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Republic of Namibia
MINISTRY OF EDUCATION
JUNIOR PRIMARY PHASE
For Implementation in 2015
NAMIBIAN SIGN LANGUAGE SYLLABUS
GRADES 1-3
Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, 2014 Namibian Sign Language Syllabus Grades 1 - 3 ISBN: 978-99945-2-114-2 Printed by NIED Website: http://www.nied.edu.na Publication date: December 2014
Table of Contents
1. Introduction…………………………………………………………............................... 1
2. Rationale……………………………………………………………............................... 1
3. Aims…………………………………………………………………............................... 1
4. Inclusive Education…………………………………………………............................. 2
5. Links to other subjects and cross-curricular issues………...................................... 2
6. Approach to teaching and learning…………………………….................................. 4
7. End of phase competencies……………………………………….............................. 4
8. Summary of learning content……………………………………................................ 4
9. Learning content…………………………………………………….............................. 6
10. Assessment…………………………………………………………............................... 14
10.1 Assessment objectives……………………………………………............................... 14
10.2 Types of assessment……………………………………………….............................. 14
10.3 Grade descriptors…………………………………………………................................ 15
10.4 Continuous assessment: detailed guidelines ….………………................................ 15
11. Glossary of terms………………………………………………….............................. 16
Annexe: 1 Assessment Record Sheet for Namibian Sign Language…….................... 18
Annexe: 2 Assessment Record Sheet for Namibian Sign Language…….................... 19
1 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
1. Introduction This syllabus describes the intended learning and assessment for Namibian Sign Language in the Junior Primary phase. As a subject, Namibian Sign Language falls within the linguistic and literacy area of learning in the curriculum, but has thematic links to other subjects across the curriculum. The aims, learning objectives, and competencies which overlap between subjects are amongst the essential learning within the curriculum as a whole. Under optimal circumstances, this subject would need 10 (Grades 1 and 2) and 9 (Grade 3) periods per week. 2. Rationale Namibian Sign Language is a preferred method of communication for the deaf and hard of hearing learners. Young adults, who wish to be able to hold their own positions in the hearing world, need confidence in their written and spoken English. Namibian Sign Language and English must therefore have equal status in the school. The syllabus is concerned with developing learners' communicative competence. This will involve knowledge of the rules, structures and use of the language in context throughout the three domains: signing, reading and language usage. Namibian Sign Language is a complex visual-spatial language used by the Deaf community in Namibia. This is the natural language of Deaf people and has no grammatical similarities to English and should not be considered to be in "pidgin" English. Signed languages use a different modality to spoken languages with meaning being made by non-verbal forms of communication, including movement of hands, upper body and face. Namibian Sign Language has its own distinct linguistic structure that includes syntax, morphology, phonology and language conventions. Hand shapes are not deemed to be gestures as these are one of the parameters of the Namibian Sign Language. The particular features of Namibian Sign Language are the four skill areas of Observation and Comprehension, Expression and Communication, Signing and Linguistics Skills and Deaf Literature and Culture. Special attention should be given to the structure of Sign Language. The structure, context and concept formation of Sign Language contrast greatly to English. The way Sign Language is signed such as the context of the verb or noun, facial expressions and body language is structured that it cannot be put in writing in English grammatical version. Learners are taught to understand the difference between the two languages (Sign language and English) and are able to use both languages correctly. Fingerspelling is not signed language, but is used by signers to represent the written form when needed. It is important that each learner develops language and text competence based on his or her ability and aptitude when it comes to communicative strategies and language preference. Written English and Namibian Sign Language must be considered together. The two languages together constitute the necessary bases for deaf and hard of hearing learners to become functional literate in Namibian society.
3. Aims The aims of Namibian Sign Language are to:
develop in the learners the ability to understand and communicate effectively and confidently in Sign Language
develop learners' abilities in the four skills areas: observation and comprehension, expression and communication, linguistics and deaf literature and culture.
integrate grammar structures and vocabulary with these four skills
promote the appreciation of reading and understanding
enable learners to be creative
2 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
enable learners to express their thoughts, ideas, experiences and values in Sign Language
promote the learners' intellectual, emotional and social development
develop the learners' ability to observe, discriminate and order their thoughts
4. Inclusive Education Inclusive Education is the right of every learner and promotes participation in, or access to, the full range of educational programs 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 Curriculum Framework for Inclusive Education (2014) specifies the competencies that 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 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. The Junior 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.
