Key Stages

En
KEY STAGES
1 2
2001
and
This guidance is based on work by teachers, advisers and consultants who have been working with QCA
over two years, and has drawn on their experience of speaking and listening in classrooms in various
parts of the country.
QCA is very grateful for the contributions of the following:
Wendy Bloom
Alan Howe
Robert Cunningham
Paul Bunyan
Gaynor Kitchener
Valmai Wainhouse
Andrew Taylor
QCA staff: Sue Horner, Alastair West, Janet White
First published in 1999

Qualifications and Curriculum Authority 1999
ISBN 1 85838 369 2
Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is
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by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private
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permission, provided full acknowledgement is given.
Printed in Great Britain.
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1993.
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83 Piccadilly
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www.qca.org.uk/
Contents
Page
Using this booklet
Introduction
Teaching speaking and listening
Planning for speaking and listening
Making it work in the classroom
Assessing speaking and listening
11
A framework for planning speaking and listening
17
Suggested classroom activities in outline
30
Progression through years 1 to 6
55
Glossary
65
Useful resources
67
Teaching speaking and

listening
Using this booklet
Framework for planning
The guidance suggests a framework of spoken language activities which, taken together,
provide a structure for medium- and long-term planning to ensure progression and
development in childrens oral skills. A range of contexts, possibilities for groupings,
involvement with other members of the school or wider community, and variation in
the teachers role are built into this framework. By highlighting specific activities to be
taught, the framework also helps identify what should be assessed.
This guidance provides a framework for implementing the requirements of the English
order for speaking and listening throughout key stages 1 and 2. It has been produced in
response to many requests from teachers who encourage talk in their classrooms but
are not confident that they are teaching and assessing it systematically.
Classroom activities
The booklet contains a number of interrelated sections, which should be read through
in order to appreciate the basis for the framework and practical guidance on classroom
implementation.
The Introduction stresses the fundamental importance of speaking and listening in
childrens language development. It also emphasises the links between this guidance
and the National Literacy Strategy.
Teaching speaking and listening outlines the basis for the approaches suggested in
this guidance.
Planning for speaking and listening introduces the framework as a way of covering
the programmes of study for speaking and listening, and suggests how teaching time
can be managed effectively.
Making it work in the classroom offers advice on the role of the teacher and class
management and organisation.
Progression years 1 to 6
Assessing speaking and listening relates assessment to planning, tackles issues of

recording, and stresses the need for systematic approaches to assessing talk.
The section, A framework for planning speaking and listening, is intended as a guide
for the class teacher. It outlines activities for each term of years 1 to 6, to
promote progression in the skills of speaking and listening.

Teachers have taken ideas from the framework and developed sequences of
classroom tasks that show how the framework can be turned into Suggested
classroom activities in outline. This section includes four sequences of activities for
each year group.
Glossary
An essential element of the framework is the progression built into it. To show this
clearly, the section Progression through years 1 to 6 is a re-presentation of the
framework, showing the development of the strands.
A short Glossary is included of some of the technical terms used in the materials, and
some Useful resources are suggested for those looking for further help.
The importance of speaking and listening

Childrens ability to speak and to listen is fundamental to their language development,
learning in school, and to social development. Most children come into school with
some ability to hold a conversation, persuade, argue and entertain others. School
provides new contexts for talk that demand new and greater oral skills. However,
simply providing contexts for talk is not sufficient to ensure development of speaking
and listening. As with reading and writing, direct teaching of the skills involved is
important. Once learned, these skills can be reinforced in other contexts and practised
throughout the curriculum. For example, when children have been taught about some
of the key components of a group discussion (such as pooling ideas, challenging
suggestions, developing others ideas), they can draw on these in other problem-solving
activities. In this way, talk underpins learning and thinking.
Richness and variety of talk is important for all children and, while many have good
opportunities to develop their speaking and listening skills at home, others acquire
much of the knowledge and skills at school. This is especially so for children who enter
school needing to learn English as an additional language. For all these children, the
interrelationship between learning to speak and learning to write is particularly sensitive
and they need a balanced programme in which progression in both is addressed.
It is vital that the importance of speaking and listening is clear to children and that
they recognise its significance as the foundation of their language development. Many
children do not see talk in the classroom as work and think that good talk is
measured by quantity or volume. They associate talk more with home and social
occasions, rather than seeing it as a major aspect of their educational achievement,
integral to learning and vital to their life chances. Those who lack confidence in talking
for a variety of physical and social reasons need encouragement and help to develop
their communication skills so that they can participate as fully as possible in learning
and life beyond school. Children need to recognise that speaking in role, public
speaking and more informal discussion are all important parts of the curriculum.
Links to the National Literacy Strategy

This guidance aims to complement the work of the National Literacy Strategy. The
strategy, both in the Framework for teaching and through the Literacy Hour, recognises
and promotes the importance of speaking and listening, but the main focus is on
reading and writing. Many of the teaching objectives in the Framework involve
speaking and listening, just as other subjects use speaking and listening continually. For
example, the objective which suggests that children collaborate with others to write
stories in chapters (Y4 T2) involves children using the oral skills of planning together
and negotiating content and what each is to do, in order to succeed in their literacy
work. Similarly, if children are to investigate or explore, it is likely that they will
sometimes do this in groups and need to use the tentative language of hypothesis or
suggestion, and the more definite language of formulating conclusions and reporting
findings. The links between oral and written language can be encouraged and built on.
For example, when children have learned a rhyming poem and can recite it aloud, they
can apply their knowledge of rhyme patterns in and between words when checking
spelling or identifying word families.

listening
Introduction
Teaching speaking and listening

In order to teach speaking and listening effectively it is vital to be clear about three areas:
the range of activities and objectives needed;

the focus of the teaching;
how to build in progression.
These three points are related since it is necessary to anticipate and teach the skills that
children will need to complete tasks in any other area of the curriculum. It is
important to be willing to appreciate qualities of talk even if it is not the focus of the
lesson and, conversely, to review tasks in which talk seems to be unconstructive.
Linking oral work in different contexts and ensuring increasing challenge helps
reinforce learning and builds progress.
The framework (pages 17 to 29) suggests a wide range of teaching objectives and
activities.
General teaching objectives

The English order offers a way of defining the range of contexts, purposes and
experiences needed:
speaking for different audiences, which includes friends, the class, teachers, other
adults in the school;
listening and responding, both in face-to-face situations and to broadcast or taped
material;
discussion and group interaction, in settings with different numbers of participants
and at different levels of formality;
drama activities, including improvisation and working in role, as well as writing
and performing scripted drama.
These four strands are used as headings in the framework to organise the work in each
year and each term.
Focus
Given that talk is often part of classroom activities, it is important to distinguish
between the explicit teaching of speaking and listening and opportunities for
reinforcing the skills or using talk for other purposes. Activities may have:
speaking and listening as the focus of teaching where particular oral skills are being
taught even though the subject matter may be related to any part of the curriculum;
something other than speaking and listening (such as reading, history or PE) as the
focus of teaching, but be planned and organised to enable children to reinforce and
practise specific speaking and listening skills;
a subject other than speaking and listening as the focus of the teaching, but offer
children opportunities to use talk as, for example, they investigate, evaluate or
report their work.
The framework develops the first two of these in detail through years l to 6.
It is important to identify expectations for children of different ages, in order to

develop their skills and confidence, and build on their previous experience.
These expectations need to be defined in terms of language structure and
vocabulary, the expressive qualities of the talk (including non-verbal features),
and the purposes for which talk is used.
Progression is related to childrens ability to:
sustain speaking and listening using and appreciating imaginative, expressive

and informative language;
contribute in a range of ways;
use formal English appropriately;
adapt to different circumstances and contexts with independence and
confidence;
talk explicitly about speaking and listening.
For children to make use of their previous experience and skills it is important
to be explicit about what is expected. Adapting their talk to different people,
purposes and circumstances suggests that children are developing a range of
skills and making judgements about when and how to use them.

listening
Progression

listening
Planning for speaking and

listening
Considerations of range, focus and progression must be built into all planning and
schemes of work for speaking and listening. Throughout the school day, children are
involved in:
listening to talk;
asking and answering questions;
play where fictional roles are explored;
using spoken language to get things done;
adjusting what they say depending on others responses.
The framework proposed in this document offers a way of ensuring clear focuses for
teaching and suggests a variety of contexts, purposes and audiences. It ensures that
opportunities for drama are carefully planned and integrated with other activities. It
enables teachers to plan work to meet specific teaching objectives related to the
programmes of study, and for these objectives to be linked directly to classroom
activities, matching tasks to childrens abilities and experiences.
The format also highlights year-by-year objectives, year 1 to year 6, so that teachers
can establish learning targets for speaking and listening in the same way as for reading
and writing. These targets may relate to specific skills, such as giving a clear account of
an experience or making different types of contribution in a group. They may apply to
groups or individuals, and need to be shared with children.
Managing time for speaking and listening

It is not therefore always necessary to find extra time for speaking and listening,
beyond what is already allocated to English and other subjects. Many of the activities
in the framework do not specify the content or topic of the talk, so literacy or other
areas of the curriculum may be the subject matter of the work set. Given the
significance of speaking and listening and language development, it is important to
identify adequate curriculum time and to maximise opportunities in existing provision.
Within each term in years 1 to 6, a teaching focus for each strand is identified, and
suggestions are made about how this could be revisited, supported or extended in other
parts of the curriculum. By devoting two hours every three weeks to one of the main
focal points for a term, the overall time for explicit teaching of speaking and listening
would be between eight and ten hours a term. For most children, it is probably most
effective to concentrate this teaching into shorter, more intensive periods, rather than to
allocate half-an-hour a week. In the early years, shorter daily sessions are helpful. In
key stage 2, the suggested activities may fit best into fewer, longer sessions.
It is, however, important to identify when oral work is taking place and to teach
explicitly the skills children need. The framework sometimes suggests contexts in other
subjects and at other times this is left open. For example, where the focus is group
work this allows the teaching of speaking and listening to be built into the planning of
work in any subject. Building speaking and listening into planning for literacy and
other subjects is time effective.
This booklet sets out opportunities for teaching, within which the teacher can:
plan for the full range of language to be taught;

devise the details of the activity or task;
decide on groupings and resources.
The structure of the framework

The framework is structured in three columns, as follows.
General teaching
objectives
Focus for teaching
The objectives suggest

general provision for
teaching which are then
interpreted more
specifically in the second
column. The objectives
cover the speaking and
listening programmes of
study in English and
progression across terms
and years. If the activity
in the second column is
not appropriate, then
teachers should refer to
this first column for
teaching objectives which
can then be turned into
other appropriate
classroom activities.
The activities suggested

may take place in English
or other subjects. The
bullet points mark the
aspects which should be
explicitly taught.
Extending and
reinforcing
The suggestions follow
the explicit teaching focus
from the previous column
in the context of other
lessons. These do not take
up more curriculum time
but encourage children to
practise and extend their
oral skills in the course of
other lessons. This
emphasises the relevance
of oral skills in other
areas of learning.

listening
When planning, it is important to think ahead to outcomes; in particular how to assess

them and the kind of feedback to give to children and other teachers. While the focus
of the work is speaking and listening, its context may come from other subjects,
including reading and writing in English. Therefore time and space for speaking and
listening may often be found in the course of reviewing the language requirements and
demands of schemes of work which are already in place.

listening
Making it work in the classroom

The framework offers an overall map designed to ensure coverage of range and
progression in speaking and listening. This framework then has to be translated into
specific lesson plans and classroom activities. In setting up oral work the role of the
teacher, and classroom management and organisation, must be very clear.
The role of the teacher

In developing childrens talk, the teacher is as active as in any other area of learning.
Significant factors in teaching are:
modelling appropriate speaking and listening, including as a supportive and

probing listener;
encouraging sensitive interaction;
ensuring goals are set with clear criteria for success.
As well as providing a specific focus on speaking and listening, it is important to use

incidental opportunities to build on childrens achievements (for example, when
reading a novel, considering the differences between direct and reported speech in print
and in everyday life).
To encourage children to use talk effectively and to see its value, they should regularly
be involved in work where:
speaking and listening is the outcome, such as a prepared talk or report, a

performance, or a reading;
discussion and group work results in action;
structure and deadlines are clear and adhered to, so that time is not wasted and
talk is purposeful;
different children undertake different tasks and need to collaborate and negotiate to
achieve an overall aim;
children are the experts and genuinely have information to tell others.
To enable children to progress it is vital to:
provide a variety of social contexts in which talk takes place. These can include
visits outside school, visitors to the classroom, use of parallel teaching groups, use
of older and younger children, opportunities to see and hear different types of
performance and drama, such as theatre in education and teacher working in role;
help children to extend and sustain their talk, for example by joining in the
interaction and modelling ways of questioning, or by demonstrating effective
listening and responding strategies (such as requesting children to say more, rather
than doing it for them). This type of encouragement can help children learning
English as an additional language to take longer turns in speaking;
encourage maximum participation in class discussion and whole class work by, for
example, encouraging active responses through the use of wait time and using
varied, open questions and comments;
monitor and assess childrens achievements systematically, identifying strengths and

weaknesses and ways in which they can improve;
make clear to children what is expected of them in talk, by explaining the criteria
for judging achievement and improvement and helping them to review their own
progress through the use of, for example, talk partners, talk logs, or a tape
compiled over time;
enable children to be explicit about the nature of spoken language by teaching
them appropriate terminology for discussing it, including drama conventions.
Class management and organisation

Work in speaking and listening should be planned to make effective use of the range of
groupings possible according to gender, age, ability, confidence, first language, and
number of children. For example, consider:
the advantages and disadvantages of mixed and single-sex groups, the allocation of
lead and supportive roles, and ways of varying these;
using different sizes of groups, in particular how to use pairs which may then join
with other pairs to compare work and move on;
using observers to help a group reflect on how well it has been working;
using specific techniques to structure interaction, such as listening triangles or
jigsawing (see Glossary, page 65);
the benefit of providing time for children to rehearse ideas and information in pairs
or small groups before presentation to larger audiences. This is particularly helpful
for children learning English as an additional language who will benefit from the
detailed nature of the talk expected.
During the teaching of speaking and listening, remember to:
model different kinds of talk, both in and out of role, and be an active, responsive
listener;
give children visual and linguistic prompts to support their talk, especially in more
formal presentations;
discuss and demonstrate how to go about a task, for example how to take turns,
summarise, or conduct an interview;
extend childrens vocabulary through activities which focus on words, alternative
choices, and different ways of saying the same thing in English and other
languages;
draw out less confident children through pair work, drama, careful groupings, and
real and fictional contexts in which they can feel secure;
introduce and teach appropriate terminology for discussing speaking and listening,
for example accent, audience, consensus, context, dialect, diction, discuss,
emphasis, expression, formal, gesture, informal, interview, narrator, negotiate, open
and closed questions, standard and non-standard English, take turns, tone;
teach and use drama conventions such as working in role, hot seating, freeze frame,
communal voice (see Glossary, page 65).

