Universally

Speaking
The ages and stages of children’s
communication development
From 11 to 18 years
The Communication Trust
The Communication Trust is a coalition of 50 voluntary and community
organisations with expertise in speech, language and communication.
We harness our collective expertise to enable the children’s workforce
and commissioners to support all children and young people’s
communication skills, particularly those with speech, language and
communication needs (SLCN).
We do this by raising awareness, providing information and workforce
development opportunities, influencing policy, promoting best practice
among the children’s workforce and commissioning work from our
members.
The Trust was founded in 2007 by Afasic, BT, Council for Disabled
Children and I CAN.
www.ican.org.uk

Pearson Assessment
This booklet, along with the rest of the suite of the Universally
Speaking booklets, was originally produced with the support of Pearson
Assessment. They are publishers of standardised assessments for a
range of speech, language and communication needs.
www.pearsonclinical.co.uk

Universally Speaking is a series of 3 booklets for anyone who works

with children and young people. To order further copies of the
Universally Speaking booklets please go to:
www.ican.org.uk/shop
Contents
Contents

Young people’s communication skills 4

Why spoken language is important 5

By age 11... 6

By age 13-14... 12

By age 18... 18

Useful things to do 24

Other information: General and EAL 26

Young people with SLCN 27

Find out more: Our resources and Talking Point 28

Frequently asked questions 30

Universally Speaking Age 11-18 3

Young people’s
communication skills

It’s often assumed that by Special Education Needs

the time young people start and Disability
secondary school their spoken
Identifying needs and making
language and communication
effective provision for children
skills are fully developed.
and young people with SEND is
However, these skills continue
an important part of the 2014
to develop throughout
SEND Code of Practice1 with
secondary school. It’s also
recognised benefits. Universally
easy to assume that all young
Speaking sets out expected
people will be on track with
progress in speech, language
their spoken language and
and communication and so
communication. However, this
can help practitioners begin
is often not the case and their
to identify where children and
difficulties can be hard to spot.
young people may be struggling.
It can also help practitioners
This guide will help practitioners
to gather useful information
to know whether young people
which would support further
are on the right track with
assessment of needs and inform
their spoken language skills
initial planning for support.
and help to identify those
who are struggling. It includes 1 Department of Education, Department for Health
suggestions for encouraging (2015). Special educational needs and disability code
of practice: 0 to 25 years - Statutory guidance for
good spoken language and organisations which work with and support children
and young people who have special educational needs
understanding, as we know or disabilities.
that focusing on spoken
language can mean better
outcomes for young people.

4 Universally Speaking Age 11-18

Why spoken language
is important

1
Both research and Ofsted highlight that spoken language is key to learning and
can support attainment. Where schools place a strong emphasis on explicit and
structured speaking and listening approaches, they can see results improve.
Ofsted says: “Where inspectors saw links between oral language, reading and writing
in lessons with secondary school students, standards at GCSE English language were
higher.”2 Across the curriculum: “Dialogue and questioning across the class are both
central to learning and a key indicator of effective teaching.”3

Poor spoken language puts young people at risk of poor literacy, poor behaviour,
poor social and emotional development and poor attainment. Just under
14% of pupils with speech, language and communication needs (SLCN) get 5

2
good GCSEs (including English and Maths) compared to nearly 61% of all young
people.4 50-90% of pupils with persistent SLCN go on to have reading difficulties.5
Studies have also shown that many pupils excluded from school have language
difficulties that the adults around them are not aware of.6

More than 1 million children in the UK have long term, persistent difficulties.
In areas of social deprivation, the numbers of pupils with SLCN is greater still.
While we would expect around 10% of young people to have long term SLCN, at

3
Key Stage 4, less than 1% of pupils have SLCN identified as their primary need. A
detailed study showed 83% of young people assessed in one inner city secondary
school had SLCN which hampered learning, behaviour and social relationships8.
Language development continues throughout the secondary years, and though
changes in spoken language can be subtle, they are important for overall
development, progression and attainment, for building relationships and for
working and communicating with others.

