Learners are beginning to use When talking in groups in play When talking in groups, learners – what they hear from others to or more structured situations When talking in groups, learners respect others’ opinions and, – inform and influence their own they share ideas, opinions, share experiences, opinions and when it is appropriate, ensure thinking. They are starting to information and experiences information, and develop their that others have opportunities to recognise when it is more respectfully. They are becoming ideas and understanding. They contribute. They encourage appropriate to talk and when to more confident in asking build upon one another’s ideas, others to express alternative listen. They participate in questions and responding to asking a range of questions, points of view and collaborate to conversations and discussions others’ questions. responding to others with solve problems. Learners are and are beginning to ask respect, and drawing points aware of how questions which questions to help to clarify their When presenting to familiar together. seek to explore or challenge thinking. They are developing the audiences, learners plan and others’ thinking can influence the ability to hear and articulate sequence their ideas logically. In When presenting to familiar and quality of discussion. When sounds in words, so promoting doing so they use language and unfamiliar audiences, learners talking in groups or presenting to their phonological awareness. resources which are appropriate plan effectively, making use of an audience, learners to the context. They are appropriate resources to engage communicate information of an developing an appreciation of other people. They take into increasingly complex nature, how to engage others with their account the different needs and summarising and synthesising ideas through their choice of experiences of audiences and ideas. language, pace and gesture. adapt their language, tone, pace and gesture appropriately. When presenting to familiar and Learners are becoming active unfamiliar audiences, learners listeners, and with guidance use When listening to presentations or adopt and sustain an appropriate key or interesting information other oral texts, learners make register to suit purpose and to make simple notes or to create notes and organise these to clarify audience. They are able to link new texts. their thinking about the ideas ideas, supporting a clear line of being presented or to create new thought through increasingly texts. They use what they know complex communications, and about effective listening and respond appropriately to talking to make brief but helpful questions from listeners. comments on the contributions of other learners. When listening, learners make and, in evaluating and synthesising this information, are able to create new texts,
Learners are beginning to use what they hear from others to inform and influence their own thinking. They are starting to recognise when it is more appropriate to talk and when to listen. They participate in conversations and discussions and are beginning to ask questions to help to clarify their thinking. They are developing the ability to hear and articulate sounds in words, so promoting their phonological awareness. When talking in groups – in play or more structured situations – they share ideas, opinions, information and experiences respectfully. They are becoming more confident in asking questions and responding to others’ questions. When presenting to familiar audiences, learners plan and sequence their ideas logically. In doing so they use language and resources which are appropriate to the context. They are developing an appreciation of how to engage others with their ideas through their choice of language, pace and gesture. Learners are becoming active listeners, and with guidance use key or interesting information to make simple notes or to create new texts. When talking in groups, learners share experiences, opinions and information, and develop their ideas and understanding. They build upon one another’s ideas, asking a range of questions, responding to others with respect, and drawing points together. When presenting to familiar and unfamiliar audiences, learners plan effectively, making use of appropriate resources to engage other people. They take into account the different needs and experiences of audiences and adapt their language, tone, pace and gesture appropriately. When listening to presentations or other oral texts, learners make notes and organise these to clarify their thinking about the ideas being presented or to create new texts. They use what they know about effective listening and talking to make brief but helpful comments on the contributions of other learners. When talking in groups, learners respect others’ opinions and, when it is appropriate, ensure that others have opportunities to contribute. They encourage others to express alternative points of view and collaborate to solve problems. Learners are aware of how questions which seek to explore or challenge others’ thinking can influence the quality of discussion. When talking in groups or presenting to an audience, learners communicate information of an increasingly complex nature, summarising and synthesising ideas. When presenting to familiar and unfamiliar audiences, learners adopt and sustain an appropriate register to suit purpose and audience. They are able to link ideas, supporting a clear line of thought through increasingly complex communications, and respond appropriately to questions from listeners. When listening, learners make and, in evaluating and synthesising this information, are able to create new texts,