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Key Learning in Spoken Language What is Key Learning in Spoken Language?

The Key Learning in Spoken Language statements are based upon the expectations outlined in the National Curriculum 2014. These key pieces of learning will support teachers to plan spoken language opportunities in English, and across the curriculum.

Where have they come from?

The Key Learning statements have been identified primarily from the National Curriculum 2014 statements (page 17) – spoken language years 1 to Y6. In addition, EYFS Early Learning Goals 2021, and research around speaking and listening has informed the expectations for each year group.

How are they different from the National Curriculum statements?

The aim was to specify the key learning in spoken language for each year group, rather than the year 1 to 6 statements in the National Curriculum. In some cases, additional details via examples have been included to clarify statements further.

How might Key Learning in Spoken Language be useful?

The Key Learning statements should help to focus whole class teaching and could be considered as unit objectives in English. Taught in the context of lively, engaging and creative units of work, they will help to ensure that pupils make progress in conjunction with reading and writing skills and linked to skills across the curriculum. Teaching should ensure that approaches are modelled and scaffolded, and that pupils are given opportunities to explore the spoken language expectations in a range of different contexts.

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Key Learning in Spoken Language: Reception Listening and Attention

Understanding

Speaking

Vocabulary

Participating, Presenting and Performing

▪ Show awareness of how to listen carefully and why listening is important.

▪ Speak clearly in full sentences.

▪ Orally retell as a whole

▪ Begin to speak in

▪ Learn and understand selected new vocabulary.

complete sentences using

▪ Use recently

and rhymes using

past, present and future

introduced vocabulary

strategies such as

tense when talking about

orally in discussions.

pictures, actions, small

themselves, activities,

▪ Talk about and

world figures and

ideas and events.

discuss familiar events

props.

▪ Take turns in conversations

or characters in

▪ Orally retell as a whole

taking into account the

stories, non-fiction,

class and in small groups,

group discussions.

listener.

rhymes and poems

a modified version of a

▪ Maintain attention when

▪ Use the joining words

using newly taught

known story or rhyme

listening to their peers in a

and/because during talk to

vocabulary.

using pictures, actions,

range of situations, e.g.

extend ideas.

small world figures and

paired talk, guided sessions,

▪ Use talk to clarify

props.

circle time games.

thinking and express

▪ Take part in

▪ Listen with enjoyment to fiction and non- fiction texts, songs, rhymes and poems.

▪ Maintain attention when listening to an adult in a range of situations e.g. listening to a story, small

▪ Understand and follow a simple set of instructions.

▪ Understand simple requests, e.g. Pass me the scissors please.

▪ Understand and respond to questions in different contexts, in response to stories, non- fiction, predictable interests, events and themes.

class and in small groups, simple stories

their ideas and feelings.

imaginative roleplay,

▪ Describe events in some detail to peers or adults verbally.

context, in role play

▪ Orally recall events and narratives in the correct

linked to a familiar areas, and using small world figures and props.

sequence, using their own words and pictures to support.

▪ Ask questions to find out more and check understanding of what has © Lancashire County Council (2021)

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Key Learning in Spoken Language: Reception been said to them.

▪ Use talk to help solve problems and organise thinking and activities, e.g. explaining how things work and why things might happen.

▪ Use language of stories, rhymes and non-fiction to imagine and recreate ideas in different contexts.

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Y

Key Learning in Spoken Language: Year 1 Listening and Attention

Speaking

Standard English

Vocabulary

Participating, Presenting and Performing

As above and: ▪ Listen and maintain

As above and: ▪ Respond appropriately to

As above and: ▪Speak in complete sentences

As above and: ▪ Introduce and explore new

attention to an adult in a

adults after listening attentively.

e.g. when listening to a

tense, orally, e.g. past tense

story, following simple

▪ Respond appropriately to peers after listening

when recounting an event,

vocabulary orally, e.g. linked to real life contexts, stories, non- fiction, poetry and across the curriculum.

or an abridged version of a

range of situations,

linked to the context.