listening

listening
Classroom activities in outline

In order to plan lessons and sequences of activities based on those suggested in the
framework, teachers need to develop tasks and resources. In doing so, they need to
plan specifically for their role and for the organisation and management of the class.
This guidance includes a section on Suggested classroom activities in outline (pages 30
to 54). Each page suggests how a focus for teaching from the framework can be
translated into a classroom context and a sequence of activities. The ideas can be
adapted to the needs of particular classes, children and resources. There are four
examples for each year (a guide to what is included can be found on page 30).
10
The assessment of speaking and listening poses particular difficulties. It is not always
easy to separate childrens skills and achievement from the social dimensions of groups
and preferred behaviour in the classroom. Recognising the oral achievements of the
child who only speaks confidently to the teacher on a one-to-one basis, or the child
who is verbose in all situations, can be difficult. Unlike writing, talk does not leave
permanent evidence which can be revisited (unless it is tape recorded), so it is difficult
to confirm assessments or to agree standards with colleagues.
Nevertheless, it is possible to be clear about the nature of the speaking and listening
being assessed, to apply agreed criteria, and to find efficient ways of noting
achievements. The levels of the attainment target for speaking and listening, together
with the exemplification videos produced by the School Curriculum and Assessment
Authority (SCAA) in 1995, provide the basis for ongoing assessments in the classroom
and summative judgements of levels achieved. The materials from the Qualifications
and Curriculum Authority (QCA) for supporting teacher assessment in year 4 contain
useful models for planning the assessment of speaking and listening.
To be able to trace progress it is necessary to make some notes, otherwise at the end of
the year reports can only be based on memory and impression. There may be
memorable occasions and lasting impressions, but these are unlikely to be a sufficient
basis for reliable assessments of all children across a range of work, or for ascribing
national curriculum levels for speaking and listening.
There are many opportunities for speaking and listening in the literacy hour; when
children listen to the teacher and others in the class, interact in groups and speak in
the whole class context. Similar opportunities exist in other areas of the curriculum.
These all offer evidence of childrens achievements in speaking and listening and areas
in which they could improve.
It is also necessary to set up occasions when the assessment of speaking and listening is
the teachers focus and when the specific skills to be assessed - such as how children
sequence a talk, how they use examples to keep a listeners interest and whether they
speak audibly and clearly to a large group - have been identified. Children need to
learn how to discuss in groups, for example how to take turns, move a discussion on,
argue a case, disagree politely, reach consensus on a way forward and so on. These are
-all skills that can be taught and assessed. Drama activities and work in role provide
vital opportunities to develop the range of talk imaginatively and help children to put
themselves in other peoples shoes. Evaluation of achievement in these areas helps
children to develop creatively and socially. Evidence for listening can be difficult to
identify, but when children are listening effectively they are likely to be noting key
points, following the thread of an argument, and distinguishing ideas from rhetoric.
11

listening
Assessing speaking and listening

listening
Criteria for assessing

When monitoring and assessing childrens achievements in speaking and listening it is
very important to be clear about what is being assessed. It is not their accent or
dialect, the length of their contribution, the opinion expressed, or their confidence and
leadership qualities. It is:
the effectiveness of their talk, including adaptation to purpose, context and

audience;
contributions that show positive and flexible work in groups;
clarity in communicating, including the use of reasons, clear sequences of ideas and
standard English.
The overall plan for assessment

Schools need to agree how they are going to assess speaking and listening, including
ways of:
encouraging children to assess and evaluate their own and each others speaking
and listening;
collecting systematically tangible evidence of talk in the form of group observation
sheets, video and audio recordings, written logs and diaries;
summarising achievement (for example at the end of a term or year), in order to
provide information to help plan for progression in the most appropriate way;
standardising assessments by visiting each others classrooms and discussing
performance, both within school and using the Exemplification of Standards video
produced by QCA/SCAA.
Making and recording assessments

The evidence needed can take different forms:
notes made by the teacher or other adults as an activity is going on or soon after;
notes made by the children in talk logs, group observations, notes for talk and
reflections on them;
some taped work, for example when the task is to produce a radio broadcast.
Recording systems can take various forms the main consideration is that they are
clear; succinct and accessible to all who need to refer to them. The easiest recording
system is probably a loose-leaf folder that contains a page for each child (an example
of a format is given on page 14). Loose-leaf pages can be taken out for use in the
classroom, and additional pages can be added if notes are made when the folder is not
available. In this case it is important to make notes on different children on separate
pieces of paper so that it is not necessary to rewrite any assessments made.
When specific preplanned activities are set up, it is possible to make judgements about
more children because the criteria are clear and the teacher knows what to listen for.
On these occasions, children may also be able to make records of how they think they
have done and discuss with their peers how they worked together against a checklist of
questions and criteria.
12
activities have been specifically set up to teach speaking and listening and the
criteria for success are very clear and have been shared with children. In this case
any notes should be made against criteria. For example, if a task asks children to
give instructions, then the criteria are likely to relate to the brevity and clarity of
the wording, the sequence in which the instructions are given, and the choice of
appropriate vocabulary to convey any technical information;
the planned activities include substantial oral or group work, which may be related
to other aspects of English or another curriculum area. This could include group
work in the literacy hour. In this case, the task should include explicit instructions
about the nature of the talk expected, such as the roles group members should take,
the phasing of the work so there are times built in for planning, recapping, agreeing
action and reviewing progress, and any particular demands in terms of vocabulary
and grammar (such as the use of conditionals in speculating on outcomes);
a contribution is recognised as excellent or significant for a particular child.
Building assessment into curriculum planning

Focusing on two or three children each week. This ensures systematic coverage so that
there are notes on all children by the end of the year and annual assessment and
reporting are much more straightforward. For example, in one week it is possible to
make a note about how two or three children perform in a whole class discussion, a
role play, and when planning an investigation in science. Record sheets for these
children should be to hand in the classroom, so that notes can be made on the spot,
rather than delayed.
Using objectives for whole class monitoring. At times, it is possible to review the
achievements of most of the children in the class. Where the objectives and targets are
clear, a class list can be used to record which children exceed or fall short of
expectations. This can feed into subsequent teaching.
Integrating speaking and listening assessment with other records. Some teachers have
a system of a page per pupil for making notes in the classroom. Observations of
childrens speaking and listening can easily be integrated into such a system.
Termly checks. If the systems described here are in place, then a glance at the records,
perhaps once a term, should reveal any interesting patterns in achievement or
omissions in records that can be remedied. Such checks can also indicate any
differences or similarities between the oral and written skills of particular groups of
children or individuals.
Annual review. When reviewing achievement at the end of a year, or at the end of a
key stage, the information on speaking and listening from these various sources should
be combined to provide feedback to children, assist in refining target-setting, and feed
into teaching plans.
On the next page is a suggested format for recording childrens achievements in
speaking and listening. This could be:
used for a range of assessments;

the main record sheet for each child;
adapted to record the specific criteria for talk in a particular task.
13

listening
It is best to try to collect evidence when:
Speaking and listening

Name and year
Speaking for different audiences:
clarity, intonation, pace
organisation, use of detail
adaptation to audience
use of standard English
Listening and responding:
understand main points
ask relevant questions
respond appropriately
Group interaction and discussion:
take different roles
support others, take turns
make contributions to sustain and

complete the activity
Drama and role play:
improvise and sustain role
plan, perform and evaluate plays
work with others in performance
Next steps:
14
Record sheet
Activity/date
Assessment comments
Example of teachers notes for assessment

Speaking and listening
Name and year
Record sheet
Activity/date
Assessment comments
Speaking for different audiences:
clarity, intonation, pace
organisation, use of detail
adaptation to audience
use of standard English
Listening and responding:
understand main points
respond appropriately
Group interaction and discussion:
take different roles
support others, take turns
make contributions to sustain and

complete the activity
Drama and role play:
improvise and sustain role
plan, perform and evaluate plays
work with others in performance
Next steps:
15
16
A framework for planning

speaking and listening
The framework is structured in three columns, as follows.
General teaching
objectives
Focus for teaching
The objectives suggest

general provision for
teaching which are then
interpreted more
specifically in the second
column. The objectives
cover the speaking and
listening programmes of
study in English and
progression across terms
and years. If the activity
in the second column is
not appropriate, then
teachers should refer to
this first column for
teaching objectives which
can then be turned into
other appropriate
classroom activities.
The activities suggested

may take place in English
or other subjects. The
bullet points mark the
aspects which should be
explicitly taught.
Extending and
reinforcing
The suggestions follow up
the explicit teaching focus
from the previous column
in the context of other
lessons. These do not take
up more curriculum time
but encourage children to
practise and extend their
oral skills in the course of
other lessons. This
emphasises the relevance
of oral skills in other
areas of learning.
17
The structure of the framework
18
following instructions
repeat instructions in sequence to others
learn how to ask for help
Listening and responding

to instructions from the teacher
follow instructions accurately
ask for clarification, if necessary
notice how people in different roles behave differently
sustaining narrative
use once upon a time, one day, suddenly, in the end
use pace, variety of voice
invite and use listener response
Speaking for different audiences

retelling and telling stories
order events using story language
include details to help the listener
speak clearly
Term 2
respond to teacher-in-role to explore character

respond in role to create stories
extended role play

allocate different roles, include the teacher and children
Drama activities
improvisation
explore familiar themes and characters
follow longer and more complex instructions
identify voices associated with different characters
reinforce differences in roles in home corner and role play
in groups
devise questions from a book title or cover
answer relevantly
respond to questions asked by others
in science, eg growing plants unit

contribute observations, suggestions and comparisons to the
group
agree turn-taking to record data in a chart
Discussion and group interaction

investigating, selecting, sorting
devise ways of sorting items in the classroom
ask and answer questions
make relevant contributions
plot, etc
recount events in order

when reading, identify the beginning, name the participants,
Extending and reinforcing
join in repetitions, clapping to rhythm

remembering narrative outline
develop memory and concentration through retelling story, add
details each day to remember and repeat
sequencing an account
use words to signal sequence, eg then, after, next
speak audibly
use detail to help the listener understand
Focus for teaching

to complete stories and poems
sustain concentration
participate appropriately

describing incidents from their own experience
sequence events
show some awareness of the listener
Term 1
Year 1
19
comparing books read in groups of three

take turns to report back
note if there is a consensus
ensure that everyone has a say
in groups, listening to different stories

report on how effects are presented in voice, sound, etc
rotate tapes and groups
introduce criteria for evaluating factors, eg speed, clarity,
interest
story reading week/event/evening

in reading distinguish the narrator, character, climax and
ending
and comments
make evaluations after dance, role play, listening to reports

check if accurate, all agreed, any difficulties, etc
in other subjects, following group work
remember main announcements, presentations, messages
follow up to assemblies
pause for punctuation

interpret punctuation marks by intonation
use different voices for characters
in reading aloud
in different groups, practise the rules for working in groups
Drama activities
responding to drama
discussing why a performance is good
consider motives and issues in response to others performance, consider dramatic moments of plot, character, special effects
eg in visiting theatre groups
and audience participation
consider character, motive and story development by reflecting
on own drama

explaining, reporting, evaluating
explain views to others in the group
choose a spokesperson for the group
organise reporting group views to the class

to taped stories or video
express views about how the story has been presented
compare others views of the tape or video

reading a story aloud
read with some variety in pace and emphasis
comment on how reading relates to features of punctuation
marks and layout
Term 3
using puppets
use different ways of speaking and acting for different
character
make a play and perform it for others
Drama activities
performance and improvisation
act out own stories and well-known stories to different
audiences, eg peers, other classes
respond as themselves in fictional setting to create stories
devising rules for working in groups

when and how to take turns
ask useful questions
involve everyone in the group

planning, predicting, exploring
take turns to speak
listen to others suggestions
talk about what they are going to do
20

watching others plays and presentations
describe what the characters are like
identify aspects of the performance they enjoyed

telling real and imaginary stories
include relevant detail
use the conventions of storytelling
keep the listeners interest
sustain an account
Term 2
Drama activities
improvisation
adopt appropriate roles in small or large groups
use texts, materials, artefacts, images and objects as stimulus
consider alternative courses of action from those in stories or
plays

listen to each others views and preferences
agree the next steps to take
identify contributions by each group member
discussing question language

consider what, where, how, why, when

to others in class
follow instructions, eg in a pair or group
responding to presentations
repeat some highlights
comment constructively
compare with previous experience
composing and preparing a sustained presentation of a story

use clear language patterns, eg refrains, alliteration
use different effects for audience interest
building on the plot and character of a story

improvise an ending
compare this with the writers version
in D&T, when making a product

explain how to pool views on materials, design, steps to be
taken, the product
make decisions
allocate tasks
learning poetry with a regular rhythm/rhyme by heart

recite using beat
emphasise rhyme by using different choral effects
Focus for teaching

reading poems aloud
convey rhyme and rhythm
speak with clarity and use intonation
compare differences in the presentation of poems
Term 1
Year 2
use different words to describe characters

describe a range of ways of presenting stories
give sustained oral accounts
different subjects
use improvisation as a way of responding and interpreting
use talk to get tasks done
in all experimenting and making activities
in geography, art
describe and compare ideas, objects and images
explore rhyming in and between words (link to spelling)
21
in science, eg units on electricity, changing materials

phase discussion by pooling ideas, challenging ideas and
reaching agreement
Drama activities
performance
present parts of traditional and own stories to peers
present work from different areas of the curriculum to others

ensure each group member takes a turn
when reporting, organise helpful links between contributions
review how the group tackled the task and worked together
reflecting on the adaptation of talk to a large audience in assembly develop habit of noting, remembering main points,
consider how main points are emphasised
what is new
note any changes in talk because of listeners reactions
use words to reflect and evaluate
present information and story dramatisation
did you mean

say again, make clear
I agree, partly agree

Im not sure, but
comparing the presentation of an investigation into a subject with

the dramatisation of a story
consider the range of techniques of presenting
consider different language for different purposes
consider interest and intelligibility to the listener
in group work
discuss how to challenge, support and move on others
contributions
put ideas into practice
discussing

to talk by an adult
remember specific points
respond to others reactions
identify what they learned
explain the main or supporting points when reporting or
presenting information
use language to structure the information, eg main point,
sequence of ideas, grouping ideas, conclusion
adapt the information to the audience, eg if the topic is
unfamiliar
notice presentation in a range of TV and video programmes
use different aspects of talk for problem-solving

presentation: explaining process or information
ensure items are clearly sequenced
use selected, relevant detail
end accounts effectively
Term 3
Drama activities
responding to drama
comparing two short video extracts
consider aspects of stagecraft in a live or recorded performance choose words to describe costume, setting,
consider other elements of performance that create mood and
lighting, etc
identify atmosphere
atmosphere

ensure everyone contributes
allocate tasks
consider alternatives and reach agreement
22

watching a broadcast
identify the main points
identify the features of the presentation

reading aloud
use gesture for effect
vary voice for effect, eg volume
Term 2
Drama activities
writing and performance of drama
present drama for other audiences
sequence and develop events and characters

agree a plan for investigation
consider the final outcome
set and meet a deadline

to talk by an adult
use what they learned in their own work

explaining model, process or investigation
use visual aids to interest listeners
Term 1
Year 3
in history or geography, watching a video

identify sections of the broadcast and how these are signalled,
eg, in voice over, music, graphics, pictures
presenting poetry from different cultures (possible on tape)

use accents and intonation to emphasise meaning and humour
writing and performing the script for a play in groups

plan characters and events before writing dialogue
use different ways to engage the interest of the intended
audience
sorting our resources and planning for library-based study

talk to organise roles and action,
eg if you, would you, why dont we, would it be better if
listening to a talk on finding information in a library collection

ask questions that clarify procedures and confirm
understanding, eg does that mean? how do I?
what if?
act on information
using a model or object when explaining

