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The Register of Regulated Qualifications

View Unit : Promote Signing to Advance Speech, Language and Communication

Unit
Unit Reference Number
J/504/3371
Qualification Framework
QCF
Title
Promote Signing to Advance Speech, Language and Communication
Unit Level
Level 3
Unit Sub Level
None
Guided Learning Hours
42
Unit Credit Value
6
Date of Withdrawal
SSAs
1.5 Child Development and Well-Being
Unit Grading Structure
Pass
Assessment Guidance

Sign supported English uses signs from British Sign Language (BSL) alongside speech.

Learning Outcomes and Assessment Criteria
Learning Outcome - The learner will:Assessment Criterion - The learner can:
1

Understand how the use of sign supported English supports learning and development.

1.1

Explain how sign supported English supports the development of pro-social skills.

1.2

Explain how sign supported English contributes to the development of language skills.

1.3

Evaluate how sign supported English contributes to the development of cognitive skills.

2

Be able to use sign supported English to promote learning and development.

2.1

Plan a range of age and culturally appropriate activities using sign supported English to support social and emotional development, language and cognitive development.

2.2

Use and evaluate the effectiveness of the activities using sign supported English in promoting learning and development.

3

Understand the role of signing and fingerspelling in the development of early literacy.

3.1

Analyse how signing and fingerspelling can contribute to the development of early literacy.

4

Understand the role of sign supported English in providing an environment which values children and young people and encourages positive pro-social behaviour.

4.1

Analyse the contribution of signing to the provision of an environment which values children and young people with diverse communication needs.

4.2

Explain how different behaviour management signs and signed phrases can be used with different age groups

4.3

Evaluate the effectiveness of own signing skills in expressive and receptive communication.

5

Understand how the use of sign supported English promotes inclusive practice and contributes to parental involvement/partnership.

5.1

Reflect on how their own inclusive practice has been enhanced by the use of sign supported English.

5.2

Review and discuss their experience of parental involvement/partnership working and plan for future improvements.

Equivalent Units
There are no equivalences to display.
2.4.6.0L