NZC – New Zealand Sign Language – Overview

Ko tōu reo, ko tōku reo, te tuakiri tangata. Tihei uriuri, tihei nakonako. Your voice and my voice are expressions of identity. May our descendants live on, and our hopes be fulfilled.

Purpose Statement

The Learning Languages learning area equips students with the linguistic, cultural, and sociolinguistic knowledge that enables them to communicate within their own cultural communities (heritage language learners) and across different cultures (additional language learners). It fosters intercultural understanding and appreciation for diverse worldviews. 

Through the study of an additional language, students are taught how to interpret meaning and adapt their communication to suit different audiences and situations. As students learn how to speak, write, read, listen, sign, and interact in their target language, they start to communicate more authentically and purposefully in increasingly complex contexts.  

The Learning Languages learning area exposes students to new ways of thinking about themselves and their world and can increase their understanding of their first languages. It can also contribute to the vitality of a language and strengthen cultural connections. 

As students progress through the Learning Languages curriculum, they deepen their understanding of the cultural and social contexts in which languages are used and begin to recognise that language reflects and upholds the values, stories, and practices of different communities and cultures. By learning how to communicate in an additional language, students are empowered to engage confidently with others and contribute meaningfully to our diverse society and increasingly interconnected world. 

Learning area structure

The Learning Languages teaching sequence lays out the knowledge and practices to be taught during Novice and Emergent. In Learning Languages teaching is structured around two strands: 

• Linguistic knowledge focuses on how language works. It develops student understanding of pronunciation, vocabulary, grammar, and spelling. 
• Cultural and sociolinguistic knowledge focuses on how language is shaped by culture and context. It develops student understanding of cultural practices, values, beliefs, and social norms, and supports the development of intercultural communicative competence. 

Students learn through five modes of communication:  

• signing, watching, and interacting in New Zealand Sign Language (NZSL)  
• listening, speaking, reading, writing, and interacting in all other languages. 

The curriculum supports 13 languages: Te Reo Māori, New Zealand Sign Language (NZSL), Gagana Sāmoa, Gagana Tokelau, Lea Faka-Tonga, Te Reo Māori Kūki ‘Āirani, Vagahau Niue, French, German, Spanish, Chinese (Mandarin), Japanese, and Korean. These are grouped into five categories: Te Reo Māori, NZSL, Pacific Languages, Asian Languages, and European Languages. 

Students may begin learning a language at different year levels and with varied prior knowledge. The curriculum supports flexible entry points through the following sequences: Novice 1, Novice 2, Emergent 1, and Emergent 2. 

These sequences, organised through strands and elements, set out what is to be taught. Their enactment is shaped by teachers, who design learning in response to their learners, adjusting the order and emphasis, and adding contexts as appropriate. 

New Zealand Sign Language introduction

Learning New Zealand Sign Language (NZSL) during the Novice and Emergent sequences supports students to communicate visually, connect with Deaf culture, and contribute to a more inclusive society. As an official language and valued taonga of New Zealand, NZSL affirms the identity of Deaf, Hard of Hearing, and Māori Turi communities and fosters respectful engagement amongst diverse learners.  

In Novice 1 and 2, teachers introduce essential knowledge to establish etiquette for NZSL classrooms, where students use their face, hands, and body to convey meaning rather than voice. Teachers support students to use the five foundational parameters to correctly form each sign, including Māori concept signs for Māori Turi. These parameters underpin signed greetings, basic introductions, politeness conventions appropriate to Deaf culture, and one-to-one signed conversations. Teachers create a safe and respectful learning environment where students begin to understand NZSL as a visual language shaped by culture and community. 

In Emergent 1 and 2, students enhance their understanding of Deaf culture as signed interactions develop from one-to-one and small group conversations to larger group presentations. This allows them to develop confidence and fluency in their use of more complex NZSL signs and Māori concept signs across a wider range of contexts. Students develop further understanding of politeness conventions, such as turn-taking and pacing. Students also become more aware of sign variations that exist across regions. 

The Learning Languages area prepares students with the knowledge and practices to access related curriculum subjects for Years 11–13, such as New Zealand Sign Language.