Skills for Life: British Sign Language
British Sign Language is an Agored Cymru Skills for Life unit in which learners learn to greet, introduce themselves, share personal information, sign everyday items, statements of fact, questions, feelings, fingerspelling and numbers in BSL, and from Entry 3 learn about the features of BSL, deaf culture and ways to support communication for deaf people. It is one 20 hour unit, printed at Entry 1, Entry 2, Entry 3, Level 1 and Level 2, that learners combine with other units into an Agored Cymru Skills for Life, or Skills for Life and Work, Award, Certificate or Diploma, and it is the only unit that can be taken at more than one level within one qualification. Assessment is internal, and the signing is captured as role-play on video and/or annotated photographs. Literacy demand is Medium and is the core of the unit: BSL is a visual language, so the speaking and listening statements cover producing and receiving signs, fingerspelling moves between English spelling and BSL, and from Entry 3 learners state, outline or describe BSL grammar, deaf culture and communication support. Numeracy demand is Low: learners sign between 2 and 10 numbers at Entry level, such as their age or a short date of birth, and number signs for times, money and dates are encouraged but not required.
- Awarding body
- Agored Cymru
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of literacy work
- Medium
- Amount of numeracy work
- Low
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (Unit ID CDR928, Unit Code KB6E1CY001) and Entry Level 2 (Unit ID CDR927, Unit Code KB6E2CY001): Practical signing only, with no knowledge outcome. Entry 1 learners use BSL for greetings, farewells and thanks, introduce themselves, sign at least 5 single word items, express at least 2 simple feelings and sign at least 2 numbers. Entry 2 adds personal information, at least 10 single word items, fingerspelling at least 10 letters and at least 4 numbers, such as a short date of birth. The prescribed assessment method is role-play captured on video and/or annotated photographs with an assessor observation statement for LO1, LO2 and LO3. Internally assessed by the centre using the mandatory Summative Assessment Package in Appendix A, moderated by Agored Cymru. 20 guided learning hours and 2 credits at each level. Graded Pass or Fail.
- Entry Level 3 (Unit ID CDR926, Unit Code KB6E3CY002): A knowledge outcome is added: learners state key features of BSL (grammar, structure and non-manual features), list at least 2 ways to support communication for people with deafness and state how fingerspelling is used. Practically, learners greet and say farewell, introduce themselves to at least 1 person, give at least 2 pieces of personal information, sign at least 2 statements of fact and 2 feelings, fingerspell at least 15 letters and sign at least 10 numbers. Role-play on video and/or annotated photographs with an assessor observation statement is prescribed for LO2, LO3 and LO4. Internally assessed using Appendix A. 20 guided learning hours. Graded Pass or Fail.
- Level 1 (Unit ID CDR925, Unit Code KB61CY013) and Level 2 (Unit ID CDR924, Unit Code KB62CY007): Learners outline (Level 1) or describe (Level 2) the main features of BSL, at least 2 or 3 ways to support communication, and the role of fingerspelling. Practically, they greet and say farewell in more than one way, introduce themselves and at least 2 other people, give at least 2 or 3 pieces of personal information, respond in sign to signed personal questions, sign statements of fact, ask and answer at least 2 questions in everyday situations, and express at least 2 (Level 1) or 4 (Level 2) feelings using signs and body language. Role-play on video and/or annotated photographs with an assessor observation statement is prescribed for LO2 and LO3. Internally assessed using Appendix A. 20 guided learning hours. Graded Pass or Fail.
Skills that use Clarity and vocabulary
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Greeting, saying farewell and introducing people in BSL
Entry 1 and Entry 2 learners use BSL for hello, goodbye and thanks and introduce themselves. Entry 3 learners introduce themselves to at least 1 person. Level 1 and Level 2 learners greet and say farewell in more than one way and introduce themselves and at least 2 other people. This is required by the assessment criteria and evidenced by role-play.
Literacy: Clarity and vocabulary, Collaborative talk
Getting pupils ready
- Year 7
- Pupils learn 2 ways to greet and say goodbye in BSL and practise them with 3 different classmates, keeping eye contact.