2 Excellence in English Ofsted (2011) www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Documents-by-type/Thematic-

reports/Excellence-in-English 3 Ofsted Annual Report 09/10, www.ofsted.gov.uk/resources 4 Children with special educational needs: an analysis
(2012/13). London: DfE. 5 Children with special educational needs: an analysis (2012/13). London: DfE. 6 Ripley, K. and Yuill, N. (2005) Patterns of
Language Impairment and Behaviour in Boys Excluded from School British Journal of Educational Psychology 75(1):37-50 7 Department for Education
(2014) Statistical release on SEN pupils 8 Spencer, S., Clegg, J. and Stackhouse, J. (2012) Language and disadvantage: a comparison of the language
abilities of adolescents from two different socioeconomic areas International Journal of Language and Communication Disorders, Vol. 47, No. 3

Universally Speaking Age 11-18 5

 By age 11...

Spoken language is important for all learning. However, in

busy classrooms, it can be difficult to spot young people
who may be struggling. Some young people may have
good skills, but are reluctant to use them. Others don’t
have these skills to draw on. It’s important to work out
the different language and communication skills a young
person has already developed, as well as understanding
the things they find more difficult.
Opposite are guidelines on
language development
in young people with
some quick and
easy things to do to
identify those who
may be struggling.

6 Universally Speaking Age 11-18

Understanding of spoken language and verbal reasoning
Young people should be able to... How to check it out...

5 Follow spoken directions which are quite 5 When giving instructions, ask young people to say
complex. This might include longer sentences with back to you what it is they need to do or summarise the
more information, maybe new vocabulary and more instructions in their own words
complex grammar, E.g. “Remember to accurately
measure the liquid before you add the crystals” 5 Check out understanding of simple sayings by
getting them to match sayings with definitions
5 Understand common, simple ‘sayings’ in context,
E.g. “Go on Jess, nothing ventured, nothing gained” Watch out for young people who:
5 Are the last to follow an instruction
5 See someone else’s point of view when they
don’t necessarily agree with it 5 Use ways to distract, E.g. asking you questions,
talking to others, misbehaving, asking for pens, pencils,
5 Understand factual information, but may still the toilet etc.
find it difficult to understand information that
needs to be inferred, E.g. “So, in year 6, I imagine 5 Watch others carefully
you did some work on coasts, coastal erosion and
sea defences?” [Meaning – did you do work on this 5 Repeat what you’re saying under their breath or
topic?] E.g. “That’s obviously a great joke Jason, quietly to themselves
would you like to share it with the class?” [Meaning –
5 Struggle to get going
pay attention and listen, and I really don’t want you
to share it] 5 Look surprised when you ask them a question

5 Start to understand sarcasm. Though it needs They may be struggling with understanding, which is
to have more exaggerated context, tone of likely to impact on learning and attainment.
voice and facial expression clues to help them
fully understand sarcasm - that what’s said isn’t
necessarily what’s meant, E.g. “That’s right year 7,
that’s just what we want, enough noise so the head
can hear from his office”

By age 11...

Universally Speaking Age 11-18 7

 By age 11...

Vocabulary
Young people should be able to... How to check it out...

5 Pick up new vocabulary needed for learning 5 Choose a word from your subject or a current topic.
specific to topic areas and more generally Ask young people to tell you what it means. Can they
give objective and accurate definitions?
5 Use more objective and clearer definitions
of words, as you might find in a dictionary, E.g. 5 Listen to what they tell you. Do they seldom use the
definitions such as ‘excited’ when it’s Christmas or correct subject-specific word, choosing a general word
their birthday will develop into ‘excited’ meaning instead? E.g. ‘that thing’, ‘wotsit’, ‘you know’
eager or thrilled
5 Choose words with more than one meaning, E.g.
5 Understand that words have more than one pen, bright, spring, bank, arm, watch
meaning and can explain this, E.g. ‘lie down’ and
‘tell a lie’; ‘sharp knife’ and ‘sharp thinker’ 5 Can young people explain what both meanings are?

