In September 2014, the new National Curriculum was implemented in the United Kingdom. The chief principal for the change was to raise the standard as internationally the UK was not doing as well as other developed countries in the league tables. The curriculum was devised to develop constructive, innovative and well educated pupils. In terms of English curriculum, the new National Curriculum (DfE, 2013) has changed the framework for English by administering the following changes:
• Stronger emphasis on vocabulary development, grammar, punctuation and spelling (for example, the use of commas and apostrophes is taught in KS1)
• Handwriting – not previously assessed under the national curriculum – is expected to be fluent, legible and speedy.
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This emphasises the need for teachers to draw children in and engage them so they are able to develop in their learning. However, many factors can cause a barrier for children to achieve in writing and teachers have to find approaches and tactics to tackle this.
Speech, language and communication are the foundations of everything we do, we are able to express our needs, build relationships and articulate our thoughts. Without these foundations or if these foundations are not secure, it can impact on children’s attainment in literacy vastly. It is important for the practitioner to be able to assess each child on a regular basis so that they are able to identify any speech, language or communication issue as early on as possible so that the child still has the opportunity to develop further in school. Trouble in understanding and processing language can cause issues in the development of phonetic skills and reading, this in turn would affect a child’s ability to communicate through
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The result of not identifying speech-language problems at the early stages is considerable, it can lead to many issues such as behavioural problems, mental health complications, comprehension and underachievement at school. Speech and language impairment is completely different from pupils who suffer from language delay and EAL pupils. Every educational setting should have a process on how to identify children with speech and language concerns and if it is identified that a child has an impairment, a specialist is usually brought into school and creates a plan with the practitioner and the child’s parents on how to support the child. This plan may include improving the classroom setting to encourage more interaction, to provide time for the child to practice their communication skills and implementing interaction that supports thinking and learning between their fellow pupils and the
Almost forty years ago, Speech-Pathologist Ayala Hanen Mansolen created a language intervention program called It Takes Two to Talk – The Hanen Program. The program, which taught parents how to implement language intervention strategies in the home environment, was developed for children who had significant language delays. The program was based on the social interactionist perspective theory that input of language by the caregiver will evoke motivation and continued use of language by the child. The success of the program led to the establishment of the Canadian organization, The Hanen Centre (Hanen). Since its inception, Hanen has developed a variety of programs training parents/caregivers and speech-language pathologists (SLPs) to foster language skills in children with risk of language delays, language disorders, and developmental disorders, such as autism spectrum disorders (ASD), in the child’s most natural environment. The rationale behind Hanen’s approach is based on research conducted supporting the effectiveness of parent involvement in language intervention in a natural setting.
In terms of historical context, the National Curriculum was introduced into England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988 (DES, 1988). From its establishment, the curriculum was then divided into its primary (Key Stage One and Two) and secondary (Key Stage Three and Four) form.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
When a problem is noticed by parents or teachers a child gets diagnosed based on his/her difficulties. Sometimes a diagnosis may not be possible, or necessary. Many children with milder SLCN (speech, language and communication needs) can be supported well in their school or nursery setting, or respond well to general support strategies, and they don’t need specific help.
“In fact, the results reiterated previous findings that most deaf children arrive in preschool classrooms with limited language skill (Musyoka & Clark, 2017). This lack of language skills can impact a child’s development. Language development is the most essential skill for deaf students. Teachers need to be aware of the delay of language in deaf children. “Also, not only the classroom teachers but also other teachers (such as music, art and PE), parents and paraprofessional should be aware of the language and communication needs of the deaf child and work together to support the child to achieve language and communication objectives successfully (Musyoka & Clark, 2017).”
