Universally

Speaking
The ages and stages of children’s
communication development
From 5 to 11 years
The Communication Trust
The Communication Trust is a coalition of 50 voluntary and community
organisations with expertise in speech, language and communication.
We harness our collective expertise to enable the children’s workforce
and commissioners to support all children and young people’s
communication skills, particularly those with speech, language and
communication needs (SLCN).
We do this by raising awareness, providing information and workforce
development opportunities, influencing policy, promoting best practice
among the children’s workforce and commissioning work from our
members.
The Trust was founded in 2007 by Afasic, BT, Council for Disabled
Children and I CAN.
www.ican.org.uk

Pearson Assessment
This booklet, along with the rest of the suite of the Universally
Speaking booklets, was originally produced with the support of Pearson
Assessment. They are publishers of standardised assessments for a
range of speech, language and communication needs.
www.pearsonclinical.co.uk

Universally Speaking is a series of 3 booklets for anyone who works

with children and young people. To order further copies of the
Universally Speaking booklets please go to
www.ican.org.uk/shop
Contents
Contents

Children can all be great communicators 4

5 top reasons to understand more about communication 5

By age 5... 6

By age 7... 10

By age 9... 14

By age 11... 18

Top tips for children aged 5 to 11 22

English as an additional language 24

Speech, language and communication needs 25

Find out more: Our resources and Talking Point 26

Frequently asked questions 27

Universally Speaking Age 5–11 3

Children can all be
great communicators

When developing language, Use the ‘Children should be Special Education Needs
most children go through the able to…’ sections to learn and Disability
same stages; some will be about typical development
Identifying needs and making
quicker, others a little slower.
Use the ‘How to check it out...’ effective provision for children
sections to think about the and young people with SEND is
Universally Speaking provides
children you know an important part of the 2014
information that will help you
SEND Code of Practice1 with
to support children to develop
Use the ‘Top 4 things to do’ to recognised benefits. Universally
skills in line with their age as
support speaking and listening Speaking sets out expected
well as help you to identify and
in school progress in speech, language
support children who may be
and communication and so
struggling. Use the pullout ‘Checklist’
can help practitioners begin
for particular children you’re
to identify where children and
Children’s speech, language concerned about
young people may be struggling.
and communication is
See page 24 for information It can also help practitioners
‘everybody’s business’. Parents
on children with English as to gather useful information
and staff who see and work
an Additional Language. which would support further
with children regularly are
assessment of needs and inform
often the experts in knowing
initial planning for support.
about a child’s communication.
With the right information and
1 Department of Education, Department for
access to the right help at the Health (2015). Special educational needs
right time early on, everyone and disability code of practice: 0 to 25 years
- Statutory guidance for organisations which
can really make a difference. work with and support children and young
people who have special educational needs
or disabilities.
Check out the information in
this booklet to find out whether
the children you work with are
on the right track. Also, find out
what helps them learn how to
listen, talk and communicate
as well as what to do if you
have concerns about any of the
children you work with.

4 Universally Speaking Age 5–11

5 top reasons to
understand more
about communication

1
Language is the vehicle for learning
It enables understanding and expression of thought, it supports
thinking, problem solving and reasoning and it’s accepted as
being critical to cognitive development.2 Being able to talk and
listen well is important in school – to learn, make friends and feel
confident. Poor language puts children at risk of poor reading and
writing, poor behaviour and poor attainment.

2 Language development doesn’t happen by accident

Children need adults to support their language and
communication development and the more we know and
understand about language and how it develops, the better
position we’re in to help.

3
Supporting communication development is easy when
you know how
It doesn’t take lots of thought or planning. Communication is
everywhere, so can be supported in all activities by making slight
changes to current good practice to make it even better.

4
To increase your own confidence
Many practitioners report that they’re not confident in knowing
what children should be doing at different ages and stages, or how
to support good language skills and spot those children who might
be struggling – the information in this booklet will help.

5
About 1 million children in the UK have long term,
persistent difficulties
Additionally, in areas of social deprivation, more than 50% of
children start school with delayed language.3 These children
need to be identified early and get access to the right kind
of intervention to minimise the impact of poor language and
communication skills.
2 Goswami, U. and Bryant, P. (2007) Children’s Cognitive Development and Learning (Primary
Review Research Survey 2/1a), Cambridge: University of Cambridge Faculty of Education
3 Locke, A., Ginsborg, J., and Peers, I., (2002) Development and Disadvantage: Implications for Early
Years IJLCD Vol 27 No 1

Universally Speaking Age 5–11 5

 By age 5...