5 Use more interesting vocabulary when prompted 5 Can they think of 5 [or more] words meaning ‘small’,
E.g. ‘immense’ instead of ‘huge’; ‘stagger’ instead of ‘talk’ or ‘angry’?
‘walk’

8 Universally Speaking Age 11-18

Sentence structure and narrative
Young people should be able to... How to check it out...

5 Use sentences of around 7-11 words in their 5 Listen to their explanations. Do they start and then
talking, though during conversation and discussion, give up?
shorter phrases are often used
5 Encourage discussion during group work. Give
5 Use a range of higher level words for joining them a particular ‘role’ to support their involvement
sentences in both speech and writing, E.g. before, in discussions, E.g. the person who records ideas
also, then, so (Recorder), or the person who summarises ideas
(Summariser) etc. How clear are their accounts? How
5 Tell interesting, entertaining and original stories effectively do they join their ideas?
with a clear plot and often sub-plots
5 Give opportunities to use spoken language, E.g. to
5 Explain the rules of a game or a sequence of explain experiments in Science or a sequence of events
events in a simple but accurate way, E.g. giving in History
directions for how to get somewhere, or giving
instructions about how to carry out a task 5 Does their spoken language include longer, more
complex sentences? Are their verbal explanations clear?

5 Listen to them describing an event or activity. Do you

find that you have to concentrate much harder on what
they’re saying because their account is confused?

By age 11...

Universally Speaking Age 11-18 9

 By age 11...

Social interaction
Young people should be able to... How to check it out...

5 Enjoy jokes based on double meanings though 5 Watch how they talk to different people around
they may not always be able to explain them, E.g. school. Can they change how they say things
“What do you get when you cross a snowman with a depending on who they’re talking to?
vampire?” Answer: “Frostbite”
5 Ask them to tell you how they would say something,
5 Change the style of their language to suit the E.g. ‘hello’ to different people...
situation and the listener, E.g. “Hey, how you • The Headteacher
doing?”; “Bye mum, see you tonight”; “Morning Sir”
• Mr. [teacher’s name]
5 Be aware when someone doesn’t understand • Their mum
and try another way to get information across • Their friend
• A young child
5 Negotiate with friends and others to resolve
Is what they would say different – can they say how/
conflicts
why?
If they can’t, they may be struggling with using social
interaction skills appropriate to their age

10 Universally Speaking Age 11-18

Top 3 suggestions to support the
development of speaking and
listening with this age group

These ideas are not time-consuming and can quickly be included

in lessons across the curriculum. They’ll support all young people’s
spoken language and therefore their learning. They’re particularly
important for children who are struggling.

1
To support listening
We often take listening for granted, though all young people can benefit from
being reminded how to listen. Encourage them to identify good listening skills in
themselves and others. When working in groups, get one young person to observe
what is going on in their group with a particular focus on how well group members
listen to each other.

2
To support vocabulary
Young people need to learn a lot of new vocabulary in secondary school –
vocabulary increases at a rate of between 3,000 and 5,000 words per year. It’s
therefore important to teach and support understanding of new vocabulary. This
can make a big difference to how effectively pupils understand and use new or
technical words. You can do this by linking new words to what they know already.
Ask the young people what information they know about the word, help them fill
in gaps of understanding, play around with how the word looks and sounds, match
definitions to words and display key vocabulary with clear definitions.

3
To support understanding
Young people may need time to think before responding to questions and
instructions. Give them time without answering for them or finishing their
sentences. In a busy classroom, tell them they can have some time to think and
come back to them. Try out the 10 second rule – give them 10 seconds to think
once you have asked a question... see how many more young people respond and
whether their answers are more accurate.

Young people in secondary school see lots of different teachers, so it’s easy for
What to those with difficulties to slip through the net. However, it’s really important that
do next... their communication needs are identified, as they can have a knock-on effect on
their learning. If you’re worried about the speaking and listening skills of young
people you work with, it’s useful to be aware of the systems in school; you could
discuss with their tutor or SENCO, or talk to parents about your concerns.
For more information please visit www.talkingpoint.org.uk

Universally Speaking Age 11-18 11

By age 13-14...

