography, to
enhance the quality of presentations.

78
Most of the learning activities can be used for assessment. The sections below suggest when
teachers might assess their students’ progress and when the students might assess their peers’
achievement or their own.

Teachers can monitor students’ progress when students are:

• discussing how famous people, both Deaf and hearing (for example, Edmund Hillary,
Helen Keller), set and achieved their goals.

Students can monitor their own progress when they are:

• keeping video or DVD portfolios of their work up to date.

Students can monitor one another’s progress when they are:

Level 4
• working together on tasks of mutual interest;
• recording each other’s work on video and giving feedback.

79
 Levels 5 and 6 Proficiency Statement
By the end of level 6, learners are able to interact with others to exchange information, ideas,
and opinions on a wide variety of topics and in a wide range of specified cultural contexts.
Learners can make use of context and familiar language to work out, construct, and express
meanings and relationships between things, events, and ideas. Learners are increasingly
confident in using a range of language-learning technologies to communicate.
Levels 5 and 6 Proficiency Statement

80
Level 5
Strands and Achievement Objectives
Language Skills
Students should be able to:
• use context and familiar language to work out meaning and the relationships between
things, events, and ideas;
• initiate and sustain conversations on a variety of topics and in different contexts;

Level 5
• interact with others to clarify information, ideas, and opinions;
• identify language features and their meaning and purpose;
• use a wide range of vocabulary and structures in a range of contexts.

Communication Functions
Students should be able to:
5.1 communicate about plans for the future;
5.2 communicate about obligations and responsibilities;
5.3 recount experiences and events and communicate information, ideas, and opinions,
respecting and responding to others;
5.4 describe, compare, and contrast people, places, and things in detail.

Sociocultural Contexts
Students should be able to:
• explain the opposing viewpoints about language learning for the Deaf during the
hundred years between 1880 and 1980;
• identify some of the professional opportunities available to Deaf people;
• recognise inventions and contributions made by Deaf people in the past that have had
a major impact on society;
• investigate the social effects of the 1989 World Games for the Deaf in New Zealand;
• describe Deaf involvement in the film and theatre industries.

81
 Suggested Language Focus and Examples
Communication Suggested Language Examples
Functions Focus

Students should be able

to:

5.1 communicate about listing NEXT YEAR IX-he fs-BOB WANT STUDY
plans for the future IX-index finger MATHS,
IX-middle finger ENGLISH,
IX-third finger ACCOUNTING,
IX-little finger PHYSICS,
Level 5

IX-thumb CHEMISTRY
rhq
IX-all STUDY WHERE, IX-loc OTAGO
UNIVERSITY

sequence of information ME FIND JOB, WORK-hard SAVE+++ (grow-

and natural temporal order nod
puff face) BUY HOUSE, WILL IX-me

modal verbs MY SCHOOL HOLIDAY, GO OVERSEAS

OR SKIING ME PLAN, ME nms-DOUBT

notional timelines SCHOOL FINISH, ME WORK++ SAVE++,

OVERSEAS TRAVEL FINISH, BACK-home,
UNIVERSITY STUDY++

conditional cond
IF RUGBY WIN, ALL PARTY+++

5.2 communicate about modal verbs in questions Signer A:

obligations and and statements THIS SATURDAY, YOU PLAY HOCKEY,
y/n q
responsibilities WILL IX-you

Signer B:
wave+NO, LOOK-AFTER
nod
MY SISTER, MUST IX-me

statement of obligation BEFORE DINNER, ME MUST DO

HOMEWORK

temporal aspect to show EVERY-DAY FEED+++ MY DOG

frequency (responsibility)

82
5.3 recount experiences and notional timelines THREE WEEK AGO, TWO MOVIE IX-she
events and communicate incorporating elements of fs-SUE WITH-2 WATCH FINISH, 1st
neg
information, ideas, and numbers and/or comparing MOVIE, ME DON’T-LIKE, IX-she fs-
opinions, respecting and and contrasting two SUE LIKE BOTH, BOTH-2 DIFFERENT
responding to others different people’s views PERSPECTIVE

5.4 describe, compare, and classifiers LAST YEAR SPEECH COMPETITION

contrast people, places, PEOPLE (nms-puff face) (2h) PCL: “crowd”
THIS YEAR SPEECH COMPETITION
and things in detail. PEOPLE (nms-puff face extreme) (2h) PCL:
“crowd”

Level 5
contrasting two referents in IX-left MATHS TEACHER IXa CLEVER
the signing space IX-right ENGLISH TEACHER IXb SMART
IXa GOOD TEACH
IXb TEACH TOUGH
IXa SOFT IXb STRICT

comparing IX-left SUPERMARKET !CHEAP! THAN IX-

– using THAN right SUPERMARKET EXPENSIVE

Suggested Sociocultural Contexts

Students should be able to: Students could take part in activities that
give them opportunities to:

• explain the opposing viewpoints about • learn about the Milan Congress and the effects
language learning for the Deaf during the on Deaf teachers and students afterwards;
hundred years between 1880 and 1980;

• identify some of the professional • explore the types of professions Deaf people
opportunities available to Deaf people; have been involved in;
• interview Deaf professionals;

• recognise inventions and contributions • research a range of inventions and

made by Deaf people in the past that contributions by Deaf people;
have had a major impact on society; • present the results of their research;

• investigate the social effects of the 1989 • prepare and give a presentation about the
World Games for the Deaf; World Games for the Deaf or the effects of this
major event;

• describe Deaf involvement in the film • learn about Deaf overseas actors who have
and theatre industries. contributed to film and theatre;
• explore the message behind at least one story
acted in sign language.

83
 Suggested Learning and Assessment Activities
Communicate about plans for the future
Students could be learning through:
• considering, in small groups, different career options that they would like to pursue and
discussing how they might go about training and qualifying to achieve those careers;
• thinking about the next school holidays and listing the things they would like to do,
recording the list on video, then reviewing this after they return from the holidays to
see how many of those things they actually achieved.

Communicate about obligations and responsibilities

Level 5

Students could be learning through:

• interviewing friends and family about their obligations and responsibilities and
presenting the information that they gather to the class;
• investigating the responsibilities that are part of some occupations or roles that they are
interested in;
• thinking about their own obligations and responsibilities at home and at school and
comparing theirs with those of a peer, noting the similarities and differences and
possible reasons for these (for example, birth order);
• discussing, with the classroom teacher, the responsibilities of students and teachers at
school and setting up ground rules for a more effective working relationship.