Girls tend to be more proficient in language than boys in junior primary and female and males have differences in the way they apply language. These differences can be used as a resource by grouping girls and boys together during language lessons. Value issues such identity, feelings, choices and conflicts are often discussed during language sessions. The different attitudes about values that shape male and female thinking can be used to enrich classroom discussion.
5. Links to other subjects and cross-curricular issues The cross-curricular issues include Environmental Learning, HIV and AIDS, Population Education, Education for Human Rights and Democracy (EHRD), Information and Communication Technology (ICT) and Road Safety. These have been introduced in 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
3 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
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 from globalisation Since some subjects are more suitable to address specific cross-curricular issues, those issues will receive more emphasis in the particular syllabuses. In this syllabus the following are links to cross-curricular issues:
Cross-curricular issues
Grade 1 Grade 2 Grade 3
Environmental Learning Observe signed texts, picture stories, instructions, stories or songs and answer the questions about the environment
Observed the description of homes and school and Improve and expand the description
Sign about myself, family, friends and respect and values of friends and family
HIV and Aids Sign about hospital / clinic food and drinks
Observe and understand signed picture stories, instructions, stories, songs, news and answer questions on safe contact with people with HIV and AIDS, what must be avoided
Sign how to behave towards people with HIV and AIDS and one’s own feeling about it
ICT Follow recorded signed stories
Follow recorded signed stories
Record signed stories
Education for Human Rights and Democracy
Sign and observe traditional stories.
Sign about the right to shelter, clean water, food and education
Be aware of Deaf identity and create stories of deaf people
Population Education Myself, family, friends and others
Sign about family, customs, beliefs and values of family life
Sign about customs, beliefs and values of family life
Road Safety Draw road signs in the local environment, demonstrate how to safely cross the road and identify potential dangers on the way to school
Sign how one should behave in traffic as a pedestrian and as a passenger in a vehicle
Create road safety signs and role play traffic rules for cyclist
4 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
6. Approach to teaching and learning The approach to teaching and learning is based on a paradigm of learner-centred education (LCE), 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 of learner-centred education 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.
7. End of phase competencies On entry to Grade 1 in the Junior Primary phase, all learners are expected to be socially, emotionally, cognitively and physically ready to begin formal Namibian Sign Language learning. The first five weeks of Grade 1 should be dedicated to school readiness activities. Learners should be able to understand and communicate effectively in Sign Language and be able to use Sign Language as a medium of instruction in learning other subjects. On completing the Junior Primary phase of education in Namibian Sign Language, learners are expected to be able to demonstrate the following competencies: Observation and Comprehension Learners demonstrate appropriate “listening “behaviour by observing critically without interrupting, making eye contact and signing back in various ways to show understanding and appreciation. They show interest in and respect for the signer by using appropriate body posture and signing skills. Expression and Communication Learners sign clearly and coherently using varied vocabulary and varying signing intonation. They deliver planned short signed talks, providing key details in logical sequence, taking into account the purpose of the talk and the audience. They retell, in sequence, the main ideas in texts, and identify the main idea of a story. Linguistics Learners observe and use fingerspelling accurately and appropriately. They construct d
sentences, use subject-related vocabulary appropriately and with correct pronunciation.
Learners recognise commonly used hand shape and that signs are made up of parameters.
They understand that certain signs come from specific locations.
Deaf Literature and Culture Learners become familiar with Deaf Literature and Culture and form their own identify. They maintain appropriate eye contact and display appropriate manner when conversing. Learners engage in conversations and correspondence in Namibian Sign language to provide and obtain information, express feelings and emotions and exchange opinions. They should identify the uses of one-handed, two-handed, dominant and passive hand signs.
5 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
8. Summary of the learning content
Skills Area Area of Learning
Observation and
Comprehension
Develop observation skills; observe and understand a variety of
signed texts; observe and answer content questions; sign picture
stories in sequence; sequence pictures of a story; observe
instructions and respond appropriately; develop vocabulary.
