NZSL Greetings Intro

Overview

This 30-minute lesson is designed for Year 1 students in New Zealand to introduce basic New Zealand Sign Language (NZSL) greetings and self-introduction phrases, specifically focusing on how to share one's name and age. The lesson is the first in a 5-lesson unit titled "Exploring New Zealand Sign Language" and integrates foundational elements from the New Zealand Curriculum Refresh, aligning with learning areas, key competencies, and values appropriate for Year 1 learners transitioning from ECE to school.

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Curriculum Alignment

Learning Area:

• Learning Languages (New Zealand Curriculum Refresh)
  • Students learn to communicate in an additional language (NZSL) and explore different world views in relation to their own.
  • Foster oral language skills including non-verbal communication methods.

Key Competencies:

• Managing Self — Encouraging confidence and self-expression through introducing oneself.
• Relating to Others — Using greetings and respectful communication in NZSL.
• Using Language, Symbols, and Texts — Developing understanding of NZSL as a language.

Achievement Objective:

• Year 1 Languages:
  • Begin to use language in simple, meaningful contexts — e.g., greetings and personal introductions using a new language.
  • Understand and use basic greetings and expressions to introduce themselves and others.

Relevant Curriculum References:

• Explicit teaching and modelling of language in manageable steps.
• Use of visual supports and interactive activities to reinforce learning.
• Inclusive and differentiated teaching to respond to varied student needs (e.g., scaffolding, partner work) .

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Learning Intentions (WALT)

• WALT: Introduce ourselves using basic New Zealand Sign Language (NZSL) greetings and expressions.

Success Criteria

• I can greet someone using NZSL.
• I can show my name using NZSL.

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Resources

• Visual chart of NZSL signs for greetings, "my name is", and numbers 1–10 (for age).
• Name tags or cards for practice.
• Video clip/modelled demonstration of NZSL basics (if available).
• Comfortable open space for movement.

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Lesson Breakdown (30 minutes)

1. Activation & Introduction (5 minutes)

• Circle time welcome, discussing what languages are and introducing NZSL as a unique language used in New Zealand.
• Teacher demonstrates simple NZSL greetings such as “Hello”, “Good morning”, and “My name is...”.

2. Teaching & Modelling (7 minutes)

• Show the visual chart of signs.
• Teacher models: "Hello", "My name is [Name]", and "How old are you?" / "I am [age] years old" with clear, slow signs.
• Include facial expressions and body language as part of communication (aligned with curriculum focus on non-verbal communication).

3. Guided Practice (10 minutes)

• Partner activity: Students pair up and greet each other in NZSL, introducing their names and ages using signs and name cards.
• Adults/caregivers or teacher circulate and provide immediate feedback or gentle rephrasing to model next steps.
• Use think-pair-share techniques to encourage every child’s participation, helping scaffold hesitant learners.

4. Independent / Extension Practice (5 minutes)

• Students create very short conversations with their partner using learned greetings.
• Advanced learners encouraged to extend by asking additional questions (e.g., “How are you?”) or signing a short sentence about themselves.

5. Reflection and Wrap-up (3 minutes)

• Group circle sharing: A few volunteers demonstrate greetings to the class.
• Reinforce learning with positive feedback and encourage daily practice.
• Remind students about the visual chart to refer to at their desks.

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Differentiation

• For diverse learners:
  • Use clear, large visual aids and real-life gestures.
  • Provide a simplified version of signs for early learners or those with additional needs.
  • Allow use of name tags or written names to support memory.
• Partner work: Provides peer support and builds confidence.
• Teacher support: Scaffold explanations and repeat key signs for those needing reinforcement.

Extension

• Encourage advanced learners to create short dialogues or role-plays using greetings and introductions.
• Invite them to explore additional signs from the visual chart, e.g., expressing feelings or simple questions.

Dyslexia-Friendly Strategies

• Provide a colourful, dyslexia-friendly visual chart displaying each sign alongside the written phrase with clear fonts.
• Use multi-sensory learning approaches: seeing, doing (signing), and hearing.

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Reflection & Next Steps

• Collect observational notes on engagement and accuracy of sign use.
• Identify students who might benefit from additional support or who could be extended further.
• Prepare to build on this foundation in Lesson 2 with more NZSL expressions and conversational phrases.

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This lesson plan draws on the inclusive, explicit teaching and learning approaches emphasised in the New Zealand Curriculum Refresh, utilising structured literacy approaches within oral language development for young learners. It respects the play-based environment and social-emotional learning central to early primary years, supporting a smooth transition from ECE to school, while embedding Aotearoa New Zealand’s cultural context through learning NZSL, an official language .