Qualification Aim
This qualification aims to enable Learners to develop suitable and sufficient skills to communicate with Deaf people in British Sign Language (BSL) on everyday topics in accordance with the National Language Standards at Level 1.
Qualification Structure
The qualification is divided into three units as follows:
- IBSL1A1: Receptive skills in British Sign Language Unit Number: T/601/9643
- IBSL1A2: Descriptive skills in British Sign Language Unit Number: A/601/9644
- IBSL1A3: Conversational skills in British Sign Language Unit Number: F/601/9645
Unit code | Guided learning Hours | Additional study hours | Total qualification time | Credits at Level 1 |
IBSL 1A1 | 22 | 8 | 30 | 3 |
IBSL 1A2 | 22 | 8 | 30 | 3 |
IBSL 1A3 | 22 | 8 | 30 | 3 |
Total | 66 | 24 | 90 | 9 |
Qualification Objectives
Unit BSL101 – Conversational British Sign Language
Learning Outcomes | Assessment Criteria |
| 1.1 Address, greet and take leave of another BSL user 1.2 Understand and produce fingerspelling (the manual alphabet) for names of people and places 1.3 Use and recognise strategies for asking for clarification 1.4 Use and recognise simple question forms 1.5 Ask for and give relevant personal information about self or others |
| 2.1 Recognise and use local numbers for: a. people b. time c. money d. dates |
| 3.1 Describe a range of weather conditions 3.2 Ask about the weather using a range of vocabulary |
| 4.1 Give and receive information about different ways of travelling |
| 5.1 Give simple directions in places or buildings 5.2 Ask for directions using a range of vocabulary |
1. Meeting people
Meeting familiar people -
Attracting attention, e.g. tapping and waving. Informal ways of greeting familiar people, e.g. Use of gesture; Hi! Alright? How are you? Haven’t seen you for a while!
Meeting unfamiliar people in familiar surroundings (e.g. the sign class or in the Deaf club) -
Attracting attention, e.g. tapping and waving. Formal ways of greeting unfamiliar people. Introducing oneself, e.g. Hello/good morning, welcome to my Deaf Club. My name is Sarah. What is your name? Where are you from or Where do you live? I live in York. What’s her/his/their name? Are you Deaf/hearing? I’m learning BSL. I am/am not Deaf/hearing.
Meeting unfamiliar people in public places, shops, cafes, offices, etc -
Asking if they require assistance, e.g. What do you want? What would you like me to do? Can I help? I am learning to sign/I sign a little. Who do you want to meet? Do you want black or white coffee?
Requesting clarification -
When a response or question isn’t understood, e.g. Again please. Sorry, I don’t understand. What was that sign? Please write it down. Using facial expressions when asking or responding to questions or, signalling affirmation and negation.
Leave taking -
Ending a basic conversation politely, e.g. Thank you. I must go, See you again. See you later. Excuse me. Goodbye.
Range of vocabulary could include:
Hello, good morning, please, thank you, sorry, no, yes, name, first, second, surname, name sign, deaf, hearing, hard of hearing, deafened, not, me, you, us, them, your, my/mine, his, her, theirs, where, who, what, how, help, learn, BSL, sign, lot, little, see, meet, meet again, live where, do/don’t understand, write, pen, paper, repeat, slowly, pleased, happy, see you later, excuse me, goodbye, sit, chair, drink, wait, arrive, leave, tea, coffee, milk, black, white, sugar, water.
2. Using numbers
Basic numbers -
Counting 0 – 30 according to the learners’ area of learning.
Range of vocabulary could include:
Minutes, time, pounds, pence, days, weeks, months, years, people, first, second (see 5. Directions).
3. Weather
Commenting on the weather -
Asking about the weather, e.g. What’s the weather like? Describing the weather, e.g. It’s not nice today; it’s raining and cold. It is lovely today, nice and sunny and hot.
Range of vocabulary, used in the context of ‘weather’, could include:
Hot, cold, warm, wet, dry, nice, rain, sun(ny), lovely, snow, wind(y), lightning, freezing, cloudy.
4. Transport
Describing different ways of travelling -
Asking for and giving information about travel, e.g. How did you get here? Did you walk? I drove here. Where can I catch the bus? I came by train.
Range of vocabulary could include:
Travel, walk, cycle, bike, car, drive, run, bus, train, aeroplane, how, arrive, leave, time, meet, when, where (see also 1. Meeting people).
5. Directions
Giving and describing simple directions
Giving and describing directions, e.g. The ladies toilet is upstairs, left at the second door. The lift is on the right. Go to the fourth floor. Go upstairs/downstairs. Who do you want to see? You need to ask….
Asking for directions
Where’s the toilet? Where is David? How do I get to the café? Where is the drinks machine?
