MINISTRY OF EDUCATION, ARTS AND CULTURE€¦ · MINISTRY OF EDUCATION, ARTS AND CULTURE ... Basic...

Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

SENIOR PRIMARY PHASE

For implementation 2016

NAMIBIAN SIGN LANGUAGE SYLLABUS

GRADES 4 - 7

Ministry of Education, Arts and Culture National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, Arts and Culture, 2015 Namibian Sign Language Syllabus Grades 4 - 7 ISBN: 978-99916-66-11-2 Printed by NIED Website: http://www.nied.edu.na Publication date: December 2015

TABLE OF CONTENTS

1. Introduction........................................................................................................... 1

2. Rationale.............................................................................................................. 1

3. Aims..................................................................................................................... 1

4. Inclusive education............................................................................................... 1

5. Links to other subjects and cross-curricular Issues............................................. 2

6. Approach to teaching and learning...................................................................... 4

7. End-of-phase competencies................................................................................ 5

8. Summary of the learning content......................................................................... 6

9. Learning content.................................................................................................. 7

9.1 Expression and communication........................................................................... 7

9.2 Observation and comprehension.......................................................................... 9

9.3 Linguistic skills ………………………………......................................................... 10

9.4 Deaf literature and culture.................................................................................... 13

10. Assessment.......................................................................................................... 15

10.1 Continuous assessment....................................................................................... 15

10.2 Formative and summative assessment................................................................ 15

10.3 Informal and formal methods................................................................................ 15

10.4 Evaluation............................................................................................................. 16

10.5 Criterion-referenced grades................................................................................. 16

10.6 Grade descriptors................................................................................................. 16

10.7 Conducting and recording assessment................................................................ 17

10.8 Assessment objectives......................................................................................... 17

10.9 Continuous assessment: detailed guidelines....................................................... 17

10.10 End-of-year examination...................................................................................... 19

10.11 Promotion marks.................................................................................................. 20

10.12 Specification grid.................................................................................................. 20

Annexe 1: Glossary……………............................................................................ 21

Annexe 2: Continuous Assessment Record Sheet …………………………….… 23

Namibian Sign Language Syllabus, Grades 4 – 7, NIED 2015 1

1. Introduction This syllabus describes the intended learning and assessment for Namibian Sign Language in the Senior Primary phase (Grades 4-7). As a subject, Namibian Sign Language fall within the Linguistic and Literacy area of learning in the curriculum, but have thematic links to other subjects across the curriculum.

2. Rationale Proficiency in the Namibian Sign Language (mother tongue for the Hearing Impaired) is important for learners' overall language and cognitive development and their academic achievement. It is crucial for concept formation, and for relating what is learnt through another language to one's personal experience and culture. If the first language is not offered in formal education, it signifies that it is inferior to the second and/or foreign languages. Learning and developing in one’s first language thus establishes a positive self-image, an affirmation of one’s own culture, and a primary understanding of the world. Language literacy and communication in Namibian Sign Language are regarded as inherent facets of human development for deaf learners and forms the basis of lifelong learning. Therefore, it should be offered as a subject up to grade 12, for improved learning, the strengthening of identity, and the promotion of first languages in Namibia.

3. Aims The overall aim of teaching Namibian Sign Language is the development of cognitive academic language proficiency for success in lifelong learning, and the development of effective communicative skills for meaningful interaction in a multi-lingual and multi-cultural society. The aims below describe what learning processes are intended to ensure the all-round development of the learner and to equip them for life. The aims of teaching Namibian Sign Language are to:

promote positive attitudes and develop an appreciation of the value of language

help learners gain insight in the structure and function of Namibian Sign Language, so that their sign and written use of the language are accurate and free of errors

foster an understanding and appreciation of the use of Namibian Sign Language for creative and academic purposes, and to continuously increase learners' skills in using language for these purposes

help learners develop self-confidence and a better understanding of the world they live in

develop greater awareness of health and population issues, democracy and human rights, HIV and AIDS, the environment, roads safety, and individual responsibilities regarding these, and to enable learners to sign and read about it

develop competence in Namibian Sign Language for the purposes of education and public life

4. Inclusive education Inclusive education is the right of every learner and promotes participation in, or access to, the full range of educational programmes and services offered by the education system in mainstream schools. It is based on the principle of supporting and celebrating the diversity found among all learners and removing all barriers to learning.

Basic education prepares the society, as envisaged in Namibia’s Vision 2030, by promoting inclusivity. Learners experiencing barriers to learning and other individual needs will be included in a mainstream school and their needs will be attended to through differentiation of teaching methods and materials as required. Learners, who are so severely impaired that they cannot benefit from attending inclusive schools, will be provided for according to their needs in learning support units, resource units or resource schools until such time that they can join the inclusive school where applicable. The curriculum, teaching methods and materials are adapted for learners in these institutions.


