Introducing Sign Language into the classroom not only boosts a child’s confidence in communication but also opens a child’s eyes to the rich history and culture of the language. With Sign Language Week focusing on highlighting the notion that sign language is more than just a tool for communication, we wanted to illuminate the benefits BSL has in the classroom.
To find out more about the positive effects of BSL in the classroom, we contacted schools who currently carry out our Level 1 BSL. Here is the feedback we received:
- What inspired you to introduce BSL into the classroom?
Teachers of the Deaf and SENCO from Reigate: “Reigate wanted to ensure that our deaf children can broaden their friendships and integrate into the wider community. It supports the development of their language skills and our local deaf community. All of our hearing and deaf children get the opportunity to leave school with an accredited qualification in BSL.”
Headteachers from Ivy Learning Trust: “Having worked at Brimsdown and seeing how beneficial it was for all the children”.
- How have students responded to learning BSL, and have you noticed improvement in communication skills?
Teachers of the Deaf and SENCO from Reigate: “Students have responded very positively, and we have noticed more hearing children and deaf children communicating at lunchtimes and breaktimes with each other. Our children are communicating with deaf friends outside of school at parties etc.”
Headteachers from the Ivy Learning Trust: “Our children love learning BSL and really look forward to it. It has really helped the children improve on their eye contact and concentration.”
“The children love their BSL sessions, they have been using signs for please/thank you and BSL clapping throughout the day. We have noticed that some pupils have developed better eye contact and attention.
- What impact has learning BSL had on students’ confidence and social skills?
Teachers of the Deaf and SENCO from Reigate: “Many of our children with Special Educational Needs (SEN) thrive in BSL lessons because of the visual manner in which BSL is taught. Hearing pupils have displayed confidence when communicating with deaf peers and families.”
Headteachers from the Ivy Learning Trust: “BSL has provided our children with an additional form of communication. It has helped some new EAL pupils (English as an Additional Language) communicate with their peers. We have noticed many children’s confidence grow over the sessions.
- Have you noticed any improvements in students’ listening, concentration, or memory skills since learning BSL?
Teachers of the Deaf and SENCO from Reigate: “We have noticed a huge difference in the fine motor skills of the children. They are also using mathematical language more, e.g., Left and Right, with regards to their dominant hand. We also noticed that some children who find it hard to retain learning from core subjects have become higher ability in BSL.”
Headteachers from the Ivy Learning Trust: “Yes, it has improved some children’s skills in these areas”.
- What resources or support systems have been most helpful in successfully teaching BSL?
Teachers of the Deaf and SENCO from Reigate: “Reigate has developed their own BSL curriculum and assessment framework which the school is using to deliver BSL throughout the school. Signature and NDCS have been crucial in supporting the development of this curriculum.”
Headteachers from the Ivy Learning Trust: “It is crucial that the curriculum is one that is clear and also essential to have teachers who are both experienced and supportive.
“Mr Kus and Miss Kash have been fantastic! The children respond really well to their style of teaching. They have also used PowerPoints and videos which have been really helpful when we recap in class”.
- What advice would you give to other schools who are interested in implementing BSL into their classrooms?
Teachers of the Deaf and SENCO from Reigate: “Ensure you have highly skilled/qualified teachers of BSL. It is essential that you ensure your teachers are skilled in teaching BSL. I advise to get a Working Party together including external professionals/parents/staff (have a mix of deaf and hearing people if you are teaching in a mainstream school). Ensure you teach the children about deaf culture and deaf awareness before you start the lessons and then continue this throughout the curriculum.”
Headteachers from the Ivy Learning Trust: “Realise that this is in addition to the curriculum and that they cannot ditch MFL.
“Give it a go! Introduce the three rules of sign before the sessions.”
- Do you believe that teaching BSL has influenced students understanding of diversity and inclusion?
Teachers of the Deaf and SENCO from Reigate: “Yes, but our children have a good understanding of this already. BSL has helped our children to have a greater understanding/awareness of how deaf children access the curriculum. Hearing children are much more aware of ways to communicate with deaf children.”
Headteachers from the Ivy Learning Trust: “Very much so!”
“Yes definitely! We have had lots of discussions about why people may use signs”.
In addition to feedback from members of staff, we also received quotes from pupils about their experience of learning BSL:
“I like to learn with my hands”– Foundation Stage Pupil, Reigate Park
“I like learning to communicate in BSL”- Year 5 pupil, Reigate Park
“I like BSL because we learn to speak with our hands instead of talking”– Year 6 pupil, Reigate Park
“I enjoy BSL, and I find the pictures very helpful, I would like the lesson to be longer”– Year 4 pupil, Reigate Park.
Here at Signature we would like to thank both Reigate Park Primary Academy and the Ivy Learning Trust for sharing their experiences and continuing to champion BSL education. Their feedback highlights how invaluable BSL is in the classroom for pupils confidence and understanding of diversity in the community. By continuing to support and expand BSL education, we can create more inclusive learning environments where every child has the opportunity to thrive.
