LNF Cymru Literacy and numeracy for Wales

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Skills for Life: British Sign Language

British Sign Language is a Skills for Life unit in which learners meet and greet deaf people, fingerspell names, use numbers, describe weather and transport, and give and follow directions in BSL. It is one 20 hour unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, and each level achieved counts. Literacy is the core: BSL is a visual language, so the Literacy speaking and listening statements cover producing and receiving signs, and fingerspelling moves between English spelling and BSL. Numeracy is light: signing numbers up to 60, with time, money and dates in the amplification.

Awarding body
WJEC
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
Unit pack
Open the unit delivery and assessment pack
How this unit is assessed
  • Entry Level (Entry 1, Entry 2, Entry 3): Six learning outcomes (interacting with people, fingerspelling, numbers, weather, transport and directions), each with assessment criteria at Entry 1, Entry 2 and Entry 3. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
  • Level 1 and Level 2: Six learning outcomes (meeting people, fingerspelling, numbers, weather, transport and directions), each with assessment criteria at Level 1 and Level 2. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours, and unlike other units each level achieved counts towards the qualification.

The literacy and numeracy skills in this qualification

  1. Meeting, greeting and ending conversations in BSL

    Assessed: In coursework (non-examination assessment, NEA)

    Learners attract a deaf person's attention, greet them, introduce themselves and end a conversation politely, adapting to someone they know and someone they do not know. Criteria build from a basic greeting at Entry 1 to a range of appropriate ways to end a conversation at Level 2. All of this is required by the assessment criteria.

    Literacy: Clarity and vocabulary, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils practise how to get a deaf person's attention safely, such as a tap on the shoulder or a wave, and sign hello, how are you and goodbye with a partner.
    Year 8
    Pupils role play greeting a friend and then greeting a visitor they have never met, changing their signs and facial expression to suit each person.
    Year 9
    Pupils hold a short signed exchange with a visiting BSL user, introducing themselves, asking one question and closing the conversation politely with more than one leave taking sign.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 1, assessment criteria 1.1 to 1.3, page 5; Level 1 and Level 2, learning outcome 1, assessment criteria 1.1, 1.2 and 1.4, page 8

    “Demonstrate how to greet someone you don't know using BSL.”
    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.

  2. Asking for clarification and sharing personal details

    Assessed: In coursework (non-examination assessment, NEA)

    At Level 1 learners ask for clarification with simple signs such as again or what, and share basic personal information such as name, age and job. At Level 2 they request clarification with full questions and ask for and give a range of personal details to suit the context and relationship. Both are required by the assessment criteria.

    Literacy: Questioning, Purpose, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils learn the signs for again, what and slower, and use them when a partner signs a word they did not catch.
    Year 8
    Pupils interview a partner in BSL using set questions about name, age and favourite food, and record the answers in a table.
    Year 9
    Pupils hold an unscripted signed conversation about a hobby, asking a full clarification question such as can you repeat that whenever meaning is unclear.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 1, assessment criteria 1.2 and 1.3, page 8

    “Demonstrate how to request clarification using full questions”
    Progression step 3

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    • I can ask and answer questions, building on and developing the ideas of others in group discussions.

    Progression step 4

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

  3. Fingerspelling names and places with the manual alphabet

    Assessed: In coursework (non-examination assessment, NEA)

    Learners fingerspell and recognise words with the BSL manual alphabet, moving from a three letter word at Entry 1 to unfamiliar names at Entry 3 and familiar place names, received accurately with clarification strategies, at Level 2. Fingerspelling turns English spelling into BSL and back again. Producing and recognising fingerspelt words is required by the assessment criteria.

    Literacy: Translanguaging, Vocabulary, spelling, grammar

    Getting pupils ready

    Year 7
    Pupils learn the manual alphabet and fingerspell three letter words from a picture card for a partner to write down.
    Year 8
    Pupils fingerspell each other's first names and the names of pets or siblings, checking each letter against a written copy.
    Year 9
    Pupils fingerspell Welsh and English place names such as Abertawe and Cardiff at speed, and the receiver asks for a repeat or confirms the spelling before writing it.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 2, assessment criteria 2.1 to 2.4, pages 5 and 6; Level 1 and Level 2, learning outcome 2, assessment criteria 2.1 and 2.2, page 8

    “Fingerspell your own name and familiar place names clearly and accurately.”
    Progression step 3

    • I can receive information in one language and adapt it for various purposes in another language.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I can apply my translanguaging skills to support my learning in familiar and new languages.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

  4. Receiving and understanding signed information

    Assessed: In coursework (non-examination assessment, NEA)

    Learners watch and understand signs for weather, ways of travelling, places and directions, from recognising one weather sign at Entry 1 to following complex directions with multiple landmarks at Level 2. In BSL the receiving skill is visual, so it maps to the Literacy listening statements. Recognising and following signed information is required by the assessment criteria.

    Literacy: Listening for meaning, Developing vocabulary

    Getting pupils ready

    Year 7
    Pupils watch the teacher sign a weather word and hold up the matching picture card.
    Year 8
    Pupils watch a partner sign two step directions, such as turn right then go to the shop, and trace the route on a simple town map.
    Year 9
    Pupils follow a signed route with four steps and two landmarks around the school site and check at the end that they reached the right place.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcomes 4 to 6, assessment criteria 4.1, 5.1, 6.2 and 6.3, pages 6 and 7; Level 1 and Level 2, learning outcomes 4 and 6, assessment criteria 4.1 and 6.2, pages 8 and 9

    “Recognise and follow more complex directions in BSL, including multiple places or landmarks.”
    Progression step 3

    • I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.

