Column: Next steps A



Column: Routes for Learning (RfL) routemap

|Indicative summary |

|Learners working on the RfL routemap have a growing awareness that they can affect the actions of others by using their own |

|repertoire of communicative behaviours. They demonstrate an interest in what others do and in sharing information with them. |

| |

|(When learners are working on the progression statements shown here you should refer closely to the Routes for Learning materials.)|

|Communicates choice to attentive adult [RfL 37] |

|Assessment activities/things to try |Things to look for |

|Offer two items simultaneously. Observe the learner closely for |Look for: |

|obvious or increased attention to one of the items which | |

|communicates his/her preference. |• smiling |

| |• eye pointing |

| |• reaching |

| |• turning towards a preferred item. |

|Teaching strategies (to move learner to this step) |

|Offer a preferred item alongside a non-preferred item. If there is no clear response to the preferred item, either move it, bring |

|it closer, or make it make a noise to attract the learner’s sustained attention. Try this with a variety of objects and situations.|

|Shared attention [RfL 40] |

|Assessment activities/things to try |Things to look for |

|Point to an item in the distance. Does the learner looks towards |Look for the learner gaining attention of an adult, for example:|

|the item then back at the adult? |looking towards or indicating a stimulus and then looking back |

|Move to music. Does the learner join in with similar movement? |to the adult |

|Stroke a dog. Does the learner also touch the dog and smile at the|stilling to a sound, or moving to music, and then looking back |

|adult? |to the adult |

|The learner should join the adult in attending to a stimulus, |touching an item and then feeling for the adult’s hand. |

|confirming the attention of the adult visually throughout. | |

| |Look for the learner showing pleasure in sharing, or trying to |

| |‘comment’ on the item. |

|Teaching strategies (to move learner to this step) |

|Teach shared attention by prompting the learner (verbally or with touch) to look at, listen to, or feel an item of adult choice, |

|then to attend to the adult and the item in turn. |

|Take the opportunity to share a stimulus to which the learner is attending. Encourage attention to the stimulus and then the adult |

|in turn. This is key for all future communication. |

|Communicates ‘more’/’no more’ through two different consistent actions [RfL 28] |

|Assessment activities/things to try |Things to look for |

|Observe the learner’s reactions to a less preferred activity or |Look for a response which may indicate ‘no more’; for example, |

|food, etc. Note the actions which may indicate ‘no more’. This |eyes closing, turning away, closing of the mouth. Reinforce and |

|should be distinct from the action used to indicate ‘more’. |build upon this, responding consistently on every occasion. |

|Teaching strategies (to move learner to this step) |

|Note even a slight response or change in expression to an activity which the learner wishes to end. Reinforce and shape this |

|behaviour by saying or co-actively signing ‘finished/no more’ and clearly finishing the activity. |

|Changes behaviour in response to interesting event nearby [RfL 25] |

|Assessment activities/things to try |Things to look for |

|Introduce a second toy/stimulus/adult/peer nearby while the |Look for the learner ‘noticing’ a second event/stimulus and |

|learner is engaged in an activity. |reacting or changing behaviour; for example, by turning, |

| |attending or vocalising. |

|Teaching strategies (to move learner to this step) |

|Introduce a second activity – draw the learner’s attention to it (e.g. an adult or peer entering the room) |

|Initiates social game [RfL 33] |

|Assessment activities/things to try |Things to look for |

|Try pausing in an established routine; as the learner requests |Look for the learner attempting to initiate a game through a |

|‘more’ (as in RfL 22), continue to delay the response. Build on |signal used in 30 or by other means. |

|this, by approaching the learner and waiting for him/her to | |

|initiate a game. | |

|Teaching strategies (to move learner to this step) |

|Use an established routine of a social game, pause, and then wait for the action to be repeated. Lengthen the delay, encouraging |

|the learner to persevere. |

|Prompt the learner to initiate a game and respond to this; for example, the learner knocks a toy off the table and then attracts |

|attention to get it back. |

Column: A steps

|Indicative summary |

|Learners working on ‘A steps’ show differentiated responses to people, situations and objects. They use and respond to body |

|language, gestures and contextual clues, and are increasingly recognising and using signs, symbols and/or words when these are |

|linked closely to familiar activities. |

Aspect: SPEAKING

|Give a symbol/picture as a ‘token’ for a desired item (doesn’t distinguish representation) |

|Assessment activities/things to try |Things to look for |

|Choose carefully a highly preferred item, prepare a symbol or |The learner gives the symbol or picture in order to get the |

|picture. |item. (The learner ‘gives in order to get’ but may not |

| |particularly look at or recognise the symbol or picture). |

| | |

| |The learner ‘travels’ to fetch and then give the symbol when it |

|Try increasing the distance between the learner and the symbol. |is not in their immediate vicinity. |

|Teaching strategies (to move learner to this step) |

|The Picture Exchange Communication System, or ‘PECS’ , is a highly structured approach to teaching learners to communicate with |

|symbols or pictures. PECS provides very detailed procedures to support learners to achieve this step, which is PECS Phase 1. |

|Ideally, the whole staff team should attend PECS training, to ensure that it is implemented in a consistent and effective way. |