Attention, listening and Children at 5 should be able to...

understanding
5 Understand they need to look at who’s talking to them and think
Attention and listening skills
about what they’re saying
are the foundation of language.
Without well developed skills in 5 Listen to and understand instructions about what they’re doing,
this area, children will struggle whilst busy with another task
to understand and respond
appropriately. 5 Understand longer 2 to 3 part spoken instructions,
E.g. “Get your coat, then choose a partner and line up by the door”
In addition, children may have
difficulties understanding 5 Understand ‘how’ or ‘why’ questions,
language being spoken to them. If E.g. “How did the family escape from the bear in the story?”
you look carefully, you can often
see these children struggling to
listen and follow instructions. They
often copy other children who
have understood what to do.

Vocabulary Children at 5 should be able to...

Vocabulary is key for learning.
5 Understand that words can be put into groups or categories, and give
Amazingly, research tells us that examples from each category, E.g. Animals, transport, food, etc
the level of children’s vocabulary
at age 5 is a very strong predictor 5 Understand a range of words to describe the idea of time, shape, texture,
of the qualifications achieved at size and know in which context to use them, E.g. Soon, early and late;
school leaving age and beyond.4 square, triangle and circle; soft, hard, and smooth; big, tiny and tall

This section is about 5 Name objects, characters and animals from a description,
understanding language as well E.g. “It lives in the jungle and is fierce with big teeth and is stripy.” Children
as saying words. at this age will ask if they are unsure

4 Feinstein, L., and Duckworth, K. (2006) 5 Use words more specifically to make their meaning clear,
Development in the early years: its importance E.g. “I didn’t want my yellow gloves, I wanted the spotty ones that
for school performance and adult outcomes.
London: Centre for Research on the Wider match my hat”
Benefits of Learning, Institute of Education,
University of London.

6
 Speech sounds Children at 5 should be able to...
It’s normal for children at 5 to
5 Produce speech that is clear and easy to understand, though may
still struggle with some sounds,
still have some immaturities
especially ‘r’ and ‘th’. There are
lots of reception age children with 5 Develop good knowledge and understanding of sounds and words,
‘wabbits’ and ‘fums’. which are important for reading and spelling
Combinations of consonant 5 Break words up into syllables,
sounds at the beginnings and E.g. “Fri..day” – 2 syllables, “Sat…ur..day” – 3 syllables
ends of words can be tricky, E.g.
pider for spider, fower for flower 5 Recognise words that rhyme or sound similar,
E.g. “Cat and hat – they rhyme”, “Bananas and pyjamas – they sound
Words with 3 or more syllables
similar”
can be difficult, E.g. paske tti for
spaghetti, efalent for elephant 5 Work out what sound comes at the beginning of a word,
E.g. “Sit begins with ‘s’. Sun, silly, Sam and sausage all begin with ‘s’.”

Sentence building and grammar Children at 5 should be able to...

By age 5 children will be using
5 Use well formed sentences, longer sentences and sentences with
longer and more complicated
more details, E.g. “I made a big round pizza with tomato, cheese and ham
sentences.
on top”
English is a complicated
language though, so they’ll still 5 Use some irregular past tense words, E.g. “I drank all my milk”,
make mistakes, usually over- “She took my teddy”
generalising rules of grammar,
5 Join phrases with words such as ‘if’, ‘because’, ‘so’, ‘could’,
E.g. They may say ‘fighted’ instead
E.g. “I can have a biscuit if I eat all my dinner”
of ‘fought’ or ‘gooses’ instead of
‘geese’, ‘sheeps’ instead of ‘sheep’ 5 Ask and answer ‘what’, ‘where’, ‘when’, and ‘what could we do next’
questions

5 Show that they can use language to reason and persuade,

E.g. “Can I go outside because it’s stopped raining?”

Universally Speaking Age 5–11 7

 By age 5...

Storytelling and Children at 5 should be able to...

narrative
5 List events with some detail, E.g. “We went to the seaside and
We tell each other stories all
I made the biggest sandcastle ever and we ate fish and chips on
the time, it’s one of the ways
newspaper”
we communicate and share our
experiences. 5 Re-tell favourite stories - some parts as exact repetition and some
The key for making good stories is in their own words, E.g. “...going on a bear hunt, going to catch a big
to have a good structure. one, we’re not scared...and he chased them all the way home”

Children need to know what 5 Begin to add something that’s gone wrong in their own stories,
important elements are necessary E.g. “…but the little boy dropped his big ice cream on the floor and he
to tell a story and how to structure was very sad and crying...”
these in order to tell a story that
5 Describe events. These may not always be joined together or in the
makes sense.
right order, E.g. “Daddy was cross. We was late for the football. It was
broken. The car tyre”