Range of vocabulary could include:
Toilet, exit, way out, stairs, lift, up, down, left, right, first, second, third, floor, upstairs, downstairs
Unit BSL102 – Conversational British Sign Language
|
Learning
outcomes |
Assessment
criteria |
|
1. Be able to
understand signed communication in a given range of topics |
1.1
Demonstrate understanding so conversation (at this level) flows 1.2 Answer
questions correctly 1.3
Understand fingerspelling and spell back |
|
2. Use BSL to
communicate in a given range of topics |
2.1 Sign at
appropriate pace and flow 2.2 Use
signing space correctly 2.3 Use
facial expressions correctly and appropriately 2.4 Use
placement correctly 2.5 Use BSL
structure and order correctly 2.6 Use a
range of vocabulary on:
a. Describing people, animals and objects
b. Using numbers c. Interests and activities d. Food and Drink 2.7 Produce
signs with the correct hand shape, location/position and
direction/orientation 2.8
Fingerspell correctly and appropriately |
|
3. Be able to
maintain a basic social conversation in BSL |
3.1 Take
turns in a conversation, using eye contact and eye gaze |
Topic content
1. Describing people, animals and objects
Describing people
Describing people, e.g. Sue is tall and slim. Jayne has red, curly hair. John is short and wears glasses.
Giving and receiving information about people
Giving information about people. Descriptions of people could include family and/or friends e.g. I have three brothers and two sisters. My son/daughter is still at school. Do you have a family? Are your children young/older?
Describing animals
Describing pets, e.g. My dog is small, has long ears and a brown and white curly coat. What is your (pet) like? The rabbit is big and fluffy.
Describing objects/furniture
Describing objects in a room, e.g. The box is big and green. What is it like?
Locations
Describing where specific things are located, e.g. Do you know where Sue is? The black cat with a white ear, have you seen it? Where’s my ball? The book is on the top shelf on the right. The table is against the wall on the left side of the room. My blue bike is in the shed.
Range of vocabulary could include:
Family, mother, father, parent(s), grandma, granddad, son, daughter, baby, brother, sister, child(ren), friend, boyfriend, girlfriend, old, young, fair, dark, redhead, curly, straight, bald, beard, moustache, tall, short, fat, slim, thin, red, blue, green, yellow, coat, jacket, trousers, jeans, skirt, dress, shorts, shoes, dog, cat, rabbit, goldfish, chair, desk, shelf, cupboard, computer, bed, sofa, TV, DVD, video, picture, room, door, window, kitchen, living room, bedroom, bathroom, garden, garage, car, bike, ball, toy, left, right, school.
2. Using numbers
Using local numbering systems
Count to 100 according to the learner’s area of learning.
Age
Giving information about and asking about age, e.g. I have two brothers; one is 16 and the other 18. I am the oldest in my family. How old are your children/your parents? Are you the youngest?
Telling the time
Giving and asking the time, e.g. I’ll meet you at 7pm. I’ll be home at 6.30 pm.
Money
Ask for and give information in relation to money, e.g. How much is that? It is £25. It was cheap/expensive. 25p please.
Calendar information
Giving and asking for information about ‘when’, e.g. On Tuesdays, I go to the cinema. I visit my sister every year. When are you going out for a meal? When is your birthday? Range of vocabulary could include: Young, youngest, old, oldest, birthday, 21 years old, early, late, morning, afternoon, evening, night, day, week, bedtime, now, before, past, future, o’clock, quarter-past, half-past, quarter-to, pounds and pence, change, how much?, cash, cheque, credit card, expensive, cheap, day, night, week, month, year, weekend, today, tomorrow, yesterday, every, weekly, regularly, next, last, what time we/you/they meet, leave when, arrive, late, early, January – December, days of the week.
3. Interests and activities
Describing interests and activities in the home
Giving and asking about activities carried out by you and/or people you know in your home, e.g. My father likes gardening. I play the piano. My husband/wife washes the car every Sunday. Do you like computer games?
Describing day-to-day activities of self and others
Giving and asking for information about interests and activities carried out by you and people you know, e.g. I like shopping/keeping fit/fishing. What are you interested in? My brother takes his children to the youth club every Friday. My partner has started a keep-fit class. My friend goes on camping holidays every year.
Range of vocabulary could include:
Interest, hobby, sport, football, jogging, keep-fit, cycling, gardening, holiday, day-trip, seaside, beach, cinema, deaf club, eat-out, pub, youth club, night club, meeting, shopping, cooking, DIY, computer games.
In addition, individuals may wish to learn other vocabulary in order to describe their own particular interests. Please note that it is not expected that all candidates should know the signs for the activities in the following list: Tennis, golf, skiing, swimming, fishing, sailing, climbing, walking, camping, mountains, theatre, drama, museum, night-class, boy scouts, brownies, girl guides, knitting, sewing.
4. Food and drink
Sharing information about food and drink
Favourite food and drink, food and drink at home, lunch breaks, special meals (i.e. birthday cake), e.g. Would you like a cup of tea? My friend made me a chocolate cake for my birthday. I bought a sandwich from the cafe. Can we meet for a drink after work/school? My favourite food is fish and chips.
Range of vocabulary could include:
Restaurant, café, breakfast, canteen, dining room, lunch, tea-break, hot/cold meal, pizza, curry, chips, salad, coke, orange juice, water, milk, sandwich, crisps, nuts, sweets, biscuit, cake, orange, banana, apple, drink, wine, beer, takeaway, Chinese (food), Indian (food), Italian (food), fish and chips.
