Chart of achievement objectives
Download Chart of achievement objectives (PDF 75KB)
Level 1
Language skills
Students should be able to:
- recognise, respond to, and use familiar signs, phrases, and sentence patterns in familiar contexts
- distinguish between statements, questions, and instructions.
Communication functions
Students should be able to:
- 1.1 recognise and respond to greetings, farewells, thanks, and introductions
- 1.2 communicate about basic concepts of number, size, shape, and colour
- 1.3 communicate about basic concepts of time
- 1.4 communicate their wants and needs and briefly state their likes and dislikes
- 1.5 recognise and respond to classroom expressions and simple instructions
- 1.6 communicate by watching and responding to signed information and by making use of visual prompts
- 1.7 fingerspell their own name, their family members’ names, and the alphabet.
Sociocultural contexts
Students should be able to:
- demonstrate knowledge of the basic history of Deaf schools and Deaf units within schools in New Zealand
- express understanding of the cultural norms of the Deaf community
- demonstrate knowledge of technological equipment used by Deaf people
- show an awareness of the importance of sport to Deaf people
- follow storytelling in NZSL.
Level 2
Language skills
Students should be able to:
- recognise and respond to familiar words, phrases, and sentence patterns, including correct use of noun-verb pairs
- recognise and respond to simple information, including directions and instructions
- use and respond to statements and questions with appropriate facial grammar.
Communication functions
Students should be able to:
- 2.1 communicate about personal information, relationships, and ownership
- 2.2 communicate about concepts of number, including time, quantity, order, age, monetary amount, size, and shape
- 2.3 use questions and statements for requesting, accepting, refusing, and declining
- 2.4 communicate about feelings, emotions, and needs
- 2.5 describe people and everyday objects
- 2.6 use and respond to politeness conventions, directions, and instructions
- 2.7 communicate about plans for the immediate future
- 2.8 fingerspell smoothly and fluently.
Sociocultural contexts
Students should be able to:
- explore how and why Deaf schools and units were set up
- show an awareness of career opportunities for Deaf people
- understand that Deaf people use a wide range of technologies
- explain why Deaf people enjoy and benefit from sport
- explain the differences between drama and NZSL.
Level 3
Language skills
Students should be able to:
- understand familiar sign language structures and vocabulary in new contexts
- make meaningful connections when new vocabulary occurs in familiar language contexts
- apply their knowledge of vocabulary and structures to produce and respond to questions, instructions, and directions
- initiate and maintain conversations.
Communication functions
Students should be able to:
- 3.1 request, offer, accept, and decline things, invitations, advice, and suggestions
- 3.2 communicate about habits and routines
- 3.3 recognise and respond to more complex instructions and directions involving several steps
- 3.4 report events and notices in small and large groups
- 3.5 communicate about feelings, emotions, needs, and preferences in some detail.
Sociocultural contexts
Students should be able to:
- demonstrate an awareness of how communication styles in Deaf education have changed
- demonstrate understanding of the role of NZSL interpreters
- describe historical forms of technology for the Deaf
- identify famous Deaf sportspeople
- recognise sign-singing, dance, and drama as forms of expression Deaf people can participate in and appreciate.
Level 4
Language skills
Students should be able to:
- recognise and respond to the meanings and purposes of NZSL in familiar contexts
- recognise and respond to specific detail in dialogues, conversations, and reports
- demonstrate, in sustained presentations, their understanding of the sequencing and interaction of events
- initiate and sustain conversations
- give extended talks on familiar topics
- demonstrate a range of strategies to make sense of and practise language structures and vocabulary that have not yet been fully assimilated into habitual use.
Communication functions
Students should be able to:
- 4.1 communicate about logical relationships (cause and effect, reasons, and conditions)
- 4.2 communicate using more complex expressions for time and frequency
- 4.3 present and respond to extended narratives about everyday life
- 4.4 follow and provide factual explanations, directions, and instructions, giving reasons and/or sequencing ideas logically
- 4.5 communicate about plans and events in the future
- 4.6 present explanatory narratives, arranging material and making meaning clear by using appropriate delivery, and comment on the presentations of others.
