Building confident talkers: early language and oracy intervention KS1
Suitable for: Teachers, ECT, Teaching Assistants, SENCO's, Subject Leaders
| Course code | Keystages | Presented by |
|---|---|---|
| EAL142 | KS1 |
|
To understand how the Talk Boost KS1 intervention can support children aged 4-7 in Key Stage 1 with their speech, language, and communication skills
To equip practitioners with effective strategies to support language development, enhance communication skills, and create an engaging classroom environment that fosters speech and language progress.
To be able to identify appropriate children for the intervention, and measure their progress
To learn how to deliver the intervention successfully.
Is developing oracy a key focus area for your school? Do you already have the Talk Boost Key Stage 1 materials in school that aren't currently being used? Or are you a school that would like find out more about Talk Boost KS1 and invest in the resources?
With the introduction of the new national Oracy Framework from September, schools are increasingly expected to take a more structured, intentional approach to developing children’s spoken language. This two-part twilight training demonstrates and directly supports the key strands of oracy by building vocabulary, sentence structure, attention, listening, confidence and purposeful talk through engaging, small group sessions.
Talk Boost KS1 is a highly evidenced, targeted intervention, delivered by a classroom teacher and teaching assistant. So we recommend that pairs of participants from a setting attend together. TB KS1 is delivered to a small of children (aged 4-7 years old) who have delayed language development and evidence shows that this intervention boosts children's language skills to help narrow the gap between them and their peers.
If your school or setting does not have the TB KS1 resources, or is missing some key elements, these can be purchased prior to the training date. Please let us know when you book your place so we can support with this.
"I feel all the children have benefitted from working in a small group. All the children gained confidence and enjoyed the familiarity and friendliness of the group. ‘Special person’ was a firm favourite of the group." A Lancashire KS1 Teacher, after delivering the intervention.