decide how to integrate talk with object
include context, demonstration, comment
use names, pronouns and gesture, eg pointing appropriately
Focus for teaching
then, next, in talks, discussions, broadcasts
notice words and phrases that signal changes in focus, eg now,
instructions, announcements
link characters and accents when reading stories

demonstrate difference in intonation for questions,
identify differences between prose and playscript

consider dialogue, stage directions, layout
use negotiating language in pair work

use brainstorming in groups
content
identify forms of questions to locate, clarify and confirm
give explanations of diagrams and pictures

distinguish uses of this, that, those, in speech and writing
23
Drama activities
responding to drama
focus on themes and characters in live and/or recorded
performances
identify and discuss qualities of others performances

decide what has been learnt
agree lines to be pursued
use resources provided effectively in the group

to others in a whole class discussion
follow up others points
show whether they agree or disagree with others

reading own writing aloud
consider effect of reading aloud, eg how expression adds or
changes meaning
Term 3
Drama activities
improvisation and role play
use drama to explore key moments from a text
respond in role, using language appropriate to given context
consider starting points, finishing points and key moments in
dramatic stories

respond to others in the group
use different ways of moving the discussion on
after watching a play

gather information on characters from dialogue, gesture,
action, costume, relationships to others
consider how well characters were portrayed
impact, eg eye contact, movement, posture
consider non-verbal aspects of communication and their
reporting back on paper
in groups, use different formats for notes, findings and
ago!)
ensure contributions relate to the last speaker (not three turns
discuss ways that expression varies

discuss effects on listeners, eg urgency, reassurance, pleading
use role play to explore moral and social issues
use discussion techniques in different groups
predicting the ending of a mystery novel

agree what is known of plot and character
select significant clues
use key language to take group forward, eg I think, perhaps,
might, maybe, because
whole class role play on an environmental issue

respond directly to specific points made
build on others contributions
disagree politely
reading adventure or mystery stories aloud

alter expression to add suspense, create tension and
atmosphere
vary volume, pitch and tone
during the reading of a story

identify turning points and use tableau or freeze frame to
highlight and develop these moments
develop character through language
in group discussion
encourage contributions from quiet members, eg by
inviting them by name
move discussion on, eg by summing up
use timing
focus on decisions
24
in music and IT
use music with stories or poems as soundtrack, specific setting
or as integral part of ensemble work
listening to a short talk

before the talk, discuss ways of identifying and recording key
points
after the talk, compare the effectiveness of notemaking

to an expert giving information
make notes
compare notes with others
discuss how to make notes
improvisation based on a selection of objects, eg letters,

photographs, clothing
improvise a scene in which characters have distinct roles and
different views of the objects
findings
decide on roles for group members and formats for recording
in science, eg unit on habitats
watching short extracts from similar TV programmes, eg news

and sport
identify and compare contributions of music, words and images
storytelling by individuals and groups

draw on previous learning of presentation skills
discuss storytelling techniques for sustaining listeners interest
develop a storytelling event for the whole school
Focus for teaching

choral speaking
use different voices for different parts
emphasise clarity of diction
Term 2
Drama activities
interpret a range of stimulus material
explore situations described in factual documents
recognise how the roles in situations can be approached from
different viewpoints

explain how the group will be organised
decide what is to be recorded and how
evaluate how members fulfilled their roles

to words with a soundtrack
identify main effects
identify the relationship between words and sounds

telling and retelling stories
use difference storytelling techniques
discuss how telling is adapted to audience
Term 1
Year 4
use notes for planning, recording discussions, reporting back
words, eg photograph, photography
explore rhythm and rhyme in poems

discuss changing patterns of syllable stress in polysyllabic
based on source material
use improvisation to explore and enact moments in history,
reporter, scribe
in small group work experience a range of roles, eg leader,
consider how these work together in broadcasts
music
listen for musical qualities of voice, expressive qualities of
when reporting, explaining, etc

revisit skills, eg use of detail, pace, audibility, repetition,
finishing off
25
Drama activities
responding to drama
discuss the effectiveness of communication in own and others
work
compare different live and/or recorded performances
accept the response and feedback of others

consider how technical aids can help group working
identify resources needed
sustain group working over several sessions

to opposing views on the same subject
identify the main points of each speaker
compare the arguments
compare how the arguments are presented

talking in different contexts
discuss ways to introduce self to a range of others
reflect on how talk varies
Term 3
Drama activities
writing and performing drama
develop scripts based on improvisation
compare the performance of improvisation and scripted drama

accommodate different views
look for consensus
review progress at intervals
watching performances of the same script by different groups

discuss effects and how they were achieved
compare different groups emphases and strengths
in ICT work on collecting and presenting information

identify organisational issues of using computers, time and
group members
evaluate the advantage of paper and screen, and use of
back-up plans
feedback on talk, eg upstaging, dominant, realistic, convincing
develop vocabulary for discussing performance and providing
eg distributing tasks, monitoring progress
focus on organisational strategies in group work,
identify different opinions, pros and cons in a range of topics
talk about how to maintain politeness and interest

use standard English
adults, new arrivals, etc
consider variations in introductions to visitors and other
face to face
compare dialogue in novels and stories, in performances, and
outcomes when working in a group
take responsibility for reaching agreement on plans and
listening to a radio broadcast that includes opposing views on an

issue
use note-making skills to help identify the main points of each
view and how they are presented
investigating, eg by telephoning and reporting on activities and

amenities for summer holidays
discuss how talk varies with age, familiarity, gender, purpose
evaluate effectiveness afterwards
improvising and scripting scenes developed from a novel

perform scripted scenes
consider differences for actors when improvising or delivering
a script
a whole-call role play, eg about local road plans, changes to

amenities or bus routes
identify the range of views and possible resolutions
consider the nature of talk needed to negotiate consensus
26

to persuasive language
identify factual information
analyse use of language
v
identify other methods used to persuade

giving individual talks
discuss organisation of material
consider presentation techniques
Term 2
Drama activities
develop scenes or incidents from novels or poems
write a play/script based on a scene in a novel or poem, or on
a further episode, and present it
listening to broadcast advertisements

identify factual content and features of language used to
promote a product, eg repetition, emphasis, appeal to listener
giving a talk, eg on the background to texts from other cultures or

classic poetry
use notes, distinguishing between written and oral style
use aids and techniques such as repetition, recapping and
humour for emphasis and effect
developing and improving scenes from a novel

compare with the original scene in the novel
devising group plans for group storywriting

decide timescales for completion of stages
allocate tasks
decide times for review and revision
use language of reason and summary
watching sort, contrasting extracts on TV, eg title sequences

identify how content, mood and audience expectations are
established by music, words, images

to words combined with sounds and images
identify how words, sounds and images relate to each other
identify the contribution of each to overall effect

use different levels of planning
modify plans in the light of review
identify next steps for action by the group
presenting the pros and cons of a current issue, eg in geography

select points (pro or con) to make a case briefly
use supporting evidence and answer questions
Focus for teaching

presenting arguments
sequence points logically
support of defend views
Term 1
Year 5
and consider the techniques used
identify occasions in school when language is used to persuade
use these techniques when offering opinions
eg gesture, exaggeration, volume
develop an understanding of techniques used for emphasis,
including description of sets and stage directions
consider how drama scripts are organised and laid out,
group work
develop routines for planning time and allocating tasks in
listen for ways voice can be used to create different effects
when reading aloud
on ideas and issues
give oral reports/summaries and extended answers to questions
27
Drama activities
responding to drama
recognise theatrical effects, eg sound and silence, movement
and stillness, tempo
describe and discuss style and genre in performances seen

make decisions effectively
anticipate possible outcomes and consequences
achieve compromise where necessary

to language in formal and informal contexts
identify differences in the contexts
identify features of the language used

interviews
consider question types
discuss how to organise and pace the interview
consider the role of the interviewer
Term 3
Drama activities
explore different ways of life in other cultures or periods of
history
work in and out of role

discuss ways of taking the lead
consider how to support others in the group
and sadness
consider different ways to convey emotions such as humour
reach them
in group work, focus on decisions to be made and how to
notice how individuals talk to different people
new information
notice how talk varies, eg when greeting someone, conveying
structure how an interviewee gives information
note differences between open and closed questions
experiences
note how peoples views are influenced by their past
are interrelated
in group work, focus on how leadership and support for others
enacting a ceremony, eg a coronation or wedding, using speech

and silence
consider how meaning and impact are expressed by movement,
gesture, etc
mime scenes, focusing on how to convey meaning without
words
a sequence of group activities

consider what decisions have to be made and when
use language of decision-making, eg do we agree, who
disagrees, why, is this the best plan, anything else, so this is
what were going to do
listening to formal and informal talk, eg a news broadcast and

childrens TV
identify aspects of talk which vary between formal and
informal occasions
investigate these ideas in different school contexts
interviewing others in school (including adults)

identify key questions
introduce, sequence and conclude the interview
consider how the interviewer elicits, responds to and
encourages answers
a role play based on issues and events on which people have

strong views, eg child labour in Victorian England and nowadays
invite children in role to give views
improvise discussion by key players
discuss how arguments were presented and whose views might
change
after extended group work (eg in D&T), reflecting on

contributions made to the group
talk about different ways to take the lead, eg organising tasks,
being the expert, chairing the discussion, reporting using notes
support others by encouraging participating, listening carefully
and responding constructively
28
giving talks on issues on which the children have strong views
present a case taking account of opposing views
use gesture, aids and language for effect
Focus for teaching

make notes and review them afterwards
compare the accuracy and usefulness of notes with others
discuss note-taking techniques

whole class debate
use conventions of debating
consider ways of handling disagreement constructively
Term 2
Drama activities
responding to drama
consider the overall impact of a live or recorded performance
recall and describe the drama/theatre forms used by others
discuss alternative presentations of the performance

group members take more than one role during task
identify steps for future action for each group member
combine the results of individuals work
outcomes
in pairs and groups, focus on synthesising ideas and evaluating
and volume, in different situations
note the use of persuasive techniques, including gesture, pace
recognising others views
consider ways of expressing reservations, modifying views and
statements
reinforce the need for reasons and evidence to support
using sustained listening

decide the best way to make notes
compare notes with others for accuracy and usefulness
discuss how note-taking varies depending on context and
purpose
a formal debate, eg on TV viewing restrictions for children

adopt the role of a forceful, single-minded protagonist
encourage pointed, relevant questions from the audience
techniques
practice making notes in different ways and consolidate
take the role of spokesperson, even when disagree

synthesise views in a discussion
adapt scenes from classic texts for different audiences,

watching a complete performance (live or taped) of a classic
eg younger children
adaptation
identify dramatic ways of conveying characters and ideas, and
building tension
consider differences between performed and written versions
during group work, eg for geography in which individuals

complete specific tasks
consider how to combine individual contributions
evaluate progress and agree the next steps for individuals

when listening to others give their views
more persuasive use of language, emotive words and
analyse and evaluate the use of language
exaggeration
consider the use of any other persuasive techniques, eg gesture note standard and non-standard forms
consider the way these link to the main points

presenting a persuasive argument
discuss the organisation of points
use persuasive techniques
conclude the presentation effectively
Term 1
Year 6
29
a role play, exploring the language of disagreement and ways to

disagree and reach understanding
explore use of language, eg you may be right but, even so,
theres another way of looking at that, a lot of people think,
some of that is true, be reasonable, hold on
note the consequences of agreeing or disagreeing on further
progress
Drama activities
devise work for a target audience
redraft their own scripts created for performance in the light
of feedback

identify issues and seek advice
deal with criticism

to language variation, standard and dialect
identify differences in the language used
relate differences to context and purpose

interviewing in groups
listen to presentation of interviewers
discuss the roles of each member of the group
Term 3
the target audience, identifying clues such as reference to topic,

actors and special effects
read reviews of theatre, TV and live entertainment and discuss
more information, solutions, eg please explain more, do you

mean, what do you suggest
use a variety of ways to respond to criticism, seek clarification,
words and expressions
collect examples of dialect words only used by peers, and new
ways
present purposes, focus and outcomes of activities in formal
evaluating
ask varied questions in different roles, eg chairing, scribing
information, giving instructions
use different voice techniques when reading aloud, presenting
personal experience, broadcasts and classroom interaction
consider examples of conflict and resolution in stories,
devising a performance for an audience outside school, eg young

children, old people
consider how to adapt the presentation for a specific audience
in art, pairs and groups meeting to discuss progress and problems

when making artefacts
define the problem
criticise constructively
respond to criticism
identifying contrasting language in a variety of contexts, eg visit to

a new school or teacher, sports day, party
identify informal and formal language
identify standard English and dialect
a group interview with a well-known local person

introduce, present and conduct the interview appropriately,
using standard English
define roles and support each other
rephrase and reshape questions if necessary
Drama activities
presenting poems using narrator, chorus, different voices, tableaux
present poems aloud
discuss the relationship of presentation to response to poem
explore themes involving dreams, hopes, fears and expectations consider the effectiveness of presentation

m identify ways of coping with disagreement
m evaluate how the group has worked together
30
writing and performance of
drama
develop scripts based on
improvisation
compare performance of
improvisation and
scripted drama
From script to stage

(term 2)
writing and performance of

drama
drama for other
audiences
sequencing/development
of events and characters
Bringing characters to life

(term 1)
improvisation
adopt appropriate roles
in small or large groups
use texts, materials,
artefacts, images and
objects as stimulus
consider alternative
courses of action from
those in stories or plays
What should she do?