|Point to a desired item or item of interest (that is visible but out of reach) and vocalise |

|Assessment activities/things to try |Things to look for |

|Place items known to be favourites of the learner in a variety of|The learner gains the adult’s attention then points or clearly |

|locations where they can be seen but not independently reached. |eye-points to indicate the item. Whilst doing so they vocalise. |

| |(This may sound like an appropriate word). |

|Observe how the learner communicates in more naturalistic | |

|situations. |The learner uses pointing and/or eye-pointing accompanied by |

| |vocalisation(s). |

|Teaching strategies (to move learner to this step) |

|This is an enhancement of ‘shared attention’, (item 40 on the Routes for Learning routemap). Here, the learner is proactive and |

|uses a specific point or eye-point, accompanied by some form of vocalisation (which might be a word) to manage the interaction. |

|Using a similar approach to that mentioned above, confirm that you have understood their intention and extend their focus to a key |

|word and sign, by saying/signing, e.g. “You want the book”, or “Yes, it is a balloon”. |

| |

|(N.B. it is well-known that learners with autistic spectrum disorder may not ‘initiate’ shared attention in this way. They may |

|learn to ask for items that are not present – for instance, using PECS (see below), but may not learn to point things out merely to|

|share an interest in them with another person.) |

|Use a combination of gestures and more formal communication (signs/speech) to seek attention, to say ‘no’ and to satisfy needs |

|Assessment activities/things to try |Things to look for |

|Provide appropriate opportunities in contexts across the |The learner’s communicative repertoire includes some words or |

|curriculum and in situations throughout the school day. |signs but they still rely on whole-body communication and |

| |gestures, often as the primary mode, with vocalisation being |

| |secondary. |

|Teaching strategies (to move learner to this step) |

|Carefully observe the learner’s responses and find out how they communicate when in other environments – especially at home. Look |

|for the learner continuing to use any of the following: |

| |

|Taps/pulls an adult or turns an adult’s head to gain their attention |

|Sits down/refuses to move to indicate ‘no’ |

|Reaches or points towards items they want |

|Shows or takes item to an adult as a signal |

|Takes an adult’s hand and places it on item to make it work (e.g. door handle) |

|Nods and/or shakes head for ‘yes’/’no’ |

|Waves to greet familiar person |

| |

|Don’t try to stop learners using these successful but ‘informal’ ways of communicating, but do try to help them link these with |

|more ‘formal’ means (speech and signing), e.g. by saying and signing, “Ah, I see, ‘open the door’ ”, as you respond. |

|Use a few very familiar words/signs or symbols |

|Assessment activities/things to try |Things to look for |

|Provide appropriate opportunities in contexts across the |The learner’s vocalisations and/or signs are clear enough to be |

|curriculum and in situations throughout the school day. |understood as (representing) specific words by those who know |

| |them well. |

|Carefully observe the learner’s responses and find out what they | |

|might use to communicate in other environments – especially at |and |

|home. | |

| |The word(s) and/or signs the learner uses are produced in |

| |appropriate contexts. |

| | |

| |and/or |

| | |

| |The learner gives a symbol as a token to obtain a highly desired |

| |item (see below) in more than one very structured context. |

| | |

| |The learner uses a (combined) total of at least 10 different |

| |words, signs and/or symbols. |

|Teaching strategies (to move learner to this step) |

|Most learners will use a combination of vocalisations, gestures, signs and symbols. It is very important to focus on what they |

|communicate and respond to it rather than try to make them use a specific mode (e.g. sign, rather than gesture). |

| |

|Learners need to have the opportunity to learn words, signs and symbols in a range of appropriate contexts. They are more likely to|

|do this if the staff team speak clearly, use simple phrases and focus initially on a small vocabulary of key words. Key words are |

|those which carry information. For instance in the phrase “I’m going home now”, the key words are “go” and “home”). These words can|

|be emphasised by signing and can also be linked with symbols which can be used for labelling and recording. |

| |

|Some learners (especially those with autistic spectrum disorder, or who find it difficult to produce signs) may be more inclined to|

|manipulate and exchange a symbol than use a sign. |

| |

|A ‘personal communication passport’ is a ‘person-centred’ approach to recording learners’ preferred ‘modes’ of communication, as |

|well as what interests them and their likes and dislikes. Where learners have communication difficulties an accurate ‘passport’ |

|ensures that all those who interact with the learner do so consistently. |

| |

|Makaton is a well-established approach to helping learners to develop communication, using signs and symbols. (Find out more about |

|using signing with Makaton and Signalong). |

|Communicate clearly enough for an adult who knows them well to interpret what they mean |

|Assessment activities/things to try |Things to look for |

|When the learner has attempted to express something but the adult|The learner persists, and helps to repair any misunderstanding |

|is uncertain about the learner’s meaning. |by: |

| | |

| |giving a clear ‘no’ response (using body language, signing or |

| |vocalisation), |

| |repeating, modifying, or trying a new communicative action. |

| |giving a clear ‘yes’ response when their meaning is understood. |

|Teaching strategies (to move learner to this step) |

|Whatever their means of communication may be, there will inevitably be occasions when a learner’s communicative intention is not |

|immediately clear. Although the learner might not articulate words or signs very clearly, they should know that the adults in |

