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.
Namibian Sign Language Syllabus, Grades 4 – 7, NIED 2015 2
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
Namibian Sign Language Syllabus, Grades 4 – 7, NIED 2015 3
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.
Namibian Sign Language Syllabus, Grades 4 – 7, NIED 2015 4
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”.
Namibian Sign Language Syllabus, Grades 4 – 7, NIED 2015 5
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
Expression and communication
Develop skills to sign fluently and confidently; participate in discussions; develop strategies to give instructions, produce and present signed text
Observation and comprehension
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.
7 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
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
8 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
9.1 Expression and communication (continued)
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:
1.2 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
experience, and sign the
story
demonstrate what they
see in the pictures
produce what might be
happening in the pictures,
adding personal
experience, and sign the
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 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
9.2 Observation and comprehension
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:
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)
10 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
9.3 Linguistic skills
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:
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
11 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
9.3 Linguistic skills (continued)
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:
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
Namibian Sign Language
structure
translate written English
sentences into Namibian
Sign Language
design the correct
Namibian Sign Language
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
12 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
9.3 Linguistic skills (continued)
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:
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
appropriately for example
negation and assertion
demonstrate appropriate
forms of non-manual
behaviours
use a variety of sentence
types correctly and
appropriately for example
rhetorical questions
use appropriate forms of
non-manual behaviours
13 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
9.4 Deaf literature and culture
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:
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.
14 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
9.4 Deaf literature and culture (continued)
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:
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
15 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
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.
16 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
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.
17 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
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
The learner should be able to:
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
The learner should be able to:
1. apply all linguistic features appropriately when signing
2. understand the structure of Namibian Sign Language
D. Deaf literature and culture
The learner should be able to:
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.
Expression and communication
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
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
18 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
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
19 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
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
Expression and Communication
20 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
Expression and Communication
Observation and Comprehension
Observation and Comprehension
Observation and Comprehension
Linguistic Skills
Linguistic Skills
Deaf Literature and Culture
Deaf Literature and Culture
21 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
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
22 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
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
23 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
visualising create mental images of the characters, setting, events, etc.
24 Namibian Sign Language Syllabus Grades 4 – 7, NIED 2015
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
Top Related