Skills for Life: British Sign Language
British Sign Language is an Open Awards Skills for Life unit offered at 5 levels, Entry Level 1 to Level 2, in which learners build deaf awareness and practical BSL skills, from greetings and fingerspelling to sustained signed conversations. Each level is a 20 hour unit assessed through provider designed signed tasks and interactions, with evidence in a portfolio. Digital demand is low: the unit lists Literacy as its only cross-curricular skill, but the assessment tasks use signed video clips and recording equipment can capture evidence, and text on a mobile phone is one way to communicate with deaf people.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
How this unit is assessed
- Entry Level 1 (CBM031): 3 learning outcomes and 7 assessment criteria: identifying how to communicate with a deaf person and an environmental factor that helps, greeting someone in BSL, recognising the fingerspelling alphabet and introducing themselves, and taking part in a short supported two-way interaction using fingerspelling and basic non-manual features. Tasks include matching, pointing, copying signs and a supported interaction, with evidence in a portfolio. 2 credits, 20 guided learning hours. Pass only.
- Entry Level 2 (CBM032): 3 learning outcomes and 9 assessment criteria: identifying ways to communicate with deaf people and factors that help or hinder communication, greeting and taking leave, recognising fingerspelled names and giving basic personal information, and a short interaction using BSL, fingerspelling 2 names or words and a range of everyday signs including numbers and ages. Tasks include watching very short BSL clips. 2 credits, 20 guided learning hours.
- Entry Level 3 (CBM033): 3 learning outcomes and 10 assessment criteria: giving examples of deaf awareness, how communication needs affect daily life and how to support communication, producing an introduction, asking at least 2 questions independently and responding with BSL non-manual features, signing the full fingerspelling alphabet, and a short two-way conversation using about 15 to 20 signs and simple checking strategies, without spoken language. 2 credits, 20 guided learning hours.
- Level 1 (CBM034): 3 learning outcomes and 12 assessment criteria: outlining and explaining deaf people's communication preferences, how needs vary by setting and how to adapt own communication, greeting and leave-taking, producing and receiving fingerspelling, question forms, clarification requests and personal information including numbers, and a BSL exchange of 3 to 5 turns each using about 20 to 30 signs and repair strategies. 2 credits, 20 guided learning hours.
- Level 2 (CBM035): 3 learning outcomes and 12 assessment criteria: explaining how communication preferences affect interaction and causes of breakdown, comparing strategies and adjusting communication in real-life contexts, producing a short signed explanation with linking signs, fingerspelling within sentences, about 30 to 40 signs and BSL structures such as placement and role shift, and a sustained conversation of 4 to 6 turns giving opinions and reasons, managing misunderstanding and signing accurately. 2 credits, 20 guided learning hours.
The digital skills in this qualification
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Watching and comparing signed video clips
The assessment tasks use signed video: Entry Level 2 learners watch very short BSL clips and choose the meaning, Level 1 learners watch a short clip and sign back what someone should do, and Level 2 learners compare two signed videos for pace and topic signs and summarise a signed explanation. The specification says assessment at each level should include these task types.
DCF: Evaluating and improving digital content, Identity, image and reputation
Getting pupils ready
- Year 7
- Pupils watch a short clip of everyday signs and pick the matching pictures.
- Year 8
- Pupils watch two short signed clips on the same topic and note which was clearer and why.
- Year 9
- Pupils compare two signed videos for pace, signs used and clarity, and explain how the way each was filmed helps or hinders understanding.
Show the specification wording and the DCF statements
Where it is in the specification: Assessment Approach, Entry Level 2, page 10; Level 1, page 12; Level 2, page 13
“Compare two signed videos”
Progression step 3
I can explain reasons for layout and content of my own work and the work of others.
I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.
Progression step 4
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Recording and reviewing own signing
Audio-visual recording equipment could be used to capture evidence, and at Level 2 learners evaluate their own signing for clarity, handshape accuracy, flow and confidence and show the ability to self-correct. Recording makes this review possible, but it is optional, so this is taught, not assessed.