|their learning environment expect them to keep trying and will facilitate them until they are understood. |

| |

|Try asking the learner simple yes/no questions supported by signing, or point to possible objects, or people, that the learner |

|might mean. Celebrate when the interaction is successful. These skills build upon RfL Routemap item 43 (‘Exerting autonomy’) and |

|items 31, 38 and 42 (which relate to problem-solving) but are in the context of a communicative interaction which they have |

|initiated. |

|Copy actions in simple action games (e.g. Simon says..), attempting an action of some kind when adult uses only words |

|Assessment activities/things to try |Things to look for |

|Try playing a game such as ‘Simon says’ using a range of |The learner attempts an action at an appropriate moment which is |

|different actions. When the learner is ‘warmed up’ and you are |suitable to the context of a game, song or rhyme. |

|sure they are following the actions and words, say ‘Simon says, | |

|e.g. stand up/sit down’ but without the accompanying gesture or |Although the learner may copy the actions they see you or other |

|action. |learners making, they are also beginning to select actions |

| |according to the words that are used. |

|Teaching strategies (to move learner to this step) |

|Music provides important clues which support communication. When used routinely, contrasting rhythms, tunes, and rhymes all help |

|learners to recognise contexts associated with words and help them to predict when a particular word can be used. Vocalisation is |

|more likely to occur as an accompaniment to an action. Therefore, learners should experience a wide range of action songs and |

|rhymes throughout the school day with encouragement to join in – both with the actions and the words. |

Aspect: LISTENING AND UNDERSTANDING

|Show they understand spoken language (although they rely heavily on visual and other clues within the immediate context) |

|Assessment activities/things to try |Things to look for |

|In a wide range of situations, encourage the learner to |The learner responds appropriately to a small vocabulary of |

|communicate, and observe carefully the extent to which they |familiar words within familiar situations but is reliant on |

|understand the spoken language that is used. |contextual support in less familiar situations. |

|Teaching strategies (to move learner to this step) |

|Vary the way in which you communicate so that you sometimes consciously avoid providing visual clues. Does the learner still |

|respond: |

| |

|If you avoid using gesture, eye pointing and body language? |

|If they can’t see the thing or the person you are referring to? |

|If you use the language outside of their normal routine? |

| |

|Re-introduce these, one by one, and note the learner’s responses. When teaching, adjust the way you use these clues to take account|

|of each learner’s needs. This provides an effective means of differentiating within a group. |

|Show they understand a small number of words/signs for familiar objects or people |

|Assessment activities/things to try |Things to look for |

|In the presence of several very familiar people, ask the learner |When asked, the learner points, gestures or eye points towards a |

|“Where’s [e.g. John]?” * |person who has been named (from amongst at least three different |

| |people). |

|Place three different, very familiar objects at a time within | |

|easy reach of the learner. (If they are using eye pointing, place|The learner points, gestures or eye points towards an object that|

|yourself and the objects so you can easily distinguish the |has been named (from a choice of three different objects). |

|learner’s choice). | |

| | |

|Ask them “Where’s the (e.g. shoe)?” * | |

|(* use signs for the underlined words) | |

| | |

|In ‘natural’ situations across the curriculum and in situations | |

|throughout the school day, observe the learner’s responses. |The learner looks at the person or object that is the topic of |

| |conversation. |

| | |

| |The learner demonstrates that they understand at least 20 words |

| |which relate to both people and objects. |

|Teaching strategies (to move learner to this step) |

|At any particular time, learners will generally understand far more words than they are able to use themselves. They need to have a|

|lot of experience of hearing words in meaningful contexts before they begin to attempt saying or signing them. |

| |

|It is likely that words for people and objects (nouns) will form a large proportion of the first words learners understand. Daily |

|circle time provides the opportunity for learners to hear and recognise the names of their peers and of the staff team. The names |

|of objects can be introduced and practiced in a range of ways, for instance: hiding and revealing them (under a cloth or in a |

|rummage bag). |

Aspect: COLLABORATION AND DISCUSSION

|Take own turn in group turn-taking activity |

|Assessment activities/things to try |Things to look for |

|Provide a range of different opportunities for learners to |The learner observes as other learners take their turns and comes|

|interact within a group setting, e.g. registration, ‘circle time’|in on cue after seeing that the previous learner has had their |

|or music. |turn. |

| | |

|Practise these as routines so that the learner understands their | |

|role or task within the overall activity (e.g. to indicate “I’m | |

|here”). | |

|Teaching strategies (to move learner to this step) |

|The ‘collaboration and discussion’ aspect of Oracy in the LNF refers particularly to learners’ interactions with other learners. |

|Whilst adults may adapt their responses to take account of a learner’s particular needs, here the learner must observe and respond |

|more independently. Ensuring that turns routinely go around the circle in a particular direction will help learners to anticipate |

|and time their turn. Passing a visible prop, such as a karaoke ‘mike’ (or a Big Mack switch), to the current ‘speaker’ will also |

|assist in this. |

Column: B steps

|Indicative summary |

|Learners working on ‘B steps’ respond appropriately to an increasing number of words, signs and/or symbols in phrases with up to |