Recount experiences and events and communicate information, ideas, and opinions,
respecting and responding to others
Students could be learning through:
• interviewing friends after a significant event and recording their reactions in a
reporting style, then making comments about the similarities and differences in their
friends’ reactions;
• interviewing friends about their primary school memories – teachers, classmates,
activities, clothes, and so on;
• giving a class talk on a significant recent event, recalling important details and allowing
the class to ask questions;
• watching a movie or documentary and giving opinions about the events and about the
behaviour and manner of the characters involved.

Describe, compare, and contrast people, places, and things in detail

Students could be learning through:
• looking at photographs of different landscapes and cities and describing the features
in detail;
• comparing and contrasting two or more tools that have the same function, pointing out
the pros and cons of each tool, and then deciding on an overall “winner”;

84
• examining photographs of people who look very similar (for example, two sisters) and
describing the subtle differences in their features;
• choosing two regions, cities, or towns in New Zealand and then describing in detail the
features of each, including population, landmarks, places of interest, and so on.

Most of the learning activities can be used for assessment. The sections below suggest when
teachers might assess their students’ progress and when the students might assess their peers’
achievement or their own.

Teachers can monitor students’ progress when students are:

Level 5
• watching dialogues and marking checklists on the basis of the presence or absence of
specified content;
• watching as information is presented and answering multiple-choice questions;
• demonstrating the use of the basic features of formal register for public speaking
in NZSL (clear articulation, less facial expression, use of fewer marked or complex
handshapes, larger signs, reduced and deliberate signing space, and greater use of
pauses).

Students can monitor their own progress when they are:

• keeping video portfolios of their work up to date;
• keeping ordered lists of vocabulary in their handshape dictionaries and adding to them
regularly;
• checking their knowledge of handshapes against the lists they compile.

Students can monitor one another’s progress when they are:

• working together on tasks of mutual interest;
• recording each other’s work on video and giving feedback.

Handshape Activities
• Students find minimal pairs (where all parameters of the items in each pair are the
same except for one) for a list of signs given by the teacher.
• Students make up short stories (of two or three sentences) that use the same repeated
handshape (alliteration).
• Students create an NZSL poem in which each line begins with one of the seven basic
handshapes.
• Students create a “one sign at a time” story using one or more of the seven basic
handshapes (for example, using the “1” handshape, the first student signs ONE, the
second TIME, the third IX-me, and so on).

85
 Level 6
Strands and Achievement Objectives
Language Skills
Students should be able to:
• identify language features and their effects in a range of contexts;
• extract and interpret information from signed texts;
• use NZSL confidently and effectively in a variety of settings;
Level 6

• initiate and sustain conversations in both formal and informal situations;

• give presentations on both familiar and unfamiliar topics, using appropriate
technologies in a range of contexts;
• communicate in a variety of formal and informal situations.

Communication Functions
Students should be able to:
6.1 recount experiences and events, and communicate information, ideas, and opinions, in
consultation with others and responding to their contributions;
6.2 communicate about hypothetical problems and possible solutions in consultation with
others;
6.3 communicate about plans, hopes, aspirations, and intentions;
6.4 communicate using clear articulation, slightly larger signs, a measured signing pace, and
good command of pauses.

Sociocultural Contexts
Students should be able to:
• examine the effects of the Milan Congress of 1880 and the subsequent effects on Deaf
education;
• investigate Deaf activism;
• describe some of the types of technology that Deaf people need to become successful in
their careers and in business;
• consider the specific needs that Deaf people have in the sporting world;
• examine Deaf involvement in expressive art.

86
Suggested Language Focus and Examples
Communication Functions Suggested Language Examples
Focus

Students should be able to:

6.1 recount experiences and sequencing LAST NIGHT, ME DINNER FINISH,

events, and communicate – natural temporal order me-VISIT SISTER, TV BOTH-2
WATCH
information, ideas, and
opinions, in consultation turn-taking techniques Turn-take: Signers A/B
with others and responding including interruptions, A. TV PROGRAMME fs-SHORTLAND

Level 6
to their contributions interjections, etc. STREET,
y/n q
YOU WATCH IX-you

nod
B. ME FINISH WATCH, YOU
KNOW, IX-she fs-SARAH POTTS
whq
WHAT HAPPEN
neg
A. DON’T-KNOW YET, MAYBE
MARRY fs-ANDREW OR fs-CRAIG

sign, mime, classifier use in YESTERDAY ME WALK “fall over”,

narrative UP, (2h) PCL:5 “people-look-at-me”, ME
EMBARRASS IX-me

6.2 communicate about conditionals cond

hypothetical problems IF PETROL RUN-OUT, PETROL
whq
and possible solutions in STATION WHERE
consultation with others

6.3 communicate about plans, notional timelines NEXT YEAR ME GO-to ENGLAND
hopes, aspirations, and TWO YEAR WORKING HOLIDAY,
HOPE AFTER ME GO-to AUSTRALIA
intentions MAYBE ONE YEAR, BACK-home,
WORK++, BUY HOUSE, nms-SETTLE-
DOWN

modals MY HOUSE on-MARKET ONE-

WEEK SOMEONE shoulder-tap-me
HEARD POSSIBLE HOUSE SOLD
TOMORROW, ME !HOPE!

