UNDERSTANDING LANGUAGE
| Provision |
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| Curriculum |
Key concepts, vocabulary and language used in lessons to be included in lesson notes with adaptations for the individual. A flexible application of the National Curriculum ensures all lesson content is used to develop the individual’s understanding of language. See CRISP NC / P-level table. |
| Staffing |
Access to support from external agencies and specialist planning time in order to be able to identify and match language to meet individual communication needs. |
| Resources |
Access to appropriate reinforcers to promote understanding and reflecting individual need. Use of ICT designed to enhance language understanding. Systematic use of objects, pictures, signs and symbols as part of student's programme. |
Environment
and Facilities |
Good listening conditions. Language and/or visually enriched environment reflecting level of learning and individual need. Facilities for small group and individual work as necessary. |
| Examples |
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| Assessment |
|
| Follows simple instructions in a familiar context. Is working towards understanding concepts through the use of frequent repetitions, simplified language, visual
reinforcers, context and cues. Is able to understand simplified conversation with prompts and cues. |
| Examples |
|
| Example |
Thread
7 - Band 4 |
| Early Years Provision
Criteria |
| The nursery has a detailed language curriculum, in which key vocabulary from the early years curriculum is prioritised to form targets for work on comprehension. Teaching focuses on using objects of reference. An assessment-through-teaching approach has shown that children can learn to respond to single words better when accompanied by gesture. Work on listening is progressing from repetition of rhythms and simple musical sound sequences to repetition of words to label objects. |
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| Example |
Thread 7 - Band 4 |
| Early Years Assessment Criteria |
| Megan (3:2) is not reliably selecting a common object from a choice of three when hearing its name, despite having acceptable levels of hearing and opportunities for learning. She seems unsure when asked questions involving action words – ‘which one rings’ which one is running’, ‘show me- sleeping’? She will look towards favourite toys when asked e.g. ‘where’s teddy?’. |
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| Example |
Thread 7 - Band 4 |
| Key Stage 1 Provision Criteria |
| Across the curriculum, staff have identified the key vocabulary and concepts to be learned and have linked these to specific visual materials to help students to understand. The use of CD-Rom has greatly extended the range of materials and pictures that can be used to support the curriculum. Specific individual or small group preparation of vocabulary takes place prior to whole group teaching. |
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| Example |
Thread 7 - Band 4 |
| Key Stage 1 Assessment Criteria |
| Sam (Y2) is able to follow simple instructions in the classroom when they are supported by the context, by signs and with repetition. He can cope with simple language and no longer needs so much repetition of the information-carrying words, but does depend on having pictures or the objects of reference present. |
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| Example |
Thread 7 - Band 4 |
| Key Stage 2 Provision Criteria |
| Staff have built up a collection of items that grab students’ attention including computer programs and constructional materials that illustrate lessons. Staff have found the use of head-phones and audio-cassettes help individual concentration across a number of subjects. |
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| Example |
Thread 7 - Band 4 |
| Key Stage 2 Assessment Criteria |
| James (Y4) finds it very difficult to concentrate on the sheet of illustrations in front of him, while the teacher is going through them with the group. He is more concerned to slide his pencil under the paper and to reach a ruler on the floor with his foot. He fidgets whenever he is expected to listen. |
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| Example |
Thread 7 - Band 4 |
| Key Stage 3 Provision Criteria |
| All staff across the curriculum are fully aware of students’ language levels and have incorporated the specific comprehension targets within their lesson planning. Materials are selected which support lesson content visually. Safety routines in science and technology are taught very carefully with symbols to support learning e.g. handling tools. Structured language comprehension is supported by use of audio tapes and headsets. |
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| Example |
Thread 7 - Band 4 |
| Key Stage 3 Assessment Criteria |
| Terry (Y7) has difficulties in following instructions especially with new teachers and with new curriculum concepts. He is prone to follow what the other students are doing and will copy chunks of text without understanding. He copes much better when the oral part of lessons has a strong visual element and he enjoys videos and use of the computer. |
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| Example |
Thread 7 - Band 4 |
| Key Stage 4 Provision Criteria |
| All staff across the curriculum are fully aware of students’ language levels and have incorporated the specific comprehension targets within their lesson planning. Materials are selected which support lesson content visually. Staff are aware of the social effects of language comprehension difficulties and promote inclusive practice within their teaching groups. |
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| Example |
Thread 7 - Band 4 |
| Key Stage 4 Assessment Criteria |
| Emily (Y10) is able to participate in everyday conversations but finds some of the remarks of other students difficult to follow and can be left out. She finds group discussions difficult and needs simplified language to help her to understand the ideas. She is more at ease with direct teaching supported by pictures, when the language content is limited. She is now able to follow most of the routine instructions within lessons but practical subjects, PE and games present some difficulties. |
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