Receptive Language

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Gain CYP's attention (e.g. by using their name) before asking a question or giving an instruction. 
• Use simple, clear language in the correct order when giving instructions.
• Match your language level to CYP's understanding, for example by using one information-carrying word or aligning with Blank Level 1 (understanding simple, concrete language). 
• Use Blank's Levels of Questioning to structure language and support understanding.
• Use visual supports (e.g. pictures, symbols, gestures or objects) alongside verbal language to aid understanding.
• Provide models and demonstrations alongside verbal instructions where appropriate.
• Break tasks down into small steps.
• Pre-teach key vocabulary before new activities or topics.
• Keep routines consistent to support CYP's understanding.
• Support CYP by giving extra time (at least 10 seconds) to understand and respond; repeat as necessary.
• Emphasise key words (e.g. by highlighting important words within a sentence) to support understanding of literal concepts.
• Check CYP understanding regularly, for example by asking them to show you or repeat back instructions in their own words.

Targeted

Where High Quality Teaching and universal support are not effective, use more targeted strategies to support CYP with their receptive language, for example:

• Use a range of approaches (e.g. outdoor learning, experiential activities) to support CYP who may require more targeted support.
• Teach CYP the last step first, working backwards until they can reach the goal (backward chaining).
• Create personalised word banks or glossaries.
• Encourage CYP to repeat or rephrase instructions in their own words.