CYP4143 - Speech, Language and Communication Needs in Educational Settings

Objectives:

On successful completion of the module, students will be able to:

1 - Communicate information and analysis in a variety of forms to reflect the needs of the audience, for example by providing appropriate advice and guidance to parents or carers, or in discussion or collaboration with colleagues. (K23, S3, S14, S19, S20, S22,S19)

2 - Demonstrate theories of learning, their application and implications for learning, recognising the impact of speech, language, and communication needs on learning and development. (K6)

3 - Support the creation of enabling environments, in settings and at home, which support the principle and approaches of learner voice, and aid the principal behaviours for learning. (K15, K16, K17)

4 - Analyse the barriers to learning and strategies to overcome them in a sustainable manner, including awareness of wider professional support available. (K12, K19, K20)

Content:

The module is designed to provide apprentices with a detailed understanding of speech, language, and communication needs (SLCN) and their implications for learners within an education setting. The module contains an introduction to SLCN, exploring various linked conditions and differences that can affect communication abilities. The module will explore normative patterns of development in relation to speech, language and communication in children and young people. This foundational knowledge is essential for recognising the diverse challenges that apprentices may face. Apprentices will examine the impacts of SLCN on educational, social, and emotional outcomes, advocating for and championing the needs of learners. Understanding these effects is crucial for developing effective support strategies that promote positive experiences for learners. The module also delves into child development in relation to SLCN, providing insights into how communication skills evolve and the potential barriers that may arise. Significantly, the module addresses bilingualism, helping students differentiate between English as an Additional Language (EAL) and language disorders. This distinction is vital for ensuring that appropriate support is provided to learners based on their specific needs. Apprentices will learn how to assess and identify SLCN, equipping them with the skills necessary to recognise communication challenges early and accurately. Collaboration is emphasised throughout the module, demonstrating how students can work alongside external colleagues, such as speech and language therapists, to develop comprehensive strategies for meeting the needs of learners with SLCN.

Finally, the module focuses on developing provision, support, and interventions for SLCN within the classroom setting. Apprentices will gain practical experience in creating and implementing effective strategies that enhance communication skills and support the overall learning experience for students with SLCN. Through this comprehensive approach, the module prepares apprentices to become proficient Specialist Teaching Assistants, capable of making a significant impact on the communication and learning outcomes of all learners. There is a focus on improving one's own practice by undertaking continuous self-reflection including seeking and responding to feedback from varied sources.

(KSB coverage – K6, K7, K12, K14, K16,K17, K19, K20, K23, K25, K41, K47, S3 S14, S15 S18, 219, S20, S21 S24, B1, B2, B3, B5)

Learning and Teaching Information:

The teaching and learning methods for this module are fully aligned with the Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022–2026), and are designed specifically for an online learning environment. This strategy underpins our commitment to working co-creatively with you, the apprentice, and connecting learning with real-world contexts and societal challenges. Our approach supports you on a personalised, values-driven, and career-focused journey throughout your studies.

All teaching methods have been thoughtfully adapted for online delivery. These include problem-based learning using digital case studies, structured reflective practice tasks, and flipped learning models. In the flipped classroom approach, for example, you will engage with pre-recorded lectures, readings, and online activities at your own pace, allowing for deeper, more meaningful engagement during live online sessions.

Synchronous sessions will replace traditional lectures and will be delivered through interactive online formats. These include live discussions, real-time polling, breakout rooms, and collaborative tools that promote active participation and peer learning. Online workshops will feature co-creative and problem-solving activities that enable you to work effectively in virtual small groups, sharing insights and developing solutions together.

Learning materials will be delivered through our virtual learning environment and will include a range of multimedia resources such as videos, e-textbooks, journal articles, and structured learning tasks to complete independently or in groups. All content will be accessible online to support flexible learning at times that suit you.

Online tutorials will be tailored to your individual learning needs, using digital tools to offer timely feedback and support. These sessions are designed to monitor your progress and provide academic guidance in a responsive, accessible way. Guest speakers and employer contributors will participate in live virtual lectures and Q&A sessions, ensuring that you are exposed to current professional practices within a flexible online format.

Relational pedagogy and person-centred planning are embedded in our delivery approach, ensuring that all online interactions remain supportive, inclusive, and responsive to your needs as a learner. Further detail on the specific teaching and learning methods, including how these have been shaped by apprentice feedback, can be found in the module handbook.



Planned LTU Off-the-Job Delivery Learning
Hours: 27
Intended Group Size: Cohort



Planned Off the Job Learning

Pre-Session Tasks
Hours: 18
Intended Group Size: Cohort

Post-Session Tasks
Hours: 27
Intended Group Size: Cohort



Minimum Self-Directed Off the Job Learning and Practical Training
Hours: 228
Intended Group Size: Individual



Further Details Relating to Assessment

Apprentices are referred to Module Handbook for full details.

The professional discussion is a live assessment within the module to share good practice across settings, across roles or across own areas of research. The focus for the discussion is an area of speech, language and communication, negotiated between each apprentice and tutor. This chosen area for the discussion is the same as the parental booklet, with the opportunity for peer feedback and enhancements before the booklet is submitted.

Produce a parent booklet for a named pathway of either SEND, SEMH or the curriculum route. The booklet will be electronic, on a suitable platform such as word. The focus will be dependent on the setting of the apprentice. The parental booklet will provide apprentices with the opportunity to describe and evaluate the key speech, language and communication differences and needs experienced in children and young people in the setting you work, and how these present. Apprentice will demonstrate how these differences and needs may impact the child/young person’s academic, social and emotional well-being and outcomes in the settings they operate within. Apprentices will demonstrate awareness of the support available externally by signposting for parents/carers to further information and support sources, nationally and locally.

For example:
- SEMH discussion and booklet may be about the SLCN of autistic children with selective mutism as these individuals may interact and form relationships differently to those around them. The focus is therefore on the social use of language and neurotypical age-related social skills in KS1 in a specialist provision.
- The SEND route may look at the needs of children with DLD in the early years setting around transition needs.
- The curriculum route could be parent booklet on developing literacy skills for autistic children in the secondary school curriculum in KS 4.

All apprentices will have an opportunity within the modules for formative assessment support, to incrementally aid the completion of summative assessment tasks. Formative assessments may take the form of peer review, guided self-reflection, tutorial, draft feedback, and where relevant employer feedback.

Assessment:

001 Professional Discussion; 5 Mins; P/F; Sem 2 Mid block 4 %
002 Parent booklet; 2500 words; Sem 2 end block 4 100%

Fact File

Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4FD4

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