(term 1)
improvisation
explore themes and
characters
respond to teacher-inrole to explore character
respond in role to create
stories
Talking puppet
(term 1)
Drama
activities
explaining, reporting,
evaluating
use of summing up
responding to others in
the group
moving the discussion on
Spotlight on groups
(term 2)
talk by adult
respond to others
reactions
identify what they
learned
Remember, remember
(term 3)
notes
From talk to page
(term 2)
Wasteland
(term 3)
Good question!
(term 1)
investigating, selecting,
sorting
devise ways of sorting
items in the classroom
ask and answer
questions
make relevant
contributions
See how they grow
(term 1)
discuss how to make
investigating, selecting,
sorting
consider how technical
aids may help group
working
sustain group working
over several sessions
Group work to deadlines
(term 3)
others
make notes
compare notes with
others in whole class

discussion
show whether agree or
disagree with others
to others in class
follow instruction (eg in
a pair or group)
expert, giving information
Listen to me
(term 1)
telling/retelling stories
use of storytelling
techniques
how telling is adapted to
audience
Year 4
Discussion
and group
interaction
The good story-teller

(term 1)
Tell me a story
(term 2)
using a model or object

when explaining
decide how to integrate
talk with object
include context,
demonstration, comment
use names, pronouns and
gesture, eg pointing
appropriately
Its like this
(term 1)
Year 3
taped stories or video

express views about how
the story has been
presented
compare others views of
the tape/video
Good story tapes guide
(term 3)
telling stories, real and

imagined
conventions of
storytelling
keep the listeners interest
sustain an account

order events using story
language
include details to help
the listener
speak clearly
Year 2
Listening and
responding
Speaking for
different
audiences
Year 1
Time travel
(term 2)
life in other cultures or

periods of history
devise detailed work
based on personal
histories
explore different ways of
planning, predicting,
exploring
use different levels of
planning
modify plan in light of
review
identify next steps for
action by group
Editorial team
(term 1)
language in formal and

informal contexts
identify differences in the
contexts
identify features of the
language used
Talk detectives
(term 3)
Poetry showcase
(term 2)
individual talks
organisation of material
techniques of
presentation
Year 5
This table shows which aspects of the General teaching objectives are illustrated for each year group.
Suggested classroom activities in outline
response to drama
consider overall impact
of live or recorded
performance
recall and describe the
drama/theatre forms
employed by others
discuss alternative
presentations of the
performance
Page or stage
(term 1)
Oh no, it isnt
(term 2)
explaining, reporting,
evaluating
ways of coping with
disagreement
evaluate how group
has worked together
language variation, standard

and dialect
identify differences in
language used
relate differences to
context and purpose
Who says what?
(term 3)
Believe me
(term 1)
presenting a persuasive
argument
organisation of points in
argument
use of persuasive
techniques
conclude the
presentation
Year 6
YEAR 1
term 1
Talking puppet
The year 1 class has had some difficulties settling in and getting on together. Working
with a puppet provides the children with a supportive fictional setting in which they
can address these issues
Focus for teaching
Activities
Drama activities
extended role play
allocate different roles,
include the teacher and
children
notice how people in
different roles behave
differently
1. Introduce the glove puppet bear and move him to communicate his shyness. The
puppet warms to the children as they smile and wave. Explain that the puppet
bear is about to start school and ask the children if they remember what it was like
when they first started school a few months before. Listen to their comments about
hopes and anxieties.
3. Change the puppets mood suddenly, making him seem anxious. Tell the children
that the bear is worried about making friends at school. Ask the children how they
made friends at school and what advice they could give to the puppet (this might
include advice on how to include new learners of English, or families new to the
neighbourhood). Manipulate the puppet so that he appears to listen intently to the
advice. Tell the children that the bear is very grateful for all this advice and wishes
to make friends with them.
4. Select children and, in turn, use the puppet to get them to practise what they have
suggested (eg shaking hands with the puppet, playing a hand-patting game with the
puppet, pointing out directions to the puppet). Make the puppet communicate his
appreciation for all this help and friendship and reinforce how helpful the class has
been.
reinforce differences in roles

in home corner and role play
The same puppet can participate in role when groups of children are engaged in other
imaginative play (eg asking for help or clarification about how to carry out a task, or
how to talk to someone). Encourage the children to manipulate puppets as different
characters in a range of situations. You can then develop more oral interaction with
individual children.
31
2. During this discussion the puppet interrupts you and indicates that he has
something to say. Report the puppets questions and worries to the children, who
should then give reassurance and any demonstrations of skills needed. Manipulate
the puppet to show that he is feeling more relaxed and is glad to be among friendly
children.
YEAR 1
term 1
See how they grow

As part of the childrens investigative work in science, they learn how to work in
groups, to make observations and record them in ways that can be shared.
Activities
Discussion and group

interaction
in science, eg growing plants
unit
contribute observations,
suggestions and
comparisons to the group
agree turn-taking to record
data in a chart
1. Show the children a pot plant that has been grown outdoors and explain that their
task is to notice as many things as possible about it. Produce an observational
drawing of the plant in response to the comments the children make. Then present
similar plants to pairs of children and ask them to exchange observations before
drawing the plant. Partners confirm that all details mentioned are included.
Focus for teaching
2. Empty a pot-bound plant to reveal its roots. Ask the children to work in pairs and
make observations to each other. Then show the children cress in a punnet and
remove a seedling to reveal the root. Ask the children to make observations and to
be prepared for one partner to report observations to the class, if requested. Guide
the discussion by asking for differences then similarities between the roots,
emphasising the language of comparison (eg longer, thicker; whiter; straighter;
more twisted). Particularly when working with children learning English as an
additional language, it is important to build up comparative expressions and
precise vocabulary in different contexts.
3. Introduce the idea that plants need light for healthy growth (eg what would happen
to the plants if they were covered with black sheeting or carpet?). Working in
groups of three, ask the children to suggest how they can find out whether a plant
needs light then to nominate one of the group to report back their suggestions.
Gather these suggestions into a list.
4. For the investigation, give each group a punnet of cress cut in half. Ask the children
to discuss and record their observations of the cress, (eg height, colour, number of
leaves). The children should then monitor their plants every other day, making
comparisons with previous observations and recording their findings. They should
decide how to take turns and in what order group members will make records
(eg alphabetical order). Encourage the children to help their recorder by making
suggestions for drawing, measurement and writing (eg make the leaves a bit more
yellow, say the stems are longer this time). Check these negotiations and talk to the
class about the effective examples heard.

in groups
devise questions from a
book title or cover
answer relevantly
respond to questions asked by
others
32
In subsequent group work (eg before reading a shared book), ask the children to adapt
methods of recording observations and note questions to follow up.
Build on the childrens ability to give reasons for answers based on close observations
(eg how is this different from that, how do you know, who agrees/disagrees?).
YEAR 1
term 2
Tell me a story
In order to develop childrens response to, and understanding of, storytelling
techniques, retell a section of a simple adventure story such as Funnybones by Janet
and Alan Ahlberg.
Focus for teaching
Activities

sustaining narrative
use once upon a time, one
day, suddenly, in the end
invite and use listener
response
1. Reading and retelling part of the story. After briefly discussing the book cover,
invite children to predict the language of the story opening. Responses are written
on separate pieces of card (eg one starry night, when the moon was shining in
addition to once upon a time). Read the story as far as, eg the arrival in the park,
and ask the children to provide the main points.
3. Composing new story sequences. Ask a child to choose two items from a collection
hidden behind a screen and use them to make a sound (eg crushed pebbles on a
tray, scrunching of cellophane, keys rattling). Demonstrate how this can help you
to imagine two events, then model how these events could be linked by using
connectives drawn out of a lucky bag containing the words so, suddenly, just
then, after that, in a little while, just when. Select two and use them to link the
imagined sequences. Invite questions by asking, Is there anything you are
wondering about?. Include the details the children have added when retelling the
newly composed Section of the story.
4. Ask the children to work in pairs to compose their own two events, based on two
different sounds. They should then select two connectives for retelling their new
section, and add details. Partners retell this section including the connectives and
details.
5. Effective techniques. Write a story before the lesson and use two puppets to tell the
story to the children. One puppet should retell the story in a boring manner (eg
speaking too quickly, mumbling, in a monotone, too quietly, too loud, with
inappropriate pauses). Ask the children to comment. Another puppet should then
retell the story with great clarity, using appropriate tone, speed, expression,
dramatic characterisation, and the skills modelled earlier. Encourage the children to
reflect on the retelling and identify positive skills.
6. Pairs should follow this model, and some retell to the whole class, so that effective
techniques are identified.
identify voices associated

with different characters
Reinforce childrens knowledge of these techniques in retelling sections of stories with

different characters (eg mannerly talk in Mr Gumpys Outing, rude talk in The Hungry
Giant and apologetic talk in Willy the Wimp). There are opportunities for bilingual
pupils to demonstrate their understanding of the style of characters by retelling key
sequences in languages other than English.
33
2. Retell the episode and check with the children that the main points were included.
In pairs, ask the children to decide how they will start their own retelling, choosing
either the original opening of the book or one of the suggestions made earlier. Ask
the children who are listening to confirm that their partners have included all the
interesting details.
YEAR 1
term 3
Good story tapes guide

Compiling a guide for good narration by reading stories with different settings.
Focus for teaching
Activities

in groups, listening to different
stories
report on how effects are
presented in voice, sound,
etc
introduce criteria for
evaluating factors, eg speed,
clarity, interest
1. Remind the children of the story of The Three Bears and recap the main events
together. Explain that the children are to listen to a tape of the story and discover
how the narrator makes the story interesting, (eg using her voice, other effects). At
the end of the story, note their observations (eg different voice used for different
characters, sound effects, speech clear and not rushed). Draw their attention to
other features (such as speeding up and slowing down voice, mood expressed by
tone of voice, high and low voices, emphasis).
2. Play the tape again and ask the children to listen for these qualities. End the Session
by writing the qualities observed as criteria for good narration under headings (eg
voice for characters, excitement, speed, sound effects).
3. Explain that the children will listen to taped stories in groups during the week. Each
group will listen to the same three well-known stories of less than five minutes
duration (eg Ten in a bed by Penny Dale; Cant you Sleep Little Bear by Martin
Waddell; A Dark, Dark Tale by Ruth Brown). Taped versions of these stories
demonstrate some of the criteria identified in The Three Bears. Give each group a
prompt sheet for their story, which includes the title and prompts for evidence of
good narration. Play the tapes through once and ask the group to discuss and then
record qualities on the prompt sheet. Play the tapes a second time to see if the
children can spot any additional qualities (write comments on the prompt sheet for
any group that needs additional support).
4. As the week progresses, review the details on the prompt sheets. Each group should
appoint a spokesperson to present its findings. For each story in turn, groups
identify similar and any additional qualities noted by their group.
5. As the stories are reviewed, complete one sheet of qualities for good narration
which is entitled Our Guide for Making Good Story Tapes.
6. Ask the children to select their favourite story and choose three qualities that they
will try to include in their narration. Tell them to practise their story and record it
on a personal or class tape, then circulate these for others to listen to and comment
on the effective qualities. Revise the list (see 1. and 2. above) for class reference.

remember main
announcements,
presentations, messages
34
Over a number of weeks, encourage the children to provide feedback on how spoken
information was easier or harder to remember because of the ways in which the
speaker gave the message.
YEAR 2
term 1
Good question!
Focus for teaching
Activities

consider what, where, how,
why, when
1. Carry out initial work to develop childrens understanding of the nature and
purpose of questions, eg following comments about the weather, ask questions such
as when did it stop raining, what was the weather like when you were out in the
playground. Use the childrens responses to show that questions are used to gain
information. Then show the children an object. Ask them to work in trios and to
think of questions they would like to ask about it. As the children ask their
questions, make a mental note of the key words they use (eg what, where, how,
why, when, who). Write up the question words for the children to see and draw
any that have not been used to their attention, asking them to use words to
compose questions. Point out how each word elicits different information and
make sure that the children can read the key words in preparation for the next
session.
2. Working in pairs, ask the children to tell their partners what they did yesterday
evening. Then ask the listeners to select two question words from the cards and use
them to ask questions (eg What did you have for tea?, When did you go to
bed?). Remind the children that the questions must be genuine: something that
youre really wondering about. When the pairs have exchanged questions and
answers, they join another pair and tell them the extra details they found out
through their questions (eg Claire said that she had tea but I found out what she
had for tea - jacket potatoes, beans and cheese and I found out that she went to
bed at eight oclock). Move among the groups, confirming and helping. Ensure
that all children have full opportunities to explore the different meanings of the
question words.
3. Ask the children to bring in their favourite toy. In groups of six, get them to play
the questions game during the course of the day. Write key words for questions
(as above) on separate carpet tiles and ask each child in turn to sit in the experts
chair while another child asks questions with the aim of finding out as much
information as possible. Every child should have a turn at asking and answering.

in geography, art
describe and compare ideas,
objects and images
In groups or pairs, ask the children to decide what questions they will ask to find out
more about a place or a picture they are studying. Ensure that feedback from different
groups illustrates the way in which the information relates to the specific questions
asked.
35
In preparation for investigative work in history, the class learns about a range of
question types and practises using them to find out different information.
YEAR 2
term 1
What should she do?

The class is working on folk tales and stories in which plot and characterisation are
clear. The children have become familiar with Little Red Riding Rood in shared
reading sessions.
Focus for teaching
Activities
Drama activities
building on the plot and
character of a story
improvise and ending
compare this with the
writers version
1. Give the whole class an introduction to the setting of the Little Red Riding Hood
story, using a large photograph, painting, poster or projected image of a dense
wood. Ask the class to describe the wood then write descriptive words on to post-it
notes and ask the children to place them on the picture.
2. Introduce a tape-recorded soundtrack of atmospheric music and read the opening
of the story against this background. Encourage the children to add to the
description of the wood using post-its.
3. Ask the children to suggest why villagers might go into the wood in pairs or groups
rather than alone. Ask them to imagine they are adult villagers and then assemble
in a circle while, in role, you explain that there is a woman who regularly sends her
daughter into the wood on her own to visit her grandmother. Ask the children:
what could we say to the woman to persuade her that it is not wise to let her
daughter go into the wood alone?. Encourage the children to make suggestions
about potential dangers and what might be done to avoid them.
4. Stop the drama by stepping out of the circle, explaining that you will now pretend
to be the woman. Then re-enter the circle saying that you have heard that the
villagers wish to speak to you. Encourage the children in role as the villagers to use
persuasive arguments in discussion with the woman who politely but firmly
counters their advice.
5. Stop the drama and discuss what has happened.
6. Introduce a printed version of Little Red Riding Hood (eg the first part of Stan
Cullimores Big Book version). Read the text up to where Little Red Riding Hood
enters the wood, then select a child to take the role of Little Red Riding Hood and
ask the rest of the class to he the trees in the wood. Ask Little Red Riding Hood to
walk in among the trees and, as she passes each one, the children in role whisper or
speak her thoughts.
7. Out of role, ask the children to make up their own ending for the story, sitting in a
circle and taking it in turns to add the next instalment. Compare their versions with
the text, and discuss the differences between versions and their impact. Ask the
children to link this story with others that have simple, innocent main characters.
use improvisation as a way of

responding and interpreting in
different subjects
36
Use the techniques of improvisation to encourage a wider understanding of complex

issues where there are conflicting viewpoints to consider, such as in history or RE.
YEAR 2
term 2
The good story teller
Focus for teaching
Activities

composing and preparing a
sustained presentation of a story
use clear language patterns.
eg refrains, alliteration
use different effects for
audience interest
1. Explain that the class is going to work on story telling and how to become a story
teller. In order to show the difference between effective and ineffective story telling,
tell a story that is not familiar to the children. At the beginning of the day tell the
story with a minimum of detail in a monotone, and connected by and then, and
then and then. At the end of the day retell the story with details of settings,
characters and plot, elaborating characters motives, feeling and relationships and
including dialogue. Use expression and intonation to good effect and use interesting
connectives. Encourage the children to identify these elements and draw their
attention to any they have not noticed. Compose a list under the title A Good
Story Teller....
2. Play a guessing game using repetitive phrases from stories and asking the children
to guess which story is represented. Organise the children into groups of six and
ask them to select a well-known traditional story to tell in sections. After a trial
run, each child should draw a small picture of their section as a prompt, and
should choose a suitable connective from a selection written on cards (eg after that,
all of a sudden, just then, when, luckily, unfortunately, eventually, because).
Remind the groups to tell the story in story language, including repetitive phrases,
and tell the children to listen very carefully to the section before their own so that
they can build on what has already been said.
3. Working in groups of three, give the children pictures or photographs depicting
scenes and settings. Ask them to look carefully and silently at the cards for two
minutes then to share things that they have noticed with their group. Move around
the groups to encourage interesting descriptions of settings.
4. Then ask them to think of something that has happened in their family that
nobody else has heard of and the family would not mind being shared (eg a holiday
event, a funny or unusual incident). Tell the children that their story has to last for
at least one minute. Encourage other group members to ask questions that extend
details and descriptions.
5. Show the children a collection of items (eg a gardening jacket, garden fork, dried
vegetation, a mug, a frog, a violin). Give each group a different collection that
depicts characters and settings. Explain that the items have come out of a story and
that they are going to compose a story and tell it to the other members of their
group. The story should last for more than two minutes and must be told using
story language. Draw the childrens attention to the Good Story teller chart
composed previously and review the features that they should try to include in their
story: story language and repetitive phrases; character descriptions; dialogue and
motives; descriptions of setting; expression, intonation, pauses for suspense;
connectives (as in 2. above).
Ask children to start their stories with It was the time of day when..., and then to
provide a description. Give the children time to practise their individual stories and
present all the stories during the course of the week.
37
In a unit of work on traditional stories with patterned language, children gradually