Expression and
Communication
Sign about personal experiences e.g. sign daily news; expressing
feelings and opinions; ask questions to clarify, plan and get
information on an activity; analyse, compare and contrast
information; sequence picture stories ;sign a familiar story which
has a beginning, middle and end, varying signing mode; participate
in discussions, ask and answer questions and suggest ideas.
Linguistics Observe and use fingerspelling accurately and appropriately;
recognise commonly used hand shapes; know the construction of
sentences using proper structure; recognise that signs are made up
of parameters; link hand shapes to specific meanings (classifiers);
understand and group common signs into parameter families
(locations); segment one handed and two handed signs into
parameters.
Deaf Literature and
Culture
Be familiar with own identity; observe and sign greetings,
introductions and name-signs and use appropriate attention getting
strategies; participate in discussions, taking turns to sign and
respecting others in the group; recognise that in some two-handed
signs there is a dominant and passive hand; observe and
understand deaf literature.
6 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
9. Learning content Grade 1 learners should be exposed to at least five weeks of readiness activities in Term 1 before formal learning starts. Refer to the document, A School Readiness/Preparatory Programme (5 weeks), published by NIED in 2011.
9.1 Observation and comprehension
Learning Objectives Competencies
Learners will: Grade 1 learners should be able to: Grade 2 learners should be able to: Grade 3 learners should be able to:
Topic 1: Attentive observation
observe and understand a variety of signed texts
observe attentively to level - appropriate signed stories
discuss and answer questions on stories
arrange picture in sequence according to the story
observe attentively to level - appropriate signed stories
discuss and answer questions on stories
arrange picture in sequence according to the story
observe attentively to level - appropriate signed stories
comprehend and contribute to signed discussions.
draw conclusions from texts, asks questions, etc.
arrange picture in sequence according to the story
Topic 2: Attentive responding
follow signed instructions
respond to various instructions given by teachers.
respond in an appropriate manner to instructions, questions, conversations, etc.
comprehend and respond appropriately to instructions, questions, conversations, etc.
Topic 3: Observation and comprehension
observe for pleasure take pleasure in observing Namibian Sign Language stories
acquire new vocabulary
take pleasure in observing Namibian Sign Language stories
acquire new vocabulary
take pleasure in observing Namibian Sign Language stories
acquire new vocabulary
7 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
9.2 Expression and communication
Learning Objectives Competencies
Learners will: Grade 1 learners should be able to: Grade 2 learners should be able to: Grade 3 learners should be able to:
Topic 1: Expression
tell own news express response to media images
sign daily news and stories
sign picture stories
create own short stories
express response to daily news and stories
sign confidently and answer questions
extend Namibian Sign Language vocabulary
sign picture stories
create own short stories
sign about more general news in media
sign news, stories, role play, dramatise
sign confidently and answer questions
apply Namibian Sign Language vocabulary
sign picture stories
create own short stories
sign the beginning, middle and end of a story
Topic 2: Communication
acquire communication skills
communicate spontaneously and confidently, expressing own ideas, opinions and experiences using interesting, grade-appropriate descriptions
use non-manual features to communicate effectively
practice the use of new vocabulary
use appropriate gestures when greeting, asking for permission, tanking, apologising and introducing them self
follow and respond to instructions
state the passing on of messages
communicate spontaneously and confidently, expressing own ideas, opinions and experiences using interesting, grade-appropriate descriptions
use non-manual features to communicate effectively
use grade-level knowledge of linguistics and vocabulary when signing
practice the use of new vocabulary
use appropriate gestures when greeting, asking for permission, tanking, apologising and introducing them self
follow and respond to instructions demonstrate the passing on of
messages
communicate spontaneously and confidently, expressing own ideas, opinions and experiences, using interesting, descriptions
use non-manual features to communicate effectively
use grade-level knowledge of linguistics and vocabulary when signing
practice the use of new vocabulary
use appropriate gestures when greeting, asking for permission, tanking, apologising and introducing them self
follow and respond to instructions
illustrate the different ways to pass on messages
8 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
9.2 Expression and communication (continued)
Learning Objectives Competencies
Learners will : Grade 1 learners should be able to: Grade 2 learners should be able to: Grade 3 learners should be able to:
Topic 1: Describe and compare
understand comparisons
describe objects according to their size , shape and colour
compare and group things
describe people according to their gender
recognise different genders
use classifiers to describe an object
use appropriate non-manual features when describing an object
describe actions using adjectives e.g. car fast, rope long, ball big , dog black small
describe people e.g. baby little, woman friendly
use proper sentence construction, e.g. dog hungry, flower yellow
use appropriate non-manual features when describing an object
use correct eye gaze when describing distances
9 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
9.3 Linguistics
Learning Objectives Competencies
Learners will: Grade 1 learners should be able to: Grade 2 learners should be able to: Grade 3 learners should be able to:
Topic 1: Manual alphabet
apply the manual alphabet
fingerspell the alphabetical letters
fingerspell own names and simple words.
