Your topic can be customised within the course name. If you can’t find the individual topics below that interest you, please describe the topic you wish to cover during your session. However, your chosen topic is often subject to time constraints within your date/time booking.

These intensive tutorials are designed for people who have some BSL skills and want to complete the course fast-track. You will need to book number of lessons (up to 2 hours per lesson) at your chosen date and time at your own preference, providing that the booking is available to book, to complete the course to gain this qualification...

These tutorials are designed for people who wish to book number of lessons (up to 2 hours per lesson) at your chosen date and time at your own preference, providing that the booking is available to book, to complete the course to gain this qualification. All you need to do is book and show up at the right time (never have to ask, “what time works for you?” again)...

Describe activities that you do regularly in the home:
Wake up, get up, go to the bathroom, toilet, have a bath/shower, clean teeth, wash hair, brush hair, shave, put on make up, get dressed, make bed...

Describe activities that you do regularly for leisure: Sport: athletics, jogging, tennis, badminton, golf, skiing, cricket, swimming, rugby, football, five-a-side football, hockey, netball.

Describe what you do at school or college as part of your daily routine: Types of educational institution, e.g. Pre-school, nursery, primary school, secondary school, boarding school...

Describe what you do at work as part of your daily routine: Applying for work: job advert, application form, short list, job interview, access to work.

Describe what a person, animal or object looks like in age: Old, young, new. How old are you? young, old, birthday, 21 years old, teenager, elderly, pensioner, middle aged.

Describe what an animal looks like: the colour, size, shape and other
characteristics e.g. My dog is brown with a long tail...

Express an attitude: Helpful, easy, useful, difficult, problem, right, wrong, mistake, good, better, bad, awful, best, worst, impossible, possible, think, feel, hope, prefer...

Describe a person’s behaviour: Serious, funny, miserable, moody, nice, kind, pretty, lazy, untidy/messy, naughty, quiet, clever, stubborn, strange/odd, famous, crazy, shy, honest/true,
lie.

BSL sign order (essential criteria E1):
Be able to sign without the need to use the English structure, i.e. TREE BOY CLIMB not ‘the
boy climbed the tree.’

Unit BSL201 – BSL Receptive Skills: Unit summary To achieve this unit, learners must show they can understand routine language in everyday situations.

Unit BSL202 – BSL Productive Skills: Unit summary To achieve this unit, learners must show that they can use routine language in everyday situations.

Unit BSL203 – BSL Conversational Skills: Unit summary This unit covers the learner’s receptive and productive skills, which will normally have been assessed in Units BSL201 and BSL202.

Describe what a person, animal or object looks like – clothes: Hat, scarf, gloves, sari, turban, coat, trousers, jeans, skirt, dress, shorts, jumper, suit, tie, shirt, t-shirt, shoes, slippers, boots, socks, dressing gown.

Describe what a person, animal or object looks like in colours: White, Yellow, Red, Silver, Gray, Purple, Green, Blue, Black

Express an attitude or opinion / like or dislike: Enjoy, interested in, exciting, fantastic, boring, great, marvellous, excellent, funny, not bad, favourite, best, worst, lousy/awful, disappointed, agree, disagree, good time, useless/no good.

The learner is expected to understand and then answer questions related to the theme.
Type of meal: Self service, take away, vegetarian, Indian, Chinese, Greek, Italian, Mexican,
Thai, Spanish, fish and chips...

Describe what a person, animal or object looks like in ethnic groups: Black, White, Asian, Irish, Chinese, West Indian, Jewish, Polish, Welsh, Scottish, English, British, etc.

Describe what a person, animal or object looks like in family: Mother, father, brother, sister, aunt, uncle, nephew, niece, cousin, grandparents, single, married, divorced, separated, partners

Describe a person’s feelings: Tired, ill, depressed, surprised, unhappy, happy, shocked, embarrassed, nervous, sad, angry, upset, stupid, jealous, disappointed.

Use correct and appropriate fingerspelling:
The candidate should fingerspell correctly by:
• using the correct form of letter on the hand(s)

Themes 2, 3 and 4 include the vocabulary from Theme 1. Learners are expected to increase their understanding and use of BSL grammar and vocabulary in these units...