acquire skills that contribute to effective, sustained story telling.
YEAR 2
term 3
Remember, remember
Using assembly times to develop skills of memorising and reflecting on talk.
Activities

reflecting on the adaptation of
talk to a large audience in
assembly
consider how main points
are emphasised
note any changes in talk
because of listeners
reactions
1. Invite the school meals provider to visit the classroom and tell the children what is
for lunch, describing five items. Explain that the class is going to play a memory
game and ask the visitor to remind them of the five items before leaving. Explain to
the children a method to help them remember by creating pictures in the mind.
Before lunch, working in pairs, ask one child to name items for lunch, and the
other to check and agree. Share class feedback on whether pictures in the mind
helped them to remember.
Focus for teaching
2. Before attending an assembly where achievements are to be celebrated, tell the

children that they will play the same memory game. Ask them to create pictures in
the mind of four children and their achievements. When they return to class, give
them silent time to rehearse their pictures in the mind. And at the end of the day
ask them to make simple quick symbols or drawings to use as prompts to tell
partners about the four children and their achievements. Move among the class,
listening to the use of visual prompts, then lead a discussion on how effective the
method has been.
3. Before attending class assembly, tell the children that they have to notice any ways
in which the presenters help them to remember important points. On returning to
class, make observations (eg spoke clearly, used pictures and artefacts, emphasised
points).
4. Before attending school assembly, tell children to observe how the headteacher
emphasises an important point (eg makes sure that everyone is quiet and listening,
changes tone of voice, repeats some points, asks volunteers to remind the assembly
of some points). During class feedback, draw the childrens attention to any skills
not observed.
5. Invite a visiting speaker to assembly to talk to the school, eg about Danger on the
Railways. Remind the children to use the memory game techniques again, asking
them particularly to notice how the speaker responds to the children. Back in class,
invite observations (eg answered questions with more than a yes or no answer,
gave more description, asked children to put up their hands rather than shout
out, when children didnt understand, explained it in another way, smiled and
praised the children when they remembered points made).
develop habit of noting,

remembering main points,
recognising what is new
38
Where appropriate, ask children to memorise messages at the end of one day to be
remembered the next. After listening to talk, encourage the children to reflect on how
presenters emphasise points and adapt their talk in other situations.
YEAR 3
term 1
Bringing characters to life

Working in characterisation in drama, the class prepares to write short scenes for
performance and investigates how to make characters come alive.
Focus for teaching
Activities
Drama activities
writing and performing the
script for a play in groups
plan characters and events
before writing dialogue
use different ways to engage
the interest of the intended
audience
1. Listen to the beginning of an audiotape of a book which opens with a musical

prelude. Ask the children to describe the character suggested by the opening
signature tune. Show them the book cover and explain who the character is. After
shared reading of the front cover, ask the children questions about the character,
and what his or her name suggests.
3. In groups, give children parts and read along with the tape, before reading it
through a second time, conveying the characters in their own way. Then gather the
class back together and, in turn, ask groups to perform their interpretation of an
episode. Tell the rest of the class to listen with eyes shut, then to comment on the
pictures that were brought to mind by the groups readings.
4. Use a new chapter to teach playscript form. Ask children to follow the text as the
audiotape is played, then to work out what will be needed to stage a similar
episode. Use a page from a big book to introduce the conventions of playscript
text, including the voice of the narrator and stage directions.
5. Accompanied by a musical soundtrack, provide narrative links for each group of
children as they enact short scripts that they have written. Encourage the class to
talk about what was effective in the performances, and how helpful the stage
directions were in enabling them to create characters and scenes.
identify differences between

prose and playscript
consider dialogue, stage
directions, layout
Working in pairs, ask the children to study the layout of a story book and a playscript
and to identify different ways in which speakers words are shown and how details of
setting and movement are treated. Over time, encourage the class to build up a list of
different conventions and how to use these.
39
2. Give out copies of the book and play the next section of the tape where the main
character enters. Discuss the interactions between characters and speak some of the
dialogue together.
YEAR 3
term 1
Its like this

The class is finding out how to use aids in presentations and developing skills of
spoken description. Diagrams, models or artefacts drawn from different curriculum
areas are useful resources.
Focus for teaching
Activities

using a model or object when
explaining
decide how to integrate talk
with object
include context,
demonstration, comment
use names, pronouns and
gestures, eg pointing
appropriately
1. Introduce an object. Make explicit a number of different ways of talking about it

by modelling briefly a variety of approaches (eg very anecdotal, overladen with
facts, lots of information about the background but hardly mentioning the object).
Through questioning, get the children to consider the differences between
approaches, asking them to identify the strengths and weaknesses of each.
2. Ask the children to work in groups to make a list of features of a good
introduction, discussing and noting important elements. Then, as a class, make a
list of important features as an aide-memoire (eg clear explanation about an object
and its use, significant features, sufficient background without overwhelming detail,
the use and explanation of terminology).
3. Ask the children to think of an object that they would like to introduce to the class.
These could be of general interest, or focused on a theme such as toys, to be
brought to school on a certain day. The children draft their own letter asking
permission to borrow an object, having first talked about what to include.
4. Children work in pairs to prepare their presentation making use of the aidememoire. Explain that they have five minutes each to talk through some of their
ideas about the object and to listen to their partners responses. Use a talk frame to
support preparatory work that gives suggestions including name of object,
description, background, reason it was chosen, emphasising that these headings are
to be used as a stimulus to talking. After five minutes ensure that the second child
has his/her turn. Then give another five minutes for each partner to make any
further notes and to practise their presentation.
5. Before listening to the presentations, agree a list of elements to listen for. In order
to overcome time pressures, children present to each other in groups, to other
classes, to adults such as parent helpers, or onto tape or video. Lead the feedback
about presentations by asking questions about the amount of information given
and the way it was explained.
give explanations of
diagrams and pictures
distinguish use of this, that,
those, in speech and writing
40
When reading information texts, draw attention to links between illustrations and
words. What makes them work well together? Note occasions when spoken
descriptions are easy or hard to follow because of a spoken use of this, that and
those rather than precise referents. When drafting, encourage children to check that
written work is more precise than speech when describing something the reader cant
see.
YEAR 3
term 2
Spotlight on groups
Children are working in groups to answer questions as experts (eg as a means of
clarifying ideas about a text, finding out more about a characters motivations or
background as part of a drama activity, or to explore a topic within another
curriculum area).
Focus for teaching
Activities

interaction
in group discussion
encourage contributions
from quite group members,
eg by inviting them by name
move discussion on, eg by
summing up
use timing
focus on decisions
1. Put the children into small groups to research a topic. The different groups should
research topics which are related to each other, such as exploring different
characters perspectives on an event.
3. Bring the class back together and put each group in turn in the spotlight. This
could he organised in different ways (eg each member of the group could he asked
to answer questions in turn, or the group could have a spokesperson). The child
answering should he supported and helped by the rest of the group (eg the pupil in
the spotlight can ask for help from the rest the group, or a 20-second delay might
be agreed before a question can he answered, in order to allow the group to
confer).
4. When all the groups have been in the spotlight, each group reviews and summarises
what they have discussed. Ask them to focus on a question and agree a one or two
sentence summary of their ideas to present to the class.
5. Reflection. Ask the children to consider how they worked together in the various
phases of the activity. How did they encourage everyone to be involved in the
initial discussion? What were good ways of supporting each other when they were
being asked questions? Prompt the children to consider what elements they could
improve or whether they have any suggestions for different ways of working. Draw
the ideas together in a plenary session by using the technique introduced in the
lesson, sum up your idea in one sentence to summarise the main ideas emerging
from the reflection.
use discussion techniques in

different groups
Apply the in the spotlight technique as a means of clarifying childrens thinking about
different ideas. Once the children are familiar with the technique, they can apply it in
different contexts, and it can he helpful for children learning English as an additional
language to work in groups where collaboration is clear and structured.
41
2. Explain to the groups that they are to be experts on the topic and will be expected
to answer questions about it later. They should consider what they know about the
background of the topic, the types of question they might he asked, and then work
out in outline the kinds of answer they would give. Emphasise that this is a
collaborative effort and that all the group should feel confident and able to answer
any questions.
YEAR 3
term 3
Waste land
The class has been working on the impact of physical setting in adventure stories, and
is now preparing to work in role on an environmental issue.
Focus for teaching
Activities

whole class role play on an
environmental issue
respond directly to specific
points made
build on others
contributions
disagree politely
1. Discuss with the class the term waste land, and talk about the attractions and
dangers of such places.
2. The children work in small groups to identify the range of opinions that waste land
is likely to raise (eg children might enjoy playing there, local residents might object
to the dumping of rubbish). They report back their ideas.
3. Draw an outline shape for an area of waste land on a large sheet of paper and ask
children to invent a name for it. Use a mixture of open questions to establish its
features and develop ideas (eg What do you think might be in the middle of the
waste land?) and closed questions to add information to the map (eg You want
there to be a war memorial opposite this wall?).
4. Ask the children to take on roles as different people who live nearby (eg local
residents, people interested in natural history, children working in groups). Tell
them to prepare a photograph or still image that sums up the way these different
groups use or view the waste land. After five minutes planning time, discuss initial
thoughts and ideas. Set a time limit for the completion of the still image then, as a
class, consider each image in turn. Encourage the children to build a brief story of
an incident or moment, perhaps by improvising and acting out what might happen
immediately after this moment.
5. Use teacher in a role, such as an official from the local planning department, to
introduce a problem. Explain that there have been so many complaints about the
waste lands dangerous state that the council has decided to clear the entire area.
Announce that there will be a public meeting to discuss the plan at the local
community centre tonight.
6. Out of role, ask the children to work in groups for ten minutes to prepare
arguments to use at the public meeting. Each group should represent a particular
viewpoint (eg local residents, children, naturalists).
7. Return to role and invite each group to attend the meeting. Chair the meeting or
appoint someone to do it for you. Using the map of the waste land, tell the
community represented at the meeting that you are here to explain the councils
ideas and to gather their points of view. The children present their ideas, ask
questions of each other and address issues raised by previous speakers. Conclude
by summarising different opinions.
8. Out of role, encourage reflection on how contributors built on others views, and
on the different sorts of talk. Draw out significant elements of listening and
responding (eg who listened well and how do you know, how were ideas built up,
how were conflicting arguments handled).
ensure contributions relate to

the last speaker (not three
turns ago!)
42
In other group work, or concentrated listening, ask pupils to keep a listening log in
which they note instances of relevant contributions, and the way new speakers indicate
how they have attended to the previous speakers points and ideas.
YEAR 4
term 1
Listen to me
Focus for teaching
Activities

storytelling by individuals and
groups
draw on previous learning of
presentation skills
discuss storytelling techniques
for sustaining
listeners interest
develop a storytelling event
for the whole school
1. Discuss with the class what makes a good story-teller. Children might recall specific
examples drawn from within the class or school, or effective story-tellers they have
seen or heard, or a recording of a story-teller (eg from the Company of Storytellers),
or tell a story yourself, to encourage the class to focus on the features of a good
performance. Then provide a very brief summary of the story told and ask the class
to identify what has been lost by cutting out both detail and dramatic performance.
2. Give the class, working in groups, an introductory passage from a well-known
story. Ask them to explore different ways of telling the story (eg by varying pace
and volume, by highlighting and emphasising a theme, such as Cinderellas
mistreatment, or by adopting a strong role as the narrator). Explain that this is a
telling and that story-tellers will change details or embroider the tale in order to
intrigue the listener. If possible, tape some examples of different groups
experimenting.
3. Draw the groups together again and ask for a progress report focusing on what is
working well, what different techniques they have explored, what ideas they have
rejected. Ask the class to listen to some of the taped draft examples and comment
on features of presentation that are interesting and worth developing.
4. Ask the children to practise one of their versions of the story to present as part of a
story telling event (eg a special assembly, a presentation to parents or to younger or
older children). Emphasise that their story telling skills need to bring the story to
life, and to involve the listeners. List some features for attention, such as audibility,
use of eye contact and gesture, repeating significant plot details, involving the
audience in the story by getting them to join in with a chorus.
5. The groups research the complete story they are going to tell, and practise
sustaining the mood or approach developed in their favourite version of the opening
passage. As the children become more confident that they can recall the details of
the story, highlight specific elements of the performance (eg how they conclude the
story so that twists in the tail or punchlines are given emphasis) and keep in mind
the intended audience (eg by choice of vocabulary which is suitable for the age and
understanding of the listeners). Set a time limit of no more than five minutes for
each story.

when reporting, explaining, etc
revisit skills, eg use of detail,
pace, audibility, repetition,
finishing off
A storytelling circle, where children pass words or phrases between them, building on
each others contributions, can be adapted to introduce different elements or moods
into the story, providing opportunities for first reading and then telling a part of a
story will enhance childrens understanding of the differences between the modes.
43
In preparation for this unit, children could consider the similarities and differences
between oral and written story telling.
YEAR 4
term 2
From talk to page

Making notes is a major focus of text level work in the National Literacy Strategy
Framework for Teaching in year 4. This unit complements note making from print by
using talk as the source material. It can he based on a television or radio broadcast, such
as a childrens news programme with at least three distinct or self-contained extracts.
Activities

before the talk, discuss ways
of identifying and recording
key points
after the talk, compare the
effectiveness of note making
1. Provide a minimum of introduction before viewing or listening to one of the

recorded extracts. After the broadcast, ask the class what they can recall, focusing
in particular on factual information.
Focus for teaching
2. Discuss how they could have been helped to remember more. What could have
been done in advance to prepare or orientate them to content? Why might this be
important? What could they have done during the broadcast to aid their memories?
Talk about different sorts of note making, such as listing key words or phrases,
using headings provided in the programme, generating a series of questions,
representing ideas diagramatically. Link this with similar work undertaken in
reading and writing. Finally ask the children to consider what they could have done
after the broadcast to clarify their understanding (eg ask questions, talk in pairs
about the programme).
3. Briefly introduce the second extract, linking its theme to the childrens own
knowledge and experience. Ask the children to make notes as they watch or listen,
using whatever approach they feel is best. Let them watch the extract and discuss it
with a partner, suggesting they add to their notes during the discussion. Finally,
question the class on the information in the extract.
4. Encourage the children to reflect, in pairs, on whether they have remembered more
this time. Did the note making help? Ask them to identify two or three ways in
which their notes are similar to and different from those made by their partners.
Share different ideas as a class and get the children individually to identify one
approach to note taking that they will use again, and another that they will
borrow and try out for themselves.
5. Play the class a third extract from the recording, having first introduced it and
prepared them to make notes. Again, let them compare ideas about what they have
heard or seen at the end, and check their factual recall. Then provide an
opportunity for them to discuss their note taking techniques with a different
partner, ensuring that they focus on how well these help them recall the details of
what they have heard.
6. As part of the plenary section of the lesson, ask the class to reflect on the
differences between making notes when using a written or a spoken source. Do the
same techniques apply or do the different forms require their own approaches?
Finally, list with the class the important lessons from the activity in order to apply
them to similar activities in the future.
use notes for planning,

recording discussions,
reporting back
44
In other work, ask children to review the use of different note making techniques and
how these can vary according to the purpose for which they are made, as well as
varying when the sources of information differ.
YEAR 4
term 2
From script to stage