- Year 8
- Pupils role-play meeting a new pupil, introducing themselves and a friend by name, first in spoken English and then in simple signs.
- Year 9
- Pupils role-play welcoming a deaf visitor to the school, choosing a formal or informal greeting and introducing 2 members of staff.
Show the specification wording and the LNF statements
Where it is in the specification: British Sign Language, LO1 at Entry 1 and Entry 2, pages 38 and 40; LO2 at Entry 3, Level 1 and Level 2, pages 31, 33 to 34 and 36 to 37
“More than one greeting and more than one way of saying farewell.”
Progression step 3
I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.
I have experienced speaking with different people in a variety of authentic contexts.
Progression step 4
I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.
I have experienced speaking with different people in a variety of authentic contexts.
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Building BSL vocabulary and statements of fact
Entry 1 learners sign at least 5 single word items and Entry 2 learners at least 10, such as food, clothes and animals. From Entry 3 learners sign at least 2 statements of fact, such as THE-DOG-IS-BROWN, and Level 2 learners at least 3 sentences. Learners choose signs and order them in BSL sentence structure, which is required by the assessment criteria.
Literacy: Clarity and vocabulary, Developing vocabulary
Getting pupils ready
- Year 7
- Pupils learn the signs for 10 classroom objects and play a matching game where a partner signs the word and they point to the picture.
- Year 8
- Pupils sign 2 short statements of fact about a picture, such as the cat is black, and a partner writes them down in English.
- Year 9
- Pupils compare the word order of a signed statement with the English sentence and explain how BSL places the topic first.
Show the specification wording and the LNF statements
Where it is in the specification: British Sign Language, AC 2.1 Entry Level 1 and Entry Level 2, pages 38 and 40; AC 3.1 Entry Level 3, page 37; Level 1, page 34; Level 2, page 31
“At least three sentences, including statements of fact.”
Progression step 3
I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.
I can listen to build my vocabulary, develop my pronunciation, intonation/accents and sentence structure, and use these in my own communication.
Progression step 4
I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself with fluency, accuracy and clarity.
I can listen to build my vocabulary and sentence structure, and use these in my own communication.
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Expressing feelings with signs and body language
All levels ask learners to express feelings in BSL, from at least 2 simple feelings such as I-AM-TIRED at Entry 1 and Entry 2 to at least 4 feelings, emotions or concerns at Level 2, using appropriate signs and body language. This links to the Health and Well-being What Matters statement for the unit and is required by the assessment criteria.
Literacy: Purpose, Clarity and vocabulary
Getting pupils ready
- Year 7
- Pupils show happy, sad and tired using only facial expression and body language while a partner guesses the feeling.
- Year 8
- Pupils sign 2 feelings with a matching facial expression and explain in English why the face matters as much as the hands.
- Year 9
- Pupils sign a short message about feeling worried before a test, with the sign, facial expression and posture matching the feeling, and a partner says what they understood.
Show the specification wording and the LNF statements
Where it is in the specification: British Sign Language, AC 3.4, Level 2, page 31; Level 1, page 34; AC 3.2 Entry Level 3, page 37; AC 2.2 Entry Level 1 and Entry Level 2, pages 38 and 40
“using appropriate signs and body language to support effective communication.”
Progression step 3
I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.
I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.
Progression step 4
I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.
I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.
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Describing BSL features, deaf culture and communication support
From Entry 3 learners state, outline or describe BSL grammar, structure and non-manual features, and at Level 2 the cultural significance of BSL. They also list, outline or describe at least 2 ways (3 at Level 2) to support communication, such as face-to-face interpreting, online relay interpreting, signed supported English and lip reading. This knowledge is required by the assessment criteria and can be evidenced in writing or other formats.
Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context, Understanding, response and analysis
Getting pupils ready
- Year 7
- Pupils read a short text about BSL and list 3 facts, such as that it has its own grammar and uses facial expression.
