Expressive 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

• Adults clearly cue changes in topic or activity (e.g. "Now we are going to talk about..") and join in to model appropriate language, actions or participation.
• Model and extend CYP utterances (e.g. CYP says "car", the adult responds, "Yes, a fast red car").
• Introduce key vocabulary and concepts, and model language and ideas to help sustain and develop learning. (e.g. through pre-teaching, modelling or play).
• Use the ShREC approach to support vocabulary development.
• Use visual supports (e.g. symbols (Widgit), core boards) alongside spoken language to aid understanding and expression, including supporting CYP to talk about feelings.
• Provide sentence starters or scaffolds to support CYP in structuring their spoken language.
• Support word finding by offering prompts (e.g. first sound, choices, or descriptions) where appropriate.
• Frame questions carefully (using a balance of open and closed questions) and support with open-ended prompts (e.g. "Tell me about what you are doing") to encourage CYP to share their ideas.
• Give CYP sufficient time to process and respond without interruption or pressure.
• Create regular opportunities for CYP to talk in meaningful contexts (e.g. play, routines, collaborative activities).
• Give CYP opportunities for choice and decision-making. This could be non-verbal, such as a choice of two things and using closed fists to offer choice (e.g. "Would you prefer your shoes or your boots?" - CYP touches the hand that indicates their preferred option).

Targeted

• Where High Quality Teaching and universal support are not effective, use more targeted strategies to support CYP with their expressive language for example:
• Use a range of approaches (e.g. outdoor learning, experiential activities) to support CYP who may require more targeted support and provide them with increased opportunities for modelling, rehearsal and repetition to support the development of expressive language.
• Provide targeted small group interventions focusing on expressive language skills (e.g. vocabulary development, sentence structure, and narrative skills).
• Use structured approaches to develop narrative skills (e.g. sequencing events, retelling stories, and describing experiences).
• For primary and secondary: Oral language interventions  - making the most of spoken language and verbal interaction for learning.