Creating with NZSL

Overview

Unit: Exploring New Zealand Sign Language
Lesson: 5 of 5
Duration: 30 minutes
Class: Year 1 (Age 5-6)
Class size: 20 students

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Learning Objectives

Aligned with the New Zealand Curriculum Refresh:

• Languages Learning Area (Level 1):
  Communicate in a basic and meaningful way using a variety of modes of communication.

  • Understanding and using non-verbal communication in social interactions

• The Key Competencies:

  • Using language, symbols and texts – communicate ideas using a variety of modes
  • Participating and contributing – share ideas confidently within a group

• Visual Arts Strand (Level 1):

  • Develop ideas in response to explorations
  • Use art media, materials, tools, and techniques to express ideas

• Social Sciences - Identity, Culture and Organisation:

  • Understand that people have different cultures and languages

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WALT (We Are Learning To)

Express our ideas through art and New Zealand Sign Language (NZSL).

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Success Criteria

• I can create a piece of artwork related to NZSL.
• I can explain what my artwork represents using signs.
• I can listen to others’ artwork presentations with respect.

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Resources

• Variety of art materials: crayons, coloured pencils, paints, collage materials, paper, glue, scissors
• Visual aids with NZSL signs previously learned (images or posters)
• A quiet space for presentations
• Name tags (for dyslexia-friendly verbal support)

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Lesson Structure

1. Introduction (5 minutes)

• Begin with a brief recap using simple NZSL signs and pictures learned in previous lessons (e.g., greetings, numbers, family, colours).
• Explain the task: “Today, we will make a piece of artwork about something we learned in NZSL and tell the class about it using signs.”
• Use inclusive language and gestures to maintain engagement and understanding.

2. Artistic Creation (15 minutes)

• Give students access to a variety of art materials.
• Encourage them to think about their favourite NZSL sign or something special they learned (e.g., family member signs, colours, numbers).
• Teacher circulates to scaffold ideas with prompts such as:
  • “What sign did you like best?”
  • “How can you show that with colours or shapes?”
• Offer support to students needing guidance by suggesting simple artistic representations.
• Allow for diverse expression: drawing, painting, collage.
• Differentiation: Extra support for fine motor skills or verbal explanation prompts; extension for advanced learners to include a mini NZSL phrase linked to their artwork.

3. Presentation and Sharing (8 minutes)

• Invite students, in small groups or pairs, to share their artwork.
• Encourage them to use NZSL signs to explain key parts of their artwork.
• Provide verbal support or allow verbal explanation alongside signs, especially to support students with dyslexia or emerging language skills.
• Applaud efforts and foster a respectful listening environment.

4. Conclusion and Reflection (2 minutes)

• Recap the learning objectives and praise students for their creative and communicative efforts.
• Highlight how art and sign language help us share ideas in different ways.
• Connect to school values (e.g., respect, creativity, and communication).

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Differentiation

• Support:

  • Provide clear visual NZSL cue cards during creation and presentation.
  • Use verbal prompts for students needing help to explain artwork.
  • Assist with fine motor skills by offering tools like thicker crayons or pre-cut materials.

• Extension:

  • Encourage confident students to prepare and present a short NZSL mini speech about their artwork.
  • Invite them to teach one new sign to the class linked to their artwork.

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Dyslexia-Friendly Strategies

• Allow students to present verbally alongside NZSL to ease expression.
• Provide clear, uncluttered visual cues and repeat instructions slowly.
• Use name tags and simple picture cues to support memory and participation.

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Assessment

Formative:

• Teacher observation of student engagement during creation.
• Listening to students’ explanations using NZSL and/or verbally to gauge understanding.
• Noting ability to relate artwork to NZSL concepts.

Feedback will be positive and encouraging, focusing on effort and progress rather than perfection.

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This lesson plan supports students’ engagement through creative Arts and Languages integration, reflecting the New Zealand Curriculum Refresh by fostering communication, identity, and participation in culturally relevant learning.

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If you want, I can help you with printable visual NZSL cue cards or a mini NZSL sign vocabulary list for your classroom!