BSL
Course outline:
Pupils transfer to Oak Lodge School with different levels and modes of communication. Nearly all pupils have hearing families and peers, and a high proportion do not have English or BSL as the home language.
A significant number of pupils arrive with no communication, either because they have no functional language or because they have sign languages from other countries. Most pupils are able to communicate in and can understand BSL, although they are not secure in the separation of BSL and English.
In order to access the curriculum, and to understand the technical language necessary for developing concepts in most curriculum areas, it is necessary to develop an understanding of the relationship between BSL and English. For this reason, although Deaf Studies is not a National Curriculum subject, it is important to the whole curriculum at Oak Lodge.
Curriculum
BSL and Deaf studies is designed to assist children in exploring all aspects of their language and identity as bilingual children in today’s multi-cultural world.
It is important for Deaf children:
· To know their identity
· To know their culture
· To know about their Deaf community
· To know their history
· To know about technology and communication.
BSL Studies = grammar / linguistics (Pre to Level 2)
1. Verbs / 2. Question forms / 3. Numbers4. Aspect / 5. Negation / 6. Multi Channel Signs
7. Timeline / 8. Affirmation / 9. BSL Sign Order
10. Classifiers / 11. Role shift / 12. Visualisation
13. Space / 14. Fingerspelling
Deaf Studies = Deaf value, Deaf culture, Deaf community, Deaf charities, History of BSL and technology.
To achieve these aims, this curriculum has six core components, which are:
1. Deaf identify
To develop a positive self-image and sense of identity as a Deaf person.
2. Communication
To be aware of the different ways in which Deaf people communicate with hearing people.
3. Communication technology
To recognize and learn the skills needed to use technical aids for communication.
4. Deaf community and culture
To learn about the Deaf community and culture of Great Britain, Europe and the world.
5. Deaf History
To learn about well-known Deaf people and events in the Deaf world and to look for similarities and differences between the lives of Deaf people today and in the past.
6. Social change
How Deaf people’s position in socially has changed over the years.
Level 1 & 2 = Either Signature or iBSL awarding bodies accreditations (exam)
What are we aiming to do?
The BSL curriculum is structured to teach pupils to understand how BSL and English function as two separate languages. BSL linguistics is taught at levels appropriate to the pupils understanding. The study of Deaf culture, the history of the Deaf community, and an analysis of different types of Deaf subgroups is also an important aspect of BSL. Pupils are encouraged to look at the complex issue of identities, and equal opportunities.
The communication rules and guidelines that are used throughout the school are introduced to the pupils in BSL lessons. Throughout both Key Stage 3 and 4 pupils are expected to be responsible for their own learning and to develop and demonstrate independent learning skills.
Pupils are encouraged to have pride in their own language, although respect for different ways of communicating is a central part of the teaching. They are given opportunities to achieve recognised accreditation for their sign language skills at a level appropriate to their ability.
Our aim is to encourage pupils to have equal respect for the use of English and BSL, and to develop their skills in both languages to the best of their ability.
How do we teach Deaf Studies?
Classes receive 1 BSL lesson per week. Currently there is two teachers of BSL. The teachers has responsibility for the overall organisation of the department and the Key Stage 3 and 4 curriculums.
What do we teach?
The Programme of Study specifies the content of the lessons for each year group. This includes an in-house curriculum, Signature curriculum, and at Key Stage 4 BSL in Secondary Education (GCSE studies). A one-to-one curriculum has been agreed through ALP for pupils with no functional BSL skills.
The classes are mostly discussion based and resources are visual, with a significant amount of video work. Homework is not essential but is regularly set for all classes on depend on topic of the day.
How do we assess the pupils’ progress and achievement?
Pupils communication skills are carefully monitored through in-depth assessments by the BSL Teachers and the Speech and Language Therapists. Communication skills are assessed prior to annual reviews and are reported to the pupil, all staff and parents. Learning Targets for communication skills are set and reviewed at these meetings, and by the BSL teacher throughout the year. There are communication exams and BSL in Secondary Education exams twice in each academic year.
How do we keep records of pupils’ progress?
Pupils are filmed twice yearly and the tapes are used by the pupils and the teacher to analyse strengths and weaknesses and to set learning targets.