Language is integral to learning as it is linked to our thoughts. It helps us to organise our thoughts in an organised way. If a child has difficulties in communicating with others due to a speech and language delay or disorder, they will not be working to their full potential, as they will be less able to organise their thought processes and express themselves. This becomes even more of a problem as children become older and the curriculum becomes more demanding, the use of rational and abstract thinking will become more important, hence the importance of early detection and intervention. The early years are a time of rapid learning and development, therefore the earlier the diagnosis of delayed language acquisition, the easier it will be for professionals and others to target the childâ€TMs needs so that they are able to give appropriate support, thus benefiting the
Introduction (a) Department/system policies Learning difficulties come in many shapes and forms, and it can range from children with health disabilities such as ADHD, Down syndrome, to children that speak other languages and English is their second language. The focus of this assessment will be for year five students with different mother language and English as their second language. The teaching subject will be English and the focusing curriculum retrieved from Australia curriculum (2108) would be such as: "Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512)". "Understand how to use knowledge of known words, base words, prefixes
Education should be the most important necessity for the growth of human civilization. Unfortunately, due to the lack of funding and resources in many areas throughout the world, many students are not afforded the same quality of education as individuals who come from a more stable economic sociality. If the nation were to require the same national curriculum for all students until entering college it could eliminate barriers that would hinder the success of students admission into universities and career paths. Such as standardizing testing, quality of teachers and removal of issues that could hold a student back if they relocated a lot. By requiring all students the same national curriculum until they enter college strengthens the success rate and levels the playing field for all students.
For the successful language development of young children, caregivers must provide children with communication
Vygotsky (1978) states that “students of different strengths and needs can assist each other with their learning through the process of scaffolding (Vygotsky, 1978). Section 5: Support Community Bens lack of expressive language could be seen as language delay. Language delay is evident in children who have difficulty answering questions or use little or no sentence structure. Some factors that can contribute to language delay could be ‘physiological or intellectual development’ (Cowley, 2012, P.28). A support structure such as speech or language pathologist would be beneficial for Ben as ‘speech pathologists perform specific assessments to identify the areas of language that a child finds difficult’ (Department of Health & Human Services, 2017).
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). South Melbourne, VIC: Oxford University Press.
2. Discuss the cognitive, cultural, linguistic, and social variables that come into play when providing service delivery (including prevention, assessment and intervention) to students with or at risk for language impairment. According to the American Speech Hearing Association’s (ASHA) framework for clinical research and clinical practice, Speech language pathologist are committed to the provision of culturally and linguistically appropriate services and to the consideration of diversity in scientific investigations of human communication and swallowing. For example, one aspect of providing culturally and linguistically appropriate services is to determine whether communication difficulties experienced by English language learners are the
Thus, in July 2014, a new national curriculum in England was introduced. Compared to the principle of entitlement that underpins England’s national curriculum since 1988, which gives all children educated in state-maintained schools a curriculum that is broad, balanced and relevant (Education Reform Act 1988), the new curriculum ensures that it ‘properly reflects the body of essential knowledge which all pupils should learn’ (DfE 2012, page 1). While the 1988 Education Reform Act is a response to ensure children have access to subjects outside the 3Rs (HMI 1978), the new curriculum is a response to ensure that student attainment compare favourably with attainment from the highest performing jurisdictions and thus, ‘sets rigorous requirements for pupil attainment which measure up to the highest standards set internationally’ (DfE 2012, page 1). Moreover, the new curriculum will not prescribe pedagogy, giving teachers greater professional freedom over how they teach their pupils (DfE
Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...
Child development language is a process by which children come to communicate and understand language during early childhood. This usually occurs from birth up to the age of five. The rate of development is usually fast during this period. However, the pace and age of language development vary greatly among children. Thus, the language development of a child is usually compared with norms rather than with other individual children. It is scientifically proven that development of girls language is usually at a faster rate than that of boys. (Berk, 2010) In other terms language development is also a crucial factor that reflects the growth and maturation of the brain. However, this development usually retards after the age of five making it very difficult for most children to continue learning language. There are two major types of language development in children. These include referential and expressive language development styles. In referential language development, children often first speak single words and then join the words together, first into –word sentences and then into th...