Speaking and Listening
Speaking (Communication) and Listening is not only core to English it is key to ALL areas of school life and the curriculum.
The school has key skills and knowledge development mapped from early development upwards. This has been collated linked to research and work with other professionals. The teacher may break this down into smaller steps or extend due to each pupils needs and access to the curriculum.
The teachers will work on next steps of understanding and communication based on their assessed skills and knowledge and the next steps. Communication and understanding outcomes are set with parents/carers as part of the annual review/outcomes process. This means there is determined shared work for pupils to achieve and make progress and school and at home.
Understanding and communication links to the pupils starting point and may link for example to:
Communication within the Bridge links to a personalised approach. The school supports pupils with a range of systems of communication, for example:
All of above are linked to the level of understanding. All communication aids are used alongside modelled speech.
Communication can be for range of purposes e.g. for communicating needs, feelings, commentary and to access wider learning. This is personalised for individual pupil.
The curriculum is personalised for individual pupils within groups of pupils. The teacher may access a range of activities/strategies/targetted interventions that may include:
Engagement and motivation remains a key element to communication. The wider curriculum that pupils access provides an opportunity to find things that motivate a pupil that can then be used to promote use of communication systems and progression. The wider curriculum in other subjects also provides context for pupils at early development level to work on agreed cross curricular targets and for others to expand their vocabulary, concepts and skills linked to the curriculum.
The school has a progression of skills and knowledge linked to writing. Work takes place based on each pupils assessed skills and knowledge and their next steps and the development may include as examples:
Writing is implemented in a range of ways and may include the following as examples:Use of multi-sensory activities
Outcomes are reported on individually within the each pupils reports
Please see tab on Curriculum page titled Reading and Phonics