Spoken language is important for all learning. However,

in busy classrooms, it can be difficult to spot young
people who may be struggling. Some young people may
have good skills, but are reluctant to use them. Others
don’t have these skills. It’s important to work out which it
may be.
Opposite are guidelines on language
development in young people
with some quick and easy
things to do to identify
those who may be
struggling.

12 Universally Speaking Age 11-18

Understanding of spoken language and verbal reasoning
Young people should be able to... How to check it out...

5 Understand instructions that don’t follow the 5 Try giving instructions which don’t follow the word
same order as words in the sentence, E.g. “Before order of the sentence. Can the young people follow
you get your equipment, decide who you’re working them, or do they do them in the wrong order? E.g.
with and what positions you’re playing in” “For this experiment, one person pours the liquid while
the other adds in the crystals so, before you get the
5 Think about how they might persuade other equipment shown on the worksheet, talk to your partner
people, including what they’ll say if other views are about who’ll do which tasks in the experiment”
different from their own, E.g. “I know you aren’t into
rugby, but there are a few of us going and after the 5 Can they work out meanings that aren’t explicitly
match we’re going for a pizza – it’ll be a laugh” stated? Try a few examples in class and ask them what
they think you mean:
5 Infer meaning, working out information that isn’t
• “This is the end of a very long day, year 9”
given directly, E.g. “She grabbed her coat and bag
and dashed out of the door” [she was in a hurry/late] • “ This is the third time this week that you’ve left your
homework at home”
5 Understand less obvious ‘sayings’, E.g. “Rome • “ The geography field trip will be on the wilds of the
wasn’t built in a day, you know” moors - and let me remind you, it’s November”

5 Understand and explain words and sayings with Do they take things literally?
double meanings, E.g. “Lemons can leave a bitter
taste” / “It was a bitter experience” / “The cold was
bitter”

By age 13-14...

Universally Speaking Age 11-18 13

By age 13-14...

Vocabulary
Young people should be able to... How to check it out...

5 Use words in more and different ways, E.g. “bright 5 Choose words with more than one meaning, E.g.
kid” / “bright day” / “bright idea” pen, bright, spring, bank, arm, watch
Can they show their different meanings appropriately
5 Define more difficult words and give examples,
by using them in sentences?
E.g. “Justice is about fairness and honesty, where the
right thing happens. The law is meant to make sure
5 Choose a word from your subject or a current topic.
that justice happens”
Ask young people to tell you what it means. Can they
give clear, objective and accurate definitions?
5 Use spelling rules and patterns in words to get
clues to understand word meaning, E.g. “Un...
5 Listen to them talking. Do they sometimes use
reliable – un means not, so this person isn’t very
completely made-up words? E.g. ‘float top’ – life jacket
reliable”
‘fire stick’ – Bunsen burner
5 Use more difficult words when prompted in
formal speaking and writing tasks, E.g. Formal
situation: “James is incredibly arrogant”
With friends: “James is so full of himself – he’s a
pain”

5 Confidently explain the meaning of words in

different subjects, E.g. In Maths: quadratic equation,
factorise, inequality
In Science: respiratory, digestion, metamorphosis

14 Universally Speaking Age 11-18

Sentence structure and narrative
Young people should be able to... How to check it out...

5 Talk using sentences with an average length 5 Ask them to explain something, E.g.
of 7-12 words, though during conversation and • In Science - an experiment they’ve just carried out
discussion shorter phrases are usually used
• In Maths – the rules for quadratic equations
5 Join spoken and written sentences using Can they give clear and detailed verbal explanations
more difficult words, E.g. even though, so that, – do they include good vocabulary, is it in the right
furthermore, nevertheless order, does it make sense?

5 Produce well-planned, complex spoken stories 5 Ask them to join the sentences below using the
with different elements and plenty of detail
words ‘even though’, ‘so that’ and ‘nevertheless’:
5 Give detailed explanations of rules or break down • On Saturday Elliott went to watch the rugby...
steps in more complex sequences ...he prefers football
• On Saturday Elliott got a train to Leeds...
...he could watch the rugby
• On Saturday Elliott missed his train...
...he still managed to watch the rugby
Does it take them a long time? Do they choose
the right words? Are they aware if they haven’t
made sense?