DCF: Creating digital content, Storing and sharing, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils film each other signing a greeting and their name, and save the clip in a named folder.
- Year 8
- Pupils record themselves fingerspelling three words, watch it back and correct one handshape.
- Year 9
- Pupils record a short signed explanation, review it against a checklist for clarity and flow, and record an improved version.
Show the specification wording and the DCF statements
Where it is in the specification: Physical Resources, page 6; Assessment Approach, Level 2, page 13; Level 2, AC 3.4, page 34
“audio-visual recording equipment could be used to support capture of evidence and quality assurance”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can manage files and folders locally or online, e.g. move files to a folder.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
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Choosing communication methods, including text on a phone
Entry Level 2 learners identify ways to communicate with deaf people, including writing things down and text or notes on a mobile phone, and Level 2 learners compare strategies such as using gesture or writing. These are examples within wider criteria, so the digital part is taught, not assessed.
DCF: Communication
Getting pupils ready
- Year 7
- Pupils list ways to communicate with someone who cannot hear, including typing a message on a phone.
- Year 8
- Pupils compare signing, writing and typing a phone note for a short message and decide which suits a noisy shop.
- Year 9
- Pupils evaluate when video calling, text messages or signing in person work best for deaf people in different settings.
Show the specification wording and the DCF statements
Where it is in the specification: Entry Level 2, AC 1.1, page 18; Level 2, AC 1.3, page 32
“text/ notes on mobile phone”
Progression step 3
I can show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each, e.g. explain when video conferencing may be more appropriate than e-mail, and vice versa; explain the pros and cons of using instant messaging in social contexts; talk about purpose and audience.
Progression step 4
I can select and use different online communication tools for specific purposes with higher levels of competence, e.g. set up and manage an address book, organise contacts, use advanced features of e-mail provider (signature, auto reply, read receipt, widgets).
Good to know
- Each level is a separate unit, "Credit Value: 2" and "Guided Learning Hours: 20" (Unit Content, pages 14, 17, 22, 26 and 31).
- BSL is the one exception to the barred combination rule: "with the exception of British Sign Language (BSL), units with the same title at different levels are barred for completion within the same qualification" (Open Awards Level 1 Qualification Guide, Qualification Units, page 17), so learners can complete BSL at more than one level in a qualification.
- Teachers need specialist qualifications, including "a Level 3 BSL qualification or an equivalent recognised qualification in British Sign Language achieved prior to the unit start date", and "It is preferable (though not mandatory) that teachers are native Deaf BSL users" (Staffing Resources, page 6).
- All criteria must be met: "All assessment criteria must be met in full for the learner to be awarded a ‘pass’." Tasks are designed by the provider and checked through pre-course verification (Assessment Approach, page 8).
- Evidence goes in a portfolio, and "Wherever possible, e-portfolios are encouraged." Signed examples in the specification are glosses: "BSL examples are presented in gloss form to indicate approximate sign order." (Assessment Approach, page 8).
- From Entry Level 3 "Learners must interact using BSL without spoken language." (Entry Level 3, page 24; Level 1, page 28).
- The unit specification gives no rules on AI tools or on referencing sources; it must be read with the Qualification Guide and the Open Awards Provider Handbook (Qualification Documentation, page 3).
- Recording is optional: "audio-visual recording equipment could be used to support capture of evidence and quality assurance" (Physical Resources, page 6).
- Some details look unfinished: the cover page carries the stray heading "Faith and Belief in the Community" (page 1), and Entry Level 1 links to Purpose 4 while the other levels link to Purpose 3 (pages 16, 21, 25, 30 and 34).
Links with other qualifications
The unit sits in the Languages, Literacy and Communication Area of Learning and Experience and supports the Diversity and Human Rights themes, with the Pearson and Agored Cymru units of the same name covering similar ground. Watching and comparing signed clips and recording signed evidence link to the DCF producing strand, and the work on communication technology for deaf people links to the Open Awards Skills for Life unit Understanding Self and Others and to inclusive practice across GCSE subjects.
Source: Open Awards Skills for Life Unit Specification, British Sign Language, Entry Level 1 to Level 2.