|two key concepts. They repeat or use words, signs or symbols (often in two-part phrases) for a variety of purposes and when |

|prompted can refer to a broadening range of contexts. |

Aspect: SPEAKING

|Give a symbol/picture to obtain a matching desired item |

|Assessment activities/things to try |Things to look for |

|Prepare symbols or pictures and follow procedures for ‘PECS’ |The learner chooses the correct symbol on most occasions from an |

|phase III B. |array of at least three familiar symbols or pictures and gives to|

| |a communicative partner with intent to obtain a desired item. |

|Teaching strategies (to move learner to this step) |

|Although all learners should be helped to develop speech, many may communicate more effectively with the help of alternative or |

|augmentative means. Encouraging the learner to copy speech necessitates focusing eyes on the face, and training a learner to make |

|signs will necessitate manipulating their hands. Many learners with autistic spectrum disorders will not respond well to either of |

|these strategies, whereas, exchanging pictures or symbols avoids such problems. Some learners may therefore need specific teaching |

|in communicating through picture or symbol exchange. The PECS programme does this is in a highly structured way. |

|Communicate mostly about familiar objects, people or pictures immediately present, but can also refer to their absence |

|Assessment activities/things to try |Things to look for |

|Observe the learner in a wide variety of contexts across the |The learner refers to people and things, including at times when |

|curriculum and in everyday situations. |they are (temporarily) out of view. |

|Teaching strategies (to move learner to this step) |

|For a small and familiar group (such as pupils and staff of the class during daily registration), provide the learner with clear |

|photographs of people and encourage them to say who is present by naming them or pointing to/choosing between photos. Then get the |

|learner to watch as one member of the group goes out of sight. Ask the learner “Who’s gone?” or “Who’s hiding?” encouraging them to|

|name/select a photograph of the person who is absent (the ‘missing person’ can prompt by peeping or being seen in silhouette). |

| |

|Gather a group of familiar objects (e.g. the tools needed to complete a particular task). Hide one, (for instance in a draw-top |

|bag, so that the object’s shape can be seen and felt). Ask the learner “What’s missing?” or “What’s gone?”, and encourage them to |

|name/select a photograph of the relevant object. |

| |

|These activities can be used to encourage the learner to use two-word phrases, such as “Sian gone” or “no cup”. |

|Use single words/signs/symbols and some two-part phrases, e.g. to signal repetition or recurrence |

|Assessment activities/things to try |Things to look for |

|Observe and record the learner’s expressive communication in a |The learner uses at least five two-part word/sign or symbol |

|range of contexts. Are they beginning to use some combinations of |phrases which are appropriate to the context. |

|words? | |

|Teaching strategies (to move learner to this step) |

|The earliest two-part combinations may be similar to the following: |

| |

|Greeting: ‘Hi, Jo’, ‘bye, Ann’ |

|Absence: ‘Dad gone’ |

|Recurrence: ‘more crisp’ |

| |

|Provide lots of opportunities and a range of contexts which encourage or require the learner to use two-part phrases made up of |

|words, signs or symbols. |

| |

|Encourage the learner to request a repeat of favoured activities, e.g. saying “Swing again” to obtain another push on a swing). |

| |

|Learners can be helped to use ‘more’ in a two-word phrase through group activities where they hear the phrase used repeatedly. For |

|instance, give one learner the role of ‘banker’ for a collection of different items (e.g. bricks, cars and books). The others in |

|the group have to collect all of one item and must take turns to ask for the item they need. (This activity could be linked to |

|numeracy, if learners were given a list or template specifying or depicting a specific number of each item). |

|Use single words/signs and a growing number of brief phrases (e.g. ‘all gone’, ‘drink please’) mostly to express their own wishes |

|and needs |

|Assessment activities/things to try |Things to look for |

|Observe and record the learner’s expressive communication in a |The learner can use words/signs or symbols, for a range of |

|wide range of contexts. |purposes but spontaneous use may still focus on need |

| |satisfaction. |

|Analyse and discuss as a team the purpose(s) for which they use | |

|words, signs or symbols. | |

|Teaching strategies (to move learner to this step) |

|Communication can be used for a wide range of purposes, but the nature of learning tasks provided across the curriculum may favour |

|some purposes more than others. It is important therefore to ensure that there are sufficient opportunities for many ways of |

|communicating, including: |

| |

|- to seek attention |

|- to satisfy a need |

|- to say no |

|- to interact with another person for the pleasure of interacting |

|- to comment on something of interest in a shared activity. |

|Communicate clearly enough to be understood in structured contexts by adults who know them well |

|Assessment activities/things to try |Things to look for |

|Within contexts which |the learner: |

| | |

|are routine, or |uses appropriate communicative actions (e.g. |

|in which the adult limits the range of options available, and/or |pointing/eye-pointing, vocalising, signing or selecting pictures |

|provides props such as symbols or pictures for key concepts. |or symbols) |

| |makes their meaning understood even though they may not |

| |articulate particular words or signs very clearly |

|Teaching strategies (to move learner to this step) |

|It is important to continue helping the learner to find ways through which they can make their meaning understood and repair any |

|misunderstanding. They should practise strategies which will help them to do this. For instance by: |