By age 13-14...

Universally Speaking Age 11-18 15

By age 13-14...

Social interaction
Young people should be able to... How to check it out...

5 Understand and use slang with peers. Keep up 5 Can they give alternative meanings that young
with rapidly changing ‘street talk’, E.g. “That was people have for specific words? E.g. sweet, tidy, chill
sick”
5 Set up groups of 2 or 3 students. Aim to see whether
5 Use sarcasm as a way to interact with peers and the group can maintain the conversation. Give them a
familiar adults, E.g. “Cool dance dad!” specific task or conversational topic, E.g. Talk about a
TV programme, YouTube clip or somewhere they like to
5 Keep a topic of conversation going even though visit
the person they’re speaking to finds this skill harder
5 Watch them with their peers. Do they opt out of
5 Fully understand the difference between the conversations with lots of slang? Do they look confused?
words and style of talk used with friends and the
different style of talk needed in the classroom

5 Engage in humorous ‘banter’ with friends

16 Universally Speaking Age 11-18

Top 3 suggestions to support the
development of speaking and
listening with this age group

These ideas are not time-consuming and can quickly be included in

lessons across the curriculum. They’ll support all young people’s spoken
language and therefore their learning. They’re particularly important
for children who are struggling.

To get the most out of group work

1
Young people benefit from guidance on how to work in groups. They benefit from
teachers showing them how to work and talk together. In addition, giving young
people specific roles for group work can support their learning, E.g. encourager,
questioner, timekeeper, leader, observer.
E.g. The questioner can challenge with questions, “What are the main organs called?”
or the encourager can support – “That’s a great answer, can you give me more detail?”

2
Create an ‘asking friendly’ classroom
This will encourage young people to ask for clarification. You can give them different
ways to do this. Ask them to explain what specifically they don’t understand,
E.g. “I don’t know what estuary means”
“Is the estuary where the river meets the sea?”
Make deliberate mistakes – do they pick up on your error and question you?

3
To encourage clear spoken language
Give a structure to present information verbally.
A structure can be given in a similar way to a writing frame9 to talk about a
sequence of events, rules of a game, descriptions of people, objects or places etc.
Give a clear structure for them to support their thinking and organisation of
language, such as who, where, when, what, how, why.

Young people in secondary school see lots of different teachers, so it’s easy for
What to those with difficulties to slip through the net. However, it’s really important that
do next... their communication needs are identified, as they can have a knock-on effect on
their learning. If you’re worried about the speaking and listening skills of young
people you work with, it’s useful to be aware of the systems in school; you could
discuss with their tutor or SENCO, or talk to parents about your concerns.
For more information please visit www.talkingpoint.org.uk

9 www.bbc.co.uk/skillswise/words/writing/planningyourwriting/worksheet9.shtml

Universally Speaking Age 11-18 17

By age 18...

Spoken language is important for all learning. However,

in busy classrooms, it can be difficult to spot young
people who may be struggling. Some young people may
have good skills, but are reluctant to use them. Others
don’t have these skills. It’s important to work out which it
may be.
Opposite are guidelines on language
development in young people
with some quick and easy
things to do to identify
those who may be
struggling.

18 Universally Speaking Age 11-18

Understanding of spoken language and verbal reasoning
Young people should be able to... How to check it out...

5 Confidently follow complex directions 5 Check out their understanding of words and phrases
needed for learning – ask them to define what specific
5 Know when and why they don’t understand and vocabulary means and the differences between similar
ask for help with what they’re struggling with, E.g. words, E.g. define, compile, create, evaluate
“I understand you mix the ingredients together, just
not sure what they mean by ‘fold’” 5 Talk about a recent episode of a favourite TV
programme. Can they show they’ve understood key
5 Be more skilful in discussions and use a range of themes?
arguments to persuade others
5 Observe how they tackle long and complex
5 Pick out themes in discussions and understand instructions. Do they only ever do part of them? Do they
when meaning is inferred and not obvious, E.g. “I just do the last things they’ve heard?
thought he was quite arrogant as he always talks
about all these things he can do, but I think he’s just
busy and trying to impress Laura, you can tell he
really likes her”

By age 18...