5 Use longer and more complicated sentences within their stories,

E.g. “When he got home he saw an enormous crocodile sitting on the
sofa and the crocodile said good morning, because he was a friendly
crocodile”

Conversations and Children at 5 should be able to...

social interaction
5 Start conversations with other people and join in with group
Conversations are key for social
conversations
interaction and also for supporting
learning and thinking. 5 Join in and organise role play with friends
These are skills like any others and
5 Play co-operatively and pretend to be someone else talking. These
with practice children will improve
games can be quite elaborate and detailed
and use these skills to develop
friendships and support learning. 5 Use language to communicate a wider range of things – such as
ask, negotiate, give opinions and discuss ideas and feelings,
E.g. “Can we go to the park after school today – it’s a lovely sunny day
and it will be fun”

5 Give details that they know are important and will influence the
listener, E.g. “Ahmed fell over that stone, Javid didn’t push him”

8 Universally Speaking Age 5–11

8
How to check it out By age 5...

Check out how children Check out how children Check out how children
can talk can listen can take part
Listen out for children’s language. Check out children’s listening Watch out for social
Watch out for those who struggle and understanding. Watch interaction skills. Watch out
out for those who watch for children who seem isolated
5 Ask them to summarise
others carefully or look lost or or struggle to join in
a recent task or event using
confused
‘who’, ‘where’, ‘when’, ‘what 5 Do they use language to ask,
happened’ and ‘what could we 5 Can children understand negotiate, give opinions and
do next’ questions – have some longer 2 to 3 part spoken discuss ideas and feelings? E.g.
children ask the questions and instructions? E.g. “Choose a “If we finish our work quietly,
the others answer. pencil in a colour you like, then will we have golden time after
draw round your hand really break?”
5 Play this quick carpet time
carefully onto the big yellow
game: How many animals can 5 Talk to children about what
paper.”
you think of in 20 seconds? they enjoyed most that day
Children should have no 5 Can they listen carefully to – these conversations often
problem listing things that a question and focus on the include different games or
belong to familiar categories. key information needed in the activities they enjoyed playing
answer? E.g. “Why didn’t the with friends
5 Does a child regularly sound
little red hen want to share her
muddled or disorganised when
bread at the end of the story?”
talking? Do they regularly forget
words or miss out important
pieces of information? If so,
they may be struggling.

Top 4 suggestions to support development of speaking and listening

1. Teach children how to listen – them fill in gaps of understanding ending. Encourage an ethos of
encourage them to identify good and play around with how the word asking for clarification, saying
listening skills in themselves. looks and feels. Perhaps set up a when they don’t understand and
word wall in class. what they’re struggling with.
2. Use good practice strategies to
teach new vocabulary – link new 3. Give explicit structures for 4. Give plenty of time for
words to those children already supporting narrative skills – children to think and respond to
know. Ask the children if they have stories should have who, where, questions.
heard of the word before, help when, what happened and an

If you’re worried about a child in your care there’s more information at www.talkingpoint.org.uk
You should also talk to the child’s parents about your concerns.

Universally Speaking Age 5–11 9

 By age 7...

Attention, listening Children at 7 should be able to...

and understanding
5 Understand the key points they need to focus on in order to answer
Children become much more able
a question or follow an instruction and begin to ignore less important
to be selective about what they
information, E.g. “Four buses have nine passengers each but two trains are
need to listen to and are able
empty. How many passengers all together?”
to integrate listening with other
tasks. 5 Be aware of when a message is not clear and ask for an explanation,
E.g. “Is the author the one that writes the story and the illustrator does the
pictures?”

5 Understands complex 2 to 3 part instructions, E.g. “Choose a character

from the story we’ve just read, then talk to your partner about how they
feel at the end of the story”

Vocabulary Children at 7 should be able to...

