Planning programmes in schools
Schools, teachers, and their communities should work through a logical series of steps to create effective programmes for teaching and learning NZSL.
It is suggested that teachers:
- incorporate into their programmes the philosophy and aims for learning NZSL as set out in New Zealand Sign Language in the New Zealand Curriculum
- identify the needs, interests, and prior language experiences of the learners and any special requirements or school policies that relate to language learning
- look at their long-term programme and consider the school-wide language programme (for example, the sequencing of levels, the timetabling options, or possible national awards)
- look at the short-term programme (for example, the term plan and the weekly plan) and consider the possible links with programmes in other learning institutions
- identify the achievement objectives from the relevant strand or strands
- establish short-term outcomes for each unit of work
- decide on suitable themes
- develop appropriate topics within the main themes to provide a balanced learning programme
- consider the sequence or progression of the main themes and topics
- look for ways of connecting language learning with other curriculum areas or specific subjects to enhance integrated learning (for example, with history, geography, or drama)
- select and gather suitable resources
- select or develop suitable learning activities that will enable the learners to combine and apply the strands for meaningful communication and to acquire specific content, such as structures, vocabulary, and cultural and general knowledge
- consider the cyclical development of functions, activities, structures, and vocabulary and provide opportunities for reinforcing, consolidating, and extending the learners’ language skills and usage
- prepare communicative activities to reinforce the grammatical structures and vocabulary
- select or create appropriate assessment activities
- develop a homework plan to encourage language study outside the classroom
- monitor the students’ achievements against the achievement objectives
- evaluate the learning programme against its objectives
- adapt their programme in response to the evaluation.
An approach to school-based planning
School-based planning flowchart
If you cannot view or read this diagram, select this link to open a text version.