USING LANGUAGE
| Provision |
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| Curriculum |
Key concepts, vocabulary and language to be used by students in lessons are included in lesson notes with adaptations to support individuals in their use of language. A flexible application of the National Curriculum ensures all lesson content is used to develop the student’s use 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 create language opportunities / activities to meet the individual’s communication need. |
| Resources |
Access to appropriate reinforcers to promote language use and reflecting individual need. Use of ICT designed to enhance use of language. Systematic use of objects, pictures, signs and symbols as part of student's programme. |
Environment
and Facilities |
Good listening conditions to encourage oral class and group work. 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 |
|
| Conveys most simple information in context. Working on aspects of speech and/or language content in order to achieve more effective communication with familiar people in context. Working towards effective expression of emotions. Consistently makes basic needs known using speech and / or signs. |
| Examples |
|
| Example |
Thread
8 - Band 4 |
| Early Years Provision
Criteria |
| The nursery provides children with opportunity to communicate through various media, speech, signs, pictures and symbols and is able to assess expressive communication against a nursery profile. Staff are skilled at providing contexts for promoting use of language and are trained in augmentative systems. |
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| Example |
Thread 8 - Band 4 |
| Early Years Assessment Criteria |
| Alison (3:6) uses single words that are recognisable in context to indicate a choice of familiar foods or drinks and to ‘say where it hurts’. She uses gesture to support words – rubs head when hurt; uses eye contact, facial expression and body language; is beginning to use Makaton signs. |
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| Example |
Thread 8 - Band 4 |
| Key Stage 1 Provision Criteria |
| Staff are skilled at identifying the general and technical vocabulary across the curriculum and creating opportunities for students to use the vocabulary through a variety of media. There is an emphasis on developing the functional use of language for communicating immediate personal needs, curricular needs (for materials, further explanation) and for social interactional skills. |
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| Example |
Thread 8 - Band 4 |
| Key Stage 1 Assessment Criteria |
| Maggie (YR) is able to let staff know when she wants a drink or go to the toilet or put on / take off her coat. She uses a mixture of words, signs and gestures. She is beginning to communicate her ideas beyond her immediate needs, using pictures and signs, but not reliably so. |
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| Example |
Thread 8 - Band 4 |
| Key Stage 2 Provision Criteria |
| Staff are skilled at modifying the language used across the curriculum to match students’ needs and teaching its use through a variety of media. The school is well equipped with pictures, symbols and supplementary computer and video programmes to support the curriculum. |
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| Example |
Thread 8 - Band 4 |
| Key Stage 2 Assessment Criteria |
| Peter (Y5) is able to ask for objects using signs and speech, but sometimes finds it difficult to express himself especially when conveying ideas or talking about events without an immediate point of reference. He is working on conveying messages to others in the classroom. |
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| Example |
Thread 8 - Band 4 |
| Key Stage 3 Provision Criteria |
| The school is able to train students to use computers and specialist programs that allow curriculum access by supporting communication. All subject teachers promote the use of key language as a priority. |
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| Example |
Thread 8 - Band 4 |
| Key Stage 3 Assessment Criteria |
| Megan (Y8) is able to let teaching staff know what she needs through speech and signs, but finds it difficult to talk about ideas in relation to the curriculum or recount a sequence or the main elements of a story without access to pictures and symbols. |
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| Example |
Thread 8 - Band 4 |
| Key Stage 4 Provision Criteria |
| Staff across all subjects are skilled at preparing the context and vocabulary for conversations with students by having available signs, symbols and pictures. By focusing on key concepts and vocabulary, staff help students establish reliable patterns of communication. Students are encouraged to make an audio-recording of conversation with teachers as feedback and as a means of recording progress. |
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| Example |
Thread 8 - Band 4 |
| Key Stage 4 Assessment Criteria |
| Alex (Y10) is able to use speech and/or signs to talk about his own immediate experience. He can tell a familiar person, who knows what the topic of conversation is about, what he watched on TV, but he cannot describe events to a familiar person who was not present at those events. |
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