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 for the individual. Careful planning of the curriculum ensures that all lesson content is used to develop the student’s use 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 communication across all curriculum subjects. Use of ICT designed to enhance use of language. |
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 |
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| Assessment |
|
| Occasional effective communication with peers / familiar / trained people. Working towards conveying simple information in context. Using pictures / speech / large print / Braille sometimes communicates basic needs and emotions. |
| Examples |
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| Example |
Thread
8 - Band 5 |
| Early Years Provision
Criteria |
| The nursery provides opportunity for individual and small group work in a quiet area. All staff are skilled at using augmentative systems and the teaching day is organised so as to promote language use. The nursery-based language profile allows staff to plan for language development. |
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| Example |
Thread 8 - Band 5 |
| Early Years Assessment Criteria |
| Christopher (3:9) vocalises, leads, points and occasionally uses single words or signs to request objects. When he is concentrating on an activity, such as looking through a familiar picture book with an adult, he sometimes attempts to imitate words, spoken by the adult. |
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| Example |
Thread 8 - Band 5 |
| Key Stage 1 Provision Criteria |
| The school provides specialist electronic aids to support communication and staff are skilled at setting up programmes for helping students. Staff are able to assess students' communication skills, including non-verbal communication using naturalistic observation and more formal assessment procedures. Staff are skilled at identifying and recording the different communicative purposes for which students use their language. |
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| Example |
Thread 8 - Band 5 |
| Key Stage 1 Assessment Criteria |
| John (Y2) has a physical difficulty that makes his speech very difficult to interpret and problems with signing. He points to pictures and can use switches to access electronically supported communication. This is now helping him to begin to communicate his basic needs. |
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| Example |
Thread 8 - Band 5 |
| Key Stage 2 Provision Criteria |
| The school offers opportunities to enhance communication effectiveness by use of pictures, symbols and signs. Teachers assess students’ expressive communication needs and `implement a specific programme through appropriate media. |
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| Example |
Thread 8 - Band 5 |
| Key Stage 2 Assessment Criteria |
| Terry (Y4) is able to use single words, through speech, signs and symbols, to express his basic needs to familiar people. He can express requests for actions when choices of symbols/pictures are to hand. |
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| Example |
Thread 8 - Band 5 |
| Key Stage 3 Provision Criteria |
| A range of language functions is developed across curriculum areas. All staff are Makaton trained and all staff working with individual students focus on the promotion of the specific functional language programme. |
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| Example |
Thread 8 - Band 5 |
| Key Stage 3 Assessment Criteria |
| Tom (Y7) is using combinations of speech and signs to express one- or two-word phrases and is able to extend his meaning with familiar people by using pictures and symbols too. He can use a simple communication aid such as a concept keyboard. |
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| Example |
Thread 8 - Band 5 |
| Key Stage 4 Provision Criteria |
| Teachers have focused on how students can communicate their understanding of lessons and have devised procedures that encourage multi-media expression based on specific lesson content. Staff are able to promote the use of specific access technology by students. |
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| Example |
Thread 8 - Band 5 |
| Key Stage 4 Assessment Criteria |
| Brian (Y11) is learning to use a combination of speech, signs, pictures and electronic aids to report back simple information to his teacher to demonstrate understanding. When asked where Snowie (a rabbit) lived, he pointed to a picture of a house rather than a picture of a hutch. |
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