What is the difference between Makaton and British Sign Language (BSL)?

Makaton is a key word signing system that uses signs and symbols alongside speech, following spoken word order. It is designed to support communication for people with learning or communication difficulties. BSL is a complete language with its own grammar and syntax, used primarily by the Deaf community. For early years settings, Makaton or Signalong are more commonly used because they are flexible and easy to learn.

Will using signs delay my child's speech development?

No, research shows that signing does not delay speech. In fact, it can accelerate language development by reducing frustration and providing a visual bridge to spoken words. Children often use signs as a stepping stone to speech and naturally stop signing once they can say the word. Many speech and language therapists recommend signing for children with communication delays.

Do I need to be fluent in sign language to take this award?

No, this award is designed for beginners. You will learn a core vocabulary of key word signs (typically 50-100 signs) relevant to early years settings. The focus is on using signs to support speech, not on becoming a fluent signer. You will be assessed on your ability to use signs in context, not on speed or perfection.

How can I incorporate signing into my daily routine in a nursery?

Start by choosing a few high-frequency signs like 'more', 'finished', 'drink', 'eat', and 'help'. Use them consistently during routines like snack time, nappy changing, and story time. Always say the word as you make the sign. Model signs to all children, not just those with needs, to create an inclusive environment. You can also display visual prompts and teach parents the signs you use.

What if a child uses a different sign system at home?

It's important to collaborate with parents and carers. Ask them which signs they use and try to incorporate those into your setting for consistency. If the child uses a different system (e.g., BSL at home), learn a few key signs from that system. The goal is to support the child's communication, so flexibility and partnership are key.

Can signing help children with English as an additional language (EAL)?

Absolutely. Signing provides a visual representation of words, which can help EAL learners understand and remember new vocabulary. It also reduces the cognitive load of processing spoken English alone. Many early years settings use signing as part of a total communication approach to support all children, including those with EAL.

Use Signing to Advance Speech, Language and Communication

ASCENTIS

vocational

This element focuses on the practical application of sign-supported English (SSE) to enhance speech, language, and communication development in children and young people. It explores how signing can scaffold learning, foster early literacy through fingerspelling and visual-kinesthetic cues, and create inclusive environments that promote positive behaviour. Learners will understand the theoretical underpinnings and demonstrate competence in using SSE strategies in real-world settings.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Ascentis (AptEd) Level 2 Award in Using Signing to Support Speech, Language and Communication (QCF)

Topic Overview

The Ascentis (AptEd) Level 2 Award in Using Signing to Support Speech, Language and Communication (QCF) is a specialised qualification designed for early years practitioners, teaching assistants, and childcare professionals who wish to enhance their communication toolkit. This award focuses on the practical application of signing systems—such as Makaton, Signalong, or British Sign Language (BSL) basics—to support children with speech, language, and communication needs (SLCN). It equips learners with the skills to use signs alongside speech to reinforce understanding, reduce frustration, and promote inclusive communication in settings like nurseries, preschools, and primary schools.

This qualification is part of the wider Childcare & Early Years framework and is particularly relevant given the high prevalence of SLCN in young children. By integrating signing into daily routines, practitioners can support children with delayed speech, English as an additional language (EAL), or conditions like autism spectrum disorder (ASD). The award covers key principles of communication, the role of signing in language development, and practical strategies for using signs effectively. It also emphasises the importance of working in partnership with parents and other professionals to ensure consistency across environments.

Mastering this award not only enhances a practitioner's ability to meet individual needs but also aligns with the Early Years Foundation Stage (EYFS) framework, which emphasises the importance of communication and language as a prime area of learning. By completing this qualification, students demonstrate a commitment to inclusive practice and gain a valuable skill that can improve outcomes for children with diverse communication needs.

