Sign Language Exploration

Overview

A 60-minute engaging and hands-on lesson for Year 6-7 students focused on learning about New Zealand Sign Language (NZSL). The lesson aligns closely with the New Zealand Curriculum Refresh, emphasizing languages, communication, including diverse learning needs, and cultural responsiveness.

Learning Objectives (Aligned to NZ Curriculum Refresh)

• Learning Languages Curriculum (Year 6-7 Levels 3-4)
  Students will begin to:

  • Understand and use NZSL to communicate basic information and express ideas.
  • Explore the cultural context of NZSL as an official language of Aotearoa New Zealand.

• Key Competencies

  • Communicating: Use NZSL to convey messages and interact with others.
  • Relating to others: Show respect and understanding of different communication modes and cultures.
  • Managing self: Develop self-regulation and focus during new skill acquisition.

• Curriculum Values: Respect, Cultural Diversity, and Inclusion.

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Success Criteria

By the end of the lesson, students will be able to:

• Identify and perform basic NZSL greetings and key signs (e.g. hello, thank you, yes, no).
• Explain the importance of NZSL in New Zealand society.
• Work collaboratively to practice signing simple sentences.
• Demonstrate respect for NZSL users and acknowledge NZSL as a taonga (treasure) of Aotearoa.

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Lesson Breakdown (60 minutes)

1. Warm-Up & Introduction (10 minutes)

• Activity: Brief class discussion: “What do you know about sign language?” Record key ideas on a whiteboard.
• Teacher introduces NZSL, explaining its status as an official language and why learning sign language is important (cultural inclusion, communication, respect).
• Show short video or demonstrate simple NZSL greetings (e.g., hello, thank you).
• Dyslexia-friendly tip: Use clear, large visuals and paired spoken explanation.

2. Learning Basic Signs – Hands-On Practice (20 minutes)

• Activity: In pairs or small groups, students use flashcards or images to learn and practise basic NZSL signs (e.g., greetings, yes, no, please).
• Teacher models signs clearly and slowly using repetition. Students mirror.
• Encourage students to use facial expressions and body language as part of signing.
• Use physical cues to maintain focus for ADHD learners (e.g., movement breaks).
• For English learners, provide translated simple written and illustrated vocabulary cards.

3. Interactive Group Activity – Signing Short Phrases (15 minutes)

• Activity: Students create simple signed sentences using learned signs such as “Hello, my name is ___” or “Thank you”. Teacher supports with sentence stems.
• Students perform their sentences to small groups or the class.
• Use visual aids and written support to help dyslexic learners follow sentence structure.
• Encourage peer feedback in a respectful manner.

4. Reflection & Wrap-Up (10 minutes)

• Class discusses what they have learned about NZSL and its importance.
• Students write or draw one thing they learned about NZSL or a reception of how using different communication methods affects understanding.
• Differentiation:
  • English learners could express ideas via drawings.
  • ADHD learners can share verbally if writing is a barrier.

5. Optional Extension Activity (to complete if time permits or for homework)

• Create a short NZSL dictionary page of 5 new signs with illustrations and NZSL fingerspelling of their name.
• Advanced learners: Explore NZSL grammar basics or learn to fingerspell their full name fluently.

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Differentiation Strategies

Learner Need	Strategies
English Language Learners	Use bilingual vocabulary cards, images, and gestures; simplify language instructions; use sentence stems.
ADHD	Incorporate frequent movement breaks; use tactile signing activities; keep instructions clear and concise.
Dyslexia	Use dyslexia-friendly fonts on handouts (clear, sans-serif, spaced lettering); provide oral alongside visual instructions; allow alternative ways to express ideas (drawing, speech).
Advanced learners	Encourage exploring more complex signs; introduce simple NZSL dialogue or storytelling skills; research NZSL culture and history deeper.

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Resources Needed

• NZSL flashcards or illustrated sign vocabulary cards
• Visual step-by-step guides for fingerspelling and basic signs
• Whiteboard and markers
• Video or live demonstration of NZSL greetings/signs
• Writing/drawing materials for reflection
• Dyslexia-friendly reading versions of NZSL vocabulary (large size, simple layout)

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Assessment Opportunities

• Formative: Observe students’ use of signs during pair and group activities for accuracy and engagement.
• Self-Assessment: Students reflect on ease or challenges learning signs and discuss how they felt communicating non-verbally.
• Teacher Feedback: Provide constructive encouragement focusing on communication effort and cultural respect.

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This lesson plan nurtures communication skills, cultural awareness, and respect for NZSL, supporting diverse learners with carefully designed scaffolds and activities consistent with the refreshed New Zealand Curriculum .