Children are learning new
5 Compare words - the way they look, sound or mean, E.g. “It’s weird,
vocabulary all the time - words
bare and bear sound the same, but you spell them different and they
they need for general learning and
mean different things”
topic-specific vocabulary.
Understanding how words can be 5 ‘Guess the word’ when provided with clues using shape, size and
linked by what they mean as well function, E.g. “It’s a wild animal, grey and quite fat with thick skin, it isn’t
as how they sound and look, can an elephant, it has a long name and starts with ‘h’”
really help children remember
5 Use newly learnt words in a specific and appropriate way, E.g. “Do you
new vocabulary.
know what symmetry means? If you draw a line down a shape and it’s
exactly the same on each side of the line, then it’s symmetrical”

10 Universally Speaking Age 5–11

 Speech sounds Children at 7 should be able to...
There might be occasional errors
5 Use speech that is consistently clear and easy to understand
with some longer words and with
words with 2 or 3 consonants 5 Show good knowledge and understanding of sounds and words,
together at the beginning or the which are important for reading and spelling, E.g. Can identify beginning
end of the word, E.g. scramble. and end sounds in words

5 Spot more complex rhymes, E.g. Happy/snappy

5 Split up short words into sounds, E.g. D-i-nn-er

5 Count syllables in words, E.g. Ca-ter-pill-ar: 4 syllables

5 Use sound and letter links to read and spell unfamiliar words

Sentence building and Children at 7 should be able to...

grammar
5 Ask lots of questions to find out specific information including ‘how’
Grammar is still developing and
and ‘why’, E.g. “How do we know burglars can’t get in?”
becoming more complex. Children
make fewer errors, though there 5 Use an imaginative range of descriptive words in sentences,
are still some. E.g. “Suddenly, he saw a huge hairy creature”

5 Use more complicated grammar including using different ways to join

phrases to help explain or justify an event, E.g. “It was scary because even
the man with the dog looked worried, so we decided to get out of there”

By age 7...

Universally Speaking Age 5–11 11

 By age 7...

Storytelling and narrative Children at 7 should be able to...

Children’s stories about their life
5 Tell a story with important key components in place – so they set the
and experiences are making more
scene, have a basic story plot and the sequence of events are generally in
sense, they have more detail and
the right order
are usually told with words and
events in the right order. 5 Describe their own experiences in detail and in the right order,
E.g. About a holiday, weekend activities or visits

5 Begin to be aware of what the listener knows already and make

checks while telling a story, E.g. “You know Mr Jones, he’s our caretaker,
he always wears a hat, well he wasn’t in school today...”

5 Accurately predict what will happen in a story

Conversations and social Children at 7 should be able to...

interanction
5 Take turns to talk, listen, and respond in two way conversations
Children are now more grown up
and groups
in their social interactions. They’ll
now talk about things that aren’t 5 Use language they hear other people using and begin to be aware of
directly linked to themselves or current peer language. They’re learning that they need to use different
that they aren’t that interested in. styles of talk with different people. They will use different words when
They can usually keep to a topic in they are talking to friends than when they are talking to a teacher,
a conversation and can be easily E.g. Terms like, ‘in your face’, ‘wicked’ or ‘yeah right’
prompted to move on if they’re
5 Exaggerate in an implausible way, to make stories more exciting,
taking over or talking too much.
E.g. “Last year on my summer holidays I made the biggest sandcastle
in the world”

12 Universally Speaking Age 5–11

How to check it out By age 7...

Check out how children Check out how children Check out how children
can talk can listen can take part
Listen out for children’s Check out children’s listening Watch out for social
language. Watch out for those and understanding. Watch out interaction skills
who struggle for those who take a long time
5 Do you see them taking
to respond or who are very
5 Are children able to turns in groups and with other
quiet and watch other children
understand and learn topic children to talk, listen and be
to work out what to do
vocabulary? Have a display with part of a conversation? Are
topic vocabulary – get children 5 Can children understand there any children who seem
to choose one of the words and more complex 2 to 3 part isolated, who do not join in with
encourage them to say it on its spoken instructions? E.g. “In other children?
own and in a sentence of at least your groups, choose one of the
5 Have you noticed children
6 words. Does it make sense? famous people in history we
being more aware of the need
Have they understood the word? have talked about and decide
to talk differently to adults and
between you the top 5 reasons
5 Can they use more peers? Have you noticed any
they were good or not so good.”
complicated language to justify different phrases being used?
or explain? Think of a story they’ll 5 Do they ask lots of questions Are there children who seem
know, which has a familiar to find out specific information? unaware of this?
character in it and encourage Including ‘how’ and ‘why’ and
the children to say whether the respond appropriately to the
character is good or bad. Then answers?
get them to justify why they
think that. You can add counter
arguments to get them thinking,
E.g. “We know the big bad wolf is
bad because he eats grandma, but
maybe he’s just hungry?”