| |

|repeating the message using the same words, signs or symbols – “Tell me again.” |

|using alternative words, “Tell me again but use a/some different word(s).” |

|repeating using additional means (e.g. adding a gesture or sign as well as speech). “Show me with a sign?” |

|selecting a relevant symbol from a collection. “Find a symbol to tell me.” |

|Vocalise or press a switch to play a recorded ‘part’ when turn comes in a repeating ‘drama’/presentation |

|Assessment activities/things to try |Things to look for |

|Choose a short speaking part (a word or short phrase) which | |

|recurs several times in a story, poem or drama. In collaboration | |

|with the learner, record this on a speaking switch (e.g. a Big | |

|Mack switch or similar device). Rehearse pressing the switch to | |

|hear the part spoken. | |

| | |

|When the learner is familiar with the story, cue them to play | |

|their part. | |

| |The learner speaks, and/or presses the switch to play their part |

| |at appropriate point(s). |

| |The learner anticipates their part and shows they understand it |

| |as an element of the story. |

|Teaching strategies (to move learner to this step) |

|You can encourage learners to respond vocally (or via a switch) within a group situation by adopting what is referred to as ‘call |

|and response’. Simple rhymes or songs are constructed around real events which are familiar to the group of learners. The adult |

|calls out a line and learners repeat it as a refrain. You can see a video clip of a teacher using call and response (as well as a |

|range of other strategies for enjoying stories and poetry) in: Training Materials for Teachers of learners with Severe, Profound |

|and Complex Learning disabilities |

Aspect: LISTENING AND UNDERSTANDING

|Listen and respond appropriately to instructions accompanied by gestures (e.g. ‘get your coat’) |

|Assessment activities/things to try |Things to look for |

|In a wide range of situations, observe whether the learner |The learner pays attention to what is said, notices visual clues |

|appears to understand simple phrases when used at the appropriate|and uses their knowledge of routines, thereby responding |

|time within their everyday context, e.g. ‘get your coat’, ‘dinner|correctly to many simple, contextualised requests. |

|time’, ‘sit on your chair’, ‘put it there’, ‘kick the ball’, ‘get| |

|on the bus’, etc. | |

|Teaching strategies (to move learner to this step) |

|When they first learn language, learners use many clues to interpret and respond to what is said. Although the examples given above|

|each contain more than one word, it may not be necessary to understand any word specifically to respond to them correctly. It is |

|important to continue to assess the extent to which a learner is using these clues and to provide opportunities for them to focus |

|on the words as well. |

|Show they understand up to 50 words/signs/symbols mostly in concrete contexts |

|Assessment activities/things to try |Things to look for |

|Observe the learner’s communication in a wide range of situations|The learner responds appropriately to a combined total of at |

|and record their understanding of key words/signs and/or symbols |least 50 words/signs or symbols used by others. |

|(especially in situations where contextual clues are controlled).| |

|Teaching strategies (to move learner to this step) |

|It is important to provide opportunities for the learner to develop their understanding of different types of words, including: |

| |

|Nouns - naming people and things |

|Pronouns - referring to different people – you, me, him, her |

|Verbs - describing actions |

|Adverbs - referring to position – here, there |

| |

|Various checklists are available to support this, for instance the Makaton ‘core’ Vocabulary, Living Language (First Words) the |

|Derbyshire Language Scheme, etc. Audit the types of words which are being used most in lessons and adjust accordingly. |

|Respond appropriately to simple requests involving changing the location of objects or transferring them to people |

|Assessment activities/things to try |Things to look for |

|Position items (a) on the table directly in front of the learner |The learner responds appropriately to words only (when all |

|and items (b) a little further away. |gestures or other contextual clues are omitted). |

| | |

|Items (a): spoon, pen, key. | |

|Items (b): box, cup. | |

| | |

|Ask the learner to, for example, ‘Put the key in the cup’ or | |

|other combination of two key words. Replace all items each time. | |

|(NB. the ‘in’ here is not being tested) | |

| | |

|Using any of the items above, ask the learner to give a named | |

|item to a particular familiar person (from a choice of two or | |

|three). | |

| | |

|Extend the above to less structured situations and a wide range | |

|of contexts. |The learner is able to do this in a variety of (naturalistic) |

| |contexts. |

|Teaching strategies (to move learner to this step) |

|Provide additional support when needed, (e.g. as well as speaking, point or sign when referring to the item to be moved, or the |

|location to move it to). |

| |

|Some learners may struggle when there are a number of choices available. In such cases, reduce the number of objects and if |

|necessary make them less interesting (i.e. less distracting). |

|Answer ‘where?’ and ‘what?’ questions when accompanied by gestures |

|Assessment activities/things to try |Things to look for |

|In a variety of contexts across the curriculum, refer to concrete|The learner: |

|objects which are familiar to the learner, using gestures or | |

|signs to emphasise the key word(s). |points to, shows, fetches, or refers to the location of the |

| |relevant item in response to “where?” |

| | |

| |tries to name, signs, or selects a symbol in response to “What?” |

|Teaching strategies (to move learner to this step) |

|Refer to items which are present and visible within the immediate environment. |

