Hearing Impaired-SP Syllabuses Namibian Sign Apr 2015
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Republic of Namibia MINISTRY OF EDUCATION, ARTS AND CULTURE SENIOR PRIMARY PHASE NAMIBIAN SIGN LANGUAGE SYLLABUS GRADES 4 - 7 For implementation 2016 Ministry of Education, Arts and Culture National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, Arts and Culture, 2015 Namibian Sign Language Syllabus Grades 4 - 7 ISBN: 978-99916-66-11-2 Printed by NIED Website: http://www.nied.edu.na Publication date: December 2015 TABLE OF CONTENTS 1. Introduction........................................................................................................... 1 2. Rationale.............................................................................................................. 1 3. Aims..................................................................................................................... 1 4. Inclusive education............................................................................................... 1 5. Links to other subjects and cross-curricular Issues............................................. 2 6. Approach to teaching and learning...................................................................... 4 7. End-of-phase competencies................................................................................ 5 8. Summary of the learning content......................................................................... 6 9. Learning content.................................................................................................. 7 9.1 Expression and communication........................................................................... 7 9.2 Observation and comprehension.......................................................................... 9 9.3 Linguistic skills ………………………………......................................................... 10 9.4 Deaf literature and culture.................................................................................... 13 10. Assessment.......................................................................................................... 15 10.1 Continuous assessment....................................................................................... 15 10.2 Formative and summative assessment................................................................ 15 10.3 Informal and formal methods................................................................................ 15 10.4 Evaluation............................................................................................................. 16 10.5 Criterion-referenced grades................................................................................. 16 10.6 Grade descriptors................................................................................................. 16 10.7 Conducting and recording assessment................................................................ 17 10.8 Assessment objectives......................................................................................... 17 10.9 Continuous assessment: detailed guidelines....................................................... 17 10.10 End-of-year examination...................................................................................... 19 10.11 Promotion marks.................................................................................................. 20 10.12 Specification grid.................................................................................................. 20 Annexe 1: Glossary……………............................................................................ 21 Annexe 2: Continuous Assessment Record Sheet …………………………….… 23 1. Introduction This syllabus describes the intended learning and assessment for Namibian Sign Language in the Senior Primary phase (Grades 4-7). As a subject, Namibian Sign Language fall within the Linguistic and Literacy area of learning in the curriculum, but have thematic links to other subjects across the curriculum. 2. Rationale Proficiency in the Namibian Sign Language (mother tongue for the Hearing Impaired) is important for learners' overall language and cognitive development and their academic achievement. It is crucial for concept formation, and for relating what is learnt through another language to one's personal experience and culture. If the first language is not offered in formal education, it signifies that it is inferior to the second and/or foreign languages. Learning and developing in one’s first language thus establishes a positive self- image, an affirmation of one’s own culture, and a primary understanding of the world. Language literacy and communication in Namibian Sign Language are regarded as inherent facets of human development for deaf learners and forms the basis of lifelong learning. Therefore, it should be offered as a subject up to grade 12, for improved learning, the strengthening of identity, and the promotion of first languages in Namibia. 3. Aims The overall aim of teaching Namibian Sign Language is the development of cognitive academic language proficiency for success in lifelong learning, and the development of effective communicative skills for meaningful interaction in a multi-lingual and multi-cultural society. The aims below describe what learning processes are intended to ensure the all- round development of the learner and to equip them for life. The aims of teaching Namibian Sign Language are to: promote positive attitudes and develop an appreciation of the value of language help learners gain insight in the structure and function of Namibian Sign Language, so that their sign and written use of the language are accurate and free of errors foster an understanding and appreciation of the use of Namibian Sign Language for creative and academic purposes, and to continuously increase learners' skills in using language for these purposes help learners develop self-confidence and a better understanding of the world they live in develop greater awareness of health and population issues, democracy and human rights, HIV and AIDS, the environment, roads safety, and individual responsibilities regarding these, and to enable learners to sign and read about it develop competence in Namibian Sign Language for the purposes of education and public life 4. Inclusive education Inclusive education is the right of every learner and promotes participation in, or access to, the full range of educational programmes and services offered by the education system in mainstream schools. It is based on the principle of supporting and celebrating the diversity found among all learners and removing all barriers to learning. Basic education prepares the society, as envisaged in Namibia’s Vision 2030, by promoting inclusivity. Learners experiencing barriers to learning and other individual needs will be included in a mainstream school and their needs will be attended to through differentiation of teaching methods and materials as required. Learners, who are so severely impaired that they cannot benefit from attending inclusive schools, will be provided for according to their needs in learning support units, resource units or resource schools until such time that they can join the inclusive school where applicable. The curriculum, teaching methods and materials are adapted for learners in these institutions. Namibian Sign Language Syllabus, Grades 4 – 7, NIED 2015 1 The learner-centred approach to teaching is highly suitable for learners with special learning needs since it capitalises on what learners already know and can do, and then assists them to acquire new knowledge and skills. The Supplement to the Broad Curriculum: Curriculum Framework for Inclusive Education (2014) specifies the competencies which learners with special learning needs should master. Individual Learning Support Plans should be in place to guide and evaluate the individual learning process for learners with special learning needs. Further guidelines on planning for learning and teaching in an inclusive classroom can be found in the Supplement to the Broad Curriculum: Curriculum Framework for Inclusive Education (2014). These guidelines will help to equip all learners with knowledge, skills and attitudes to help them succeed in the world that is increasingly complex, rapidly changing and rich in information and communication technology. Namibian Sign Language in the Senior Primary phase promotes equal opportunity for males and females, enabling both to participate equally. Teachers should know and understand how to treat learners equally, and all materials should support gender fairness. Including gender perspectives is important in all social themes in order to raise awareness of gender stereotyping, how limitations are set on gender equity, and how to promote gender equity in all spheres of life. Teachers should be aware of gender issues, concerns and problems arising from the different roles played by men and women in society. Females and males have differences in the way they use language. These differences can be used as a resource in the classroom by putting both girls and boys in a group for group work in the language classroom. Teachers can use role-plays to show gender stereotypes and teach learners to analyse materials to determine whether they are free of gender stereotype. Boys can mix with girls or they can be made to reverse their roles. The language subjects are also the lessons in which much of the time should be spent on value issues. The different patterns of thinking about values which males