Sociocultural contexts
Students should be able to:
- follow and understand the stories of Deaf people in a historical context
- explain the work of agencies that cater for the needs of Deaf people
- describe a range of telecommunications devices used by Deaf people
- explain the importance of competitive sports to Deaf people
- discuss how Deaf artists have contributed to the arts world.
Level 5
Language skills
Students should be able to:
- use context and familiar language to work out meaning and the relationships between things, events, and ideas
- initiate and sustain conversations on a variety of topics and in different contexts
- interact with others to clarify information, ideas, and opinions
- identify language features and their meaning and purpose
- use a wide range of vocabulary and structures in a range of contexts.
Communication functions
Students should be able to:
- 5.1 communicate about plans for the future
- 5.2 communicate about obligations and responsibilities
- 5.3 recount experiences and events and communicate information, ideas, and opinions, respecting and responding to others
- 5.4 describe, compare, and contrast people, places, and things in detail.
Sociocultural contexts
Students should be able to:
- explain the opposing viewpoints about language learning for the Deaf during the hundred years between 1880 and 1980
- identify some of the professional opportunities available to Deaf people
- recognise inventions and contributions made by Deaf people in the past that have had a major impact on society
- investigate the social effects of the 1989 World Games for the Deaf in New Zealand
- describe Deaf involvement in the film and theatre industries.
Level 6
Language skills
Students should be able to:
- identify language features and their effects in a range of contexts
- extract and interpret information from signed texts
- use NZSL confidently and effectively in a variety of settings
- initiate and sustain conversations in both formal and informal situations
- give presentations on both familiar and unfamiliar topics, using appropriate technologies in a range of contexts
- communicate in a variety of formal and informal situations.
Communication functions
Students should be able to:
- 6.1 recount experiences and events, and communicate information, ideas, and opinions, in consultation with others and responding to their contributions
- 6.2 communicate about hypothetical problems and possible solutions in consultation with others
- 6.3 communicate about plans, hopes, aspirations, and intentions
- 6.4 communicate using clear articulation, slightly larger signs, a measured signing pace, and good command of pauses.
Sociocultural contexts
Students should be able to:
- examine the effects of the Milan Congress of 1880 and the subsequent effects on Deaf education
- investigate Deaf activism
- describe some of the types of technology that Deaf people need to become successful in their careers and in business
- consider the specific needs that Deaf people have in the sporting world
- examine Deaf involvement in expressive art.
Level 7
Language skills
Students should be able to:
- comprehend the details and summarise the meaning of content signed by other users of NZSL in a range of contexts
- recognise, present and respond to various kinds of information and identify meaning, purpose, and intended audience
- initiate and maintain communication confidently in a variety of situations and environments.
Communication functions
Students should be able to:
- 7.1 communicate confidently, clearly, and persuasively in a variety of situations and environments
- 7.2 communicate and explore information, ideas, and opinions and facilitate discussion
- 7.3 express and respond to advice, warnings, and suggestions, approval and disapproval, and agreement and disagreement
- 7.4 access increasingly complex information and respond in ways that inform, persuade, influence, or entertain others, according to their purpose.
Sociocultural contexts
Students should be able to:
- demonstrate how certain prominent Deaf people have shaped change in education on a national and international basis
- appreciate the impact of high-profile people who have shaped Deaf culture at an international level
- explain technological achievements, for example, those of Alexander Graham Bell
- describe some of the organisations and agencies that support Deaf sports at an international level
- describe how some Deaf community members have become involved in arts and crafts and the support they have received.
Level 8
Language skills
Students should be able to:
- use a range and variety of language registers in presentations to different audiences and for different purposes
- engage in extended interactions.
Communication functions
Students should be able to:
- 8.1 communicate about certainty, uncertainty, possibility, and probability
- 8.2 develop an argument and point of view, with reasons
- 8.3 recount a series of events to inform, persuade, or entertain
- 8.4 communicate the same information in different ways in different contexts
- 8.5 respond to selected and adapted texts linked to NZSL and Deaf culture.
Sociocultural contexts
Students should be able to:
- research issues of topical interest to the Deaf community
- describe their own goals and talents
- think critically about the pros and cons of a debate topic relevant to the Deaf community
- explain why sport is an integral part of many Deaf people’s lives
- examine the growth of Deaf film-making.