Universally Speaking Age 11-18 19

By age 18...

Vocabulary
Young people should be able to... How to check it out...

5 Understand well the words that are used in 5 Give a range of descriptive words. How many
questions in exams and the classroom. They’ll alternatives can they come up with? Look out for young
know what these words are asking them to do, E.g. people who get stuck or go on the wrong track
evaluate, compile, find themes
5 Suggest a character – put young people in
5 Use a good range of more difficult words and groups, have a competition to see how detailed their
phrases to describe, E.g. exhausted, meandered, descriptions can be of the same character using more
noxious, incessant difficult words and phrases - how would they describe
his walk, his look, his attitude, etc.
5 Understand more subtle differences between
similar words, E.g. severe, considerable 5 Look at the quality and range of the words they use.
Do they focus on things they would see instead of also
considering less tangible things like character?

20 Universally Speaking Age 11-18

Sentence structure and narrative
Young people should be able to... How to check it out...

5 Talk using sentences with an average length 5 Ask groups of 3 young people to have a conversation
of 9-13 words, though during conversation and about a class topic. One should be the observer and
discussion shorter phrases are usually used note how the discussion is going as well as writing
down a couple of sentences being spoken. They can
5 Use more advanced ‘connecting’ words to make look at length of sentences when one person is giving
complex sentences, E.g. provided that, similarly, an explanation (longer) compared to group discussions
conversely, moreover (shorter)

5 Tell long and complex spoken stories ensuring the 5 Can they report back to the class, ensuring the
‘thread’ of the story is understood throughout ‘thread’ of the discussion is understood and the main
points are made?

By age 18...

Universally Speaking Age 11-18 21

By age 18...

Social interaction
Young people should be able to... How to check it out...

5 Use their language imaginatively for social 5 Give a couple of examples of sarcasm within a
interaction, E.g. “That’s so many colours of wrong” sentence. Are they able to pick out the sarcasm and / or
see the humour in it when you ask them?
5 Stay on one conversational topic for long periods
and move sensibly from one topic to another 5 Can they give examples where they’ve used sarcasm
as a way of being funny?
5 Switch easily between informal and formal styles
of talking, E.g. “Yeah, whatever, you numpty...Oh 5 How easy do they find it to talk in a group situation
evening Mr Johnson, how are you?” and to introduce new topics, maintain themes etc?
To friend: “That’s our neighbour, what’s he doing here?”

5 Understand sarcasm by the situation and

without the need for a sarcastic tone of voice. Can
use sarcasm in humour, E.g. a sarcastic comment
for someone who can’t sing might be “What a great
singing voice you have, you should enrol on X factor”

5 Take part in group social interactions, knowing

appropriate times to join in conversations

22 Universally Speaking Age 11-18

Top 3 suggestions to support the
development of language and
communication with this
age group

These ideas are not time-consuming and can quickly be included in

lessons across the curriculum. They’ll support all young people’s spoken
language and therefore their learning. They’re particularly important
for children who are struggling.

To support wider vocabulary

1
Young people and adults will continue to learn new words into later life. This is
really important for learning and development as vocabulary has been shown to be
key in how well young people do beyond school or college and into the workplace.
Continue to teach new words and revise the meanings of those you have taught.
Encourage young people to match definitions to new words, play around with
descriptive words adding more to discussions in conversations, introduce new
phrases and expressions, continue to teach new conjunctions, etc. Highlight your
top 10 words for a topic and teach these explicitly.

2
To support improved language skills
Encourage students to reflect on their own use of language – how could they make
their argument stronger, what other words and phrases could be used, how could
they clarify their point?

3
To support group discussions
Give tasks for different students in groups and encourage reflection – make sure
you’ve heard all views before summarising, think about your feedback - is it clear
and concise? Ask them to think about their conversations socially too – think of
a really good conversation and a not so good one – what was the difference.
What made the good one work? What happened in the not so good one? Is there
anything you might do differently next time?

