By Jean Gross
Time to Talk presents a robust and obtainable source for practitioners to aid strengthen their very own talents, in addition to assisting a whole-school or atmosphere method of talking and listening. Written by way of the government’s former communique Champion for kids, it showcases and celebrates potent ways in colleges and settings around the nation. Jean Gross helpfully summarises study on what is helping childrens and teens increase sturdy language and conversation talents, and highlights the significance of key components: a spot to speak, a cause to speak and aid for talk.
This functional and fascinating booklet additionally provides:
- whole-class ways to constructing all young ones and younger people’s talking and listening skills;
- ‘catch-up’ thoughts for people with restricted language
- ways within which settings and faculties can boost a good partnership with experts, resembling speech and language therapists, to assist young ones with extra serious needs;
- examples of fine perform in assisting parents/carers to advance their children’s language skills;
- answers to practitioners’ most commonly asked questions about speech and language.
This booklet is for all institution leaders, academics and Early Years practitioners fascinated by the turning out to be variety of young children and adolescents with constrained language and communique skills.
Read Online or Download Time to Talk: Implementing outstanding practice in speech, language and communication PDF
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Extra resources for Time to Talk: Implementing outstanding practice in speech, language and communication
This should be the starting point for any school reviewing their provision. The model enables systematic planning of provision. The waves are ways of categorising provision, not pupils. Wave 1 Wave 1 is high-quality inclusive teaching supported by effective whole-school policies and frameworks, clearly targeted to all pupils’ needs and prior learning. This usually takes the form of a structured programme of smallgroup support, carefully targeted and delivered by teachers or teaching assistants who have the skills to help pupils achieve their learning objectives.
Findings showed that teacher talk decreased from 35 to 25 per cent, and pupil talk rose from 65 to 75 per cent. Pupils reported changes (‘Talk for Learning has made me less chatty, made me think about my talk in the classroom’, said one Year 3 pupil), as did parents ( ‘I’ve noticed that Scott has started to say things like ‘I can see what you’re saying but . ’ and ‘I can see what you mean, but what about . ’ and ‘What do you mean by. . ’). Making change happen in the secondary phase At the other end of the age range, ICAN, the children’s communication charity, have developed an interesting model of change for secondary schools.
Adopting the three-Wave approach does this for SLCN. This leaves a smaller group with long-term persistent SLCN for whom the partnership between school, parents and speech and language therapist will ensure good, if slower, progress. CASE STUDY Watercliffe Meadow primary school in Sheffield was the winner of the ‘Shine a light’ award for communication-supportive primary school of the year during the national year of communication. The head teacher and staff have a shared vision about the importance of meeting children’s speech, language and communication needs – with good reason.
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