87
 6.4 communicate using clear clear articulation t rhq
articulation, slightly larger slightly larger signs TOPIC, WHAT, fs-EGYPT,
rhq
signs, a measured signing measured signing pace IX-loc WHERE, AFRICA, NORTH, IX-
pace, and good command greater use of pauses loc, THERE EGYPT IX-loc tend-to
of pauses.
nms-LONG-TIME-AGO EGYPT IX-loc
SUN (intense) LAND DRY (intense)

KEEP PLANT MOIST/WET

rhq
HOW fs-IRRIGATION (land-tube water
flow through) WATER FLOW++

EGYPT IX-loc, (2h) DCL:5 “desert”,

FAR++,
Level 6

neg
IX-loc NOTHING WATER IX-loc

Suggested Sociocultural Contexts

Students should be able to: Students could take part in activities that
give them opportunities to:

• examine the effects of the Milan • learn about the Milan Congress and how
Congress of 1880 and the subsequent this impacted on Deaf education, eventually
effects on Deaf education; leading to the use of sign language being
revived in Deaf education after 1980;

• investigate Deaf activism; • explore how Deaf activism has led to

improvement in Deaf people’s everyday lives;

• describe some of the types of technology • appreciate that we live in a global world
that Deaf people need to become connected by technology;
successful in their careers and in business; • learn about some types of technology that
provide Deaf people with access to global
communications;
• understand that such access is essential
for Deaf people if they are to be successful
professionally;

• consider the specific needs that Deaf • investigate the differences between the
people have in the sporting world; equipment and commands that Deaf and
hearing competitors use;

• examine Deaf involvement in expressive • examine Deaf cultural themes in expressive art;
art. • explore metaphors in Deaf art that do not
easily translate into English.

88
Suggested Learning and Assessment Activities
Recount experiences and events, and communicate information, ideas, and opinions, in
consultation with others and responding to their contributions
Students could be learning through:
• watching a story told by the teacher that contains a common or universal theme, then
coming up with their own stories of similar experiences, which they share in pairs,
noting the similarities and differences. Learners then join another pair and construct a
composite story that integrates parts of the original four stories;
• investigating sections of a story (for example, separately interviewing one person
each who was involved in an incident), reporting back to the group, and using all the

Level 6
information gathered to produce a coherent narrative of the events.

Communicate about hypothetical problems and possible solutions in consultation

with others
Students could be learning through:
• role-playing a person complaining about a hotel room, or about service in a restaurant,
and finding a number of possible solutions;
• role-playing an information office employee helping a tourist find a suitable place
to stay;
• using the information in a television guide (available on the Internet) and playing the
roles of family members arguing about their choice of viewing for the evening;
• identifying a potential problem at school, such as a lack of storage lockers or an
increase in graffiti, and discussing possible solutions.

Communicate about plans, hopes, aspirations, and intentions

Students could be learning through:
• inviting a successful Deaf person (for example, a university student who is making good
progress) to come and talk about their life and what motivates them to succeed;
• inviting an NZSL user, for example, an interpreter, to come and talk about how they
use NZSL in their work;
• giving a presentation on what they would do if they became rich;
• drawing a timeline of their future in five-year increments and thinking about what they
will be doing at those times, then comparing their predictions with those of a peer.

89
 Communicate using clear articulation, slightly larger signs, a measured signing pace, and
good command of pauses
Students could be learning through:
• taking turns to present at assembly, introducing and thanking guest speakers (using
more extended forms of introduction or final summary), and attending pòwhiri and
other events;
• attending functions outside school at which formal protocols are used, such as book or
video launches or Deaf Awareness Week events;
• entering speech competitions;
• role-playing interviews (for example, for acceptance into a university course).
Level 6

Most of the learning activities can be used for assessment. The sections below suggest when
teachers might assess their students’ progress and when the students might assess their peers’
achievement or their own.

Teachers can monitor students’ progress when students are:

• watching dialogues and modifying them in specified ways (such as changing register
or tense);
• giving presentations based on information gathered from authentic sources.

Students can monitor their own progress when they are:

• keeping video or DVD portfolios of their work up to date.

Students can monitor one another’s progress when they are:

• working together on tasks and presentations of mutual interest.

Handshape Activities
• Students find minimal pairs for signs on their own.
• Students create short stories with signs that are all signed in the same location.

90
Levels 7 and 8 Proficiency Statement
By the end of level 8, learners are able to communicate confidently in a variety of situations
and environments and to explore ideas, information, and opinions. Learners can use
language for a variety of purposes, to entertain and persuade as well as to inform. Learners
use a range of language-learning technologies effectively, and their behaviour is culturally
appropriate in most social situations involving users of NZSL as their first language.

Levels 7 and 8 Proficiency Statement

91
 Level 7
Strands and Achievement Objectives
Language Skills
Students should be able to:
• comprehend the details and summarise the meaning of content signed by other users of
NZSL in a range of contexts;
• recognise, present, and respond to various kinds of information and identify meaning,
purpose, and intended audience;
Level 7

• initiate and maintain communication confidently in a variety of situations and

environments.

Communication Functions
Students should be able to:
7.1 communicate confidently, clearly, and persuasively in a variety of situations and
environments;
7.2 communicate and explore information, ideas, and opinions and facilitate discussion;
7.3 express and respond to advice, warnings, and suggestions, approval and disapproval,
and agreement and disagreement;
7.4 access increasingly complex information and respond in ways that inform, persuade,
influence, or entertain others, according to their purpose.

Sociocultural Contexts
Students should be able to:
• demonstrate how certain prominent Deaf people have shaped change in education on a
national and international basis;
• appreciate the impact of high-profile people who have shaped Deaf culture at an
international level;
• explain technological achievements, for example, those of Alexander Graham Bell;
• describe some of the organisations and agencies that support Deaf sports at an
international level;
• describe how some Deaf community members have become involved in arts and crafts
and the support they have received.

92
Suggested Language Focus and Examples
Communication Functions Suggested Language Examples
Focus

Students should be able to:

7.1 communicate confidently, rhetorical questions ME PASS EXAM

clearly, and persuasively in nod rhq
WILL IX-me, WHY, STUDY++
a variety of situations and THROUGH SUMMER, IX-me
environments
modals TOMORROW we-ALL GO-to MUSEUM,

Level 7
nms-DOUBT, BETTER CHECK
cond
IF FINISH BOOK VAN

7.2 communicate and explore questions ME PASS NCEA, IX-me UNCERTAIN,

information, ideas, and y/n q
YOU THINK, IX-me PASS IX-me
opinions and facilitate
discussion

7.3 express and respond to negation IX-it fs-MS (methylated spirits), IX-it
advice, warnings, and – headshake neg
DANGEROUS, !UMM! DRINK, IX-it
suggestions, approval and POISON WE-all DEAD, IX-it USE-for
disapproval, and agreement SCIENCE
and disagreement neg
YOU THINK HE CLEVER, ME AGREE