The learner-centred approach to teaching is highly suitable for learners with special learning needs since it capitalises on what learners already know and can do, and then assists them to acquire new knowledge and skills. The Supplement to the Broad Curriculum: Curriculum Framework for Inclusive Education (2014) specifies the competencies which learners with special learning needs should master. Individual Learning Support Plans should be in place to guide and evaluate the individual learning process for learners with special learning needs. Further guidelines on planning for learning and teaching in an inclusive classroom can be found in the Supplement to the Broad Curriculum: Curriculum Framework for Inclusive Education (2014). These guidelines will help to equip all learners with knowledge, skills and attitudes to help them succeed in the world that is increasingly complex, rapidly changing and rich in information and communication technology. Namibian Sign Language in the Senior Primary phase promotes equal opportunity for males and females, enabling both to participate equally. Teachers should know and understand how to treat learners equally, and all materials should support gender fairness. Including gender perspectives is important in all social themes in order to raise awareness of gender stereotyping, how limitations are set on gender equity, and how to promote gender equity in all spheres of life.

Teachers should be aware of gender issues, concerns and problems arising from the different roles played by men and women in society. Females and males have differences in the way they use language. These differences can be used as a resource in the classroom by putting both girls and boys in a group for group work in the language classroom. Teachers can use role-plays to show gender stereotypes and teach learners to analyse materials to determine whether they are free of gender stereotype. Boys can mix with girls or they can be made to reverse their roles. The language subjects are also the lessons in which much of the time should be spent on value issues. The different patterns of thinking about values which males and females tend to have can be used to enrich each other. All teaching/learning materials should be analysed to ensure that they promote gender equity.

5. Links to other subjects and cross-curricular issues Through wide experience of and exposure to rich forms of language in use, learners will increasingly become more aware of correct and meaningful language and correct uses of grammatical structures. It is important that all the Namibian Sign Language skills are integrated during teaching and learning, in order to promote growth and development in the language as much as possible. Namibian Sign Language strengthen the entire curriculum: the stories that learners read and observe , the topics they will deliberate on, and the role-plays they act out will all have cross-curricular links with issues such as the environment, health, human rights, the rights of children, values, social justice, democracy and road safety. They will learn to understand and deal with these issues and develop values as they read and sign about it. These issues have been introduced to the formal curriculum to be dealt with in each subject and across all phases, because each of the issues deals with particular risks and challenges in our Namibian society. All of our learners need to:

understand the nature of these risks and challenges

know how they will impact on our society and on the quality of life of our people now and in the future

understand how these risks and challenges can be addressed on a national and global level


understand how each learner can play a part in addressing these risks and challenges in their own school and local community

The main risks and challenges have been identified as:

the challenges and risks we face if we do not care for and manage our natural resources

the challenges and risks caused by HIV and AIDS

the challenges and risks to health caused by pollution, poor sanitation and waste

the challenges and risks to democracy and social stability caused by inequity and governance that ignores rights and responsibilities

the challenges and risks we face if we do not adhere to road safety measures

the challenges and risks we face because of globalisation The suggestions that follow in the table below are intended to guide teachers towards integrating the teaching of cross-curricular issues in their everyday language teaching. Teachers may add their own topics and activities or adapt these depending on the level and interests of their learners.

CROSS-CURRI-CULAR ISSUE

TOPIC

ACTIVITIES FOR EACH SKILL

OBSERVING AND

RESPONDING

EXPRESSION AND

COMMUNICATION

SIGNING AND LINGUISTICS

DEAF CULTURE

AND LITERATURE

Environ-mental Education

What makes up our environment? Parks and recreation Conservation Arbour day

Observe a text signed and rearrange information provided on strips of paper

Sign a speech of appreciation to your school for taking part in the tree-planting on Arbour Day

Interview a wildlife expert or conservationist prepare a talk, speech or debate on e.g. how to save water/ electricity; prevent littering/ pollution

Create own story about saving trees, water and pollution. Include deaf characters.

Population Education

Namibia’s population/ cultural groups Namibia’s early history Living conditions in our country / villages

Observe a text on living conditions, tick the correct answers observe information on population growth and life expectancy in Namibia and answer questions

Interview all learners in class, introduce to class, and include cultural information.

Discuss: Namibia’s early history: -people who made an impact on Namibia’s history Debate: can we afford the present population growth?

Interview an aged Deaf adult about his life and the history of the Namibian Deaf community. Present your findings

Human Rights and Democracy

Promoting a culture of peace Understanding culture and diversity Rights and responsibilities Day of the African Child

Observe a text on rights and responsibilities and complete different tasks (E.g. True / False, Match, Short answer activities, etc.)

Dramatise a story showing the rights of the Deaf

Sign about different cultures (language, dress, food, etc.) sign about rights and responsibilities (charter / constitution) discuss the Education Act, 2001, part ix - compulsory school attendance

Make a booklet about the rights of a child. Think of ways to make this information more deaf cultural friendly and more accessible for the Deaf

HIV and AIDS

Living positively with HIV and AIDS Prevention of infection Rights of those infected and affected

Observe a text and answer true/false questions observe information from a video/story about HIV positive people) and organise jumbled sentences

Prepare and present a presentation about HIV and AIDS.

interview, e.g. with a local health worker about HIV and AIDS, gathering data(class activities) Debate - is it good to know your HIV status?