The class is investigating through improvised drama what life was like on the fens in
17th century East Anglia, eg using The Flight of the Mallard by Rosemary Hayes.
Focus for teaching
Activities
Drama activities
improvising and scripting scenes
developed from a novel
consider differences for
actors when improvising or
delivering a script
1. Show the class a projected image of two figures in fenland landscape carrying poles
with hunted wildfowl. Introduce an appropriate recorded soundtrack while reading
a passage from the novel and ask for childrens impressions of the setting and
characters represented in words, sound and pictures.
Make notes on post-its, or ask the children to make notes and put them on the
picture. These will form the basis of scripted drama later.
3. Introduce a script writing frame or a storyboard proforma and explain how this
can be used. Ask the pairs to work together to translate what they have improvised
into script.
4. Ask pairs to swap scripts and act them out, paying attention to stage directions.
Encourage the class to consider the differences for themselves as actors in the
improvised scenes and the scripted scenes. Take feedback from the groups and
prepare a list of features, highlighting key differences between improvisation and
scripted scenes.
5. As a class, read several chapters of the novel covering similar events to those just
dramatised. Then ask the children to compare the two versions of events as
depicted in the novel with their own improvised and scripted drama, building up a
shared knowledge of how language can be changed by an actors performance.
compare dialogue in novels

and stories, in performances,
and face to face
When children are writing stories which use dialogue, encourage them to reflect on the
differences between talk written down and ways in which speech can be crafted to
interest other readers or an audience.
45
2. Ask the class to work in pairs for five minutes, improvising a duck hunt (A as a
seasoned duck hunter, B as a novice). Ask for comments on the skills demonstrated
and the progress of the novices. Then ask the class to continue with the drama for
five minutes, reversing A and B roles to encourage empathy with both characters
perspectives.
YEAR 4
term 3
Group work to deadlines

Speaking and listening learning objectives can be integrated with work in ICT once
children have been introduced to software packages for data collection and have
developed skills in using these.
Focus for teaching
Activities

interaction
in ICT work on collecting and
identify organisational issues
of using computers, time
and group members
evaluate the advantages of
paper and screen, and use of
back-up plans
1. Introduce the class to an ICT task, eg collecting data on themselves or about the
use of particular school facilities, like the library. Explain the purpose and audience
for the task and link this with the way that the information will he presented, eg if
the data is to be used for mathematics work, graphic presentations, block and pie
graphs may be more useful than a spreadsheet print out.
2. Ask the class to brainstorm a list of the tasks which are required to complete the
activity, eg interviewing, recording data, in-putting data. Then ask the class to work
in groups to discuss and sequence the tasks, to estimate how long each will take
and how best each task can he done, eg in pairs, individually. If necessary, support
the discussion by the use of a framework that identifies the areas for consideration.
3. Share ideas from the different groups as a class, so that children see the practical
implications of their suggestions. After a discussion, clarify the problem(s), eg with
the time we have available we wont all have completed this work until the middle
of next term!, and then ask them to work in pairs or groups to come up with a
timetable. Offer further challenges to groups by questioning, pointing out
difficulties, and applauding sensible solutions.
4. Get groups to explain their solutions to another group. Encourage them to respond
positively. Join in with a number of groups and model how to ask questions
politely, encourage note taking, and explain how to use diagrams to explain
complex ideas. Then ask each group to summarise briefly their solution to the
problem and present it to the whole class.
5. Listen to and note the range of solutions. Help the class to classify their ideas
relating to, eg hardware, the number of computer terminals available, the
distribution of tasks, interviewing, or the gathering of data. Agree a plan of action
and sensible back-ups such as asking for help from more experienced computer
users.
6. As the ICT task progresses, encourage the class to reflect on their work, eg do any
of their organisational ideas need refining, are they keeping to their timetable or
allocation of roles?
focus on organisational
strategies in group work, eg
distributing tasks, monitoring
progress
46
Encourage consideration of how tasks and activities across the curriculum are best
organised to time. Develop frameworks to help children monitor their progress in
different tasks and use these to reflect on working practices.
YEAR 5
term 1
Editorial team
Building on work on story structure during the term, and following readings on the
theme of Christmases past and present, children are writing stories in groups for a
class anthology called An unforgettable Christmas.
Focus for teaching
Activities

interaction
devising group plans for story
writing
decide timescales for
completion of stages
allocate tasks
decide times for review and
revision
use language of reason and
summary
1. Outline the class task to produce an anthology of stories on the theme of

Christmas. Lead a class brainstorm of ideas and possible titles, indicating the issues
to be discussed in groups (setting, first/third person narrative, past/present).
Encourage variety of approaches. Set an overall time limit, eg all stories word
processed by end of week 2 and ready for illustrating.
2. Ask children to work for 20 minutes in groups to decide on setting, characters and
some complication to be resolved within the story. The groups record their main
ideas on a large sheet of paper.
3. The class reviews progress with the teacher. One member of each group uses notes
to provide an oral summary of groups decisions so far.
4. Discussion led by the teacher considers which group has made the most progress
and why. Then discuss the most efficient ways of completing the task, listing
possible strategies, using pupils suggestions, eg
two pupils write, two revise and add suggestions, one word processes;
write paragraph each in turn after agreeing structure and plot;
two draft then others expand descriptive detail and character;
one person to be progress chaser, one to be final editor.
5. Then ask the groups to decide upon tasks and time limits, which should be listed in
a WHO/WHAT/BY WHEN? table which is displayed for reference. Then they
continue writing tasks, using time in an extended writing session later in the week.
6. On completion of their stories, each group reviews the success of the task: what
went well, what didnt work within groups and why. A framework for noting
STRENGTHS/WEAKNESSES/REASONS is provided for views to be summarised in
writing.
7. In a plenary, ask one member of each group to summarise their review using the
groups notes.
8. Teacher summarises in the form of written guidelines to be displayed for future
reference.
develop routines for

planning time and allocating
tasks in group work
Across the curriculum, encourage children to make use of the guidelines they have
generated in all tasks involving collaborative writing. Monitor how children identify
and assume different roles in joint working, and ensure that all children have
opportunities to participate in the full range of aspects of joint working.
47
YEAR 5
term 2
Poetry showcase
The class has been studying a variety of classic narrative poems during the term.
Focus for teaching
Activities

giving a talk, eg on the
background to texts from other
cultures or classic poetry
use notes, distinguishing
between written and oral
style
use aids and techniques such
as repetition, recapping and
humour for emphasis and
effect
1. Using reference material provided, half the class (A) investigates the biographies of
authors of well-known classical poems recently studied. Each child makes notes on:
2. The other half of the class (B) works in small groups to practise or discuss in order
to become experts in presentation, including:
key factual details;

any additional details that will interest others;
other writing by the same poet.
use of the OHP;

rules for holding listeners interest;
dos and donts of delivering an interesting talk;
using notes to help give a talk.
Give an input on this last aspect, discussing different approaches such as: use of cards,
key words, prompts on OHT, highlighting words to encourage children to consider the
pros and cons of each technique. Each group makes short notes and elects a
spokesperson.
3. B groups share their expertise by giving brief advice, or demonstrating the OHP.
Supplement this advice as necessary, for instance adding points about repetition,
using tone of voice for emphasis, using humour and questions to gain attention.
4. Ask pairs of children (one A and one B) to work together to polish up their
biography talk using the expertise of the B group member and the notes from A.
5. A selection of biography talks are presented to the whole class (sufficient to cover
all authors represented). Other presentations might be delivered in groups and
some speakers should use an OHP.
6. As a class, review which talks were most interesting and why. Encourage attention
to specific features of presentation as well as to how the content was organised.
Individually, ask children to jot down What Ive learnt about preparing and giving
a talk.
develop an understanding of
techniques used for
emphasis, eg gesture,
exaggeration, volume
use these techniques when
offering opinions
48
From time to time, draw attention to the way individual expressions of views sound
more or less effective because of the way they are spoken. Give children practice in
saying things differently.
YEAR 5
term 2
Time travel
Focus for teaching
Activities
Drama activities
a role play based on issues and
events on which people have
strong views, eg child labour in
Victorian England and nowadays
invite children in role to
give views
improvise discussion by key
players
discuss how arguments were
presented and whose views
might change
1. After the children have had time to familiarise themselves with the background,
lead them into drama work. To set the scene, the class selects key moments from
the texts and rehearses a whole group montage of these to give an impression of
working life in the past and present. Children play this in roles, eg in tableau, or
with some movement to emphasise character identity.
2. Divide the class into four groups, two to represent Victorian groups, two to
represent contemporary groups. Each group should contain, in role, workers,
children, parents, employers and a member of a welfare organisation or the police
force. Ask the children to develop roles for the main participants, both in support
of and against the use of children as workers. For about ten minutes each group
prepares a drama based on a meeting of the people in their group, eg in the street,
in a school hall, outside the factory gates, at a council meeting, at a town meeting.
3. Each group shares its scenario with the rest of the class. The class then discusses
how the arguments were presented. What differences were there between the
attitudes of Victorians and present-day people? Whose views might change?
4. In role as a time-traveller, act as chairperson as the two centuries come together.
With the whole class now in role, both 19th and 20th century people meet and
debate the pros and cons of change.
note how peoples views are

influenced by their past
experiences
The children interview older people to find out about an event from their experience,
then present improvised versions of personal histories. Children research into life in the
past, eg the sixties, to make a radio programme on tape including music and sound
effects. The tape could be played to others or a live version taken to local community
groups.
49
Using text extracts from Mayhew and Dickens, the children have found out about
conditions in the factories and workhouses of Victorian England. They then compare
these with accounts of present-day casual work for children, eg newspaper rounds,
working on a farm.
YEAR 5
term 3
Talk detectives
The class has been investigating formal written language, particularly through
comparing letters written to newspapers.
Focus for teaching
Activities

listen to formal and informal
talk, eg a news broadcast and
childrens TV
identify aspects of talk
which vary between formal
and informal occasions
investigate these ideas in
different school contexts
1. Give an introduction on formal and informal speech, with reference to childrens

recent reading, TV and radio. Use an example to demonstrate, such as how
different people greet each other (consider pupil/friend, teacher/pupil,
teacher/teacher, pupil/school visitor, headteacher/pupil). Show how observations can
be noted. For example:
FOCUS: Greetings.
WHERE
school reception area
WHO
pupil and visitor
WHAT
Good morning Mrs B.
Welcome to our school.
Please would you sign the visitors book.
Common activities
2. Introduce the idea of talk detectives investigating formal and informal talk
throughout the school and using the framework above to note its use.
3. Give each group of about five or six children two particular aspects to investigate.
Possibilities include: farewells, asking a favour; asking questions, apologising,
saying thank you, disagreeing, complaining
4. Ask the groups to discuss where they might investigate during the course of a week
and to talk about their initial hypotheses about what they think they might find.
5. The investigations take place, with individuals making notes according to the
observation framework. Encourage children to add any other observations.
6. Monitor progress during the week and suggest observation possibilities. It is helpful
if the period chosen includes time when there are school visitors and children have
access to a range of people and situations, eg assembly, lunchtimes, open evening.
7. The class reconvenes to share findings. Summarise the findings and, through
questioning, develop childrens understanding of features determining formality, eg
relationship, age, familiarity, place.
notice how talk varies, eg

when greeting someone,
conveying new information
notice how individuals talk
to different people
50
Continue observational work on talk by exploring formal and informal ways of giving
information, eg presentation of new topics by teacher, children recounting what they
have learnt to one another, differences between boys and girls talking. Where
appropriate, invite children who speak other languages to illustrate how formal and
informal distinctions are signalled.
YEAR 6
term 1
Believe me
The class is working on presenting a persuasive argument. The choice of topic could
relate to class reading or to a local, national or topical issue. Alternatively, children
could choose their own topic, related to an issue they feel strongly about, eg
experiments on animals, dangerous sports, homework.
Focus for teaching
Activities

giving talks on isues on which
the children have strong views
present a case taking
account of opposing views
use gesture, aids and
language for effect
1. Introduce the activity as preparation for giving talks to a parallel year 6 class.
Emphasise careful organisation of key points and supporting these points with
reasons.
3. Ask the partners to join with another pair to try out the presentation of their views
individually. Listeners must ask for reasons where these are not provided and make
general comments about how to improve the argument.
4. Choose one or two individuals to present their views to be challenged by the class.
Support the children by modelling how they might respond (eg thats not true
because, you might be right but, I think you have misunderstood, but dont you
think that...).
5. Review briefly with the whole class ways of emphasising points of view and use of
technical aids, drawing on year 5 work.
6. Choose representatives to present to the parallel class (choices can be made with
groups or the whole class). The discussion on this choice enables the class to review
initial learning points such as careful organisation and reasons to support
arguments. The class might vote for representatives.
reinforce the need for

reasons and evidence to
support statements
consider ways of expressing
reservations, modifying
views and recognising
others views
Over the course of a term, children note expressions used effectively by speakers who
build on what others have said or wish to change their original point of view. In
reading, children look for ways in which arguments are shaped by writers.
51
2. Ask the children to work in pairs to present their views on a chosen or given topic,
initially to another pair. They can make very brief notes but should he discouraged
from writing too much. Instead they rehearse, using each other as a listening
partner. Remind children of how to be effective listeners, modelling characteristics
of attentive and probing questions.
YEAR 6
term 1
Page or stage
The children are studying classic stories and how these are told in different dramatic
forms, eg a live stage production of A.A. Milnes Toad of Toad Hall is compared with
the original novel of the play, Kenneth Grahames The Wind in the Willows, noting the
playscript.
Activities
Drama activities
watching a complete
performance (live or taped) of a
classic adaptation
identify dramatic ways of
conveying characters and
ideas, and building tension
consider differences between
performed and written
versions
1. After watching Toad of Toad Hall, children work with the playscript and the original
novel. Using a short section from the play script Act IV, scene 2 The Secret Passage,
the children read aloud, to bring out qualities such as tension and humour, and to
become familiar with the language. Next, in small groups they rehearse the scene to
make the action effective for an audience. The class then responds to these
presentations and discusses possible improvements.
Focus for teaching
2. The children look more closely at the script, particularly the stage directions: how
do these help the actor and the director to create effective dramatic action? What
clues do they give about how the scene is to be played? The children identify stage
directions which relate to characterisation and those which indicate the staging, eg
ideas for lighting or set. Next assist the dramatic interpretation by using thoughttracking and freeze-frames as rehearsal exercises to explore character, and clarify
specific moments from the scene, eg what is Badger thinking and why? What does
Toad feel compared to Mole? Why are they there at this time? What are they
hoping to achieve? How important is this journey for the different characters?
3. The children rehearse again the scenes/sections and these are appraised from the
audiences viewpoint.
4. The children examine a corresponding section from The Wind in the Willows to
consider, eg how Kenneth Grahame originally conveyed the tension and humour
which is apparent in the play script? What has A.A. Milne done in order to convert
this into the drama studied? How does the novel section differ from the play script?
What different information is given in the two versions and why, eg Toads
character, or the leadership of Badger?
5. The class examines a new section from the novel (eg Mole/Toad lost in the Wild
Woods, the Picnic, the Courthouse scene). They write their own scripts for a short
section and compare this with the corresponding one from the playscript,
considering the effect on an audience.
6. Working together, the whole class considers what skills the novelist and playwright
share? What skills are different? Flow is tension and atmosphere communicated by
the different versions? What have children learned about the craft of the
playwright, the director and actor?
adapt scenes from classic