MY TEACHER, SPORT, SHE TOUGH,

rhq
BUT ME FEEL WHAT, HER STUDENT
CAN’T-BE-BOTHER

multi-channel signs LAST NIGHT MY fs-NCEA

ASSIGNMENT FINISH, mcs-PAH

7.4 access increasingly modals t

complex information NEXT ELECTION PRIME-MINISTER
whq nod rhq
and respond in ways rhetorical questions WHO CHANGE FEEL IX WHY, MANY
that inform, persuade, neg
influence, or entertain PEOPLE NOT-HAPPY PRIME-MINISTER
others, according to their nod
purpose. THINK MONEY !IMPORTANT! THAN
PEOPLE

93
 Suggested Sociocultural Contexts
Students should be able to: Students could take part in activities that
give them opportunities to:

• demonstrate how certain prominent Deaf • research the stories of these Deaf personalities
people have shaped change in education and determine how they shaped effective
on a national and international basis; change;

• appreciate the impact of high-profile • learn about these personalities and how they
people who have shaped Deaf culture at made an impact;
Level 7

an international level;

• explain technological achievements, for • learn about technological achievements, for

example, those of Alexander Graham example, Alexander Graham Bell’s, and their
Bell; effects on the Deaf community;

• describe some of the organisations and • learn about the roles and functions of
agencies that support Deaf sports at an organisations that support Deaf sports at an
international level; international level;

• describe how some Deaf community • learn about work opportunities and funding for
members have become involved in arts Deaf artists.
and crafts and the support they have
received.

Suggested Learning and Assessment Activities

Communicate confidently, clearly, and persuasively in a variety of situations and
environments
Students could be learning through:
• thinking about their plans for the holiday period and giving a talk on these,
highlighting why the holiday will be a successful one;
• telling a careers adviser about what they plan to do when they leave school and
explaining how the qualification or career they have chosen will make use of their skills
and strengths;
• role-playing interviews for entry into university or when applying for a job;
• asking a peer what their thoughts are on a particular topic (for example, medical
insurance) and then trying to persuade them to see a different perspective;
• participating in university open days and asking questions of NZSL lecturers and other
university staff, if appropriate, about any courses of interest.

94
Communicate and explore information, ideas, and opinions and facilitate discussion
Students could be learning through:
• choosing furniture for their bedroom, taking advice from a friend and keeping within
a budget;
• role-playing discussing a problem with two friends who have different views and
solutions;
• role-playing a discussion in which a parent or caregiver complains about a teenager’s
behaviour, attitude, and performance at school and asks for improvement.

Express and respond to advice, warnings, and suggestions, approval and disapproval, and
agreement and disagreement

Level 7
Students could be learning through:
• role-playing a situation in which one of them expresses their feelings and asks for an
explanation about the other’s failure to meet as arranged for an outing;
• role-playing being with friends who try to persuade them to do a range of things, some
of which they want to do and some of which they don’t, and discussing their reactions;
• checking whether a generalisation (for example, that young people don’t want to work)
is true in the case of a group of students and using the information gathered to conduct
a debate on the issue.

Access increasingly complex information and respond in ways that inform, persuade,
influence, or entertain others, according to their purpose
Students could be learning through:
• viewing an exhibition, show, or performance and giving a talk critiquing the work seen;
• watching a debate on a health issue (for example, cigarette smoking) and identifying
facts and opinions;
• discussing, in pairs or groups, the things they do now, stating how they think they
might feel about their own children doing these things, and explaining why they might
feel this way.

Most of the learning activities can be used for assessment. The sections below suggest when
teachers might assess their students’ progress and when the students might assess their peers’
achievement or their own.

Teachers can monitor students’ progress when students are:

• modifying dialogues they have seen in specified ways;
• watching dialogues and checking for the presence or absence of specified content;
• watching someone communicating information, and then answering multiple-choice
questions about it.

95
 Students can monitor their own progress when they are:
• keeping video or DVD portfolios of their work up to date;
• keeping lists of known vocabulary items in their handshape dictionaries and adding to
them regularly.

Students can monitor one another’s progress when they are:

• working together on vocabulary lists;
• working in pairs or groups to search for information on a topic and using it to prepare
presentations;
• working together on tasks and presentations of mutual interest.

Handshape Activities
Level 7

• Students create short stories or poems using an alphabetical (or other) handshape
progression.

96
Level 8
Strands and Achievement Objectives
Language Skills
Students should be able to:
• use a range and variety of language registers in presentations to different audiences and
for different purposes;
• engage in extended interactions.

Level 8
Communication Functions
Students should be able to:
8.1 communicate about certainty, uncertainty, possibility, and probability;
8.2 develop an argument and point of view, with reasons;
8.3 recount a series of events to inform, persuade, or entertain;
8.4 communicate the same information in different ways in different contexts;
8.5 respond to selected and adapted texts linked to NZSL and Deaf culture.

Sociocultural Contexts
Students should be able to:
• research issues of topical interest to the Deaf community;
• describe their own goals and talents;
• think critically about the pros and cons of a debate topic relevant to the Deaf
community;
• explain why sport is an integral part of many Deaf people’s lives;
• examine the growth of Deaf film-making.

97
 Suggested Language Focus and Examples
Communication Functions Suggested Examples
Language Focus

Students should be able to:

8.1 communicate about modal verbs t

certainty, uncertainty, NEXT OLYMPIC GAMES, !FEEL SURE! fs-NZ WIN
TEN GOLD MEDAL
possibility, and probability nod
WILL IX-they
Level 8

NEXT YEAR, OTAGO UNIVERSITY OR

AUCKLAND UNIVERSITY, ME UNCERTAIN

metaphors MY TEACHER YELL-to-me, ME (2h) BPCL:2

unspread “dog ear down”

8.2 develop an argument and rhetorical questions rhq

point of view, with reasons ME NERVOUS, WHY, ME WILL PRESENTATION,
rhq
WHAT-FOR, SCHOOL COMPETITION,
rhq
WHERE, fs-MICHAEL FOWLER CENTRE

debate: agree or not Signer A

(dialogue) YOU KNOW (name sign) or fs-DAVID LANGE, HE
DIE LAST YEAR, nms-LONG-TIME-AGO,
rhq
HE STOP WHAT, NUCLEAR BOMB TEST+++
neg neg
HE WANT IX-it BRING-here fs-NZ WANT IX-he