Resources
There are few published resources available specifically for BSL, although the department has built up a library of suitable videos and paper-based visual resources e.g. picture stories, BSL grammar symbols and visual boards. The range of suitable books is very limited. The technology aids we use in class are: ipads (to record videos) and the BSL Zone website - to watch examples of BSL culture. We also have technology available for demonstration purposes in order to enable the students to understand what technology is available for deaf people to help them with their everyday lives; such as flashing lights, vibrating alarms, Facetime and Mobile phones.
Additional Activities:
Games to include classifier handshapes and story games using one handshape.
Watching various BSL video clips.
Read BSL book and use the quizzes at the end.
Use any BSL clips and create questions linked to element of linguistics such as handshape, classifiers, verbs.
Information to parents
Parents are informed of their child’s progress in communication at the annual review, through school reports and through discussion at parents evening. They also work with the Speech and Language therapy team.
Assessments:
BSL framework assessment:
1. Content (personal) / 2. Eye Gaze / 3. Proform / 4. Role Shift5. Content (external) / 6. Non Manual Features (facial expressive) / 7. Aspect / Pace style / 8. Error Awareness
9. Narrative / 10. Verbs / 11. Time and Numbers / 12. Register
13. Connecting ideas and concept / 14. Simultaneity of signs / 15. Fingerspelling / 16. Productive Lexicon
17. Fluency / 18. English/BSL lip pattern (mouth pattern) / 19. Listing
20. Vocabulary / 21. Handshapes – orientation / 22. Plural
23. Negation/affirmation / 24. Classifiers / 25. Spatial field
*see separate PowerPoint - more details about each BSL grammatical.
(ADDED: a new clip ‘The Present’ and try out in 2017 with year 8 and 10)
The ‘Spider story’ is a formal assessment. Students will watch a short 2-3 minute video clip. This is a visual clip which includes no spoken or signed language. The students are then required to retell the story using BSL narrative. This is to be used in year 7 and will be repeated in year 9 and 11 to monitor the students’ progress.
The ‘Punnets’ and ‘The Present’ clips are an informal assessment. This is not a formal assessment as above, but will be used to monitor the students’ progress and aid tutors in their teaching and planning. Students will again watch a short video clip with no signed or spoken language. Students are then required to retell the story using BSL narrative. This can be used in year 8 and 10.
Data
The school requires data to be collected in year 7, 9 and 11. The above formal assessment, as well as observations throughout BSL lessons, will be used to collect and record the data needed.
Baseline assessment
This assessment looks at the production of British Sign Language. The students will be assessed on BSL content, narrative structure and grammar.
BSL production Skills and Recptive skillsProgressive Levels
P8 / Pre Level 1
Beginner (Pre Level 1)
Beginner Emergent
Beginner confident (level 1) / Level 1
Signature
Intermediate (level 2 study) / GCSE BSL
Intermediate confident (level 2 Pass) / Level 2
Signature
Intermediate Advaced (pre Level 3) / Level 3
Signature
( no current students will take Level 3)
The students will receive a baseline assessment upon starting at Oak Lodge School. Following this student will move along the progession framework achiveing each stage. Once ready, students will reach ‘Beginner Confident’, and as such be ready to take their BSL Level One exam. Once achieved, students will move back onto the progression framework and continue each each stage until they are ready to take their BSL Level Two exam.
In year 9 students will receive a repeat asessment, in order to capture their progress from their original assessment. Starting in year 10, students will have the opportunity to complete a BSL in Secondary Education (Ofqual currently is in progress to approval GCSE in BSL). The GCSE in BSL inculdes both BSL Level One and BSL Level Two. The BSL in Secondary Education is a two year course to devleop BSL grammar and confident in BSL uses. Currently, BSL in Secondary Educaiton (GCSE) is being pilotted but is planned to be rolled out nationaly in 2017.
Oak Lodge School currently promotes the use of British Sign Language and English amongst all students. This is to ensure all students have access to and excel in both languages.