Top 4 suggestions to support development of speaking and listening

1. Play word games, E.g. Have connectives, E.g. also, then, next, do and practice what to say. This
children think up different words because, however. Use one of will facilitate group working and
for the same thing, talk about them to explain your science discussions.
word opposites, add adjectives experiment.
4. Encourage an ethos of asking
to describe an object, or add
3. Give children specific roles for clarification, saying when
adverbs to describe an action.
for group work, E.g. encourager, they don’t understand and what
2. Encourage longer sentences questioner, timekeeper, leader, they’re struggling with.
to explain; have a box full of observer – show them what to

If you’re worried about a child in your care there’s more information at www.talkingpoint.org.uk.
You should also talk to the child’s parents about your concerns.

Universally Speaking Age 5–11 13

 By age 9...

Attention, listening and Children at 9 should be able to...

understanding
5 Listen to information, work out which elements are key and make
Understanding skills are becoming
relevant, related comments, E.g. “So, we need to go home and ask people
more sophisticated. Children
of different ages what telly was like when they were young and work out
understand inferred meaning
how things have changed. I can ask my granny, my dad and my big sister”
as well as information that is
explicitly presented. 5 Identify clearly when they haven’t understood and be specific about
what additional information they need, E.g. “So what do we use to
measure liquid again? Is it millimetres or millilitres?”

5 Infer meanings, reasons and make predictions, E.g. “Now, class 4, I’m
going to count to 10” [Mrs Jones is getting cross, if we don’t stop messing
around, someone will end up having to go and see the head teacher]

Vocabulary Children at 9 should be able to...

Vocabulary continues to grow
5 Use a range of words related to time and measurement, E.g. “Next
– not only with words related
Friday we’re going on our school trip. Mrs Malaki says we’ll be about an
specifically to topics, but also
hour on the coach – that’s not too bad is it mum?”
general vocabulary needed for
thinking and learning. 5 Use a wide range of verbs to express their thoughts, or explain cause
and effect, E.g. “I think that’s a great idea”, or “If you hold the bowl still, I’ll
be able to pour the mixture in”

5 Join in discussions about a visit or activity using topic vocabulary,

E.g. “Tutankhamen was about the same age as me when he became a
pharaoh. He was buried in the valley of the kings with loads of treasure. Do
you believe the mummy’s curse?”

14 Universally Speaking Age 5–11

 Sentence building and Children at 9 should be able to...
grammar
5 Use a whole range of regular and irregular grammatical word endings,
Children speak clearly, fluently
with few errors being made, E.g. fought, fell, brought, geese, fish
and accurately about past,
present and future events. 5 Use complex grammar and sentences effectively to communicate in
Grammar is complex and can be different ways to clarify, summarise, explain choices and plan, E.g. “We
used for different purposes. decided that Jenny would go first because she’s the fastest and would get
us a good start. Me and Jack will go in the middle and Waleed will go at
the end because he does loads of sport and is really fit”

5 Uses intonation linked to grammar to help make sense of information,

E.g. “Helpful?”, she cried, “you must be joking!”

Storytelling and narractive Children at 9 should be able to...

Children tell stories that have a
5 Put interest into their voices to make storytelling exciting and come
good structure with a distinct plot.
to life
They usually include an exciting
event with a clear resolution and 5 Add detail or leave information out according to how much is already
end point. This is reflected in their known by the listener
writing.
5 Understand the interests of the listener, E.g. “Guess who I saw
yesterday...”

By age 9...

Universally Speaking Age 5–11 15

 By age 9...

Conversations and social Children at 9 should be able to...

interanction
5 Use formal language when appropriate in some familiar situations,
Children understand conversation
E.g. Showing a visitor around school
rules – when to talk and when
to listen. They also understand 5 Keep conversations going with a range of people in different
when people may need more or situations, by making relevant comments or by asking questions
fewer details, depending on the
situation. 5 Use language for a range of different reasons. This is important for
building friendships, E.g. Complementing or criticising, clarifying and
negotiating

16 Universally Speaking Age 5–11

How to check it out By age 9...

Check out how children Check out how children Check out how children
can talk can listen can take part
Listen out for children’s Check out children’s listening Watch out for social
language. Watch out for those and understanding. Watch interaction. Are there some
who struggle out for children who are slow children who seem isolated,
to respond or rarely ask for find it hard to join in or come
5 Can they use complex
clarification across as rude or immature?
grammar and sentences
effectively to plan, summarise 5 Can children tell you when 5 Do they manage to keep
and explain choices? Ask they haven’t understood and conversations going, ask
the children to plan a party be reasonably clear about what questions, make comments and
for a group of 3 year olds elements they’re struggling with? show interest in each other?
– encourage them to think Give children instructions that
5 Have you noticed children
of where it might be, what contain vocabulary you know
being more aware of the need
children might do and eat. Get they won’t understand. How do
to talk differently in different
them to summarise their plans they respond?
situations? E.g. With school
and explain why they’ve made
5 Can they make inferences? Tell visitors or speaking in an
decisions around games, food
the children you’re going to do assembly.
and the venue.
a quiz, say different statements
5 Can they discuss visits where they have to infer
or activities including topic meaning, E.g. “Today I need my
vocabulary? Give children group umbrella – what do you know that
roles to discuss a visit or topic. I am not telling you?”
5 Can they pick out key pieces
of information? At the end of a
lesson, get the children to tell you
the most important points.

