UNDERSTANDING LANGUAGE
| Provision |
|
| Curriculum |
Key concepts, vocabulary and language used in lessons to be included in lesson notes with adaptations for the individual. Careful planning of the curriculum ensures that all lesson content is used to develop the individual’s understanding of language. See CRISP NC / P-level table. |
| Staffing |
Access to staff skilled in teaching language using written, Braille, symbolic, spoken and/or signed language through all lesson content. |
| Resources |
Systematic use of objects, pictures, signs, symbols and appropriate
reinforcers, reflecting individual need, to promote understanding across all curriculum subjects. Use of ICT designed to enhance language understanding. |
Environment
and Facilities |
Good listening conditions. Language- and /or visually-enriched environment reflecting level of learning and individual need. Pictorial / tactile / aural representation of concepts to be clearly displayed throughout the teaching areas. Facilities for small group and individual work. |
| Examples |
|
| Assessment |
|
| Working towards understanding simple information and routine instructions using a structured language approach, visual
reinforcers, context and cues. Working towards understanding simplified conversation with prompts and cues. |
| Examples |
|
| Example |
Thread
7 - Band 5 |
| Early Years Provision
Criteria |
| The nursery provides a specialised focus on language work, a structured curriculum for language development, with detailed assessment and record keeping. Staff are confident in using symbols and Makaton signs. Staff are focusing on developing students’ understanding of routines. Pictures and symbols are positioned appropriately around the nursery. Parents/carers are also learning signs and displaying pictures and symbols at home. |
Return to Top
| Example |
Thread 7 - Band 5 |
| Early Years Assessment Criteria |
| Charlie (3:10) is responding to routine instructions in familiar context with gestural and/or symbol support. At home he will go and get his pyjamas after bath time when asked, with mum gesturing clothing and pointing to his bedroom. In nursery at drink time, he is able to make a choice; teacher points to the choices and he selects. |
Return to Top
| Example |
Thread 7 - Band 5 |
| Key Stage 1 Provision Criteria |
| Language development - speaking and listening - forms a priority across the curriculum and the language content of all subjects has been structured to reflect the language levels of the students. Staff are trained in the use of augmentative and alternative communication (AAC) including the use of eye pointing, gesture, signing, symbols, word boards, or a speech output device. |
Return to Top
| Example |
Thread 7 - Band 5 |
| Key Stage 1 Assessment Criteria |
| John (Y1) responds to requests for objects using signs and words at the single information-carrying-word (1-ICW) level. He is developing a range of signs that he recognises. He will respond to some simple instructions (2-ICW) if accompanied by gesture and/or sign and/or picture. |
Return to Top
| Example |
Thread 7 - Band 5 |
| Key Stage 2 Provision Criteria |
| The teachers have developed a finely graded programme of demonstrating and modelling which they go through, with the child, before an independent response is expected The key learning points are reinforced through the use of real objects or pictures, alongside appropriate language. Teachers use individual pictorial timetables to cue students to the activity and maintain concentration. |
Return to Top
| Example |
Thread 7 - Band 5 |
| Key Stage 2 Assessment Criteria |
| Geoffrey (Y5) has brought along a toy car wheel from home and rocks continuously if it is taken off him. The Learning Assistant suggests he put it on the desk in front of them while they work on shapes. He does the work but needs to keep touching his wheel. |
Return to Top
| Example |
Thread 7 - Band 5 |
| Key Stage 3 Provision Criteria |
| Language understanding is the curriculum priority and is taught through the medium of the national curriculum.
Staff are trained in the use of augmentative and alternative communication (AAC) including the use of eye pointing, gesture, signing, symbols, word boards, or a speech output device. Visually supported communication is a priority and staff use digital cameras and ICT daily.
|
Return to Top
| Example |
Thread 7 - Band 5 |
| Key Stage 3 Assessment Criteria |
| Daniel (Y8) follows simple one-information-carrying-word instructions and shows understanding of cause and effect relationships when supported by visual materials. He follows routines in context and can predict activities from cues – he went to his bag to get out his favourite pen when he saw the books on the desk. |
Return to Top
| Example |
Thread 7 - Band 5 |
| Key Stage 4 Provision Criteria |
| The whole curriculum is used as a means of teaching language comprehension in a structured and sequential programme. All staff are trained in the use of signing, symbols and pictures to support language understanding. Students’ understanding of instructions and of lesson content is checked frequently. |
Return to Top
| Example |
Thread 7 - Band 5 |
| Key Stage 4 Assessment Criteria |
| Barry (Y11) needs signs and visual aids to be able to follow simple routine instructions. He is able to follow cause and effect sequences when supported by visual information. He can cope with more complex ideas when he is able to watch videos – he now asks questions about what he has seen but still at a very simple and literal level. He watched a video about the making of a car and after the final shot of the completed car in the showroom he wanted to know whose car it was. |
Return to Top
|
