1

Areas of need set out in the SEN code of practice

Speech, language and communication

2

Learning outcomes

You will understand the:

elements of language

importance of monitoring speech, language and communication development, and

foundations of effective communication in the classroom.

3

Learning outcomes (continued…)

You will be able to:

differentiate lesson preparation for pupils with SLCN

differentiate your questioning in class

model good communication, and

support the development of storytelling in the classroom.

4

Activity 1

Learning outcome

You will understand the key terms used in the discussion of communication.

5

Expressive and receptive communication

Where pupils with SEN use alternative forms of communication, such as sign rather than oral language, use the terms ‘expressive and receptive communication’ rather than ‘speaking and listening’.

6

Role of language and communication

The development of language and communication is fundamental to written literacy and behavioural, emotional and social development.

7

Why do we need to know about language development?

To understand the stage pupils have reached in their learning

To plan the next steps

To identify barriers to learning that pupils with atypical language development may face.

8

Activity 2

Learning outcomes

You will:

know the three elements of language, and

understand their importance in removing barriers for pupils with SLCN.

9

Elements of communication

Form grammar

Content vocabulary

Use pragmatics – knowing how to uselanguage, for example, the rules of conversation, such as taking turns.

10

Stages of development

Research has established patterns of development for each of the three elements

They are generally hierarchical, ie. you need to have reached one point in development to be able to move on to another

The three elements work together to allow a pupil to be a successful communicator

Pupils move through developmental stages in many different ways.

11

About P scales

P scales are best-fit performance descriptions used to assess pupils who have not yet reached national curriculum levels

There are eight P levels before national curriculum level 1

P scales are not a curriculum

P scales support target-setting in schools

They are not developmental patterns as such, but use the knowledge we have to set out leveled performance criteria.

12

P7 listening (receptive communication)

Pupils listen, attend to and follow stories for short stretches of time

They follow requests and instructions with four key words, signs or symbols. For example, “Get the big book about dinosaurs from the library”

They attend and respond to questions from adults and their peers about experiences, events and stories. For example, “Where has the boy gone?”

13

Possible answers

Form/grammar

Content/vocabulary

– follow requests… with four key words

– understand the question form in “Where has the boy gone?”

– ‘Get’ ‘big’ ‘book’ ‘from’ or ‘library’

– “Where has the boy gone?”

14

Possible answers (continued…)

Use/pragmatics – listen and attend to and follow stories for short stretches of time

– attend and respond to questions from adults and their peers about experiences, events and stories.

15

Learning outcomesActivity 3

You will:

understand the basics of developing a communicative environment in the classroom, and

acquire some core skills of teacher communication.

16

Language in context

Language does not occur in a vacuum, but:

develops in a socio-cultural context

is influenced by the cognitive skills pupils bring with them

develops gradually, and

develops at varying rates.

17

Language in context (continued…)

Language development is an interaction between the environment and the pupil’s cognitive skills.

18

Three areas

Responding to speech errors

Choosing the right question

Praising appropriately.

19

Scenario

A year 1 class went to the park yesterday

The trip was a great success

Pupils appreciated the wildlife on the lake, including the ducks and moorhens

Pupils liked the many dogs being walked and the squirrels that seemed to be everywhere. They drew some of the flowers and animals

Imagine the teacher is taking the pupils through the experience using discussion and by looking at their artwork.

20

Activity 4

Learning outcomes

You will understand:

the principles of differentiation for pupils with SLCN, and

possible strategies to support these pupils.

21

Activity 5

Learning outcomes

You will understand:

the essential components of story and its importance for the education of pupils with SLCN

the relationship between narrative and story, and

how narrative and story develop in childhood.

22

Activity 5

Learning outcomes (continued…)

You will be able to:

distinguish between types of narrative

identify key features of narrative in children’s talk, and

use strategies to encourage narrative and story skills in pupils with SLCN.

23

Thinking about the concepts

Ability to narrate is strongly associated with achievement in reading, writing and socialisation

Narratives are the broad category of talk within which stories nestle

All stories are narratives but not all narratives are stories.

24

Narrative definitions

Narrative has been defined as:

a chronological recapitulation of successive events

mental schemes that represent a logical sequence of purposeful episodes that are temporally and causally connected

an organiser of human experience — our thoughts about the world take the form of stories that are told and retold, and discourse that enables us to make sense of our experience, making the past present.

25

Summary of the points on narrative and story

In this session we have:

identified different types of narrative

identified all the skills involved in narrative, and

identified strategies for intervention which will support pupils with SLCN.

26

Activity 6

Learning outcomes

You will:

reflect on the key learning points from the session, and

select areas you wish to develop after the session.