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 it is the only unit where each level achieved counts. Digital demand is low because no assessment criterion asks for digital work. Digital skills sit in recording signing on video for the portfolio, learning from online BSL video lessons, and reviewing recordings for clarity and accuracy.
- Awarding body
- WJEC
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
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 digital skills in this qualification
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Recording signing on video as portfolio evidence
BSL is not a written language, so the most natural evidence is video or photographs of learners signing greetings, numbers, weather descriptions and directions, at every level from Entry 1 to Level 2. Learners or teachers film, name and store the clips so they can be referenced to the assessment criteria. Video is listed as a possible source of evidence, not a requirement, so this is taught rather than assessed.
DCF: Creating digital content, Storing and sharing
Getting pupils ready
- Year 7
- Pupils film a partner signing their name and a greeting on a class tablet, then save the clip into a named folder on the school drive.
- Year 8
- Pupils record a short signed weather report on a tablet, trim the start and end in a simple video editor and upload it to the class Teams or Google Classroom space.
- Year 9
- Pupils plan and film a two person signed conversation giving directions, add a title card naming the skills shown, and store each version with a clear file name so the best take can be found later.
Show the specification wording and the DCF statements
Where it is in the specification: Sources of evidence, page 14; Skills for Life and Work specification, section 4.1, pages 18 and 19
“video recordings of learners signing conversations or presentations in BSL”
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 use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.
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Learning from online BSL video lessons
The pack points teachers and learners to free online BSL video lessons and an online library of video clips from Signature. Learners use these to watch, pause and copy signs for the vocabulary in each learning outcome, such as weather, transport and places. This is a suggested resource only and is not assessed.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils watch a short online video of the BSL alphabet, pausing and copying each letter, and bookmark the page for practice at home.
- Year 8
- Pupils search an online BSL dictionary for the signs for five types of transport and add the links to a shared class vocabulary list.
- Year 9
- Pupils compare two online BSL video sources for the same set of direction signs, note any regional differences and choose which source to use, saying why.
Show the specification wording and the DCF statements
Where it is in the specification: Resources available to support delivery, page 15
“This is an online library of video clips and support materials.”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can store search results for future use, e.g. bookmark, add to favourites.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
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Reviewing recorded signing for clarity and accuracy
Learners can watch recordings of their own signing, and get feedback from peers, teachers or deaf mentors, to improve clarity, handshape and the use of non manual features for weather severity. Level 2 criteria ask learners to fingerspell clearly and accurately, but reviewing on video is only one suggested way to get there, so the digital part is not assessed.
DCF: Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils watch a clip of themselves fingerspelling their name and tick off each letter they formed correctly on a simple checklist.
- Year 8
- Pupils swap recorded weather reports with a partner and leave one comment on the class platform about something to improve.
- Year 9
- Pupils re-record a signed set of directions after peer feedback, then write two sentences on what they changed and why the new version is clearer.
Show the specification wording and the DCF statements
Where it is in the specification: Sources of evidence, page 14; Level 1 and Level 2, learning outcome 2, assessment criterion 2.1, page 8
“feedback forms on signing accuracy and clarity”
Progression step 3
I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.
Progression step 4
I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.
Good to know
- The unit codes are S603E1, S603E2, S603E3, S603L1 and S603L2, and the unit is 20 guided learning hours (Unit overview, page 3).
- Unlike every other unit, levels add up: "Learners can complete the British Sign Language unit at multiple levels, and each unit will count towards the GLH required for the qualification" (Skills for Life and Work specification, section 2.2, page 10).
- Staffing is a real requirement: "For Level 1 and 2, teachers must hold a nationally recognised qualification at or above the level they are delivering or be native users of BSL" (Resources required for delivery, page 15).
- Evidence can be digital. Possible sources include "video recordings of learners signing conversations or presentations in BSL" and "photographs or screenshots of learners demonstrating key signs" (Sources of evidence, page 14), and the portfolio "is not limited to paper-based materials" (specification, section 4.1, page 18).
- Suggested assessment tasks "are not mandatory" and teachers may adapt them or write their own (specification, section 4.1, page 18).
- AI rules apply to the portfolio: misuse includes "Failing to acknowledge use of AI tools when they have been used as a source of information" (specification, section 4.6, page 21).
- Appendix A maps the unit to Creativity and innovation and Personal effectiveness only, and does not map it to Digital competence (specification, Appendix A, page 28).
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, 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.
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).