fingerspell the alphabet forward and backward with accuracy
know the rules of finger spelling
practice the rules of finger spelling
use finger spelling appropriately
Topic 2: Hand shapes
apply different hand shapes
demonstrate the use of hand shapes
illustrate short hand shape stories (1-5 hand shapes)
show hand shapes
create hand shape stories ( a-z)
compute hand shape stories( a-z)
create hand shape stories with similar hand shape
Topic 3: Non-manual features
acquire skills on non-manual features
demonstrate skills on non-manual features using sign actions
develop skills on non-manual features using appropriate signed actions
apply non-manual features correctly when signing a story
Topic 4:Time line
understand the use of imaginary time lines
recognise time line: - c - sign the days of the week - d - indicate growth - a - indicate past, present and
future
demonstrate time line: - c - sign the days of the week - d – indicate growth - a – indicate past, present and future
illustrate time line : - c - sign the days of the week - d - indicate growth - a - indicate past, present and
future - b - indicate a progress
Topic 5: Questions
understanding the use of “wh”-questions and yes and no questions
respond to “wh-“ questions
apply the use of to “wh-“ questions
describe yes and no questions
participate in using the to “wh-“ questions
construct yes and no questions
recognise negative statements.
apply to “wh-“ and “how” questions to get information
respond to yes and no questions
construct negative statements
10 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
9.3 Linguistics (continued)
Learning Objectives Competencies
Learners will Grade 1 learners should be able to: Grade 2 learners should be able to: Grade 3 learners should be able to:
Topic 6: Use of locations
understand the use of locations
recognise the use of location
demonstrate the purpose of location
apply the uses of location
show different locatives correctly
Topic 7: Pointing Possessives (Pronominalisation)
realise when to use pointing and when to use possessive pronouns
apply pointing and possessive pronouns my/mine, his/hers/he/she
demonstrate pointing and possessive pronouns your/yours, me/mine
develop ways to use pointing and possessive pronouns
Topic 8: Classifiers (Nouns and Verbs)
understand that classifiers are hand shapes that represents nouns and verbs
recognise the uses of classifiers
use classifiers to demonstrate common nouns and verbs ,e.g. car, person, run, jump, drive
demonstrate the use of classifiers
identify the correct uses of classifiers when signing a story
apply the correct classifiers when signing a story
differentiate the use of classifiers
develop correct classifiers when signing a story
Topic 9: Sentence construction
know the construction of sentences using proper structure
sign about personal experiences
observe a message in which appropriate sentence structure is used
sign a story using appropriate sentence structure
sign short sentences of 3-5 signs using proper sentence structure ( object-subject-verb)
sign a story that has a beginning, middle and end
sign sequence of instructions
sign short sentences of 6-8 signs using proper sentence structure (object - subject-verb )
sign simple stories varying signing mode
signed a text with sequence of events
sign longer sentences of (8-10) signs using proper sentence structure (object-subject-verb)
understand between one and many (pluralisation)
indicate the use of pluralisation by adding a specific number sign to the noun, e.g. cat four
indicate the use of pluralisation in Namibian Sign Language by duplicating the sign with movement, e.g. person/people
incorporate number with the sign , e.g. two weeks
duplicate the sign in the same location ,e.g. mistake/mistakes
use countable quantifiers ,e.g. many/few
apply non-countable quantifiers, e.g. sugar little, sugar much
use classifiers to indicate pluralisation, correctly with nouns e.g. people in queue, birds sit on fence, tree-forest
11 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
9.4 Deaf literature and culture
Learning Objectives Competencies
Learners will : Grade 1 learners should be able to: Grade 2 learners should be able to: Grade 3 learners should be able to:
Topic 1: Deaf identity