Prepare and sign a story about HIV and AIDS some characters should be Deaf.


6. Approach to teaching and learning The approach to teaching and learning is based on a paradigm of Learner-Centred Education described in ministerial policy documents and the Learner-Centred Education conceptual framework. This approach ensures optimal quality of learning when the principles are put into practice. The aim is to develop learning with understanding, and the knowledge, skills and attitudes to contribute to the development of society. The starting point for teaching and learning is the fact that the learner brings to the school a wealth of knowledge and social experience gained continually from the family, the community, and through interaction with the environment. Learning in school must involve, build on, extend and challenge the learner’s prior knowledge and experience. Learners learn best when they are actively involved in the learning process through a high degree of participation, contribution and production. At the same time, each learner is an individual with his/her own needs, pace of learning, experiences and abilities. The teacher must be able to sense the needs of the learners, the nature of the learning to be done, and how to shape learning experiences accordingly. Teaching strategies must therefore be varied but flexible within well-structured sequences of lessons. The teacher must decide, in relation to the learning objectives and competencies to be achieved, when it is best to convey content directly, when it is best to let learners discover or explore information for themselves, when they need directed learning, when they need reinforcement or enrichment learning, when there is a particular progression of skills or information that needs to be followed, or when the learners can be allowed to find their own way through a topic or area of content. Working in groups, pairs, individually, or as a whole class must therefore be organised as appropriate to the task at hand. Cooperative and collaborative learning should be encouraged wherever possible. In such cases, tasks must be designed so that pair or group work is needed to complete it, otherwise learners will not see the relevance in carrying out tasks together. As the learners in this phase already developed personal, social and communication skills, they should be given increasing responsibility to participate in planning and evaluating their work, under the teacher’s guidance. Learners have already acquired much of their Namibian Sign Language in the Junior Primary phase and the function of Namibian Sign Language teaching and learning in the Senior Primary phase is to further refine and develop articulation and fluency. The subject should build on what learners already know and can do, and direct the learners to correct and appropriate use of language structures, and to develop their ability to handle the language in more complex and subtle ways. An important function of the subject in this phase is to widen the extensive vocabulary which the learners already have and deepen their understanding of meaning. The teaching of Namibian Sign Language must be done in close connection and co-operation with the home and local community. In terms of language ecology, the teaching of sign languages has a significant role to play in using the knowledge of the local community to remember the richness of idioms and expressions which some are beginning to lose. The home and community can be used as a resource to deepen and extend the learner’s language. The teaching of sign languages also has to be responsive to changes which are taking place today, as happens with any language. In multi-lingual urban areas, especially, young people are developing their own idiom which conservative speakers of the language or languages consider “impure” or “incorrect”.


Although few schools have computers available for the use of the learners, teachers should develop an awareness of present-day information technologies amongst the Senior Primary phase learners. Awareness of information technology can be strengthened by discussing where the learners see computers and information technology in their local environment and what they are used for, and reading stories or discussing pictures about information technology. Those that have access to computers should be encouraged to work with the computers and to share their experience with their peers. Language is at the deepest level of identity of a person and constitutes membership in the primary group in life, namely the family and the local community. The teaching of the sign language should therefore both draw on the cultural richness of the immediate environment and relate topics to the immediate environment in every way possible.

7. End-of-phase competencies Many of the competencies included in the Senior primary syllabus will have been introduced already in the Junior primary phase. For a description of the competencies a learner should have mastered on entering the Senior primary phase, the end-of-phase competencies in the Junior primary syllabus can be consulted. In the Senior primary syllabus it is important that the teacher work towards the progressive development of these competencies in the learners. In subsequent grades the learners will be required to develop the competencies with growing levels of sophistication. A few learners will just be able to manage the minimum number of competencies and must receive learning support through adapted teaching approaches, adapted materials, and assistance from peers. A small number of learners have special educational needs to a degree which requires greater individual attention, resources or assessment. On completing the Senior primary phase in Namibian Sign Language, learners are expected to have mastered the competencies described below. Expression and Communication The learner will be able to sign confidently and effectively in wide range of situations, respond to situations and apply various strategies in relevant text. Observation and Comprehension The learner will be able to observe attentively for information and view variety of signed text, and show appropriate attitude and behaviour when observing and viewing. Linguistic Skills The learner will identify, know and be able to use the sign language structure to create texts and interpret texts. Deaf literature and culture The learner will be able to understand different aspects of Deaf Culture and develop an awareness of deaf people around the world.