texts for different audiences,
eg younger children
52
The class converts a short prose extract of a classic novel into a drama. For year 4
children, an example might be Dickens A Christmas Carol, or section of The
Mahabharata. The chosen section should have potential for dramatic tension, clear
characterisation and be a self-contained episode of the epic story, avoiding large
numbers of people or unmanageable effects so as to concentrate attention on live
theatre.
YEAR 6
term 2
Oh no it isnt!
The class is working on constructing effective arguments in writing.
Focus for teaching
Activities

interaction
a role play, exploring the
language of disagreement and
ways to disagree and reach
understanding
explore use of language,
eg you may be right but,
even so, theres another way
of looking at that, a lot of
people think, some of that is
true, be reasonable, hold on
note the consequences of
agreeing or disagreeing on
further progress
1. Give an initial input considering how we disagree without coming to blows, and
whether it is always possible or desirable to come to an agreement.
2. Give the children a brief for a task involving role play. The children should work in
groups of three (A, B and C). Present each group with a role play card requiring A
and B to take opposing views on an issue (eg parent and child on time for going to
bed; teacher and pupil on homework). A card might read: The mother (A) says B
has to go to bed by 8 oclock tonight because s/he has had a lot of late nights
recently. B wants to stay up to watch a special programme at 9 o clock. B starts the
discussion by explaining why s/he wants to see the programme. There needs to be
at least two different sets of role play cards.
4. Cs observe the role play, make brief notes and report back to the class. Ask more
confident pupils to suggest what words, phrases or actions might be helpful in
resolving the problem. The class then suggests resolutions to each issue.
5. Change the role cards and A/B/C roles, so there is a different observer and context.
Ask groups to repeat the exercise with the aim of using a greater variety of
disagreement phrases but eventually achieving some resolution. Tell the children
that you will provide a prompt for this, eg when I ring the bell try to come to an
agreement.
6. In the plenary session, ask the children how this helps them work together in
groups in class. The class should agree a few ground rules which can then be
written up for display.
consider example of
conflict and resolution in
stories, personal experience,
broadcasts and classroom
interaction
In other activities as speakers and listeners, encourage children to expand their

observations of how conflicts are resolved. Compare these observations with the
presentation of arguments in fiction. Point out ways in which they can make use of the
language of disagreement and agreement in reporting outcomes of some group work.
53
3. Child C is the observer. While As and Bs are preparing, brief Cs on what to look
for. What words or phrases do they use to disagree or argue with?
YEAR 6
term 3
Who says what?

The class is investigating language use beyond the school in a number of sessions
during half a term, including homework time.
Focus for teaching
Activities

identifying contrasting language
in a variety of contexts, eg visit
to a new school or teacher,
sports day, party
identify informal and formal
language
identify standard English
and dialect
1. Give an initial introduction to revise previous learning about formal and informal
speech. If possible, watch some brief video or audio extracts. Then in groups or as
a whole class, ask the children to consider factors which affect the degree of
formality (such as the relationship of the speaker and listener, age differences,
seniority, familiarity, setting, speakers purpose), and features which vary with
different speakers (eg vocabulary, dialect, volume of voice, pace, body language). It
is useful at this stage to distinguish between dialect and accent. Present key points
as an aide-memoire for children to refer to in their investigation.
2. Introduce the investigation and invite the class to suggest different opportunities
and contexts in which they might gather observations during the following weeks,
eg sports day, a historical visit, a party, a visit to a new school, parents evening.
The childrens homework is to think about the investigation, to talk to others, eg
parents, about opportunities, and to choose an occasion to investigate. They might
choose to focus on one person such as interviewing an elderly person about her
memories. Children may use a tape-recorder instead of written notes to capture
their observations. They sign up on a display chart to indicate what their
investigation will be.
3. Provide a written framework for observations with the headings SITUATION,
PEOPLE INVOLVED and OBSERVATIONS. Some children will be able to
comment with just the support of the aide-memoire. Provide more structure and a
narrower focus for others, eg make a list of the unusual words used and ask how
an interviewee would say the same thing.
4. Monitor progress about half way through the investigation in order to clarify,
support particular pupils, and extend or refocus observations.
5. Once the reports have been handed in, highlight particularly significant findings
and then share in a class discussion with each child contributing at least one
interesting finding. The investigations could be illustrated and collected together for
the school library.
collect examples of dialect

words only used by peers,
and new words and
expressions
54
Class works on a mini thesaurus presenting local contemporary vocabulary, showing

what they have found out about dialect, slang and colloquial expressions. Each child
contributes at least one entry.
Progression through years 1 to 6
The table shows the framework for planning speaking and

listening organised by strands, to show progression from
years 1 to 6.
55
56
T2
Y3T1
presentation: explaining process or information

ensure items are clearly sequenced
use selected, relevant detail
end accounts effectively
T3
reading aloud
use gesture for effect
vary voice for effect, eg volume
explaining model, process or investigation

use visual aids to interest listeners
telling real and imagined stories

use the conventions of storytelling
keeping the listeners interest
sustain an account
reading poems aloud

convey rhyme and rhythm
speak with clarity and use intonation
compare differences in presentation of poems
T2
Y2T1
reading a story aloud

read with some variety in pace and emphasis
comment on how reading relates to features of
punctuatio nmarks layout
T3

order events using story language
include details to help the listener
speak clearly
describing incidents from their own experience

sequence events
show some awareness of listener
T2
Y1T1
presenting poetry from different cultures (possibly on tape)

use accents and intonation to emphasise meaning and
humour
using a model or object when explaining

decide how to integrate talk with object
include context, demonstration, comment
use names, pronouns and gestures, eg pointing
appropriately
use language to structure the information, eg main point,
sequence of ideas, grouping ideas, conclusion
adapt the information to the audience, eg if the topic is
unfamiliar
composing and preparing a sustained presentation of a story

use clear language patterns, eg refrains, alliteration
use of different effects for audience interest
learning poetry with a regular rhythm/rhyme by heart

recite using beat
emphasise rhyme by different choral effects
story reading week/event/evening

in reading distinguish the narrator, character, climax
and ending
explain the main or supporting points when reporting or

discussing
give explanations of diagrams and pictures

distinguish different uses of this, that, those, in speech
and writing
link characters and accents when reading stories

demonstrate differences in intonation for questions,
instructions, announcements
explore rhyming in and between words (link to spelling)
pause for punctuation

interpret punctuation marks by intonation
identify voices associated with different characters
sustain narrative
use once upon a time, one day, suddenly, in the end
invite and use listener response
recount events in order

when reading, identify the beginning, name the
participants, plot, etc
sequencing an account
use words to signal sequence eg then, after, next
speak audibly
use detail to help the listener understand
Focus for teaching
57
interviewing in groups
listen to presentation of interviewers
discuss the roles of each member of the group
T3
whole class debate

use conventions of debating
consider ways of handling disagreement constructively
presenting a persuasive argument

discuss the organisation of points
use persuasive techniques
conclude the presentation effectively
T2
Y6T1
interviews
consider question types
discuss how to organise and pace the interview
consider the role of the interviewer
T3
giving individual talks

discuss organisation of materials
consider presentation techniques
presenting arguments
sequence points logically
support or defend views
T2
Y5T1
talking in different contexts

discuss ways to introduce self to a range of others
reflect on how talk varies
T3
choral speaking
use different voices for different parts
emphasise clarity of diction
telling and retelling stories

use different story-telling techniques
discuss how telling is adapted to audience
reading own writing aloud

consider effect of reading aloud, eg how expression
adds or changes meaning
T2
Y4T1
T3
reading adventure or mystery stories aloud

alter expression to add suspense, create tension and
atmosphere
vary volume, pitch and tone
develop an understanding of techniques used for emphasis

eg gesture, exaggeration, volume
use these techniques when offering opinions
note differences between open and closed questions

structure how an interviewee gives information
reinforce the need for reasons and evidence to support

statements
consider ways of expressing reservations, modifying views
and recognising others views
take the role of spokesperson, even when disagree
synthesise views in a discussion
ask varied questions in different roles, eg chairing, scribing,

evaluating
present purposes, focus and outcomes of activities in
formal ways
a formal debate, eg on TV viewing restrictions for children

adopt the role of a forceful, single-minded protagonist
encourage pointed, relevant questions from the audience
a group interview with a well-known local person
introduce, present and conduct the interview
appropriately,
using standard English
defining roles and support each other
rephrase and reshape questions if necessary
giving talks on issues on which the children have strong views

present a case taking account of opposing views
use gesture, aids and language for effect
interviewing others in school (including adults)

identify key questions
introduce, sequence and conclude the interview
consider how the interviewer elicits, responds to and
encourages answers
give oral reports/summaries and extended answers to

questions on ideas and issues
presenting the pros and cons of a current issue, eg in geography

select points {pro or con} to make a case briefly
use supporting evidence and answer questions
giving a talk, eg on background to texts from other cultures
or classic poetry
use notes, distinguishing between written and oral style
use aids and techniques such as repetition, recapping and
humour for emphasis and effect
consider variations in introductions to visitors and other

adults, new arrivals, etc
talk about how to maintain politeness and interest
explore rhythm and rhyme in poems

discuss changing patterns of syllable stress in polysyllabic
words, eg photograph, photography
in music and IT
use music with stories or poems as soundtrack, specific
setting or as integral part of ensemble work
investigating, eg by telephoning, and reporting on activities
and amenities for summer holidays
discuss how talk varies with age, familiarity, gender,
purpose
evaluate effectiveness afterwards
when reporting, explaining etc.

revisit skills, eg use of detail, pace, audibility, repetition,
finishing off
story-telling by individuals and groups

draw on previous learning of presentation skills
discuss story-telling techniques for sustaining listeners
interest
develop a story-telling event for the whole school
discuss ways that expression varies

effects on listeners, eg urgency, reassurance, pleading
Focus for teaching
58
following instructions
repeat instructions in sequence to others
learn how to ask for help
T2
Y4T1
to others in a whole class discussion

show whether they agree or disagree with others
T3
to an expert, giving information

make notes
compare notes with others
discuss how to make notes
to words with soundtrack

identify main effects
identify the relationship between words and sounds
watching a broadcast
identify the features of the presentation
to talk by an adult
use what they learned in their own work
to talk by an adult
respond to others reactions
identify what they learned
watching others plays and presentations

describe what the characters are like
identify aspects of the performance they enjoyed
T2
Y3T1
T3
Y2T1
to others in class
follow instructions, eg in a pair or group
T3
to taped stories or video

express views about how the story has been presented
compare others views of the tape or video
follow longer and more comples instructions
develop habit of noting, remembering main points,

recognising what is new
identify forms of questions to locate, clarify and confirm

content
notice words and phrases that signal changes in focus,

eg now, then, next in talks, discussions, broadcasts
ensure contributions relate to the last speaker (not three

turns ago!)
listen for musical qualities of voice, expressive qualities of

music
consider how these work together in broadcasts
use notes for planning, recording discussions, reporting

back
reflecting on the adaptation of talk to a large audience in

assembly
consider how main points are emphasised
note any changes in talk because of listeners reactions

before the talk, discuss ways of identifying and recording
key points
after the talk, compare effectiveness of note-making
watching short extracts from similar TV programmes, eg news

and sport
identify and compare contributions of music, words and
images
whole class role play on an environmental issue

respond directly to specific points made
build on others contributions
disagree politely
in history or geography, watching a video

identify sections of the broadcast and how these are
signalled, eg in voice over, music, graphics, pictures
listening to a talk on find information in library collection

ask questions that clarify procedures and confirm
understanding, eg does that mean? how do I? what if?
act on information
use different words to describe characters

describe a range of ways of presenting stories
in geography, art
describe and compare ideas, objects and images
remember main announcements, presentations, messages
join in repetitions, clapping to rhythm
responding to presentations
repeat some highlights
comment constructively
compare with previous experience

consider what, where, how, why, when
in groups, listening to different stories

report on how effects are presented in voice, sound, etc
introduce criteria for evaluating factors, eg speed, clarity,
interest
to instructions from the teacher

follow instructions accurately
ask for clarification, if necessary
remembering narrative outline

develop memory and concentration through retelling story,
add details each day to remember and repeat
Focus for teaching
to complete stories and poems

sustain concentration
participate appropriately
T2
Y1T1
59
to language variation, standard and dialect

identify differences in the language used
relate differences to context and purpose
T3

make notes and review them afterwards
compare the accuracy and usefulness of notes with others
discuss note taking techniques
analyse and evaluate the use of language
consider the use of any other persuasive techniques,
eg gesture
T2
Y6T1
to language in formal and informal contexts

identify differences in the contexts
identify features of the language used
T3
identify factual information
analyse use of language
identify other methods used to persuade
to words combined with sounds and images

identify how words, sounds and images relate to each
other
identify the contribution of each to overall effect
to opposing views on the same subject

identify the main points of each speaker
compare the arguments
compare how the arguments are presented
T2
Y5T1
T3
identify contrasting language in a variety of contexts,

eg visit to a new school or teacher, sports day, party
identify informal and formal language
identify standard English and dialect
using sustained listening

decide the best way to make notes
compare notes with others for accuracy and usefulness
discuss how note-taking varies depending on context and
purpose
when listening to others give their views

note persuasive use of language, emotive words and
exaggeration
note standard and non-standard forms
consider the way these link to the main points
listening to formal and informal talk, eg a news broadcast

and childrens TV
identify aspects of talk which vary between formal and
informal occasions
investigate these ideas in different school contexts
listening to broadcast advertisements

identify factual content and features of language used to
promote a producer, eg repetition, emphasis, appeal to
listener
watching sort, contrasting extracts on TV, eg title sequences

identify how content, mood and audience expectations
are established by music, words, images
listening to a radio broadcast that includes opposing views

on an issue
use note-making skills to help identify the main points of
each view and how they are presented
Focus for teaching
identify different opinions, pros and cons in a range

of topics
notice how talk varies, eg when greeting someone,

conveying new information
notice how individuals talk to different people
note the use of persuasive techniques, including

gesture, pace and volume, in different situations
practice making notes in different ways and

consolidate techniques
collect examples of dialect, words only used by peers

and new words and expressions
identify occasions in school when language is used to

persuade and consider the techniques used
when reading aloud

listen for ways voice can be used to create different
effects
60

decide what has been learnt
agree lines to be pursued
use resources provided effectively in the group
T3

respond to others in the group
use different ways of moving the discussion on

agree a plan for investigation
consider the final outcome
set and meet a deadline
T2
Y3T1

ensure each group member takes a turn
when reporting, organise helpful links between
contributions
review how the group tackled the task and worked together
T3

ensure everyone contributes
allocate tasks
consider alternatives and reach agreement

listen to each others views and preferences
agree the next steps to take
identify contributions by each group member
T2
Y2T1

explain views to others in the group
choose a spokesperson for the group
organise reporting group views to the class
T3

take turns to speak
listening to others suggestions
talk about what they are going to do

devise ways of sorting items in the classroom
ask and answer questions
make relevant contributions
T2
Y1T1
in different groups, practise the rules for working in

