School technology will provide a more appropriate opportunity for written communication. We consider that stories that have been transcribed by staff or recorded onto CDs are acceptable as evidence of pupils' writing skills. The development of expressive writing is encouraged. Access to symbols has an important role to play in this area for many pupils as their use, in conjunction with appropriate alternative access methods, can provide a medium to develop expressive writing.

Pupils with developing hand writing skills will be encouraged to use print with the formation of single letters in order to provide greater clarity of text. Where appropriate the alphabet will be presented to pupils in both upper and lower case letters to help pupils use a traditional computer keyboard.

Reference to the teaching of modern foreign languages is made within this policy because pupils will be encouraged to become aware that different languages are spoken in different parts of the world and to recognise the differences and similarities of other languages, especially French and English. Many pupils enjoy the experience of speaking a different language.

For many National Curriculum subjects the whole-school topic scheme is used as a framework to plan delivery. It is acknowledged that Communication, Language and Literacy do not easily fit into sections to be covered within different topics but that each topic does provide the opportunity to develop communication and English skills and vocabulary associated with the topic. Some topics may also provide the appropriate opportunity to cover literary works.

The main method of planning for each pupil's Communication, Language and Literacy skills will be through their Individual Education Plans which are produced each term and which will take into account the targets identified by PIVAT assessment.

Progress in Communication, Language and Literacy will be recorded in termly reports and in each pupil's Annual Review report. Pupils may be assessed using the Derbyshire Language Scheme, Clinical Evaluation Language Fundamentals (CELF), the Affective Communication Assessment or the National Curriculum level descriptions. It is likely that pupil assessment will take place using a combination of these.

Staff meet regularly to plan and review curriculum development, collaborating with and supporting each other. A budget from the School Standards Grant will be managed in order to support the development and teaching of Communication, Language and Literacy.

This policy will be reviewed in the spring term 2011.

George Hastwell School : Policy for Communication, Language & Literacy Page 5