Young people in secondary school see lots of different teachers, so it’s easy for
What to those with difficulties to slip through the net. However, it’s really important that
do next... their communication needs are identified, as they can have a knock-on effect on
their learning. If you’re worried about the speaking and listening skills of young
people you work with, it’s useful to be aware of the systems in school or college;
you could discuss with their tutor or SENCO, or talk to parents about your concerns.
For more information please visit www.talkingpoint.org.uk

Universally Speaking Age 11-18 23

 Useful things to do
Across all ages and
subject areas

Spoken language Listening and

understanding
1. Teach and define vocabulary and give
opportunities for reinforcing core vocabulary and 1. Teach the skills that make up active listening:
central concepts look at the speaker, think about what they’re
saying, engage by responding and asking
2. Have visual displays of topics or current questions
activities, including key vocabulary and definitions,
with some graphics, diagrams or photographs to 2. Identify the structure of text (beginning,
reinforce meaning middle, end) and emphasise key words, phrases
and sentences. Encourage this awareness when
3. Use writing frames / narrative frameworks for listening to spoken language
spoken language, E.g. who, where, when, what
happened? 3. Build in ways to check understanding /
application of what’s been taught – ask students
4. Give opportunities for group discussion, to summarise. Do this regularly and not only at the
modeling strategies for collaborative discussions end of the lesson
and giving guidance of how to work together
4. Limit the amount of teacher talk
5. Encourage verbal summaries, explanations,
persuasive arguments around topic work 5. Use the 10 second rule - allow plenty of
thinking time so that the pupil can process what’s
been said

24 Universally Speaking Age 11-18

 Communication skills
1. Teach pupils how to recognise what they
understand and what they don’t understand and
give strategies for seeking help or clarification

2. Give them good models for talk, interaction,

group work – provide good and bad models. Can
they say which works best and why?

3. Develop opportunities for use of spoken

language and communication within the
classroom to support and develop understanding
and learning

4. Use tutorials / buddying / peer mentoring to

support social skills / friendships

5. Make explicit the component parts of

spoken language and communication;
discuss with young people the importance
of these skills for learning, friendships and
work

Universally Speaking Age 11-18 25

 Other important
information

Young people might have For children learning English as

English as an additional
difficulties with spoken an additional language:
language
language and communication 5 It is important to recognise
for a range of reasons including: Some estimates suggest that and value all languages
5 General learning difficulties as much as two-thirds of the
that affect their spoken world’s population speak more 5 Accept and praise words
language and communication than one language. and phrases used in home
Speaking more than one languages and give English
5 Fewer opportunities for equivalents where appropriate
conversation and support language is a positive and
during childhood and having beneficial skill and should be
5 Encourage parents of
delayed language development celebrated.
children learning English as an
5 A specific difficulty with There is no evidence to suggest additional language to continue
language, although other skills that learning more than to talk to their children in their
may be good one language will delay the home language.
development of speech and
If there is a young person who language skills. In fact, learning Different languages have
you are working with who more than one language at different sound and
you think may have a speech, once can have many positive grammatical systems; the ages
language or communication benefits for children. and stages used in this booklet
need you may wish to use the refer to English.
checklist in the publication
There is more guidance
Don’t Get Me Wrong by The
available at
Communication Trust, to see if
www.literacytrust.
there is a cause for a concern.
org.uk/assets/0000/0804/
For more information about FAQsonbilingualism.pdf
this booklet please go to
www.thecommunicationtrust.
org.uk/publications

26 Universally Speaking Age 11-18

 Speech, language and
communication needs
(SLCN)