acquire an understanding of being deaf and or hearing
relate to his/her own identity, e.g. deaf or hearing and that other family members may not be deaf or hard of hearing
understand the difference between hearing, deaf and hard of hearing people
differentiate between hearing, deaf and hard of hearing people
show acceptance of deaf identity
show understanding of uniqueness of each individual
understand the use and purpose of name signs
identify each other through pointing
identify each other through simply descriptions e.g. boy / girl
show own sign name and that of the whole class
identify each other through more detail descriptions e.g. height, body type, colour of hair, colour of eyes
show sign names of all the teachers and friend from other classes
identify each other through very detail description e.g. ethnic group
show sign names of entire school population
describe the rules for giving sign names
plan in giving sign names to new learners
realise the dominant and non-dominant hand and use it appropriately
assess which is the dominant hand and which is the non-dominant hand
sign correctly using both the dominant and the non-dominant hands
identify how one-handed signs are formed
identify how two-handed signs are formed
identify how two-hand non-symmetrical signs are formed
demonstrate the correct use of hands
know how to use attention getting strategies
use basic attention getting strategies
identify acceptable ways of getting attention
identify unacceptable ways of getting attention
demonstrate and use appropriate attention getting strategies
identify attention getting strategies for hearing people
be familiar with how to negotiate signing space
show the signing space use the signing space to sign correctly
demonstrate how to use the signing space for smooth communication
12 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
9.5 Deaf literature and culture (continued)
Learning Objectives Competencies
Learners will Grade 1 learners should be able to: Grade 2 learners should be able to: Grade 3 learners should be able to:
Topic 1: Deaf identity (continued)
appreciate deaf literature
observe a deaf story and draw a picture about it
observe deaf stories and identify the characters
“tell” deaf stories
observe deaf stories and act these out
identify the characters, plot and moral of the stories
“retell” deaf stories
participate in discussions and ask questions
observe deaf stories, poems and jokes and recall in order, simple sequence
identify the characters, plot and morals of the stories
retell deaf stories, poems and jokes
compute own stories, poems and jokes
assess questions related to signed stories
Topic 2: Eye contact
understand and know when to use eye contact
demonstrate how to use eye contact while communicating with others
maintain eye contact while communicating with others
illustrate why it is necessary to maintain eye contact when communicating with others
Topic 3: Taking turns
understand the proper communication skills by taking turns
observe without interrupting
show when to give another person a chance to talk
know when to give another person a chance to talk
show sensitivity to others and give positive feedback
apply taking turns in daily conversations
show respect for the signer
Topic 4: Awareness of Deaf Literature
understand and observe Deaf Literature
discuss stories about Deafness
discover the moral and cultural values in stories
retell stories and answer short questions about signed stories
identify the moral and cultural values in stories
assess stories about Deafness
describe the moral and cultural values in stories
recognise the art of Deaf poetry
13 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
10. Assessment In order to capture the full range and levels of competence, a variety of continuous assessment situations is needed in Junior Primary phase to give a complete picture of the learner’s progress and achievements. Continuous assessment must be clear, simple and manageable, and explicitly anchored in learner-centred principles and practice. The competencies in the syllabus state the understandings and skills a learner must demonstrate, and which will be assessed. However, it is intended that the syllabus be learning-driven, not assessment-driven.