6 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015

8. Summary of the learning content The Namibian Sign Language syllabus for Grades 4-7 consists of four basic skills that should be acquired by all learners:

Expression and communication

Observation and comprehension

Linguistic skills

Deaf literature and culture The table below shows the areas of learning or activities in each of the four skills that should be acquired:

Skills Area Area of Learning/Activities


Develop skills to sign fluently and confidently; participate in discussions; develop strategies to give instructions, produce and present signed text


Develop observation skills; respond, act out, discuss, demonstrate, give instructions, compare, ask questions, express feelings, suggest, reflect, and create through the use of signs; develop awareness of the structure of language

Linguistic skills

Identify, know and use the correct use of sign language structure; apply all linguistic features when signing

Deaf literature and culture

Understand the aspects of Deaf Culture; develop an awareness of deaf people around the world

These skills are dealt with separately for reasons of convenience and clarity but should not be taught in isolation. In practice, however, language skills do not function in isolation and should therefore be taught in an integrated and holistic way.


9. Learning content 9.1 Expression and communication

LEARNING OBJECTIVES

COMPETENCIES

Learners will: Grade 4 Grade 5 Grade 6 Grade 7

Learners should be able to: Learners should be able to: Learners should be able to: Learners should be able to:

1.1 Signing skills

understand and appreciate how to sign a wide range of imaginative and informative texts,

reflect /retell a short

signed story

sign a story based on

personal experience

sign a simple poem

sign a news report

produce own stories

present own stories through appropriate signs in logical manner

sign a instructional text for example a recipe

show a consciousness of

role-taking in storytelling,

use and recognise this

technique

sign a humorous text

sign a summary of a story

create own stories, adding deaf characters

identify and discuss specific elements that establish plot, character and setting

sign a persuasive text

sign a summary of a story

express signing skills appropriately and constructively

sign prepared and

unprepared stories using

personal experiences

organise the sign story

content in logical

sequence with

introduction and

conclusion

plan and sign a story

show appropriate Namibian Sign Language linguistic skills

follow a proper signing sequence

plan and sign a story with two or more characters

use appropriate Namibian Sign Language linguistic skills

follow a proper signing sequence

plan and sign a presentation

organise sign story content to gain and maintain the attention of the audience.

prepare an interesting introduction, focused details, facts and examples, and a clear conclusion


9.1 Expression and communication (continued)

LEARNING OBJECTIVES

COMPETENCIES



1.2 Picture stories

create pictures for composition

draw pictures and sign

the story in the picture

prepare picture stories

about activities or events

in their environment and

share them with an

audience

describe what they see in

the pictures

predict various

happenings in the

picture/graphical text,

adding personal

experience, and sign the

story

describe what they see in

the pictures

discuss what might be

happening in the

pictures, adding personal


story

demonstrate what they

see in the pictures

produce what might be

happening in the pictures,

adding personal


story

1.3 Instructions

express clear instructions and explanations

give and receive clear

instructions and

directions

ask and respond to

questions for clarification

convey information

clearly

develop strategies to

explain rules and

instructions

develop appropriate

attention getting

behaviours

use clear appropriate

attention getting

behaviours to manage a

group during a game

(e.g. a sport game, card

game etc.)

convey information

clearly

show strategies to

explain rules and

instructions

practise clear attention

getting behaviours to

manage a group during a

game (e.g. a sport game,

card game etc.)

create and use clear and

appropriate attention

getting behaviours to

manage a group during a

game (e.g. a sport game,

card game etc.)


9.2 Observation and comprehension

LEARNING OBJECTIVES

COMPETENCIES



2.1 Observe signed text

observe extensively a variety of signed texts

retell events in a signed

text

observe and discuss

current issues based on

non- fiction signed text

for example news or

article in magazine

show understanding of

text by answering

questions about the

signed text

predict what will happen

next

express thoughts and

feelings about a story

participate in group

discussions/debate

retell and discuss events

in a signed text

observe and describe

current issues based on

non- fiction signed text for

example news or article in

magazine

show understanding of

text by answering and

discussing questions

about the signed text

suggest an alternative

ending for a signed text

distinguish between fact

and opinion

retell and demonstrate

events in a signed text

answer questions and

give their opinions and

views about the signed

text

identify main characters

in the signed text

relate the signed text to

real life experiences

distinguish and describe:

mood of a speaker, e.g.

sad, happy, excited

discuss and analyse

events in a signed text

answer questions and

give opinions, views and

ideas about the signed

text

summarise the main

points about the signed

text

identify and describe the

main characters in the

signed text

relate the signed text to

real life experiences

demonstrate and

describe cause/effect

(the link between action

and outcome, chain of

events)


9.3 Linguistic skills

LEARNING OBJECTIVES

COMPETENCIES


Learners should be able to: Learners should be able to:

Learners should be able to: Learners should be able to:

3.1 Phonology

know and use the parameters, signs and grammar to create and interpret Namibian Sign Language

develop sign formation

and parts of a sign

point out how different

parameters can change

the meaning of the sign

develop signs into their

different parts

analyse signs into their

different parts

3.2 Morphology

understand compound signs

identify simple compound

signs

establish how compound

signs are formed

form individual signs

from compound signs

compile a small

dictionary/sign list of

compound signs

identify compound signs in

a signed text

use compound signs

know nouns and verbs in sign text

distinguish between

nouns and verb for

example eraser/erase

(facial expression and

intensity of movement

added to sign)

identify nouns and

verbs

recognise nouns and

verbs into three

dimensions for example

frequency, directionality

and manner

use nouns and verbs into

three dimensions for

example frequency,

directionality and manner

analyse nouns and verbs

into three dimensions for

example frequency,

directionality and manner

apply pluralisation in Namibian Sign Language

fully understand

pluralisation

use pluralisation in

Namibian Sign Language

correctly

understand singular

classifiers and plural

classifiers

use singular classifiers

and plural classifiers

develop own story using

plural and singular

classifiers

identify plural and singular

classifiers from signed text


9.3 Linguistic skills (continued)

LEARNING OBJECTIVES

COMPETENCIES



3.2 Morphology (continued)

understand the use of different types of classifiers

recognise different types

of classifiers for example

regular, limb and

descriptive classifiers

distinguish between

different classifiers

use regular, limb and

descriptive classifiers

when signing a story.

for example: lion stalks/

tortoise walks

look at a cartoon and use

classifiers to sign the

story

identify classifiers in a

variety of signed text

3.3 Syntax/Semantics

apply the correct sentence structure

identify the subject,

object, verb of a

sentence in Namibian

Sign Language

rewrite written English

sentences into

Namibian Sign

Language

use the correct

Namibian Sign

Language structure

develop written English

sentences into Namibian

Sign Language

show the correct


structure

translate written English

sentences into Namibian

Sign Language

design the correct


structure

use time lines correctly

use time correctly in

regard to the location and

direction on the time line

use time correctly by

adding non-manual

adverbs for example

recently and very

recently

show numbers into the time sign for example two weeks ago

develop regularity in

time signs for example

every Monday

incorporate numbers into the time sign for example two weeks ago

incorporate regularity in

time signs for example

every Monday


9.3 Linguistic skills (continued)

LEARNING OBJECTIVES

COMPETENCIES



3.3 Syntax/Semantics (continued)

understand and respond to various types of questions

ask and respond to a

variety of sentence types

correctly and

appropriately for example

yes and no questions,

negation and “wh”

questions

develop and practice

skills in facial

expressions used in non-

manual behaviours

use a variety of

sentence types

correctly and

appropriately for

example statements,

negative statements,

questions, commands,

exclamations

use appropriate forms

of non-manual

behaviours

use a variety of sentence

types correctly and


negation and assertion

demonstrate appropriate

forms of non-manual

behaviours

use a variety of sentence

types correctly and


rhetorical questions

use appropriate forms of

non-manual behaviours


9.4 Deaf literature and culture

LEARNING OBJECTIVES

COMPETENCIES



4.1 Deaf culture

understand what is Deaf Culture

portray adequate

knowledge and good

understanding of own

identity

show total acceptance of

own identity

show total understanding

of uniqueness of each

individual

identify the five aspects of

Deaf Culture

- language - values - traditions - rules of behaviour - identity

indicate what is Deaf

Culture

explain the importance of

Deaf Culture

design a poster

representation of Deaf

Culture

look at different cultures

and discuss, compare and

present the five aspects of

culture

know about famous deaf people around the world (for example Movers and Shakers)

sign about famous deaf

people (Movers and

Shakers)

recognise the challenges

these deaf people go

through and how they

deal with it

identify and compile a

table indicating some

common characteristics of

famous deaf people

(Movers and Shakers)

use the internet,

encyclopaedias, reference

books or local resource

centre to find other

famous deaf people

prepare and present

information about famous

deaf people to class

use the internet,

encyclopaedias, reference

books or local resource

centre to find successful

Namibian deaf people

prepare and present

information about

successful Namibian deaf

people to class

4.2 Deaf literature

be exposed to books written by deaf artist, or books about deafness or deaf characters

view sign language

folktales by means of deaf

a story teller, video tape

etc.

answer questions on

viewed sign language

folktales

summarise the story,

retell the story

create own stories, retell

signed story

analyse signed story,

focusing on the structure,

and result/outcome

participate in character

analysis and discuss the

moral of the story.