Signer B
neg neg
AH, NOT-REALLY HE HOPELESS, NOT- GOOD
CONTROL, IX-he

Signer A
BUT REMEMBER RAINBOW WARRIOR
rhq
BOAT BOMB HAPPEN, WHERE, AUCKLAND,
RAINBOW WARRIOR HELP PEOPLE AGAINST
NUCLEAR BOMB, THAT-WHY fs-NZ FAVOUR
DAVID LANGE IX-he

98
8.3 recount a series of events humour ME LAUGH++ LONG-TIME-AGO, MY FRIEND
to inform, persuade, or fs-PAM, ME TRAVEL TRAIN, IX-loc TO
WELLINGTON, WE-2 STOP fs-RAURIMU,
entertain ANOTHER TRAIN PULL-OVER, DRIVER
CHANGE-OVER, SUDDENLY SAW fs-KELLY
ANOTHER TRAIN, SIGNING THROUGH
WINDOW, EVERYBODY STARE US, THINK WE-
2 CRAZY, LAUGH++

8.4 communicate the same register Dialogue 1:

information in different Signer A (Principal)
YOUR TEXT-PHONE,
ways in different contexts

Level 8
neg
ALLOW IN SCHOOL ENVIRONMENT,
cond
IF YOU BRING, ME TAKE WILL IX-me, WHEN
SCHOOL FINISH, GIVE-back, NOW PLEASE
GIVE-me

Signer B (Student)
ALL RIGHT

Dialogue 2:
Signer A (Student)
TEACHER nms-BLEW-up, WE-all TROUBLE,
neg
ALLOW TEXT-PHONE IN CLASS

Signer B (Student)
IX-me “shrug shoulder” mcs-DON’T CARE, BOTHER
TEACHER, IX-me STILL nms-TEXT++ mcs-DON’T
CARE

8.5 respond to selected and NAME IX-me fs-PETER, ME BORN WELLINGTON,

adapted texts linked to GO DEAF SCHOOL IX-me, BOARD THERE, FIRST
DAY ME NEVER FORGET MOTHER LEAVE, ME
NZSL and Deaf culture. UPSET, CRY++

WELLINGTON 99
 Suggested Sociocultural Contexts
Students should be able to: Students could take part in activities
that give them opportunities to:

• research issues of topical interest to the • discuss the effects of mainstreaming Deaf
Deaf community; students;

• describe their own goals and talents ; • research work and career opportunities;

• think critically about the pros and cons • take part in a debate or discussion of Deaf
of a debate topic relevant to the Deaf issues or issues involving Deaf themes,
Level 8

community; theories, or ideologies;

• explain why sport is an integral part of • explore the role of sport in the Deaf
many Deaf people’s lives; community;
• examine media coverage of important
Deaf sports events and competitions at
all levels;

• examine the growth of Deaf film-making. • learn about Deaf people involved in the
film industry.

Suggested Learning and Assessment Activities

Communicate about certainty, uncertainty, possibility, and probability
Students could be learning through:
• role-playing an interview on television in which the interviewee expresses their feelings
and hopes for people caught in a natural disaster, such as an earthquake or flood;
• describing, to someone visiting New Zealand for the first time, what they could do
during their visit, taking into account variables such as weather and road conditions;
• ranking significant events that may occur in their own future lives (for example,
marriage) in terms of probability and then signing them to each other in descending
order of probability.

Develop an argument and point of view, with reasons

Students could be learning through:
• putting forward a proposition (for example, that it is healthier to be a vegetarian than a
meat-eater) and providing supporting details;
• preparing a product and presenting it to the class, attempting to persuade them of its
merits;

100
• interviewing friends about what they would do to improve society if they were in
positions of power and asking why they would choose these actions rather than others;
• viewing a recent news item about an environmental issue and using the information
provided by the item to debate different points of view;
• examining how a character in a story responds to a problem and talking about different
possible responses;
• setting up a simulated television programme to discuss a problem that has
contemporary relevance.

Recount a series of events to inform, persuade, or entertain

Students could be learning through:
• producing a story in groups, using a plot, setting, and characters supplied by prompts in

Level 8
the form of picture cards and guide questions, with each student first adding a section
to a group story and then repeating the process individually and developing their own
plot, setting, and characters;
• preparing a television item to mark the anniversary of a significant event and
discussing, in the broadcast, the consequences of the event.

Communicate the same information in different ways in different contexts

Students could be learning through:
• describing an event in which they have participated to (a) the principal of their school,
(b) their best friend, and (c) a Deaf visitor;
• discussing the school canteen food with their friends and summarising the views
presented in the discussion as a video recording to present to health authorities, either
as a complaint or as praise.

Respond to selected and adapted texts linked to NZSL and Deaf culture
Students could be learning through:
• designing a cover for a video produced in NZSL class;
• using a picture of people as the basis for creating an imagined dialogue between them;
• using a picture as a starting point for a detailed description;
• telling a friend about a signed video they have seen and reviewing it for the class;
• preparing and acting out a short play based on a photograph, a painting, or a historical
event;
• watching a short narrative, and then dramatising sections of it, working in pairs or
small groups.

101
 Most of the learning activities can be used for assessment. The sections below suggest when
teachers might assess their students’ progress and when the students might assess their peers’
achievement or their own.

Teachers can monitor students’ progress when students are:

• tracing the history of three organisations, comparing and contrasting each with the
other two, then giving a summary to the class;
• describing a piece of complex machinery, first as a whole machine, then going into
detail about one part, and then switching back to talking about the whole machine
again;
• modifying dialogues in specified ways (for example, maintaining or changing frames
of reference);
Level 8

• watching someone communicating information, then answering multiple-choice

questions about it;
• giving simulated broadcast commentaries based on information supplied from various
sources.

Students can monitor their own progress when they are:

• keeping ordered lists of known vocabulary items in their handshape dictionaries and
adding to them regularly;
• keeping portfolios of their work up to date and reviewing these regularly.

Students can monitor one another’s progress when they are:

• working together on tasks and presentations of mutual interest;
• assessing each other’s work, using predetermined criteria;
• discussing exemplars to develop understandings of how and where to improve.