10.1 Assessment objectives The purpose of continuous assessment is to elicit reliable and valid information of the learner’s performance in the competencies. This information should be used to give feedback to the learners about their strengths and weaknesses, where they are doing well, and where and how they need to improve. Parents should be regularly informed via a formal school report about the progress of their learners. They should be encouraged to reward achievements and support their learners’ education. Continuous assessment also helps teachers improve their teaching and provide a better learning experience for learners. The focus should be seen as assessment for learning rather than assessment of learning. We assess to get a reliable profile of each learner’s achievement of the competencies in order to inform further teaching/learning, conduct learning support and evaluate own teaching processes. 10.2 Types of assessment Informal assessment methods The teacher must assess how well each learner masters the competencies described in the Namibian Sign Language syllabus and from this gain a picture of the learner’s progress. To a large extent, this can be done in an informal way through observation of each learner’s progress in learning and practice situations This means observing a learner's performance for assessment purposes as we teach and record what we see. The teachers observe all the learners during the course of Namibian Sign Language lessons. They notice who is paying attention and who is not, who is able to work independently and who struggles when working on their own. By asking questions, they determine who has understood concepts and who has not. By monitoring activities, they can note who can complete the task and apply knowledge, and who cannot. The learners’ participation, involvement and contributions to group work are also observed. Formal assessment methods This involves setting up assessment situations such quizzes, short tests and signing tests. Worksheets are very useful and can be presented either on the chalkboard or on paper. It is very important that teachers organise and plan in order to assess the learners and give marks on the 6-point scale. Short tests in Namibian Sign Language should be conducted within Namibian Sign Language periods and should be viewed as usual Namibian Sign Language activities.
14 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
10.3 Grade descriptors The learner’s level of achievement in relation to the competencies in the Namibian Sign Language syllabus is shown in letter grades. When letter grades are awarded, it is essential that they reflect the learner’s actual level of achievement in relation to the competencies. In Grades 1 to 3, letter grades are related to a six-point performance scale. The relation between the grades awarded and competencies is shown below.
Grade Points (JP
Gr.1-3)
% Range
Competency Descriptions
A 5 80%+ Achieved competencies exceptionally well. The learner is outstanding in all areas of competency.
B 4 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 3 60-69% Achieved competencies well. The learner has mastered the competencies satisfactorily in unknown situations and contexts.
D 2 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 1 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 0-39% Ungraded. 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.
10.4 Continuous Assessment: detailed guidelines Assessment must be part of the lesson planning and clear assessment criteria must be set. During lessons and while learners are carrying out normal classroom activities, the teacher conducts informal and formal continuous assessments for all the various competencies and skills in all the subjects. In the Junior Primary phase, assessment is criterion-referenced. This means that, when points or letter grades are awarded, it is essential that they reflect the learner's actual level of achievement in relation to the competencies. Details can be found in the Junior Primary National Policy Guide 10.4.1 Informal continuous assessment Informal Continuous Assessment is conducted through thorough observations. This means that, while learners are engaged in lesson activities (short written test, quizzes or oral test), the teacher indicates with a tick or cross on the checklist about learners’ achievements or difficulties. These will guide future lesson planning and learning support requirements. It is not necessary to write a comment or note for every competency - a tick may be all that is needed to show that a learner has acquired a skill. However, written evidence is required when a learner is struggling and needs further support.
15 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
10.4.2 Formal Assessment Formal assessment is conducted when a particular concept requires assessing before new concept is introduced. Teachers should give several activities (signing tests or quizzes spread short quizzes) spread over the term. These assessments must be carefully planned and conducted according to the criterion-based descriptors on the 5-point grading scale. Marks should be rounded as follows:
4.5 – 5 = 5 points
3.5 – 4 = 4 points
2.5 – 3 = 3 points
1.5 – 2 = 2 points
0.5 – 1 = 1 points
0 – 0.4 = 0 points
Of the many assessments conducted within the term only two formal assessments will be recorded. At the end of the term the teacher summarises the marks of the two formal assessments by calculating and rounding off the marks for each of the skills, components and themes/topics/sub-topics. The marks are then written on the formal assessment record forms in appropriate columns as full marks 0 – 5 (without decimal fractions). No percentage marks will be used for assessment in the Junior Primary phase. Formal continuous assessment activities should be spread over the term and written during normal classes. This means that no Junior Primary learners in Grades 1 to 3 classes will have a "test week" or a "test time table" during which learners study for tests. Please note: final marks for the end of the year are the summarised marks of the last term only and NOT summarised mark of the whole year.