Aspect: COLLABORATION AND DISCUSSION

|Listen/watch for cues that it is ‘their turn’ when turns do not simply ‘go round the circle’ |

|Assessment activities/things to try |Things to look for |

|Choose a situation such as a group music activity where the |The learner watches/listens for when to bang their drum, shake |

|learner is responsible for ‘playing a part’. |their tambourine, etc. and plays their part at the right moment. |

|Teaching strategies (to move learner to this step) |

|Assist learners to become familiar with a story and the ‘props’ which relate to it. Then give out the items randomly and read the |

|story, emphasising the name of each item and its picture in the book. For example, give each learner in the group a different item |

|of clothing from The Smartest Giant in Town by Julia Donaldson (Macmillan Children's Books, 2003). Encourage them to show or put on|

|the appropriate item when it comes up in the story. |

Column: C steps

|Indicative summary |

|Learners working on ‘C steps’ respond appropriately to simple instructions or questions. They now regularly use three key word, |

|sign or symbol phrases for a growing range of purposes. They sometimes spontaneously make reference to people, places and events |

|outside of (not visible in) the immediate context. |

Aspect: SPEAKING

|Find symbol/picture for desired item and add to phrase on sentence strip or tablet computer |

|Assessment activities/things to try |Things to look for |

|Prepare pictures or symbols and make these available in a ‘PECS’ |The learner chooses a picture or symbol for ‘I want’ from an |

|book or on PC or tablet computer software. |array of pictures or symbols, places it in the correct location |

| |on a sentence strip then chooses a picture or symbol for the |

|Pictures or symbols include ‘I want’ as well as preferred items. |preferred item and also places this in the correct location on |

| |the sentence strip. They then give the sentence strip to a |

|(PECS Phase IV) |communicative partner. |

| | |

| |Or |

| | |

| |The learner creates a two-symbol phrase on a PC or tablet |

| |computer. |

|Teaching strategies (to move learner to this step) |

|If the learner is inconsistent about the left to right sequence and where to start the sentence, you can draw a star on the left |

|hand side and teach them to place the first symbol picture (or word) next to it. |

|Use some relevant words, signs or symbols relating to things they have made or done |

|Assessment activities/things to try |Things to look for |

|At the end of a lesson or activity, encourage the learner to say |The learner uses words or signs in short phrases or can select |

|something about what they have done. |some pictures or symbols which relate directly to an activity |

| |they have just completed or something they have produced. |

| | |

| |They may use these to refer to: |

| | |

| |the topic or focus of the activity |

| |tools, components or resources they have used |

| |actions they have undertaken |

| |the features of something they have produced |

| |their response to, or evaluation of the product or activity |

| |concerned. |

|Teaching strategies (to move learner to this step) |

|At the start of lessons across the curriculum emphasise key words/signs and provide a set of symbols or pictures relating to the |

|desired learning outcomes. Throughout the lesson, encourage learners to recall and record what they have done (e.g. by taking |

|photographs using a tablet computer). At the end of lessons, use plenary sessions to review what has been done using the physical |

|outcomes, symbol- or picture-sets as well as the photos as prompts. Encourage each learner to communicate something about the part|

|they have played. |

|Communicate about familiar stories and symbolic play, as well as people, places and events from their wider experience |

|Assessment activities/things to try |Things to look for |

|Observe the learner’s communication in a wide range of |The learner’s communication includes reference to people, places,|

|situations. Ask the learner what they do and who they know |times and events beyond the immediate context of the |

|outside of school. |conversation. |

| | |

|Talk with the learner about a story, or about something they |The learner is able to say something relevant about (an |

|watch on the television. |imaginative situation in) a story or what they have seen on the |

| |television. |

| | |

|Listen to the learner’s use of language during play. |Some learners might also use words for symbolic play (e.g. ‘doll |

| |sleeping’, or calling a stick a ‘gun’) |

|Teaching strategies (to move learner to this step) |

|As their communication develops, learners’ language (whether they use speech, signs or symbols) will extend increasingly to |

|contexts which are less concrete and less directly connected to the present. This should become apparent in their responses to |

|activities and tasks across the curriculum. A number of strategies can be used to support this. Prepare a bank of symbols, pictures|

|or written words relating to what the learner likes and does outside school (e.g. specific tv programmes, sporting events, etc). |

|Use them as prompts to extend what the learner is able to say. Make up ‘stories’ in which the learner is the focus, recording |

|specific events they have experienced. Then read them together at a later date. |

|Regularly use two- and three-word phrases to communicate interests, comment, give information and ask questions to obtain |

|simple/specific information |

|Assessment activities/things to try |Things to look for |

|Observe and record the learner’s expressive communication in a |The learner uses a range of two and three word/sign or symbol |

|range of contexts. |phrases, as well as, occasionally, more complex patterns |

| |involving four key words/signs or symbols. |

| | |

|Observe the range of purposes for which the learner communicates.|The learner uses language both to seek and to provide |

| |information. |

|Teaching strategies (to move learner to this step) |

|As learners increasingly speak, sign or use symbols in phrases, it is important to continue to monitor the range of ways in which |

|they do so. You may need to ‘engineer’ situations which require the learner to use specific language constructions, after having |

|heard them modelled repeatedly beforehand. These should be introduced within structured language lessons, but will need to be |

