British Sign Language (BSL) Curriculum Progression 1
| Curriculum area | Outcome |
|---|---|
| Module A: What is British Sign Language (BSL)? | To have understanding that BSL and English are different |
| To be able to recognise Sign Names | |
| BSL Assessment for BSL levels | |
Module B: Deaf identity:
| Identify Sign Names |
| Identify family names and role of fingerspelling | |
| Children and young people able to describe their house | |
| Identify all names or identify themselves | |
| Children and young people able to describe their daily routine | |
| To match signs with objects and play a game | |
| Children and young people able to understand and describe their timetable | |
|
Module C: Language awareness and grammatical features: Colour, Modification, Placement, Describing, Negation, Numbers and Shape
| Children and young people able to identify colours |
| Children and young people able to understand use of questions and follow description of location | |
| For children and young people to receive information at appropriate level and match to objects | |
| Children and young people able to understand the use of facial expression to show negation / feelings and affirmation | |
Module D:The role of language
| Children and young people have access to storytelling in BSL |
| To use expressive skills | |
| To use receptive skills | |
| To describe one another in BSL | |
| To be able to describe physical attributes from photographs | |
| To re-tell stories in their own way | |
| To be able to clarify vocabulary for feelings |