16 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
11. Glossary of terms 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
Classifier In signed language there is a very large set of signs called classifiers. They are particular hand shapes that represent nouns
Communicative approach
teaching and learning by creating as an authentic communication situation as possible where the language itself is used rather than knowing ‘about’ the language, e.g. setting up a role-play conversation between two learners introducing themselves to each other
Competencies
measurable skills that are regarded as essential in order to perform a task or meet a standard
Continuous assessment
measurement of learners' progress based on work they do within the classroom or tests/quizzes they take throughout the term or year, rather than on a single examination
Cross-curricular issues
matters concerning knowledge, skills, concepts and values that can be applied to more than one subject or area of learning
Why “Deaf” with a capital letter
writing Deaf with a capital letter refers to people whose first language is sign language and have those cultural peculiarities. The word deaf with a small letter refers to people with severe hearing impairment
“deaf” refers to the audiological condition of not hearing
Deaf refers to the salient group pf people who use a shared language, sign language, and culture
Deaf community a group of people who has social structures where sign language is used and its culture shared
Deaf Culture use of sign language as means of communication, own method of getting attention such as tapping shoulders and form own facial expressions
Eye gaze use eyes to index the referent
Facial Expression movement of face with raising or lowering of eyebrows conveying various emotions
Finger spelling movement of fingers formed for each letter of the alphabet to assist in spelling words. It should be used for names of people, towns/countries, words not understood or words which have no significant signs
17 Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
Gestures movement of hands, face or body which communicates specific message
Hand shapes the held position of the hand and fingers in producing a particular sign
Integrated a combination of parts or objects that work together well
Language structure the grammar and syntax of the language
Learning standards written statements of what learners should know and be able to do as a result of their education at the end of a period of time, e.g. at the end of Junior Primary. They are also called “Content Standards”. Learning standards describe what teachers are supposed to teach and what learners are supposed to learn
Location refers to the signing space to show how people, places or things are related.
Modification increase or decrease in intensity when describing shape, size, movement
Non-manual features non- manual features are actions produced by any part of the body other than the hands. they include actions of the eyes, mouth, cheeks, face, head, shoulders and torso.
Pronoun a form that stands in the place of, and does the job of a noun. Pronouns include personal pronouns such as “I” and “you” and possessive pronouns such as “my” and “your”.
Retell sign a story after observing it .
School Readiness/ Preparatory Programme
a programme devised for Grade 1 Namibian learners in recognition that many learners have not acquired school readiness before they start school. it is designed to help learners grasp those concepts and skills that are necessary for more formal learning
Syntax how signs are arranged and connected to construct phrases and sentences
Thematic links connections to similar ideas or topics in other subject areas
18
Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
Annexe 1: Informal observation checklist for grades 1 – 3 A teacher can indicate observation using a tick (√) to determine if the learner has mastered the competencies or cross(x) to indicate the competency is not mastered.
Namibian Sign Language
Grade: ________
Term: _________
Year: _________
Trim
este
r
Observation and comprehension
Expression and communication Signing and Linguistics
Deaf literature and culture
Unders
tand s
igned t
ext
Answ
er
questio
ns
Arr
ange s
equence p
ictu
res
follo
w s
ign text
Fo
llow
instr
uctio
ns
Sig
n n
ew
s
Rete
ll sig
ned s
tory
Sig
n p
ictu
re s
tory
Role
pla
y
Ma
nual alp
habet
Fin
gers
pell
nam
e
Hand s
hape s
tories
Cla
ssifie
rs
Para
me
ters
Att
entio
n g
ett
ing
Eye c
onta
ct
Tu
rn t
akin
g
Sig
n n
am
es
No Date completed Name of Learner
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
19
Namibian Sign Language Syllabus Grades 1 – 3, NIED 2014
Annexe 2: Formal assessment form for grades 1 – 3
Namibian Sign Language Grade: _________
Term: _______
Year: 20______
Formal Assessment 1 Formal Assessment 2 Term Mark
Observ
atio
n a
nd
Com
pre
hensio
n
Expre
ssio
n a
nd
Com
munic
atio
n
Sig
nin
g a
nd
Lin
guis
tics
Dea
f L
ite
ratu
re a
nd
Cultu
re
To
tal
Ave
rag
e
Gra
de
Observ
atio
n a
nd
Com
pre
hensio
n
Expre
ssio
n a
nd
Com
munic
atio
n
Sig
nin
g a
nd
Lin
guis
tics
Dea
f L
ite
ratu
re a
nd
Cultu
re
To
tal
Ave
rag
e
Gra
de
To
tal A
ss 1
+2
Avera
ge
Gra
de f
or
trim
este
r
Marks Allocated 5 5 5 5 5 5 5 5
No. Date Completed Name
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 2014
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