Essential skills
Learners develop and practise the essential skills through the processes of language learning.
The following table provides examples of relationships between the essential skills and the strands of New Zealand Sign Language in the New Zealand Curriculum.
These examples, some taken directly from The New Zealand Curriculum Framework and some extended or created to show language-related aspects of a set of skills, are illustrative only. Many of the essential skills relate to more than one strand or language-learning process.
Examples of relationships between the essential skills and the strands of New Zealand Sign Language in the New Zealand Curriculum
| Language skills | Communication functions | Sociocultural contexts | |
|---|---|---|---|
| Learners will: | Learners will: | Learners will: | |
| Communication skills |
communicate competently and confidently by signing and by using other forms of communication where appropriate. |
communicate competently and confidently by receiving signed communication and by using other forms of communication where appropriate; develop skills of discrimination and critical analysis in relation to the media and to visual messages from other sources. |
act appropriately within different cultural contexts and situations; select and use appropriate language for specific occasions. |
| Numeracy skills | manipulate and respond to numerical information, such as time in different contexts, dates, and measurements. | understand and explain information presented in mathematical ways. | organise information to support logic and reasoning. |
| Information skills | identify, locate, gather, store, retrieve, and process information from a range of sources. |
identify, describe, and interpret different points of view and distinguish fact from opinion; develop and strengthen receptive and productive skills. |
present information clearly, logically, concisely, and accurately. |
| Problem-solving skills | enquire and research, and explore, generate, and develop ideas through language. | use language to make connections and to analyse problems from a variety of different perspectives. | identify, describe, and redefine a problem. |
| Self-management and competitive skills | develop skills through working consistently and progressively to practise and revise prior learning as part of their language learning. | develop the skills of appraisal and advocacy in relation to their own work and that of others. | develop constructive approaches to challenge and change, stress and conflict, competition, and success and failure. |
| Social and co-operative skills | develop good relationships with others, and work in co-operative ways to achieve common goals. | learn to recognise, analyse, and respond appropriately to discriminatory practices and behaviours. | take responsibility, as a member of a group, for agreed protocols and show respect for others and themselves. |
| Physical skills | learn to use tools and materials efficiently and safely. | use language to organise, give instructions for, and appraise particular activities. | develop specialised skills related to cultural activities. |
| Work and study skills | work effectively, both independently and in groups. | take increasing responsibility for their own learning and work. | make career choices on the basis of realistic information and self-appraisal. |