|practised in a wide range of contexts in different lessons. |

| |

|Symbols and written words enable learners to physically manipulate language and to put words together. You may be able to prompt a |

|move from using two to three (key) word sentences by constructing a phrase using symbols, then encouraging the learner to repeat |

|the phrase whilst looking at/pointing to the symbols (or words). |

|Understand and use 50 or more words/signs/symbols |

|Assessment activities/things to try |Things to look for |

|Observe the learner’s communication in a wide range of situations |The learner is able to use a combined total of at least 50 |

|and record their understanding and use of key words/signs and/or |words/signs or symbols. They use these in ways appropriate to |

|symbols (especially in situations where contextual clues are |the context. |

|controlled). | |

|Teaching strategies (to move learner to this step) |

|Various checklists are available to record this, for instance, the Makaton ‘core’ Vocabulary, Living Language (First Words), |

|Derbyshire Language Scheme, etc. These also provide an indication as to the order in which vocabulary (different words and |

|concepts) might be introduced. |

|Communicate clearly enough to be understood by adults and peers who know them well |

|Assessment activities/things to try |Things to look for |

|In everyday contexts, including unexpected situations within, and|Despite some speech immaturities or difficulties in articulating |

|outside of lessons. |particular words/signs, the learner: |

| | |

| |speaks or signs clearly enough to be understood in most |

| |situations, though not necessarily by strangers. |

| |and/or |

| |proactively uses a picture/symbol book or communication device to|

| |manage interactions with others they know well. |

| |and |

| |realises when there is a misunderstanding and attempts to repair |

| |it. |

|Teaching strategies (to move learner to this step) |

|As the learner’s communication progresses, there should be an increasing expectation that they will lead and manage interactions, |

|and support (particularly through prompting) should be reduced accordingly. You may need to leave silences, and encourage the |

|learner to recognise these as their turn to lead. |

|Make an attempt at representing things/animals in familiar structured role play activities |

|Assessment activities / things to try |Things to look for |

|In a familiar context (such as a movement/dance lesson) ask |The learner represents two different animals differently in some |

|learners to ‘be a bear’ or ‘be a tiger’, be ‘a mouse’, ‘be a |way. |

|dog’, or act as a character in a story or drama. |Representation does not need to accurately convey the |

| |characteristics of the role play’s focus. The point is that the |

| |learner attempts to represent different animals or characters |

| |differently. |

|Teaching strategies (to move learner to this step) |

|Initially, learners might simply hold up a mask or prop, or adopt a particular pose, to represent the animal or character. A sound |

|or specific (catch-) phrase might be recorded on a switch and used to prompt their own attempt at verbalising and gesturing. |

|Understand and use simple questions, e.g. ‘what?’ and ‘where?’ to clarify understanding |

|Assessment activities/things to try |Things to look for |

|In a range of contexts, encourage the learner to respond to and |The learner can say, sign or indicate a desire to know more about|

|to ask simple questions. |particular objects or (their) locations. |

| | |

| |They combine a question word, sign or symbol with ‘this’ or |

| |‘that’ and/or with the name of an object or place. They may also |

| |use a ‘questioning’ intonation. |

|Teaching strategies (to move learner to this step) |

|In structured language sessions and in contexts across the curriculum, this can be a game. The adult can begin by modelling the |

|use of simple questions which the learner answers. Then, roles can be reversed with the learner expected to ask the questions. |

|Extend this to group contexts where learners take turns to be the teacher/ask the questions. |

|Show an interest in particular words or sounds, sometimes repeating them intentionally |

|Assessment activities/things to try |Things to look for |

|Observe the learner in a variety of situations. |The learner repeats words or phrases at relevant moments (e.g. |

| |repetitive phrases in a story, a refrain in a poem or song). |

| |They recall and experiment vocally with word(s) or sound(s) they |

| |have heard. |

|Teaching strategies (to move learner to this step) |

|Through games, rhymes, songs, chants and stories, draw the learner’s attention to interesting, unusual and memorable sounds and |

|words. Encourage the learner to say them. |

Aspect: LISTENING AND UNDERSTANDING

|Show they have listened to others by selecting relevant pictures from a collection |

|Assessment activities/things to try |Things to look for |

|In a wide range of activities across the curriculum, provide the |The learner listens to the question and then selects or indicates|

|learner with a collection of pictures relating to the focus of |the most appropriate picture. |

|the activity. Use questions to enable the learner to demonstrate | |

|their understanding of the topic. | |

| | |

|For instance, in science, present a collection of pictures of | |

|animals and ask a question such as ‘Which one has wings?’ | |

|Teaching strategies (to move learner to this step) |

|Pictures (or symbols) are an aid to memory and classification, as well as a means of expression. Whilst words and signs are |

|momentary and must be ‘received’ immediately, visual representations persist for longer and can be responded to at a later time. |

|Unlike words or signs, pictures and symbols can be physically manipulated and pointed, or eye-pointed to, as well as organised and |

|presented in a variety of ways. Seeing a picture can also help to elicit a spoken word. |

| |

|For any topic to be taught, a collection of pictures is therefore an important resource. For learners unable to speak or with |

|limited ability to sign, they are often the best means of checking whether the learner has listened and understood. |