Top 4 suggestions to support development of speaking and listening

1. To develop concept 2. Children may need time 4. Encourage children to
vocabulary, have a box of words to think before responding to comment on their own
related to time/measurement/ questions and instructions. sentences – do they include a
size/shape – encourage children Give them time for thinking and connecting word, do they have
to choose a word, say what they processing. lots of descriptive words?
know about it, how it can be
3. Play inferencing games to build
used, E.g. “Octagon is a shape
these complex language skills
with 8 sides, I remember it
– “What do I mean when I say...
because it’s like octopus, 8 legs!”
you’ll need a warm coat?”, “How
do you know...”.

If you’re worried about a child in your care there’s more information at www.talkingpoint.org.uk
You should also talk to the child’s parents about your concerns.

Universally Speaking Age 5–11 17

 By age 11...

Attention, listening and Children at 11 should be able to...

understanding
5 Begin to appreciate sarcasm when it’s obvious, E.g. “My best vase,
Children are good at listening
broken, now that was really clever”
and can do so for longer periods
of time. They can also notice and 5 Understand different question types:
may comment on not only what’s Open questions – “Can you tell me all about your visit to the museum?”
been said but how it’s been said. Closed questions – “Did you enjoy your trip to the museum?” Rhetorical
questions – “Wasn’t that a lovely trip to the museum?”

5 Understand and enjoy simple jokes and recognise simple idioms, but
can’t really explain why they’re funny or what they mean, E.g. Doing
something ‘at the drop of a hat’

Vocabulary Children at 11 should be able to...

Vocabulary continues to grow,
5 Use sophisticated words but meaning might not always be accurate,
with children using a wider range
E.g. “I had to co-operate really hard to get the work done”
and more varied vocabulary to
describe actions and feelings. 5 Know that words can have two meanings, uses them appropriately
but can’t always explain how they’re connected, E.g. ‘Watch’ (the TV and
on your wrist) or ‘bark’ (like a dog and on a tree

18 Universally Speaking Age 5–11

 Sentence building and Children at 11 should be able to...
grammar
5 Use long and complex sentence structures including more
Long and complex sentences
sophisticated connectives to join ideas together in conversation,
are used. In conversations, the
E.g. ‘Meanwhile’, ‘therefore’ or ‘yet’
average sentence length is around
7-10 words, although this can be 5 Use questions to help conversations flow
longer when storytelling and often
shorter in conversations. 5 Explain some rules of grammar and know when a sentence is not
grammatically correct

Storytelling and narrative Children at 11 should be able to...

Storytelling and narrativeskills
5 Tell elaborate entertaining stories which are full of detailed descriptions
have great importance, both
within the curriculum for 5 Use everyday language that is detailed and about experiences that
describing, planning and may have happened some time ago or are planned for the future
explaining, and as part of
children’s social experiences and 5 Incorporate a subplot in telling stories and recalling events, before
relationships. resolving the main storyline

By age 11...

Universally Speaking Age 5–11 19

 By age 11...

Conversations and social Children at 11 should be able to...

interaction
5 Negotiate an agreement explaining other options and possible outcomes
Children at this age communicate
successfully. They share ideas 5 Manage and organise collaborative tasks with little adult supervision
and information, give and receive
advice, offer an opinion and take 5 Realise when people don’t fully understand and try to help them
notice of the opinion of others.
5 Enjoy organising group games and can explain the rules effectively

20 Universally Speaking Age 5–11

How to check it out By age 11...

