The structure of New Zealand Sign Language in the New Zealand Curriculum
The New Zealand Curriculum Framework and Te Whāriki outline a continuum of learning and teaching. When NZSL programmes are being planned, it is important to provide for a smooth transition from one setting to another.
Both Te Whāriki and The New Zealand Curriculum Framework emphasise the importance of developing communication skills and language in the early years.
Language is a vital part of communication. In early childhood, one of the major cultural tasks for children is to develop competence in and understanding of language. Language does not consist only of words, sentences, and stories: it includes the language of images, art, dance, drama, mathematics, movement, rhythm, and music … Adults should understand and encourage both verbal and non-verbal communication styles.
Te Whāriki, page 72
Throughout their schooling, students will be provided with frequent opportunities to observe, learn, and practise oral, written, and visual forms of language, to learn about the structures and use of language, and to access and use information.
The New Zealand Curriculum Framework, page 10
New Zealand Sign Language in the New Zealand Curriculum emphasises competence in communication: the framework provided for early childhood settings and the framework for schools both include strands that reflect the communication needs of language learners.
Possible progressions
The following diagrams indicate possible progressions for learners starting in NZSL programmes at two different points, but variations will occur within each group of learners.
Children who are exposed to NZSL early on through their families or in early childhood education may follow this pattern of progression.
Possible progressions for learners starting in early childhood
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Learners who begin an NZSL programme at year 7 may follow this pattern of progression.
Possible progressions for learners starting at year 7
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Vocabulary
There is no prescribed list of vocabulary for learning NZSL, as learners should be learning vocabulary appropriate to the topics that they study as they progress through the levels. Specific teaching of vocabulary should occur, at all stages of learning, in the context of use rather than in isolation.