9.4 Deaf literature and culture (continued)

LEARNING OBJECTIVES

COMPETENCIES



4.3 Interaction with the hearing world

understand about their rights

interact with an authority

figure

develop an

understanding of their

legal rights when dealing

with the police and other

authorities

interact with an authority

figure and ask questions

show an understanding of

their legal rights when

dealing with the police and

other authorities

interview the authority

figure and present their

findings to the class

role play various situations

where deaf people are

involved, focus on their

rights, for example rights to

education, health etc.

know how to deal with daily situations in the hearing world,

prepare a role play of

different real life

situations with two

players and present to

class

demonstrate how to deal

with different of real life

situations and present to

class

record a role play of

different real life

situations and present

the recording to class

record role play different

real life situations with two

or more players and

present the recording to

class

understand the different uses of technology to assist the deaf

list different technology

and devices that can

assist deaf people

(example: skype, sign

wiki, cell phone, e-mail)

invites representative from

various manufacturers and

develop an awareness of

technology and devices that

can assist deaf people

develop and create own

ideas on how

technology can assist

deaf people

develop and create own

ideas on how technology

can assist deaf people

develop an inventory of

ways to communicate in

emergencies situations,

including providing

personal information, ways

of using attention-getting

strategies to alert deaf or

hearing people to an

emergency


10. Assessment A learner-centred curriculum and learner-centred teaching use a broad range of knowledge and skills which are relevant to the knowledge-based society. The competencies in the syllabus state what understanding and skills a learner must demonstrate as a result of a teaching-learning process, and which competencies will be assessed. However, it is intended that the curriculum should focus on learning, not on assessment and examination. Assessment and examination are only to support learning.

10.1 Continuous assessment In order to capture the full range and levels of competence, a variety of formal and informal continuous assessment situations is needed to give a complete picture of the learner’s progress and achievements in all subjects. Continuous assessment must be clear, simple and manageable, and explicitly anchored in learner-centred principles and practice. Teachers must elicit reliable and valid information of the learner’s performance in the basic competencies. The information gathered about the learners’ progress and achievements should be used to give feedback to the learners about their strong and weak points, where they are doing well, and why, and where, how and why they need to try harder. The parents should be informed regularly about the progress of their child in all subjects, be encouraged to reward achievements, and given suggestions as to how they can support the child's learning activities. The learner’s progress and achievements in this subject must be reported to parents in the school report. 10.2 Formative and summative assessment The two modes of assessment used are formative continuous assessment and summative assessment. Formative continuous assessment is any assessment made during the school year in order to improve learning and to help shape and direct the teaching-learning process. Assessment has a formative role for learners if and when:

- it is used to motivate them to extend their knowledge and skills, establish sound values, and to promote healthy habits of study

- assessment tasks help learners to solve problems intelligently by using what they have learned

- the teacher uses the information to improve teaching methods and learning materials Summative assessment is an assessment made at the end of the school year based on the accumulation of the progress and achievements of the learner throughout the year in a given subject, together with any end-of-year tests or examinations. The result of summative assessment is a single end-of-year promotion grade. 10.3 Informal and formal methods The teacher must assess how well each learner is mastering the basic competencies described in the subject syllabus and from this gain a picture of the all-round progress of the learner. To a large extent, this can be done in an informal way and in their participation in general, through structured observation of each learner’s progress in learning and practice situations while they are investigating things, interpreting phenomena and data, applying knowledge, communicating and making value judgements.

When it is necessary to structure assessment more formally, the teacher should as far as possible use situations similar to ordinary learning and practice situations to assess the competency of the learner. Formal written and oral tests can be used to assess only a limited range of competencies and therefore should not take up a great deal of time. Short tests should be limited to part of a lesson and only in exceptional cases use up a whole lesson.


10.4 Evaluation Information from informal and formal continuous assessment is to be used by the teacher to ascertain where it is necessary to adapt methods and materials to the individual progress and needs of each learner. At the end of each main unit of teaching, and at the end of each term, the teacher, together with the learners, should evaluate the process in terms of tasks completed, participation, what the learners have learnt, and what can be done to improve the working atmosphere and achievements of the class. 10.5 Criterion-referenced grades When grades are awarded in continuous assessment, it is essential that they reflect the learner’s actual level of achievement in the competencies, and are not related to how well other learners are achieving or to the idea that a fixed percentage of the learners must always be awarded a Grade A, B, C, and so on (norm-referencing). In criterion-referenced assessment, each letter grade must have a descriptor for what the learner must demonstrate in order to be awarded the grade. Grade descriptors must be developed for each subject for each year. It is important that teachers in each department/section work together to have a shared understanding of what the grade descriptors mean, and how to apply them in continuous assessment, so that grades are awarded correctly and consistently across subjects. Only then will the assessment results be reliable.

10.6 Grade descriptors The learner’s summative achievement in the competencies will be shown in letter grades A to E, where A is the highest and E the lowest grade. When letter grades are awarded, it is essential that they reflect the learner’s actual level of achievement in relation to the competencies. The relation between the letter grades and competencies is shown in the table below. As far as possible a letter grade should be used as the mark instead of a percentage.

Grade % Range Competency descriptions

A 80%+ Achieved competencies exceptionally well. The learner is outstanding in all areas of competency.

B 70-79% Achieved competencies very well. The learner’s achievement lies substantially above average requirements and is highly proficient in most areas of competency.

C 60-69% Achieved competencies well. The learner has mastered the competencies and can apply them in unknown situations and contexts.