    • I can listen to, identify and use key words to understand the general meaning and ideas which are implied.

    Progression step 4

    • I can understand and analyse general meaning and implied ideas.

    • I can listen to build my vocabulary and sentence structure, and use these in my own communication.

  5. Describing weather, journeys and locations in connected signs

    Assessed: In coursework (non-examination assessment, NEA)

    Learners give a description of the weather, describe a recent journey and the transport used, and give directions and the location of places using relative positions such as next to, behind and opposite. At Level 2 they link multiple signs into short sentences and show the severity of the weather with non manual features. These are required by the assessment criteria.

    Literacy: Purpose, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils sign a one sentence weather report for today, such as today sunny, using a weather picture as a prompt.
    Year 8
    Pupils sign how they travel to school, naming two types of transport and putting them in order.
    Year 9
    Pupils sign a weekend weather forecast, using facial expression and movement to show the difference between light rain and a heavy storm.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcomes 4 to 6, assessment criteria 4.3, 5.3, 6.1 and 6.3, pages 6 and 7; Level 1 and Level 2, learning outcomes 4 to 6, assessment criteria 4.2, 5.2, 6.1 and 6.3, pages 8 and 9

    “Describe a recent journey using BSL, including the modes of transport you used.”
    Progression step 3

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    • I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity.

    Progression step 4

    • I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

    • I can make informed choices about vocabulary, idiomatic language and syntax in order to express myself with fluency, accuracy and clarity.

  6. Signing and recognising numbers

    Assessed: In coursework (non-examination assessment, NEA)

    Learners show and recognise numbers in BSL, from 1 to 10 at Entry 1 up to 30 at Entry 3, then respond to questions involving numbers up to 50 at Level 1 and 60 at Level 2. The number work itself is simple, but learners represent numbers in a new visual form. This is required by the assessment criteria.

    Numeracy: Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils play number bingo, crossing off numbers from 1 to 30 as the teacher signs them.
    Year 8
    Pupils sign their age, house number and the number of people in their family to a partner, who writes the numbers down to check.
    Year 9
    Pupils answer signed questions with numbers between 40 and 60, such as how many minutes in an hour, and sign the answer back.
    Show the specification wording and the LNF statements

    Where it is in the specification: Entry Level, learning outcome 3, assessment criteria 3.1 to 3.3, page 6; Level 1 and Level 2, learning outcome 3, assessment criteria 3.1 and 3.2, page 9

    “Respond appropriately to a range of questions involving numbers, including 51”
    Progression step 3

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

    Progression step 4

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

  7. Using numbers for time, money and dates

    Assessed: Taught, but not assessed

    For Level 1 and Level 2 the amplification lists numbers for minutes, time, money, days, weeks, months, years and age, and suggested activities include shopping role play with prices, signing timetables and giving dates. The criteria ask for numbers in everyday contexts, but the specific time, money and date work sits in the amplification and suggested activities only.

    Numeracy: Measurement, Financial literacy

    Getting pupils ready

    Year 7
    Pupils match times signed by the teacher to clock cards showing analogue and digital times.
    Year 8
    Pupils run a signed shop role play with price labels under £20, signing the total cost and the change.
    Year 9
    Pupils sign a bus timetable to a partner, giving departure and arrival times, and the partner works out and signs how long the journey takes.
    Show the specification wording and the LNF statements

    Where it is in the specification: Amplification, learning outcome 3, page 11; Suggested activities, page 13

    “sign simple timetables (times of lessons, transport)”
    Progression step 3

    • I can read and use analogue and digital clocks.

    • I can add and subtract totals less than £100 using correct notation, e.g. £28.18 + £33.45.

    Progression step 4

    • I can use timetables and time zones to calculate travel time.

  8. Giving directions with turns and relative positions

    Assessed: In coursework (non-examination assessment, NEA)

    Learners give and follow directions using left, right, straight ahead and compass directions, and describe where places are using relative positions such as next to, behind and opposite. At Level 2 directions include landmarks, turns and distances. The directions are required by the assessment criteria, while compass points and maps appear in the amplification and suggested activities.

    Numeracy: Angle

    Getting pupils ready

    Year 7
    Pupils follow signed instructions such as turn left, turn right and go straight to move a counter around a grid on the desk.
    Year 8
    Pupils use a simple town map to sign the route from the station to the park, including where to turn.
    Year 9
    Pupils sign directions on a scaled map that include compass directions and rough distances, such as go north for about 200 metres then turn right at the library.
    Show the specification wording and the LNF statements

    Where it is in the specification: Level 1 and Level 2, learning outcome 6, assessment criteria 6.1 and 6.3, page 9; Amplification, learning outcome 6, page 12

    “linking multiple signs into short sentences to include landmarks, turns, distances and contextual information”
    Progression step 3

    • I can use angle as a measure of rotation.

    Progression step 4

    • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

Good to know

Links with other qualifications

The pack names Looking after others, Teamwork, Understanding self and others, Values for life, Overcoming barriers, Community participation and Equality, diversity and inclusion as closely related Skills Suite units. The topics of greetings, personal details, numbers, time, weather, transport and directions are the same everyday topics taught in GCSE French, GCSE German, GCSE Spanish and GCSE Core Cymraeg, so learners can carry language learning strategies across. The focus on inclusive communication links with GCSE Health and Social Care and Childcare, and number work for time and money links with GCSE Mathematics and Numeracy.

Source: WJEC British Sign Language (BSL) unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).