Check out how children Check out how children Check out how children
can talk can listen can take part
Listen out for children’s Check out children’s listening Watch out for social
language. Watch out for those and understanding. Watch interaction. Are there some
who struggle out for children who are slow children who seem isolated,
to respond or rarely ask for find it hard to join in or come
5 Can they explain the rules
clarification across as rude or immature?
of grammar and do they
know when a sentence is not 5 Have a range of words that 5 Can they negotiate and
grammatically correct? E.g. have two meanings, can children explain different scenarios and
Say individual sentences – tell you different meanings of possible outcomes? Set up a
encourage children to hold up the words? E.g. A pen you write class debate – are children able
a green traffic light card if they with and a pen where we keep to present clear arguments and
think it’s grammatically correct, animals. evidence, negotiating and using
an orange coloured card if persuasive arguments?
5 Can they understand different
they’re not sure and a red card
question types? For example 5 Can they organise group
if they think it’s not correct.
– Ask an open question “What games and explain the rules
5 Can they use questions to has happened to the sugar?” – effectively?
help conversations flow? Have can they give a full appropriate
the children pair up and tell answer?
each other about a recent – Ask a closed question “Which is
If you’re worried about a child
event. Encourage them to ask most soluble, icing sugar or brown
in your care there’s more
questions of each other. Do sugar?” Can they give the short
information at
some children struggle? answer required?
www.talkingpoint.org.uk
– With a rhetorical question,do
You should also talk to the
they know no answer is needed
child’s parents about your
“What a great experiment.”
concerns.
5 Watch out for literacy or
behaviour difficulties – these
are strongly linked with speech,
language and communication
needs (see page 25) and can
mask underlying language
difficulties.

Top 4 suggestions to support development of speaking and listening

1. Play around with words – have 2. Give children plenty of time 4. Encourage children to support
a range of words with more than to think before responding to each other’s thinking – act like a
one meaning and get children to questions and instructions. detective – how do we know this
explain the meaning. Get children will happen, how do we know this
3. Encourage an ethos of asking
to build category maps or word character is good – what evidence
for clarification, saying when they
webs for topic vocabulary. can we find?
haven’t understood something, or
what they’re struggling with.

Universally Speaking Age 5–11 21

Top tips for children
aged 5 to 11

What can you do to 5 Using the right level of language for each child and
support language knowing how to build on their language skills is key – this
and communication is why it’s so important to know how language develops.
with the children 5 Check that children understand the language used
you work with? and instructions given – ask them to repeat back what
they think you said or what they need to do.

5 When talking to children add one or two words to the

sentence length they already use in their own talking,
this provides a model of language that children can
follow and build on.

5 Decide on 5 key strategies you want to use – choose

from the ones on the next page or from other websites/
publications. Ensure all staff know which strategies are
being focused on and how they can be put in to practice.

22 Universally Speaking Age 5–11

 As a As a
practitioner school
Things you can do as a Things your school
practitioner to support can do to support
communication. communication.

5 Ask open-ended questions (which 5 Use visual support, pictures,

are difficult to give a yes/no or one photographs, signs and symbols to
word answer) and ask children help support a child’s understanding
to elaborate on and explain their and use of language to communicate
response. This helps develop strong
communication skills
5 Encourage an ‘asking friendly’
environment, where children are
5 Talk about what children are encouraged to say when they don’t
interested in – let them talk first and understand or need help
let them lead the conversation
5 Staff can support the interaction
5 Use comments and prompts of children with other children, E.g.
rather than questions, E.g. Say “what By organising games, creating quiet
a tall tower” “it will be as tall as you” areas, or setting up a friendship bench
instead of “what are you building?”
5 Have consistent, predictable
5 ‘Model’ good communication. structures and routines so children
Children learn from what they see know what to expect
and hear
5 Reduce background noise, E.g.
5 Give children time to work out Music or radio, so that children can
what you’ve said and what they want concentrate on what you / each other
to say are saying

5 Have conversations about how 5 Use your contact with parents

people feel and how that affects to share ideas about how they can
what they do. This is important in support their own child’s language
order to learn social interaction skills and communication skills

5 Ensure all staff know about the

links between language, behaviour,
learning, play and social interaction

Universally Speaking Age 5–11 23

English as an
additional language

Some estimates suggest that For children learning English as

as much as two-thirds of the an additional language:
world’s population speak more 5 It is important to recognise
than one language. and value all languages
Speaking more than one
language is a positive and 5 Accept and praise words
beneficial skill and should be and phrases used in home
celebrated. languages and give English
equivalents where appropriate
There is no evidence to suggest
that learning more than 5 Encourage parents of
one language will delay the children learning English as an
development of speech and additional language to continue
language skills. In fact, learning to talk to their children in their
more than one language at home language.
once can have many positive
benefits for children. Different languages have
different sound and
grammatical systems; the ages
and stages used in this booklet
refer to English.Children with

24 Universally Speaking Age 5–11

Speech, language and
communication needs
(SLCN)

Around 10% of all children have 5 Speech sounds – children 5 Social use of language
long term, persistent SLCN and may have speech that is – children may have a good
many more have less severe difficult to understand. They vocabulary and can put
needs. Children with SLCN may may not say the right sounds sentences together, but they
have difficulties with: for their age or may mix up may struggle to know how
and miss out sounds in words, to use their language to have
making their speech unclear, conversations, play and socially
E.g. “A tup of tea” interact well with others.