- Year 8
- Pupils make a poster outlining 2 ways to support communication with a deaf person, such as lip reading and an interpreter.
- Year 9
- Pupils research and write an organised description of 3 ways to support communication for deaf people, explaining when each is most useful.
Show the specification wording and the LNF statements
Where it is in the specification: British Sign Language, AC 1.1 and 1.2, Level 2, page 30; Level 1, page 33; Entry Level 3, page 36
“BSL non-manual features and the cultural significance of BSL.”
Progression step 3
I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.
I can write a comprehensive account of a topic, theme or viewpoint.
Progression step 4
I can use summary, discussion of issues, detailed explanations and logic when covering a topic.
I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.
Good to know
- BSL is the one exception to the unit aggregation rule: "learners may complete British Sign Language units at more than one level", and "each unit taken may contribute to the overall qualification" (Section Two, Unit aggregation, page 9). For example, Level 1 BSL and Level 2 BSL together give 40 GLH towards a Level 2 Certificate, provided at least a further 60 GLH is at Level 2. This matches the WJEC unit and differs from Pearson, where BSL GLH count only once.
- Every level is 20 guided learning hours and 2 credits, with a "Lower age restriction: 14" (unit details, pages 30, 33, 36, 38 and 40).
- The signing evidence format is fixed: "Role-play - video and/or annotated photographic evidence with assessor observation statement is required for LO2 and LO3." (Prescribed Assessment Methods, Level 2, page 32). At Entry 1 and Entry 2 it covers all 3 outcomes (pages 39 and 41).
- The assessor "should be a competent BSL-user" (Assessor and Resource Requirements, page 32, repeated at every level).
- Minimum amounts rise with level, for example fingerspelling "Using at least ten letters." at Entry 2 (page 38) and "Using at least 15 letters." at Entry 3 (page 37), and feelings rise from 2 at Entry 1 to "A minimum of four different" at Level 2 (page 31).
- The command words set the literacy demand of the knowledge outcome: Entry 3 "State" means "Express in clear terms" (page 94), Level 1 "Outline" means "Give the main characteristics or key points/features" and Level 2 "Describe" means giving "detailed and factual information" (Command Word Definitions, page 93).
- Learners "must produce their own reference materials", "AI tools must not be used at all" and "Drafting and redrafting are not permitted in this summative task." (Appendix A, page 106).
- The assessment is short and supervised: "20 GLH incorporates assessment time of no more than 60 minutes." (Appendix A, Duration and timing, page 106), and "There are no resubmission opportunities available for these qualifications." (Section Five, page 99).
- The Areas of Learning and Experience are Languages, Literacy and Communication and Health and Well-being, with the What Matters statement "Languages are a key part of our identity and communicate our ideas, thoughts and feelings." (Statement(s) of What Matters for this unit, page 32, repeated at every level).
Links with other qualifications
The unit sits in Languages, Literacy and Communication and Health and Well-being, so its signing, fingerspelling and description of deaf culture build on the speaking, listening and translanguaging in GCSE English Language, GCSE Welsh Language and the modern foreign language GCSEs in French, German and Spanish, and the communication support content links to GCSE Health and Social Care, and Childcare and to the Agored Cymru units Equality, Diversity and Inclusion, Looking After Others and Fairness and Inclusion in the Workplace. The number work links lightly to GCSE Mathematics and Numeracy. Compared with the WJEC British Sign Language unit, which covers meeting people, fingerspelling, numbers, weather, transport and directions, Agored has no weather, transport or directions, so its numeracy is lighter, but it adds a written or signed knowledge outcome on BSL grammar, non-manual features, deaf culture and communication support from Entry 3, and asks for feelings and everyday questions. Both let each level count. Compared with Pearson, which has one broad criterion per level, covers time, dates and directions, and counts the GLH only once, Agored sets detailed minimum numbers at each level and prescribes video or annotated photographic evidence. All 3 are Medium literacy and Low numeracy.
Source: Agored Cymru The Skills Suite: Skills for Life and Work Specification, version 1.0, October 2026, British Sign Language.