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This annotated exemplar is intended for teacher use only. Annotated exemplars consist of student evidence, with commentary, to explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 129 KB]

- NCEA.education

For Achieved, the student needs to communicate in New Zealand Sign Language in relation to a cultural context.

This involves expressing information, ideas, and opinions relevant to the context and referring to events or experiences in the present as well as the past or future. Communication will be achieved overall despite inconsistencies.

The student has shared information on David Smith, who is a volleyball player in America. The student was able to express his opinion 鈥� 鈥淚 (IX) LIKE HIM鈥� (David), and refer to past events and experiences, e.g. 鈥淒avid GREW UP鈥�, 鈥渕y old coach SHOW ME a video from YouTube鈥�. The student used basic NZSL grammar to talk about the past, e.g. 鈥淏ORN WHERE, GAVE ME鈥�.

The student linked this presentation to a deaf cultural context by mentioning that the volleyball player grew up with hearing aids and can talk well, and that he is a Deaf/Hard of Hearing role model.

The student maintained good eye contact with the class reflecting awareness of the practices of deaf culture.

To reach Merit, the student would need to demonstrate a range of language. This could be through use of a wider vocabulary and detail, e.g. Adding 鈥淏ORN WHEN鈥� before signing the date. This would also make meaning clearer for the audience.

The student could also show facial expressions a little more when expressing the level of emotion. For example, in the video, he signed that he is very confident and a great volleyball player. He could add NZSL grammatical facial expressions to add a meaning to the verb or adjectives.

Achieved video

For Merit, the student needs to communicate capably in New Zealand Sign Language in relation to a cultural context.

This involves using a range of language and building on aspects of the information, ideas, and opinions expressed. Communication will not be significantly hindered by inconsistencies.

The student has delivered lively and positive information about his learning journey in NZSL, and describes this journey with his cousin. He refers to past and/or future events and experiences, e.g. 鈥淔UTURE, LEARN NZSL WHY, FUN鈥� as positive information, also giving a basic opinion. There is a range of vocabulary and use of different sentence types.

The student was able to build on aspects of the information, e.g. 鈥淔UTURE, ME WANT LEARN NZSL MORE, WHY FUN, INTERESTING. ME FEEL MOTIVATE++ LEARN NZSL鈥�.

For Excellence, more controlled use of NZSL sentence structures and generally accurate production is needed. For example, there is an error in the sign production at the beginning of the sentence 鈥淢Y COUSIN PRACTISE TEACH鈥� EACH-OTHER SIGNS鈥� (wrong handshape and movement).

Further, there would also be additional mastery and accuracy of
handshapes, placement, and orientation for some signs, e.g. 鈥淟EARN+++鈥�, 鈥淚DEA鈥�, 鈥淐OUSIN鈥�, 鈥淓ACH-OTHER鈥�, 鈥淢ORE鈥�, and 鈥淔AST鈥� will lend greater clarity of expression if more controlled.

Merit video

For Excellence, the student needs to communicate skilfully in New Zealand Sign Language in relation to a cultural context.

This involves using a range of language successfully and connecting the information, ideas, and opinions cohesively. Communication will not be hindered by inconsistencies.

The student has demonstrated successful command of New Zealand Sign Language within the context of deaf culture. The student referred to two people who teach sign language and deaf awareness as sources to support their learning about deaf culture outside of the classroom.

The student refers to past and future events and experiences, showing awareness of tense structure. For example, 鈥淢E LEARN NZSL TWO YEARS鈥� and 鈥淢E CONTINUE LEARN NZSL NEXT YEAR鈥�.

He showed the ability to cohesively integrate and connect information, ideas, and opinions using successful NZSL structures, e.g. 鈥淢E LIKE WATCH YOU TUBE CHANNELS. TWO CHANNELS ME LIKE鈥� (listing grammar and contrastive structure), 鈥淓MMA MEMMA SIGN NAME鈥� (signs sign name) 鈥淪HE SPREAD AWARENSS HEARING PEOPLE HOW TO INTERACT WITH DEAF PEOPLE. IX-me THINK GREAT IDEA WHY?鈥� (RH question) 鈥淢ANY HEARING PEOPLE DON鈥橳 KNOW HOW TO TALK TO DEAF PERSON鈥� (connecting information cohesively).

There were minor signing inconsistencies, however these did not impact on clear communication, e.g. 鈥淥UTSIDE (error) THE CLASSROOM鈥�.

Excellence video