5 Fluency – children might 5 Listening and attention -

have hesitations in their speech children may have difficulties
and may prolong or repeat listening to what has been said
sounds and parts of words or to them and may struggle to
sentences. They may struggle concentrate on a game or activity
to get their words out at all. for even a short period of time,
Getting ‘stuck’ on words in this flitting from one task to another
way is sometimes referred to as without completing anything.
stammering or stuttering. Children with SLCN can also have
5 Understanding of language any combination of the above. You
– children may struggle to may have children in your setting
understand words or sentences who have identified SLCN. You
that are being used or to follow may have a speech and language
instructions they hear. therapist or other specialist you
are involved with working together
5 Spoken language – children with these children.
may use a limited number of For more information on
words in their talking or be SLCN please go to www.
unable to put words together thecommunicationtrust.
to form sentences. What they org.uk/resources/resources/
say may be very muddled resources-for-practitioners
and disorganised and difficult and view the booklet
for someone to follow and Misunderstood.
understand. Some children might
struggle to find the word that If you are worried about a
they know they want to say. child in your care there is more
information on
www.talkingpoint.org.uk

Universally Speaking Age 5–11 25

Find out more

Talking Point Progression Tools from The Your local offer

Communication Trust
www.talkingpoint.org.uk For children and young people
If you still have concerns about who have, or may have special
A website all about children’s
a child’s speech, language and educational needs or disabilities
speech, language and
communication skills you could (SEND), including speech, language
communication, designed for
use a Progression Tool to help and communication needs, you
parents, people that work with
identify where children are at in can find out more about services
children, and children and
relation to their age and how they available in your area by looking
young people themselves. It
are progressing with developing up your local authority’s ‘local
contains information about
these vital communication skills. offer’ which is published on their
supporting children’s speech
and language development, Progression Tools are available website. The local offer clearly sets
and helps you to identify if for the following key ages of out what services are available
a child is having difficulties development in primary school: in your area for children with
or falling behind. If they’re 4, 5-6, 7-8 and 9-10 years SEND from birth until they are 25
struggling, then it tells you old. Each tool covers different years old. It might be useful to
what you could do to help, or aspects of speech, language and talk through some of the services
who you could get help from. communication where two types with parents and support them to
of information are gathered: one find out more about the services
through direct questions with the available to them.
child and one by capturing your The Communication
own observations or knowledge Consortium
of the child.
To find out more about the
The Progression Tools will give
organisations involved in The
information to help you decide
Communication Trust please go to:
whether a child would benefit
from a targeted intervention or www.thecommunicationtrust.
whether they may need more org.uk/partners
specialist assessment and If your organisation would
support and need referring to a like to become a member of
speech and language therapist. The Communication Trust’s
If you would like further consortium please go to
information about the progression www.thecommunicationtrust.
tools please go to: www. org.uk/partners/consortium
thecommunicationtrust.org.uk/
for more information or e-mail
resources/resources/resources-
enquiries@
for-practitioners/progression-
thecommunicationtrust.org.uk
26 Universally Speaking Age 5–11 tools-primary/
Frequently asked
questions

What should I do if I am How can I find out if I need

concerned about a child to improve my knowledge
who has not been identified and skills in children’s
with speech, language and communication and where
communication needs? can I find out about further
Talk to parents to gain further training?
information. If together you You could complete the Speech,
decide it is appropriate to Language and Communication
refer to Speech and Language Framework (SLCF). The SLCF
Therapy, you can do so if you outlines what people who work
get parent’s permission. Speech with children and young people
and Language Therapists can need to know and be able to do
offer more detailed assessment in order to support children’s
and advice and support for communication. For more
children with speech, language information about the SLCF go
and communication issues. to www.talkingpoint.org.uk/
Anyone can refer to a Speech slcf
and Language Therapist,
including the parents. If you
ring your local speech and
language therapy department,
they will be able to advise you
on the best way to make a
referral. Sometimes referrals
can be taken over the phone.
You don’t have to go through
a GP, health visitor or school
nurse. You always have to
get permission from parents
to refer their child to other
services such as this.

Universally Speaking Age 5–11 27

www.ican.org.uk
Published March 2015