102
Level 8

103
 Chart of Achievement Objectives
LEVEL 1 LEVEL 2

Language Skills Students should be able to: Students should be able to:
• recognise, respond to, and use • recognise and respond to familiar
familiar signs, phrases, and sentence words, phrases, and sentence patterns,
patterns in familiar contexts; including correct use of noun-verb
• distinguish between statements, pairs;
questions, and instructions. • recognise and respond to simple
information, including directions and
instructions;
• use and respond to statements and
questions with appropriate facial
Chart of Achievement Objectives

grammar.

Communication Students should be able to: Students should be able to:

Functions 1.1 recognise and respond to greetings, 2.1 communicate about personal
farewells, thanks, and introductions; information, relationships, and
1.2 communicate about basic concepts ownership;
of number, size, shape, and colour; 2.2 communicate about concepts of
1.3 communicate about basic concepts number, including time, quantity,
of time; order, age, monetary amount, size, and
1.4 communicate their wants and needs shape;
and briefly state their likes and 2.3 use questions and statements for
dislikes; requesting, accepting, refusing, and
1.5 recognise and respond to classroom declining;
expressions and simple instructions; 2.4 communicate about feelings,
1.6 communicate by watching and emotions, and needs;
responding to signed information 2.5 describe people and everyday objects;
and by making use of visual prompts; 2.6 use and respond to politeness
1.7 fingerspell their own name, their conventions, directions, and
family members’ names, and the instructions;
alphabet. 2.7 communicate about plans for the
immediate future;
2.8 fingerspell smoothly and fluently.

Sociocultural Students should be able to: Students should be able to:

Contexts • demonstrate knowledge of the • explore how and why Deaf schools
basic history of Deaf schools and and units were set up;
Deaf units within schools in New • show an awareness of career
Zealand; opportunities for Deaf people;
• express understanding of the cultural • understand that Deaf people use a
norms of the Deaf community; wide range of technologies;
• demonstrate knowledge of • explain why Deaf people enjoy and
technological equipment used by benefit from sport;
Deaf people; • explain the differences between drama
• show an awareness of the importance and NZSL.
of sport to Deaf people;
• follow storytelling in NZSL.

104
 LEVEL 3 LEVEL 4

Students should be able to: Students should be able to:

• understand familiar sign language structures • recognise and respond to the meanings and
and vocabulary in new contexts; purposes of NZSL in familiar contexts;
• make meaningful connections when new • recognise and respond to specific detail in
vocabulary occurs in familiar language contexts; dialogues, conversations, and reports;
• apply their knowledge of vocabulary and • demonstrate, in sustained presentations, their
structures to produce and respond to questions, understanding of the sequencing and interaction of
instructions, and directions; events;
• initiate and maintain conversations. • initiate and sustain conversations;
• give extended talks on familiar topics;

Chart of Achievement Objectives

• demonstrate a range of strategies to make sense of
and practise language structures and vocabulary
that have not yet been fully assimilated into
habitual use.

Students should be able to: Students should be able to:

3.1 request, offer, accept, and decline things, 4.1 communicate about logical relationships (cause and
invitations, advice, and suggestions; effect, reasons, and conditions);
3.2 communicate about habits and routines; 4.2 communicate using more complex expressions for
3.3 recognise and respond to more complex time and frequency;
instructions and directions involving several 4.3 present and respond to extended narratives about
steps; everyday life;
3.4 report events and notices in small and large 4.4 follow and provide factual explanations, directions,
groups; and instructions, giving reasons and/or sequencing
3.5 communicate about feelings, emotions, needs, ideas logically;
and preferences in some detail. 4.5 communicate about plans and events in the future;
4.6 present explanatory narratives, arranging material
and making meaning clear by using appropriate
delivery, and comment on the presentations of
others.

Students should be able to: Students should be able to:

• demonstrate an awareness of how • follow and understand the stories of Deaf people in
communication styles in Deaf education have a historical context;
changed; • explain the work of agencies that cater for the
• demonstrate understanding of the role of NZSL needs of Deaf people;
interpreters; • describe a range of telecommunications devices
• describe historical forms of technology for the used by Deaf people;
Deaf; • explain the importance of competitive sports to
• identify famous Deaf sportspeople; Deaf people;
• recognise sign-singing, dance, and drama as • discuss how Deaf artists have contributed to the
forms of expression Deaf people can participate arts world.
in and appreciate.

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 Chart of Achievement Objectives
LEVEL 5 LEVEL 6

Language Skills Students should be able to: Students should be able to:
• use context and familiar language • identify language features and their
to work out meaning and the effects in a range of contexts;
relationships between things, events, • extract and interpret information
and ideas; from signed texts;
• initiate and sustain conversations on • use NZSL confidently and
a variety of topics and in different effectively in a variety of settings;
contexts; • initiate and sustain conversations in
• interact with others to clarify both formal and informal situations;
Chart of Achievement Objectives

information, ideas, and opinions; • give presentations on both familiar

• identify language features and their and unfamiliar topics, using
meaning and purpose; appropriate technologies in a range
• use a wide range of vocabulary and of contexts;
structures in a range of contexts. • communicate in a variety of formal
and informal situations.

Communication Students should be able to: Students should be able to:

Functions 5.1 communicate about plans for the 6.1 recount experiences and events,
future; and communicate information,
5.2 communicate about obligations and ideas, and opinions, in consultation
responsibilities; with others and responding to their
5.3 recount experiences and events contributions;
and communicate information, 6.2 communicate about hypothetical
ideas, and opinions, respecting and problems and possible solutions in
responding to others; consultation with others;
5.4 describe, compare, and contrast 6.3 communicate about plans, hopes,
people, places, and things in detail. aspirations, and intentions;
6.4 communicate using clear
articulation, slightly larger signs, a
measured signing pace, and good
command of pauses.

Sociocultural Students should be able to: Students should be able to:

Contexts • explain the opposing viewpoints • examine the effects of the
about language learning for the Deaf Milan Congress of 1880 and
during the hundred years between the subsequent effects on Deaf
1880 and 1980; education;
• identify some of the professional • investigate Deaf activism;
opportunities available to Deaf • describe some of the types of
people; technology that Deaf people need
• recognise inventions and to become successful in their careers
contributions made by Deaf people and in business;
in the past that have had a major • consider the specific needs that Deaf
impact on society; people have in the sporting world;
• investigate the social effects of the • examine Deaf involvement in
1989 World Games for the Deaf in expressive art.
New Zealand;
• describe Deaf involvement in the
film and theatre industries.