D 50-59% Achieved competencies satisfactorily. The learner’s achievement corresponds to average requirements. The learner may be in need of learning support in some areas.

E 40-49%

Achieved the minimum number of competencies to be considered competent. The learner may not have achieved all the competencies, but the learner’s achievement is sufficient to exceed the minimum competency level. The learner is in need of learning support in most areas.

U 0-39% Not achieved the minimum number of competencies. The learner has not been able to reach a minimum level of competency, even with extensive help from the teacher. The learner is seriously in need of learning support.

10.7 Conducting and recording assessment Continuous assessment should be planned and programmed at the beginning of the year, and kept as simple as possible. Marks given for class activities, practical activities, project work, assignments, homework and short tests may be recorded for continuous assessment.


10.8 Assessment objectives The assessment objectives for sign languages are:

A. Expression and communication

The learner should be able to:

1. give a signed narrative on any given topic using all linguistic features when signing.

B. Observation and comprehension


1. develop observation skills

2. respond by acting out, discuss, demonstrate, give instructions, express feelings, and create through the use of signs

3. observe a signed text and answer questions, make comments, add own experience and views

C. Linguistic skills


1. apply all linguistic features appropriately when signing

2. understand the structure of Namibian Sign Language

D. Deaf literature and culture


1. understand what Deaf Culture is

2. know and become aware of Deaf people, their achievements and their abilities

10.9 Continuous assessment: Detailed guidelines A specified number of continuous assessment activities per term should be selected, graded and recorded. These continuous assessments must be carefully planned and marked according to a marking scheme, marking criteria or memorandum. The criteria used to assess activities other than tests should be given to the learner before the assessment activity. Evidence of the work produced by candidates who achieved good, average and low marks, has to be kept at school until the end of the next year. Teachers can choose to grade and/or record more than the required continuous assessments if it is necessary for formative purposes. An end-of-year summative grade will be based only on the assessment tasks described in the syllabus.

Assessment will consist of both informal and formal continuous assessment. Internal tests are allowed as part of formal continuous assessment. Continuous assessment will count 50% towards the final year grade and an internal end-of-year examination will count 50% 50 marks + 50 marks = 100.


The learners’ expression and communication should be assessed formally at least three times per term. For this purpose teachers will have to set a signed narrative on any given topic that will be using all linguistic features when signing.


Observation and comprehension should be assessed at least three times per term. The teacher may assess observation skills whereby a learner has to observe a signed text and answer questions, make comments, add own experience and views. The learner should be


able to respond by acting out, discuss, demonstrate, give instructions, express feelings, and create through the use of signs.

Linguistic skills

Learners’ linguistic skills should be assessed formally at least twice per term. The teacher should set task whereby the learner should be able to apply all linguistic features appropriately when signing. Learners’ should be able to understand the structure of Namibian Sign Language, and the task should be set to assess their understanding and application of Namibian Sign Language.

Deaf literature and culture

The learner should be taught to appreciate and understand Deaf Culture. To actualise these learners should know and become of deaf people, their achievements and their abilities. At least two assessment tasks should assess by the teachers in Deaf literature and culture.

Summary of continuous assessment:

10.10 End-of-year examinations There will be an internal end-of-year examination in Grades 4 to 7. The purpose of this examination is to assess the extent to which each learner has mastered the learning objectives for that year. Preparing for and conducting this examination should not take up more than two weeks altogether right at the end of the year. Assessment will consist of both informal and formal continuous assessment. Internal tests are allowed as part of formal continuous assessment. Continuous assessment will count 50% towards the final year grade and an internal end-of-year examination will count 50% 50 marks + 50 marks = 100

Skills Area Marks Total

1. Expression and communication

Task 1 10

Task 2 10

Task 3 10

Sub-total 30

2. Observation and comprehension

Task 1 10

Task 2 10

Task 3 10

Sub-total 30

3. Linguistic skills

Task 1 Linguistics 10

Task 2 Linguistics 10

Sub-total 20

4. Deaf literature and culture

Task 1 10

Task 2 10

Sub-total 20

TOTAL 100


The end of year examination will consist of two papers:

GRADES 4,5, 6 & 7 Duration Marks

Paper 1:

Paper 1 consists of two parts.

Part A: Expression and communication (20 marks)

Task 1 should be set and based on visual texts like cartoons and pictures.

Task 2 should encourage learners to express their views on different topics.

1 hour 20

Part B: Observation and comprehension (10 marks)

A task should be set based on signed narrative. Questions will assess comprehension and will include a range of question types.

10

30

Paper 2: Paper 2 consists of two tasks.

Part A: Linguistic skills (10 marks)

Learners will respond to questions based on the linguistics of sign language.

1 hour 10

Part B: Deaf literature and culture (10 marks)

Learners will sign on one of four topics.

10

20

TOTAL 2x50=100

The end of year assessment for Grade 4 to 7 will consist of all work done during the whole year. The purpose of this examination is to assess the extent to which each learner has mastered the learning objectives for that year.