|Listen to and carry out a simple (one-step) instruction |

|Assessment activities/things to try |Things to look for |

|During everyday tasks and activities, encourage the learner to |The learner listens to, then successfully acts upon simple |

|interpret and respond to verbal instructions. |instructions such as ‘show me your favourite book’ or ‘give John |

| |the pencil’. |

| | |

| |They do not respond correctly when more than a single step is |

| |involved (e.g. ‘give me the seeds and (then) fetch the trowel’). |

|Teaching strategies (to move learner to this step) |

|Incorporate instructions into everyday situations, use prompts and supports as needed - such as pointing or signing for key words. |

|Ensure that the learner can practice responding to the same kind of instruction (e.g. giving/fetching a named item) whilst any |

|support is gradually reduced. Only then, introduce a new kind of instruction (e.g. giving an item to a named person) and practice |

|this before again moving on. |

|Listen to songs, rhymes and stories and express some interest |

|Assessment activities/things to try |Things to look for |

|Provide a wide range of opportunities throughout the day for |The learner attends throughout the activity and is not distracted|

|learners to experience songs, rhymes and stories of many |by other things. They demonstrate their interest through facial |

|different kinds. |expressions and body language and may attempt to join in with |

| |words or actions. |

|Observe the learner’s responses. | |

| |They make a comment about what they have heard either during the |

| |activity, or after it has finished. |

|Teaching strategies (to move learner to this step) |

|As well as using listening in practical everyday interactions, learners will increasingly come to understand narratives, |

|imaginative representations and storylines, provided that their interest is captured and retained. When selecting stories, account |

|needs to be taken of learners’ age, experience and communicative ability. Many learners with significant ALN may still need to |

|access stories primarily through pictures and simple text and language, even when they are older. This presents challenges when |

|selecting texts since many books may be aimed at the interest and experience level of much younger children. Songs and rhymes also |

|need to be both interest- and age-appropriate. |

|Respond appropriately to simple requests which include attributes (e.g. big, dirty), possessives (e.g. my, your) and prepositions |

|(e.g. in, on, under) |

|Assessment activities/things to try |Things to look for |

|For ‘big’ or ‘dirty’: |The learner gives the appropriate item or places the item |

| |appropriately for each instruction. |

|Place the following four items in front of learner: | |

|- big plate, small plate, big cup, small cup |The learner also responds appropriately in more naturalistic |

|or |settings. |

|- clean plate, dirty plate, clean cup, dirty cup | |

| | |

|Ask the learner to, for example, ‘give me the little cup’ or | |

|‘give me the dirty plate’, etc. | |

| | |

|Replace all items each time before asking again and provide no | |

|visual clues. | |

| | |

|For ‘in’, ‘on’ and ‘under’: | |

| | |

|Position items (a) on the table directly in front of the learner | |

|and items (b) a little further away | |

| | |

|Items (a): sweet, brick, key | |

|Items (b): box, cup | |

| | |

|Ask the learner to, for example, ‘put the key in the cup’ or ‘put| |

|the sweet under the box’. Replace all items each time. | |

|Teaching strategies (to move learner to this step) |

|The learner may need additional support with the more abstract parts of the phrase (the attribute and the preposition). Signs could|

|be used for these alongside speech at first. |

| |

|Contrast ‘in’ with ‘under’ before moving on to ‘in’ with ‘on’. Do not contrast all three until pairs are well-established. |

|Answer ‘where?’ and ‘what?’ questions relating to objects and people |

|Assessment activities/things to try |Things to look for |

|In a variety of contexts across the curriculum, refer to objects,|The learner uses a phrase involving several words, signs or |

|places and people familiar to the learner (but not necessarily |symbols which give information relevant to the question. |

|present). Ensure that you do not give gestural or other | |

|contextual clues. | |

|Teaching strategies (to move learner to this step) |

|Begin with objects within the immediate environment before using questions which reference less visible or more abstract subjects. |

Aspect: COLLABORATION AND DISCUSSION

|Initiate a ‘conversation’ and repeat words or phrases if not understood |

|Assessment activities/things to try |Things to look for |

|Observe the learner’s communication in a wide range of |The learner (sometimes) proactively initiates a conversation or |

|situations. |changes the topic to something of interest to them. |

| | |

| |The learner uses language to repair a misunderstanding, e.g. by |

|Pretend to misunderstand the learner’s utterance. |repeating, or by elaborating upon, what they have said. |

|Teaching strategies (to move learner to this step) |

|From the earliest stages, it is important to follow the learner’s line of interest and to use it to help them take the lead in |

|communication. Circle time can be a specific opportunity to invite each learner to initiate a topic. Pictures or symbols (perhaps |

|in a ‘personal communication passport’) might be used to prompt a choice of topic, e.g. talking about their family or other |

|interests. |

| |

|There is strong evidence that, when communicating, even infants as young as 18 months of age focus on what has been understood by a|

|communicative partner and attempt to repair misunderstandings when they occur. Initially, this might be through pointing and other |

|means but as their oracy skills develop, learners need to learn ‘repair strategies’ which involve language – whether by repeating |

|the same words, signs or symbols, using different words or putting them together in different ways. |

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