Describe what a person, animal or object looks like in hair: Blonde, black, red, grey, white, curly, straight, perm, highlights, long, short, plaits, bunches, bald, beard, moustache.

Describe everyday health: Well, fit, healthy, pregnant, red cheeks etc.

Describe everyday hospital: Nurse, doctor, dentist, clinic, health centre, ward, out patient, ambulance, optician, porter, reception, waiting room, appointment.

Describe everyday illnesses: Cold, flu, cough, temperature, pulse, hot, sick (feeling sick, being sick), tired, thirsty, out of breath, faint...

Describe job roles: Chef, builder, painter, waiter/waitress, administrator, receptionist, manager,
mechanic, lorry driver, taxi driver, shop assistant, child minder, engineer, pilot...

Express an opinion / like or dislike: Enjoy, interested in, exciting, fantastic, boring, great, marvellous, excellent, funny, not bad, favourite, best, worst, lousy/awful, disappointed, agree,
disagree, good time, useless/no good.

Describe what a person, animal or object looks like in materials and pattern: Smart, dirty, scruffy, rich, poor, tight, loose. cotton, wool, leather, plastic, checked, with stripes, spotted.

Unit BSL201 – BSL Receptive Skills: To achieve this unit, learners must show they can understand routine language in everyday situations...

Be able to use non-manual features. Use correct: facial expression,BSL lip patterns, negation, affirmation...

Non-manual features (essential criteria E2): Facial expressions include the head, face, eyes and eyebrows and are important in descriptions, emotions, question forms and negation....

Only fingerspell words that are linked to names of people/pets, brands, countries and cities. Name: First, second, surname, name sign. Deaf, hearing, hard of hearing...

Be able to use non-manual features: Non-manual features (essential criteria E2)*
Facial expressions include the head, face, eyes and eyebrows and are important in descriptions, emotions, question forms and negation.

Expressing opinions: Helpful, easy, useful, difficult, problem, right, wrong, mistake, good, better, bad, awful, best, worst, impossible...

Be able to understand signed communication in a range of familiar everyday situations in People: a person, people – crowds, queues, audience...

Use appropriate signing conventions to express use of placements and referents: Placement - using the signing space the candidate should be able to ‘place’ people, buildings and objects in different positions around them...

Unit BSL202 – BSL Productive Skills: Unit summary To achieve this unit, learners must show that they can use routine language in everyday situations...

The candidate is able to answer correctly questions asked by the teacher. The candidate needs to answer four or more questions correctly to get full points for this section. The teacher should be prepared with additional questions to ask if the candidate has

Unit BSL201 – BSL Receptive Skills: To achieve this unit, learners must show they can understand the routine language in everyday situations....

Unit BSL201 – BSL Receptive Skills: To achieve this unit, learners must show they can understand routine language in everyday situations.

Learners should be taught a number of regional variations in sign language: Learners should have some knowledge of regional variation in sign language, as the presenter on the DVD may not use the candidate’s local signs.

Describe in Religion: Sikh, Muslim, Buddhist, Protestant, Catholic, Jew etc.

Use appropriate signing conventions to express Role Shift: Taking on the role, actions and behaviour of different people or animals when telling a story or in a conversation.

Describe what a person, animal or object looks like in size: Big, fat, plump, tall, small, thin, slim, huge. Objects which have a different size or shape – flat, round, square...

The learner is expected to understand and then answer questions related to the theme.
Suggestions could include: Describe the different types of shops, payment methods, receipts and refunds, budgeting etc

Future – something that is happening in the future - this is signed in front of the body, here are some examples: I’m going to visit my sister next week. I’m going swimming tomorrow.

The learner is expected to understand and then answer questions related to the theme. Suggestions could include: Buying a ticket, Travelling, Breakdown or accident, Places, Holidays..

Describe everyday treatment: Operation, scalpel, check up, examination, x-ray, stay in bed, pills/tablets, cream, tube of/bottle of, medicine, prescription, chemist, injection, stretcher, bandage, and plaster.

Describe what you do at work as part of your daily routine: I work at Dixons, I am a technician but sometimes I help out in the shop....