Key Concepts

Core ideas you must understand for this topic

→Total Communication: An approach that uses a combination of methods—speech, signing, gestures, facial expressions, and visual aids—to support understanding and expression. Signing is one component, not a replacement for spoken language.
→Key Word Signing: Using signs only for the most important words in a sentence (e.g., 'more', 'drink', 'finished') to avoid overwhelming the child and to reinforce key vocabulary. This is distinct from full sign language.
→The Role of Signing in Language Development: Signing can reduce frustration, support vocabulary acquisition, and provide a visual anchor for spoken words. It does not hinder speech development; research shows it can actually encourage it.
→Individualised Signing Plans: Tailoring sign selection and use to each child's developmental level, interests, and communication needs. This includes considering motor skills, attention span, and cultural factors.
→Partnership with Parents and Carers: Ensuring consistency by sharing signs used in the setting with families, and learning signs the child uses at home. This collaborative approach reinforces learning and builds trust.

Learning Objectives

What you need to know and understand

Know how the use of sign supported English promotes learning and development., Be able to use sign supported English to promote learning and development., Understand the role of signing and fingerspelling in the development of early literacy., Be able to demonstrate the role of sign supported English in providing an environment which values children and young people and encourages positive, pro-social behaviour.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating accurate and consistent use of sign-supported English during interactions, with clear evidence of reinforced vocabulary and concepts tailored to individual learning goals.
Expect evidence of integrating fingerspelling into early literacy activities, such as linking manual letters to phonics, tracking children’s progress, and providing examples of emergent writing or reading behaviours.
Assess for planned use of signing to support pro-social behaviour, including specific signs for turn-taking, expressing emotions, and social routines, with reflective accounts of observed behavioural improvements.

Assessment Guidance

Guidance for achieving higher grades

💡When compiling evidence, annotate video or photographic sequences to explicitly map signing episodes to targeted learning outcomes, ensuring the assessor can see the direct link between practice and theory.
💡In written tasks, include specific case examples from your setting, detailing the context, the sign strategy used, and the measurable impact on a child’s communication or behaviour, always citing relevant developmental theories.
💡When answering questions about the benefits of signing, always link to specific EYFS outcomes (e.g., 'This supports the prime area of Communication and Language, specifically the aspect of Speaking'). Examiners look for evidence of understanding how signing fits into the broader curriculum.
💡Use real-world examples from your placement or practice. For instance, describe a child who used a sign for 'more' at snack time and how this reduced frustration. Concrete examples demonstrate application of theory.
💡Don't forget to mention the importance of consent and partnership. In your answers, reference working with parents and other professionals (e.g., speech and language therapists) to show you understand the collaborative nature of support.

Common Mistakes

Common errors to avoid in your coursework

Confusing sign-supported English with full British Sign Language (BSL) grammar, leading to incorrect word order or omitted English markers, which can confuse children’s language models.
Over-relying on signing without adequate spoken language, resulting in missed opportunities for auditory discrimination and oral skill development.
Misconception: Signing will stop a child from learning to speak. Correction: Evidence shows that signing actually supports speech development by reducing frustration and providing a visual cue. Children often drop signs naturally once they can say the word.
Misconception: You need to learn a full sign language like BSL to use signing effectively. Correction: Most early years settings use key word signing systems like Makaton or Signalong, which have a smaller vocabulary and are designed to be used alongside speech. Full BSL is a separate language with its own grammar.
Misconception: Signing is only for children with hearing impairments. Correction: Signing benefits a wide range of children, including those with speech delays, language disorders, autism, Down syndrome, and EAL learners. It supports all children's communication in an inclusive setting.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•A basic understanding of child development, particularly in the 0-5 age range, including typical speech and language milestones.
•Familiarity with the Early Years Foundation Stage (EYFS) framework, especially the prime area of Communication and Language.
•Some experience working or volunteering with young children in a childcare or educational setting is helpful but not essential.

Key Terminology

Essential terms to know

Know how the use of sign supported English promotes learning and development., Be able to use sign supported English to promote learning and development., Understand the role of signing and fingerspelling in the development of early literacy., Be able to demonstrate the role of sign supported English in providing an environment which values children and young people and encourages positive, pro-social behaviour.

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Use Signing to Advance Speech, Language and Communication

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Topic Overview

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Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

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