Around 10% of all children and 5 Spoken language – children Children and young people
young people have long term, and young people may use a with SLCN can also have any
persistent SLCN and many more limited number of words in their combination of the above. You
have less severe needs. Children talking or be unable to put words may have children in your school
with SLCN may have difficulties together to form sentences. or college who have identified
with: What they say may be very SLCN. You may have a speech
5 Speech sounds – children muddled and disorganised and and language therapist or other
and young people have may difficult for someone to follow specialist you are involved with
have speech that is difficult to and understand. Some children working together with these
understand. They may not say might struggle to find the word children and young people.
the right sounds for their age or that they know they want to say. For more information on
may mix up and miss out sounds SLCN please go to www.
5 Social use of language –
in words, making their speech thecommunicationtrust.
children and young people may
unclear, E.g. “A tup of tea.” org.uk/resources/resources/
have a good vocabulary and
resources-for-practitioners/
5 Fluency – children and can put sentences together, but
and view the booklet
young people might have they may struggle to know how
Misunderstood.
hesitations in their speech to use their language to have
and may prolong or repeat conversations, play and socially If you are worried about a child
sounds and parts of words or interact well with others. or young person who you are
sentences. They may struggle working with there is more
5 Listening and attention information on
to get their words out at all.
– children and young people www.talkingpoint.org.uk
Getting ‘stuck’ on words in this
may have difficulties listening
way is sometimes referred to as
to what has been said to them
stammering or stuttering.
and may struggle to concentrate
5 Understanding of language on a game or activity for even
– children and young people a short period of time, flitting
may struggle to understand from one task to another without
words or sentences that completing anything.
are being used or to follow
instructions they hear.

Universally Speaking Age 11-18 27

 Find out more

Talking Point Progression Tools from The Your local offer

Communication Trust
www.talkingpoint.org.uk For children and young people
A website all about children’s If you still have concerns about a who have, or may have special
speech, language and young person’s speech, language educational needs or disabilities
communication, designed for and communication (SLC) skills (SEND), including speech,
parents, people that work with you could use a Progression Tool language and communication
children, and children and to help identify where they are needs, you can find out more
young people themselves. It at in relation to their age and about services available in your
contains information about how they are progressing with area by looking up your local
supporting children’s speech developing these vital skills. authority’s ‘local offer’ which
and language development, Progression Tools are available is published on their website.
and helps you to identify if for the following key ages of The local offer clearly sets out
a child is having difficulties development in secondary what services are available
or falling behind. If they’re school: 11-12, 13-14, 16-18 years in your area for children with
struggling, then it tells you old. Each tool covers different SEND from birth until they
what you could do to help, or aspects of SLC where two types are 25 years old. It might be
who you could get help from. of information are gathered: useful to talk through some of
through direct questions with the the services with parents and
young person; and by capturing support them to find out more
your own observations or about the services available to
knowledge of the young person. them.

The Tools give information to

help you decide whether a young
person would benefit from a
targeted intervention or whether
they may need more specialist
assessment and support and
need referring to a speech and
language therapist.
For further information
please go to: www.
thecommunicationtrust.org.uk/
resources/resources/resources-
for-practitioners/progression-
tools-secondary

28 Universally Speaking Age 11-18

 Talk Gym The Communication
Consortium
www.bt.com/talkgym
To find out more about the
Talk Gym has been developed
organisations involved in The
by BT, to help young people
Communication Trust please
14-19 to learn about how they
go to:
communicate, why it matters
www.thecommunicationtrust.
and how they can get better.
org.uk/partners
Go to www.bt.com/talkgym
If your organisation would
to find out more.
like to become a member of
The Communication Trust’s
consortium please go to:
www.thecommunicationtrust.
org.uk/partners/consortium
for more information or e-mail
enquiries@
thecommunicationtrust.org.uk

Universally Speaking Age 11-18 29

Frequently asked
questions

What should I do if I am How can I find out if I need

concerned about a child or to improve my knowledge
young person who has not and skills in children’s
been identified with speech, communication and where
language and communication can I find out about further
needs? training?
Talk to parents to gain further You could complete the Speech,
information and if appropriate Language and Communication
refer to your local speech and Framework (SLCF). The SLCF
language therapy department, outlines what people who work
as long as you have parental with children and young people
permission. Anyone can refer need to know and be able to do
to a speech and language in order to support children’s
therapist, including the parents. communication. For more
You don’t have to go through information about the SLCF go
a health visitor, school nurse to www.talkingpoint.org.uk/
or SENco. slcf

30 Universally Speaking Age 11-18

www.ican.org.uk
Published March 2015