ministry of education · 2020-01-31 · ministry of education ... namibian sign language syllabus...

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


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


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


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.


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.


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


discuss and answer questions on stories



comprehend and contribute to signed discussions.

draw conclusions from texts, asks questions, etc.


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


take pleasure in observing Namibian Sign Language stories



9.2 Expression and communication



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 about more general news in media

sign news, stories, role play, dramatise

sign confidently and answer questions

apply Namibian Sign Language vocabulary



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 grade-level knowledge of linguistics and vocabulary when signing



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 grade-level knowledge of linguistics and vocabulary when signing



follow and respond to instructions

illustrate the different ways to pass on messages


9.2 Expression and communication (continued)


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


9.3 Linguistics



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


9.3 Linguistics (continued)


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


9.4 Deaf literature and culture


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


9.5 Deaf literature and culture (continued)


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


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.


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.


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.


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


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

ministry of education · 2020-01-31 · ministry of education ... namibian sign language syllabus...

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