Intent
Communication and Language involves the development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, storytelling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
The Early Learning Goal for Communication and Language aims to ensure that all pupils, by the end of Reception:
Develop their skills in Listening, Attention & Understanding so that they can:
Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
Make comments about what they have heard and ask questions to clarify their understanding.
Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
Develop their skills in Speaking so that they can:
Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
Implementation
We recognise that we have children at differing stages of development in their Communication and Language and we seek to provide suitable learning opportunities throughout our EYFS by matching the challenge of the task to the child’s ability.
We achieve this by:
Take a look at our learning and development throughout EYFS to see the journey
from our earliest starting points to achieving the Early Learning Goals:
Early Learning Goals
Impact
At Saint Patrick’s, we believe that the welcoming, respectful environment, enriched in Catholic morals and teachings, continues to enhance the educational and pastoral experience of every individual passing through our doors, to ensure that they develop and become well-rounded individuals within the community, with the ambition to reach their potential and succeed.
We recognise the unique needs of each child and support them in developing the whole child. We have a supportive ethos and our approaches support the children in developing both their collaborative and independent skills. The impact of our teaching of Communication and Language is measured in the experiences, confidence and competence of our children within this area of learning. We ensure children receive the experiences they require, both within and beyond the curriculum, to develop their skills and knowledge and become confident in express their thoughts, feelings and ideas creatively and imaginatively.