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 LEVEL 7 LEVEL 8

Students should be able to: Students should be able to:

• comprehend the details and summarise the • use a range and variety of language registers
meaning of content signed by other users of in presentations to different audiences and for
NZSL in a range of contexts; different purposes;
• recognise, present and respond to various kinds • engage in extended interactions.
of information and identify meaning, purpose,
and intended audience;
• initiate and maintain communication
confidently in a variety of situations and

Chart of Achievement Objectives

environments.

Students should be able to: Students should be able to:

7.1 communicate confidently, clearly, and 8.1 communicate about certainty, uncertainty,
persuasively in a variety of situations and possibility, and probability;
environments; 8.2 develop an argument and point of view, with
7.2 communicate and explore information, ideas, reasons;
and opinions and facilitate discussion; 8.3 recount a series of events to inform, persuade, or
7.3 express and respond to advice, warnings, and entertain;
suggestions, approval and disapproval, and 8.4 communicate the same information in different
agreement and disagreement; ways in different contexts;
7.4 access increasingly complex information and 8.5 respond to selected and adapted texts linked to
respond in ways that inform, persuade, influence, NZSL and Deaf culture.
or entertain others, according to their purpose.

Students should be able to: Students should be able to:

• demonstrate how certain prominent Deaf people • research issues of topical interest to the Deaf
have shaped change in education on a national community;
and international basis; • describe their own goals and talents;
• appreciate the impact of high-profile people who • think critically about the pros and cons of a
have shaped Deaf culture at an international debate topic relevant to the Deaf community;
level; • explain why sport is an integral part of many
• explain technological achievements, for Deaf people’s lives;
example, those of Alexander Graham Bell; • examine the growth of Deaf film-making.
• describe some of the organisations and agencies
that support Deaf sports at an international
level;
• describe how some Deaf community members
have become involved in arts and crafts and the
support they have received.

107
 Grammatical Terms and Conventions
of New Zealand Sign Language
Students and teachers are expected to recognise and use a range of grammatical structures in
New Zealand Sign Language.

This section includes information about:

• the five formational parameters of signs
• sentence structure and the ordering of ideas
• classifiers
• pronominalised (pointing) signs
Grammatical Terms and Conventions of NZSL

• conditionals
• fingerspelling
• modality
• questions
• referential shift
• verbs
• numerals
• affirmation
• negation.

The following section (on pages 111–113) gives information about glossing, together with a
list of sign glosses.

The Five Formational Parameters of Signs

Handshape – there are about one hundred different ways that the hands can be shaped in
NZSL. The more common handshapes are called “unmarked”, and those used more rarely
are called “marked”. The handshape of a sign refers to the shape at its onset.
Location – refers to where the sign is articulated, either on the body or in the signing space.
Movement – the direction, speed, repetition, and manner are important in conveying
meaning in signing.
Orientation – this refers to the way the palms of the hands are facing at the onset of the sign.
Non-manual signals (nms) – these carry grammatical meaning using movements of the eyes,
eyebrows, head, or shoulders and various kinds of facial expression and of lip, cheek, and
tongue movement, all of which can be added as inflections and used to mark whole clauses.
Non-manual signals are essential in multi-channel signs, which are expressed with the hands
and different facial expressions, use of the shoulders and hands, and/or mouth movement and
have no English equivalent.

108
Sentence Structure and the Ordering of Ideas
There is more flexibility in the way that sentences are structured in NZSL than there is in
English, and more repetition. The basic construction of SV (subject-verb) or SVO (subject-
verb-object) is not the only acceptable way of ordering sentences in NZSL.
General to specific – background or more general information is given first, followed by more
specific information.
Natural temporal order – events are ordered to reflect how they occurred in real time.
Topic-comment – the topic is used at the beginning of the sentence. It is marked as the topic
using non-manual markers and is followed by a comment.

Classifiers
Classifiers are productive morphemes that represent the visual appearance, placement,
movement, and/or handling of objects and animate beings. Classifiers do not occur in
isolation but must be used with a noun referent. They can be inflected to show pluralisation,
position, and verb movement.

Descriptive classifiers – these indicate things such as size, shape, texture, and arrangement.

Proform classifiers – these indicate things such as people, animals, and vehicles.

Pronominalised (Pointing) Signs

Pronouns – pronominal referencing uses indexing, that is, pointing to referents in the signing
space with the index finger. (Deictic pronouns refer to people present in the signing space,
and anaphoric pronouns refer to people who are not in the signing space.)
Possessive adjectives – these express ownership, usually signed as a fist in the direction of the
referent(s).
Reflexive pronouns – these emphasise the self as the agent of the action. They are signed as
SELF in the personal pronoun location.

Conditionals (cond)
One clause expresses a hypothetical question, and the following clause expresses an event
contingent upon that condition. Conditionality can be expressed by signing IF at the
beginning of the condition clause, followed by a result clause.

Fingerspelling (fs-)

NZSL uses the two-handed fingerspelling system to represent the English alphabet.
Fingerspelling is primarily used for proper nouns.

Modality
Modality expresses judgments about how likely something is and judgments about ability,
permission, intention, or obligation to do something.

109
Questions
Wh questions (whq) are open-ended questions requiring more than a yes or no answer. These
are made using specific non-manual signals and may contain an interrogative sign such as
WHY, WHAT, HOW.

Rhetorical questions (rhq) are devices used to show causation, to involve the audience in a
narrative, or to draw attention to a topic or piece of information. Although question words
and non-manual signals are used, no answer is expected from the audience.

Yes/no questions (polar questions) (y/n q) are questions that expect a yes or no answer. They
are signed using the same signs as a statement but with different non-manual signals.

Alternative questions are questions that present two or more options and ask WHICH at the
end of the sentence.

Referential Shift/Role Shift (rs)

This technique is equivalent to reporting direct speech. Signers take on the role of the
reported speaker and can represent multiple characters, with the direction of the body and
eye gaze allowing not only a shift in roles but also a shift in who is being addressed.

Verbs
Plain verbs – these retain the same basic movement and location at all times, e.g., LIKE.

Inflecting verbs – these change their direction, movement, orientation, or placement. These
verbs include agreement verbs (incorporating information about person and number), e.g.,
GIVE, and spatial verbs (incorporating information about the location of an action), e.g.,
PUT.