LM/RW 2015
Revision:2017 12
Course Content:
Classes / Year 7 A / Year 7 B / Year 8 C / Year 8/9 D / Year 9 E / Year 9 FStudy: / Deaf Studies / BSL Studies / Deaf Studies / BSL Studies / Deaf Studies / BSL Studies / Deaf Studies / BSL Studies / Deaf Studies / BSL Studies / Deaf Studies / BSL Studies
Autumn 1 / Identity / Identity / Identity / Identity / Identity / Identity
Autumn 2 / Communication / Communication / Communication / Communication / Communication / Communication
Spring 1 / Communication technology / Communication technology / Communication technology / Communication technology / Communication technology / Communication technology
Spring 2 / Deaf community and culture / Deaf community and culture / Deaf community and culture / Deaf community and culture / Deaf community and culture / Deaf community and culture
Summer 1 / History / History / History / History / History / History
Summer 2 / Recap / Recap / Recap / Recap / Recap / Recap
Classes / Year 9/10 G / Year 10/11 H / Pre A / Pre B / TWI 1 / TWI 2
Study: / Deaf Studies / BSL Studies / Deaf Studies / BSL Studies / Deaf Studies / BSL Studies / Deaf Studies / BSL Studies / BSL studies Spider story / BSL studies Spider story
Autumn 1 / Identity / Identity / Follow BSL framework / Follow BSL framework
Autumn 2 / Communication / Communication
Spring 1 / Communication technology / Communication technology
Spring 2 / Deaf community and culture / Deaf community and culture
Summer 1 / History / History
Summer 2 / Recap / Recap
Classes / TWI 3
Study: / BSL studies Spider story
Autumn 1 / Follow BSL framework
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
LM/RW 2015
Revision:2017 12
Cross-Curricular links:
Literacy
Pupils will discuss variables within sign language – fingerspelling names, places, objects. Written/filming communication is covered to describe people and describe their favourite subjects at school. Pupils will also be translate both BSL and English in their work to show an understanding of linguistics.
Numeracy
Pupils will develop the ability to show Aspect (the timing of events) in BSL e.g. repetition (slow or fast) knock, and Plurals i.e. repeating the sign ‘children’.
ICT
Use work on Word/PowerPoint, internet for research and watch online videos. To be film students work i.e. telling a story, explaining their work in relation to BSL linguistics. Students also watch DVDs/access ICT to view resources for BSL receptive skills.
SMSC and British Values
Every student will be able to…
Spiritual / Respect each other students and their religions when we are discussing topics e.g. Christmas, Hinduism, Muslim celebrates. Every Student understand of their different signs relating to their religious and celebrates.Have all handouts include ethical values. Included in this is an explanation of equality between everybody, whatever the race is.
Students will meet a variety of people with varying backgrounds and be exposed to sign language from different regions
Moral / Encourage empathy and understanding of topics like Helen Keller and Laurent Clerc.
Students will look at the changes and developments to BSL over the years.
Social / Go to the Deaf organisations and see various exhibitions for their research.
Go to Deaf Clubs, Youth Clubs, by explaining how to get there e.g. tube/train/bus.
Deaf clubs, meet visitors to the school and interact with a variety of people from religious, ethnic and socio-economic backgrounds.
Cultural / Explain ‘Deaf Awareness’ show that Deaf people have their own culture and have different means of communication e.g.; Pointing, Tapping, Flashing lights, Banging, Signing, Shouting, Eye contact etc.
Students will look at their Deaf heritage through learning about Deaf history, culture and identity, as well as learning about the different sign languages globally.
British Values
· Deaf history
· Campaigning for BSL recognition
· Achieving BSL recognition
· BSL ACT
· Access to Work
Development of Skills for Life and my Learning Skill:
· Conversational skills
· Comprehension (candidates receptive skills)
· Production (candidates signing skills)
· Develop skills for life and my learning skills
Team worker / working together and encouraging their peers within the lessonsCreative thinker / the pupils will create stories using classifier handshapes
Effective communicator / the pupils will learn to support each other’s ideas and views
Independent enquirer / pupils will learn how to pose questions in BSL
Self-manager / the pupils will be encouraged to develop confidence in asking for help throughout the lessons when needed
Reflective learner / pupils will learn how to evaluate their work and set their own targets
LM/RW 2015
Revision:2017 12