Unit BSL103 – Communicate in British Sign Language about Everyday Life
|
Learning
outcomes |
Assessment
criteria |
|
1. Be able to
understand signed communication and answer simple questions about everyday
situations |
1.1
Demonstrate understanding so conversation (at this level) flows 1.2 Answer
questions correctly 1.3 Understand
fingerspelling and spell back |
|
2. Be able to
communicate in BSL using a simple range of vocabulary and signing structures |
2.1 Sign at
appropriate pace and flow 2.2 Use
signing space correctly 2.3 Use
facial expressions correctly when appropriate 2.4 Use
placement correctly 2.5 Use BSL
structure and order correctly 2.6 Use a
range of vocabulary on: a. Getting around b. Sharing information c. Weather d. Using numbers 2.7 Produce
signs with the correct hand shape, location/position and direction/orientation
2.8
Fingerspell correctly and appropriately |
|
3. Be able to
take part in a basic conversation in BSL |
3.1 Take
turns in a conversation, using eye contact and eye gaze |
Topic content
1. Getting around
Giving directions in a building
Giving directions in a familiar building, e.g. The office is downstairs. Take the first left and it is on your right. The second classroom is on the right. The ladies toilet is upstairs, down the corridor and the third door on your left.
Asking for directions in a building
e.g. Do you know where the computer room? Is the workshop along here? Is the DIY department on the ground floor?
Describing places/buildings
Giving descriptions of familiar places/buildings, e.g. This school has three floors and the classroom is on the first floor. The computer room has computers around three sides of the room and a whiteboard on the end wall.
Travel
Giving and asking for information on travel and transport in relation to everyday activities, e.g. how do you get to school/work/college? I go by bus/car. The journey takes half an hour. There is a car park next to my office. The bus stop is across the road. I usually walk unless it’s raining.
Range of vocabulary could include:
Work, office, shop, factory, school, college, library, nursery, deaf club, lift, men’s/women’s toilet, classroom, door, window, gym, hallway/corridor, left, right, straight ahead, round corner, first floor, bus stop, car park, travel, train/bus station.
2. Sharing information
Giving and asking for information about everyday life
Giving and asking for information about work, school, or college. Information can include other types of routines, educationrelated activities, e.g. Where do you work? I work at…. Which school do you go to? I am applying for a job at…. I go to…. I am self employed. I work as a volunteer for. ...Do you get paid monthly? My favourite subject is…. Do you get a lot of homework?
Giving information about people
Giving and asking for information about people in context with everyday life, e.g. My sister is a teacher. My husband/wife works in an office. The head-teacher is a tall man. My manager is 40 years old.
Asking for information about people
e.g. Where does your partner work? What is your boss like? How many pupils are there in your class? Do you have an interpreter for meetings?
Range of vocabulary could include:
Job advert, apply, application form, interview, Access to Work, job centre, office, shop, factory, school, earn, pay, overtime, sick pay, pension, tax, school, classroom, subject, maths, English, teacher, homework, uniform, pocket money, report, desk, photocopier, till, counter, cashier, machine, calculator, phone, colleague, workmate, manager, meeting, administrator, cook, builder, painter, driver, cleaner, caretaker, head-teacher, class, lesson, interpreter, policeman, nurse, doctor, dentist, retired, unemployed, student, self-employed, own business, volunteer.
3. Weather
Commenting on the weather
Making simple comments about the weather, e.g. it’s not very nice today; the weather’s awful! It is a lovely today, nice and sunny. I like summer best. Isn’t it a nice day.
Describing the weather in context with everyday situations:
Range of vocabulary could include: The weather was terrible last Sunday. It was pouring down with rain. When I woke up this morning, it was frosty and freezing. There was lots of ice on the ground. I had to drive slowly to work.
Range of vocabulary could include:
Hot, wind/y, thunder, cloudy, warm, cool, cold, nice, awful, sun, snow, rain, frost, freezing, spring, summer, autumn, winter.
4. Using numbers
Using local numbering systems
Count to 100, thousands, millions, e.g. There are 300 people in my school. I need 15 boxes of paper. How many packets of crisps are in that box? There are 33.
Telling the time
Giving and asking the time, e.g. I got up very early this morning, at 5am. What time does this meeting finish? Let’s meet in half an hour. What time is the next lesson?
Asking for and giving calendar information
Asking for and giving information about ‘when’, e.g. Do you work everyday? When are you back at school/work? I don’t go to work on Thursdays. I went to work yesterday. Tomorrow is my day off. Term ends next week.
Range of vocabulary could include :
How long have you been at this school/worked here? One year, six months, three weeks, early, late, overtime, every day, shift, now, before, start, finish, term, calculator, 1-100, hundred, thousand, million, half, quarter, hour
1632485463QS L1 Award in BSL - Summarise - 2021-2022 - NEW version cover page.pdf (ibsl.org.uk)
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