Temporal aspect – this refers to the inflection of verbs to show how an action happens through
time. Such inflection is used mostly in relation to punctual verbs (distinct events that happen
momentarily) and durative verbs (actions that continue through a period of time).

Distributional aspect – these show quantity, manner, and/or degree.

Adverbial inflection – verbs are inflected (through changes in the movement of signs and non-
manual signals) to alter the meaning adverbially (rather than by adding a separate lexical
adverb as in English).

Numerals
• cardinal numbers
• ordinal numbers
• clock time
• age
• incorporation in personal pronouns
• incorporation in temporal adverbs
• money

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Affirmation
• headnod (non-manual)
• lexical

Negation
• headshake (non-manual)
• lexical – NO, NOTHING, NOT-YET

Glossing
Glossing is a way of representing signs and non-manual signals in writing. Using printed

Glossing
English words to represent sign language has some limitations and problems. Here are some
general points to note about glossing conventions that are widely used in sign language
teaching and learning materials.
• Each sign has one gloss (an approximate translation in English). Generally, each
gloss represents one particular sign.
• Glosses for signs are written in capital letters (for example, DEAF).
• Verbs that include subject or object locations in their movement are written in
capital letters, with the subject/object in lower case (for example, me-GIVE-you,
he-HELP-her).
• Sometimes a single sign requires a two-word gloss, which is shown by
hyphenating the two words (for example, THANK-YOU).
• Compound signs (two-part signs) are shown by joining the two words with a +
(for example, MOTHER+FATHER).
• Pointing – for deictic and grammatical reference – is shown by the symbol IX
(short for index). Specific referents can be added in lower case.
• Classifiers are “constructed” signs that are often used creatively for descriptive
purposes, rather than being “fixed” signs. Classifiers are shown in glossing by the
code CL followed by a description of the sign meaning (for example, CL: “car
swerving”).
• Fingerspelled words are indicated by fs-. Letters in capitals following fs- are
fingerspelled (for example, fs-OTAKI).
• Facial grammar is indicated in glossing by a line above the signs, with symbols
indicating the particular non-manual signals.
• Other sign features, such as repetition of a sign, or emphasis, also have symbols,
as listed on pages 112–113.

111
Examples of sign glosses and their meaning

ME me/I
IX-me pointing to me

YOU you

IX-you pointing to you

IX index or pointing

IX-he
refers to a third person or thing or “entity” concept
IX-she

WE-all we/us
YOU-all you (plural)
THEY they/them

THEY-2
referring to two people (directional to people’s location)
WE-2
Other options: BOTH-2, WITH-2
YOU-2

MY my
YOUR your
HER or HIS her or his
OUR our
YOUR (plural) your (plural)
THEIR their

IX index – pointing to a referent

IX-left pointing to a person or object on the left
IX-right pointing to a person or object on the right
IX-a pointing to a person or object on the left
IX-b ointing to a person or object on the right
IX-“…” “…” describes what is being referred to

IX-loc pointing to a specific location

IX-loc “…” “…” describes the location referred to

rs referential shift/role shift

nms non-manual signals carry grammatical meaning using movements

of the eyes, eyebrows, head, or shoulders, and various kinds of facial
expression and lip, cheek, and tongue movement. Non-manual signals
are shown in glossing by the following codes above the sign where the
non-manual signals are made:

t topic (eyebrows raised)

nod headnod/affirmative

neg headshake/negation

112
 y/n q yes or no question (eyebrows raised)

whq wh-question, e.g., what, who, when, how? (eyebrows lowered)

rhq rhetorical question (eyebrows raised)

mcs multi-channel sign – expressed with the hands and different facial
expressions, use of the shoulders and hands, and/or mouth movement
and has no English equivalent.

!...! exclamation marks for emphasis (additional facial expression)

tend-to the fist handshape moves in a neutral space towards a person or

object when the referent is a tendency or characteristic of that person
or object

CL: classifier sign

SCL: semantic classifier
PCL: plural classifier
DCL descriptive classifier
ICL instrument classifier
BPCL: body part classifier
ECL: element classifier
LCL: locative classifier
BCL body classifier

++ indicates repetition of the sign

(name sign) the name sign of a person

age- age number (sign touches nose)

- a hyphen between two glossed words, which indicates that one sign
is used

fs- precedes a word that is fingerspelled

“ ” indicates gesture or action

(2h) uses two hands

(1h) uses one hand (the dominant hand)

IX-index finger non-dominant forefinger

IX-middle finger non-dominant middle finger
IX-third finger non-dominant third finger
IX-little finger non-dominant little finger
IX-thumb non-dominant thumb
IX-all these signs are used for listing things by pointing to fingers on the non-
dominant hand

113
 References
Brien, D., ed. (1992). Dictionary of British Sign Language/English. London: Faber and Faber.

Dugdale, P. (2002). Aspects of Being Deaf in New Zealand. Wellington: Victoria University
of Wellington.

Kennedy G., Arnold, R., Dugdale, P., and Moskovitz, D., eds. (1997). A Dictionary of New
Zealand Sign Language. Auckland: Auckland University Press and Bridget Williams Books.

Ministry of Education (1993). The New Zealand Curriculum Framework. Wellington:

Learning Media.
References

Ministry of Education (1994). Assessment: Policy to Practice. Wellington: Learning Media.

Ministry of Education (1996). Quality in Action/Te Mahi Whai Hua. Wellington: Learning
Media.

Ministry of Education (1996). Te Whàriki: He Whàriki Màtauranga mo ngà Mokopuna o

Aotearoa/Early Childhood Curriculum. Wellington: Learning Media.

McKee, R. L., and McKee, D. (2002). New Zealand Sign Language Grammar: A Guide for
Learners. Wellington: Victoria University of Wellington.

Moskovitz, D. (1996). “Classifiers in the New Zealand Sign Language Lexicon”. In Topics
in New Zealand Sign Language Studies, ed. G. Kennedy. Deaf Studies Research Unit,
Occasional Publication No.1, Victoria University of Wellington (pp. 49–62).

Statistics New Zealand (2001a). Census 2001. Wellington: Statistics New Zealand.

Statistics New Zealand (2001b). New Zealand Disability Survey Snapshot 6: Sensory Disabilities
– Media Release. Wellington: Statistics New Zealand.

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