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.
• Consider the use of non-literal language (e.g. idioms, sarcasm and ambiguities) and explicitly explain meanings where necessary.
• Provide opportunities to explore and understand non-literal language (e.g. the use of visuals alongside verbal instructions, multi-sensory approaches, objects of reference and modelling). 
• Model thinking aloud to explain how meaning changes depending on context.
• Support CYP to understand implicit information by making thinking visible (e.g. "I think... because..."). 
• Use structured opportunities to support inference and reasoning (e.g. discussing "why" and "how" in play, stories, pictures or real situations).
• Use open-ended language to introduce abstract thinking (e.g. "I wonder, What do you notice?") and use Blank's Levels of Questioning.
• Draw attention to tone of voice, facial expression and context to support understanding of meaning.
• Encourage CYP to join activities that include anticipation (e.g. listening games, action songs, and the use of CYP's interests).

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.
• Use a more targeted approach to support non-literal language (e.g. idioms, sarcasm, ambiguities) and explain meanings where necessary (e.g. scripting).
• •    Provide small group support that focuses on anticipation (e.g. turn-taking games, predictable routines, action songs, repetitive stories, predicting what might happen next in a text, film clip or real-life scenario, structured discussion tasks or debating possible outcomes).