groups
predicting the end of a mystery novel

agree what is known of plot and character
select significant clues
agree key language to take group forward, eg I think,
perhaps/might, maybe, because
in group discussion
encourage contributions from quiet group members,
eg by inviting them by name
move discussion on, eg by summing up
use timing
focus on decisions
sorting out resources and planning for library-based study

talk to organise roles and action, eg if you, would you,
why dont we, would it be better if
in group work
discuss how to challenge, support and move on others
contributions
put ideas into practice
in science, eg units on electricity, changing materials

phase discussion by pooling ideas, challenging ideas
and reaching agreement
in groups, use different formats for notes, findings and

reporting back on paper
use discussion techniques in different groups
use negotiating language in pair work

use brainstorming in groups
use words to reflect and evaluate

I agree, partly agree
Im not sure, but
did you mean
say again, make clear
use different aspects of talk for problem-solving
in all experimenting and making activities

use talk to get task done
in other subjects, following group work

check if accurate, all agreed, any difficulties, etc
in groups
devise questions from a book title or cover
answer relevantly
respond to questions asked by others
in D&T, when making a product

explain how to pool views on materials, design, steps to
be taken, the product
make decisions
allocate tasks
comparing books read in groups of three

note if there is a consensus
ensure that everyone has a say
devising rules for working in groups

when and how to take turns
ask useful questions
involve everyone in the group
in science, eg growing plants unit

contribute observations, suggestions, and comparisons
to the group
agree turn-taking to record data in a chart
Focus for teaching
61
a sequence of group activities

consider what decisions have to be made and when
use language of decision making, eg do we agree, who
disagrees, why, is this the best plan, anything else, so this
is what were going to do
after extended group work, eg in D&T, reflecting on

contributions made to the group
talk about different ways to take the lead, eg organising
tasks, being the expert, chairing the discussion, reporting
using notes
support others by encouraging participation, listening
carefully and responding constructively
devising group plans for group story writing

decide time scales for completion of stages
allocate tasks
decide times for review and revision
use language of reason and summary
in ICT work on collecting and presenting information

identify organisational issues of using computers, time
and group members
evaluate advantages of paper and screen, and use of
back-up plans
a whole-class role play, eg about local road plans, changes to

amenities or bus routes
identify the range of views and possible solutions
consider the nature of talk needed to negotiate consensus
in science, eg unit on habitats

decide on roles for group members and formats for
recording findings
Focus for teaching

make decisions effectively
anticipate possible outcomes and consequences
achieve compromise where necessary
T3

discuss ways of taking the lead
consider how to support others in the group

use different levels of planning
modify plans in the light of review
identify next steps for action by the group
T2
Y5T1

consider how technical aids can help group working
sustain group working over several sessions
T3

accommodate different views
look for consensus
review progress at intervals

explain how the group will be organised
decide what is to be recorded and how
evaluate how members fulfilled their roles
T2
Y4T1

in small group work experience a range of roles, eg leader,
reporter, scribe
take responsibility for reaching agreement on plans and

outcomes when working in a group
focus on organisational strategies in group work,

eg distributing tasks, monitoring progress
develop routines for planning time and allocating tasks in

group work
in group work, focus on how leadership and support for

others are interrelated
in group work, focus on decisions to be made and how to

reach them
62

identify issues and seek advice
deal with criticism
T3

identifying ways of coping with disagreement
evaluate how the group has worked together

group members take more than one role during task
identify steps for future action for each group member
combine the results of individuals work
T2
Y6T1

in pairs and groups, focus on synthesising ideas and
evaluating outcomes
consider example of conflict and resolution in stories,

personal experience, broadcasts and classroom interaction
use a variety of ways to respond to criticism, seek

clarification, more information, solutions, eg please explain
more, do you mean, what do you suggest
during group work, eg for geography, in which individuals

complete specific tasks
consider how to combine individual contributions
evaluate progress and agree the next steps for individuals
in art, pairs and groups meeting to discuss progress and

problems, when making artefacts
define the problem
criticise constructively
respond to criticism
a role play, exploring the language of disagreement and ways

to disagree and reach understanding
explore use of language, eg you may be right but, even so,
theres another way of looking at that, a lot of people
think, some of that is true, be reasonable, hold on
note the consequences of agreeing or disagreeing on
further progress
Focus for teaching
63
improvisation
adopt appropriate roles in small or large groups
use texts, materials, artefacts, images and objects as
stimulus
consider alternative courses of action from those in
stories or plays
responding to drama
consider aspects of stagecraft in a live or recorded
performance
consider other elements of performance that create
mood and atmosphere
performance
present parts of traditional and own stories to peers
present work from different areas of the curriculum to
others
Y2T1
T2
T3
Focus for teaching
after watching a play

gather information on characters from dialogue, gesture,
action, costume, relationships to each others
consider how well characters were portrayed
during the reading of a story

identify turning points and use tableau or freeze frame to
highlight and develop these moments
develop character through language
writing and performing the script for a play in groups

plan characters and events before writing dialogue
use different ways to engage the interest of the intended
audience
comparing the presentation of investigation into a subject with

the dramatisation of a story
consider the range of techniques of presenting
consider different language for different purposes
consider interest and intelligibility to the listener
comparing two short video extracts

choose words to describe costume, setting, lighting etc
identify atmosphere
building on the plot and character of a story

improvise an ending
compare this with the writers version
discussing why a performance is good

consider dramatic moments of plot, character, special
effects and audience participation
using puppets
use different ways of speaking and acting for different
characters
make a play and perform it for others
extended role play

allocate different roles, include teacher and children
notice how people in different roles behave differently
responding to drama
focus on themes and characters in live and/or recorded
performances
identify and discuss qualities in others performances
T3

use drama to explore key moments from a text
respond in role, using language appropriate to given
context
consider starting points, finishing points and key
moments in dramatic stories
writing and performance of drama

present drama for other audiences
sequence and develop events and characters
T2
Y3T1
responding to drama
consider motives and issues in response to others
performance, eg in visiting theatre groups
consider character, motive and story development by
reflecting on own drama
T3
performance and improvisation

act out own stories and well-known stories to different
audiences, eg peers, other classes
respond as themselves in a fictional setting to create stories
improvisation
explore familiar themes and characters
respond to teacher-in-role to explore character
respond in role to create stories
T2
Y1T1
Drama activities
reinforce differences in roles in home corner and role play
use improvisation as a way of responding and interpreting

in different subjects
notice presentation in a range of TV and video

programmes
present information and story dramatisation
identify differences between prose and playscript

consider dialogue, stage directions, layout
use role play to explore moral and social issues
consider non-verbal aspects of communication and their

impact, eg eye contact, movement, posture
make evaluations after dance, role play, listening to reports

and comments
in reading aloud
use different voices for characters
64

present poems aloud
explore themes involving dreams, hopes, fears and
expectations

devise work for a target audience
redraft their own scripts created for performance in the
light of feedback
T3
responding to drama
consider the overall impact of a live or recorded
performance
recall and describe the drama/theatre forms used by others
discuss alternative presentations of the performance
T2
Y6T1
responding to drama
recognise theatrical effects, eg sound and silence,
movement and stillness, tempo
describe and discuss style and genre in performances
seen
T3

develop scenes or incidents from novels or poems
write a play/script based on a scene in a novel or poem,
or on a further episode, and present it
Y2T1

explore different ways of life in other cultures or
periods of history
work in and out of role
responding to drama
discuss the effectiveness of communication in own and
others work
compare different live and/or recorded performances
accept the response and feedback of others
T3
T2

develop scripts based on improvisation
compare the performance of improvisation and
scripted drama

interpret a range of stimulus material
explore situations described in factual documents
recognise how the roles in situations can be
approached from different viewpoints
T2
Y4T1
Drama activities
devising a performance for an audience outside school,

eg young children, old people
consider how to adapt the presentation for a specific
audience
presenting poems using narrator, chorus, different voices,

tableaux
discuss the relationship of presentation to response to poem
consider the effectiveness of presentation
watching a complete performance (live or taped) of a classic

adaptation
identify dramatic ways of conveying characters and ideas,
and building tension
consider differences between performed and written versions
enacting a ceremony, eg a coronation or wedding, using

speech and silence
consider how meaning and impact are expressed by
movement, gesture, etc
mime scenes, focusing on how to convey meaning without
words
a role play based on issues and events on which people have

strong views, eg child labour in Victorian England and
nowadays
invite children in role to give views
improvise discussion by key players
discuss how arguments were presented and whose views
might change
developing and improvising scenes from a novel

compare with the original scene in the novel
watching performances of the same script by different groups

discuss effects and how they were achieved
compare different groups emphasis and strengths
improvising and scripting scenes developed from a novel

consider differences for actors when improvising or
delivering a script
improvisation based on a selection of objects, eg letters,

photographs, clothing
improvise a scene in which characters have distinct roles
and different views of the objects
Focus for teaching
use improvisations to explore and enact moments in

history, based on source material
compare dialogue in novels and stories, in performances,

and face to face
develop vocabulary for discussing performance and

feedback on talk, eg upstaging, dominant, realistic,
convincing
consider how drama scripts are organised and laid out,

including descriptions of sets and stage directions
note how peoples views are influenced by their past

experiences
consider different ways to convey emotions such as

humour and sadness
adapt scenes from classic texts for different audiences,

eg younger children
use different voice techniques when reading aloud,

presenting information, giving instructions
read reviews of theatre, TV and live entertainment and

discuss the target audience, identifying clues such as
reference to topic, actors and special effects
Glossary
Differences in pronunciation characteristic of different
regions and social classes. Standard English can be spoken
effectively in any accent.
Closed question
The opposite of an open question. It has only one right

answer whether this is a single word or a longer response.
Communal voice
A drama strategy enabling many children to be involved

voicing one characters speech. Any number of children
position themselves behind a character who speaks in
drama. The child or teacher in role as the character is
silent, while the voices of the other children speak the
characters words. They may take it in turns or be
nominated to speak. The speech may be improvised or
scripted. This convention may be used in dialogue.
Dialect
Dialects use different vocabulary and some different

grammatical constructions from standard English. They are
often associated with regional variation.
Freeze frame
A drama strategy involving children selecting a key moment

and creating a still picture to illustrate it. The still
photograph can be activated to encourage pupils to come
to life briefly, or individuals in the picture can be
encouraged to speak their thoughts.
Hot seat
To put one person in role, often as a character from a book

or play. Others ask questions, and the response should be
consistent with the role. This can be an effective strategy
for enhancing role, or for exploring character and
motivation in narrative.
Jigsawing
Home groups of children work together, and each child is

assigned an issue or question within a topic. Expert groups,
made up of all those in the home groups who have the
same issue or question, work together and then return to
their home groups to share their findings and contribute to
group outcomes.
Glossary
Accent
65
Glossary
66
Listening triangles
In groups of three, children are assigned the roles of a

speaker who explains a topic; a questioner who finds areas
for clarification or further detail; and a note taker who
observes how effectively they fulfil their roles and reports
back at the end. These roles should be rotated.
Open question
A question to which there is more than one appropriate

response.
Talk log
Children reflect on their contribution to speaking and

listening activities by completing a written commentary,
focusing on aspects such as their contribution to
discussion, ideas of others, areas of strength and aspects to
improve on.
Talk partner
Each child has a partner who offers a context for sharing

ideas, expressing opinions, or planning. It is particularly
supportive for children learning English as an additional
language.
Teacher in role
A drama strategy in which the teacher adopts the persona

of a character in an improvisation, allowing the teacher to
influence the work without stopping it. Teacher in role can
be used to encourage children to take their own roles
seriously, to challenge them to develop their ideas further
and, in particular, helps to model and emphasise the
language demands of the dramatic situation as children
explore characters, issues or events.
Wait time
A strategy designed to elicit a fuller and wider range of

contributions to discussion in whole class teaching. The
teacher asks an open ended question and tells children that
no-one should respond until a short period of thinking time
(wait time) has elapsed. Even a five second wait results in
a significant increase in children willing to contribute and is
supportive for all children who need time to rehearse their
talk mentally.
Useful Resources
Exemplification of Standards: English Speaking and Listening, Key Stages 1-3, Levels 1-8,
SCAA/QCA 1995 (booklet: En/95/300; video: En/95/297V)
Making Progress in English, Eve Bearne, Routledge 1998
Talk about reading: Gathering evidence of childrens reading through talk (booklet:
QCA/98/162; Key Stage 1 video: QCA/98/169; Key Stage 2 video: QCA/98/170)
Year 4 Assessment Units (6 units: QCA/97/020-025) and Year 4 Assessment Units
Teachers Guide (QCA/97/026)
Framework for Teaching, National Literacy Strategy, DfEE
Glossary
To obtain publications on the National Literacy Strategy published by the Department

for Education and Employment, please telephone the DfEE Publications Order Line:
0845 602 2260.
67
EARLY YEARS
NATIONAL
CURRICULUM
516
About this publication

GCSE
Whos it for?
Headteachers, teachers, English and literacy coordinators
Whats it about?
How to plan and teach the programmes of study for speaking

and listening
Related material
Exemplification of standards for speaking and listening, 1995
Whats it for?
To support schools in implementing the English order
GNVQ
GCE A LEVEL
NVQ
OTHER
VOCATIONAL
QUALIFICATIONS
For more information, contact:

The English Team, QCA, 83 Piccadilly, London W1J 8QA
tel: 020 7509 5624
For more copies, contact:
QCA Publications, PO Box 99, Sudbury, Suffolk CO10 2SN
(tel: 01787 884444; fax: 01787 312950)
Price and order ref 6 QCA/99/391

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First published in 1999

Qualifications and Curriculum Authority

Teaching speaking and listening

Planning for speaking and listening

Making it work in the classroom

Assessing speaking and listening

A framework for planning speaking and listening

Suggested classroom activities in outline

Progression through years 1 to 6

Teaching speaking and

Using this booklet

Framework for planning

Assessing speaking and listening relates assessment to planning, tackles issues of

promote progression in the skills of speaking and listening.

The importance of speaking and listening

Links to the National Literacy Strategy

Teaching speaking and

Teaching speaking and listening

the range of activities and objectives needed;

General teaching objectives

It is important to identify expectations for children of different ages, in order to

sustain speaking and listening using and appreciating imaginative, expressive

Teaching speaking and

Teaching speaking and

Planning for speaking and

Managing time for speaking and listening

plan for the full range of language to be taught;

The structure of the framework

Focus for teaching

The objectives suggest

The activities suggested

Teaching speaking and

When planning, it is important to think ahead to outcomes; in particular how to assess

Teaching speaking and

Making it work in the classroom

The role of the teacher

modelling appropriate speaking and listening, including as a supportive and

As well as providing a specific focus on speaking and listening, it is important to use

speaking and listening is the outcome, such as a prepared talk or report, a

To enable children to progress it is vital to:

monitor and assess childrens achievements systematically, identifying strengths and

Class management and organisation

During the teaching of speaking and listening, remember to:

Teaching speaking and

Teaching speaking and

Classroom activities in outline

Teaching speaking and

Assessing speaking and listening

Teaching speaking and

Criteria for assessing

the effectiveness of their talk, including adaptation to purpose, context and

The overall plan for assessment

Making and recording assessments

Building assessment into curriculum planning

used for a range of assessments;

Teaching speaking and

It is best to try to collect evidence when:

Speaking and listening

Speaking for different audiences:

clarity, intonation, pace

organisation, use of detail

use of standard English