10.11 Promotion marks Continuous assessment will contribute 50% towards the final year grade and the internal end-of-year examination will contribute 50%. [50 marks + 50 marks = 100]. The weighting of each assessment component is as follows:

Component Description Marks Weighting

Signed Examination

Paper 1/Part A: Part B

20 10

66.6% 33.3%

Sub Total (A) 30 30%

Paper 2/Part B: Part B

10 10

50% 50%

Sub Total (B) 20 20%

Continuous Assessment

Sign Language Skills 50 50%

Total Marks 100 100%

10.12 Specification Grid

Assessment Objective Continuous Assessment

Paper 1 Paper 2

Expression and Communication




Observation and Comprehension



Linguistic Skills

Linguistic Skills

Deaf Literature and Culture

Deaf Literature and Culture


Annex 1: Glossary NB: The meanings given here apply to the word in the context of this syllabus only and not necessarily to any other context.

body language movement of body with various motions expressing actions

according to the situation

categorising classification

communicative exchanging information, news, ideas in an interactive way

comparing and contrasting

exploring likenesses and differences between texts to

understand them better

competencies the skills or knowledge learners should develop

connecting think about what you already know about the text; find ways

to relate the text to yourself, other texts and the world

around you

contextualising place a text in its historical, biographical, and cultural

contexts.

continuous assessment

mark

the total mark accumulated in all four skills over the three

trimesters

deaf culture use of sign language as means of communication, own

method of attention-getting , form own social activities

debate formal discussion

directed communicative active interaction between the learner, the teacher and the

testing and the stimulus visual material

directed expressive visual picture or activities where learner is required to give a

thorough description of what is taking place using sign

language

evaluating think about the text as a whole and form opinions about

what you read

evaluating an argument test the logic of a text as well as its credibility and emotional

impact

extensively widely

facial expression movement of face with raising or lowering of eyebrows

conveying various emotions

final examination mark the mark obtained for the internal or external

examination/test at the end of the year

formal continuous

evaluation

takes place during structured assessment under controlled

conditions

identifying determine the author’s purpose, find main ideas, the

theme(s) and important details; identify the gist, the


purpose and the audience of the text

inferring use clues in the text and your own knowledge to fill in the

gaps and draw conclusions.

informal continuous

evaluation

takes place during lessons and forms an integral part of

everyday teaching

internal examination an examination set by the teacher and moderated by the

subject head or a member of the school management

morphology the smallest unit of meaning in a sign/word

outlining and summarising identify the main ideas and restating them briefly in your

own words

phonology building blocks of words( segments words are made up of

predicting determine what you think will happen next in a text. use the

title, text and illustrations to help you

previewing learning about a text before really reading it

promotion mark the average of the ca and the final examination mark

questioning stop and ask yourself questions to see if the text makes

sense; reread the text if you need more information; specific

repair strategies include rereading, reading ahead,

clarifying words by looking them up in a dictionary or

glossary, or asking someone for help

read aloud read aloud means signing and is used in the context of sign

language

reading comprehension

strategies

first the sign for each word is presented, emphasizing the

connection between the word’s meaning and the visual

depiction of the concept; then the text is “read aloud”, and

learners sign the vocabulary words when they hear them in

the text; learners continue to practice the signs as they

engage in a choral reading activity, which reinforces both

comprehension and vocabulary; extension activities

increase learners’ understanding of the vocabulary words

and encourage them to learn additional Namibian Sign

Language signs.

reflecting examine your personal responses on challenges to your

beliefs and values.

summative assessment when end-of-year test, together with the continuous

assessment marks are used for the final assessment

syntax signs put together to create meaningful sentences

trimester mark the grand total for all four skills for the trimester


visualising create mental images of the characters, setting, events, etc.


Annex 2: Continuous Assessment Record Sheet: Namibian Sign Language Grades 4-7

GRADE: _______ CLASS GROUP: _______________ YEAR: _____________________________________________

SCHOOL: ___________________________________________ TEACHER: _________________________________________

Name

Trim

este

r

Expre

ssio

n a

nd

Com

mun

ication

Observ

ation a

nd

Com

pre

hensio

n

Lin

guis

tic S

kill

s

Deaf

Litera

ture

and C

ulture

Tri

meste

r M

ark

CA

(T

rim

este

r m

ark

÷ 2

)

Exam

Ma

rk (

100 ÷

2)

Pro

mo

tio

n m

ark

Task 1

Task 2

Task 3

To

tal

Task 1

Task 2

Task 3

To

tal

Task 1

Task 2

To

tal

Task 1

Task 2

To

tal

10 10 10 30 10 10 10 30 10 10 20 10 10 20 100 50 50 100

1

2

3

1

2

3

1

2

3

1

2

3

The National Institute for Educational Development Private Bag 2034 Okahandja NAMIBIA Telephone: +264 62 509000 Facsimile: +264 62 509073 Website: http://www.nied.edu.na ©NIED 2015

http://www.nied.edu.na/

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