▪Use past, present and future

instructions, viewing a

attentively.

present tense when working

▪ Describe settings orally

and story maps.

film clip etc.

▪ Respond appropriately to

in role, and future tense when

using vocabulary

▪ Orally retell simple non-fiction

▪ Listen and maintain

questions posed by an adult,

making a prediction.

provided and modelled

attention to their peers in a

orally, related to who, what,

▪Use joining words during

by an adult.

range of situations, e.g. in

where, when, why and how

talk to extend ideas, e.g. and,

▪ Describe characters orally

talk partners, whilst

e.g. Where does the

but, or, because.

using vocabulary provided

undertaking role play, in

character live in thestory?

and modelled by an adult.

small group discussions and

▪ Ask questions to clarify thinking using who, what, where, when, why and how.

▪ Describe feelings orally

▪ Take turns when speaking

by an adult, e.g. Peter

activities.

with adults and peers, working within pairs, small groups, larger groups and as a whole class.

using vocabulary provided and modelled Rabbit felt disappointed because he wasn’t allowed to play out with his friends.

As above and: ▪ Orally retell sections of stories story, using a range of strategies, e.g. small world figures, props, images, actions

texts (instructions, recounts or information), using a range of strategies, e.g. small world figures, props, images, actions and text maps.

▪ Participate in role in English and across the curriculum, e.g. take on the role of a character and speak in role using strategies such as hot seating, magic mirror, magic microphone, ▪ Take part in imaginative roleplay, e.g. linked to familiar

▪ Provide simple oral

contexts in role play areas, by

explanations, e.g.

using small world props and

explaining a simple process

figures, or miming events.

using the joining word

▪ Recite rhymes and poems

because.

by heart and present to an

▪ Speak audibly when communicating with others in pairs and small groups.

groups or anotherclass.

© Lancashire County Council (2021)

audience, e.g. different

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Key Learning in Spoken Language: Year 2 Listening and Attention As above and: ▪Listen and sustain

Speaking

Standard English

Vocabulary

As above and: ▪ Speak in complete sentences in a range of different

of situations, e.g. when

As above and: ▪ Respond appropriately to adults after listening with sustained concentration.

contexts.

vocabulary orally, e.g. in

listening to a story,

▪ Respond appropriately to

▪ Use past tense, present tense

stories, non-fiction, poetry

As above and: ▪Orally retell a range of stories using various strategies, e.g. props, images, actions and story maps.

following simple

peers after listening with

and future tense mostly

and across the curriculum.

▪Orally retell non-fiction texts,

instructions, viewing a

sustained concentration.

accurately, e.g. past tense

▪ Describe settings orally

or sections of non-fiction

film clip etc.

▪ Respond appropriately to

when retelling a narrative or

using vocabulary provided

texts (instructions, non-

▪Listen and sustain

questions posed by an adult

recounting real events,

and modelled by an adult

chronological reports,

concentration to their

and peers, orally, related to

present tense when providing

and selected from a text.

persuasion, recounts,

peers in a range of

who, what, where, when, why

instructions or persuading an

▪ Describe characters orally

explanations), using a range

situations, e.g. in talk

and how, and explain their

using vocabulary provided

partners, whilst

thinking, e.g. Why did the

audience, and future tense

and modelled by an adult

undertaking role play, in

character behave that way?

when making a prediction in

and selected from a text.

small group discussions

▪ Ask a range of appropriate

science.

▪ Describe feelings orally

and activities.

questions

▪ Use joining words during talk to extend ideas, e.g. and, but,

using vocabulary provided

or because, that, when,

and modelled by an adult,

before, after, if, so, as.

and selected from a text,

concentration in a range

to clarify thinking related to who, what, where, when, why and how, and explain their thinking, ▪ Take turns when speaking

As above and: ▪ Identify, discuss, collect

Participating, Presenting and Performing

and explore new

e.g. Hansel was feeling ravenous because he hadn’t had any breakfast.

of strategies, e.g. props, images, actions and text maps.

▪Participate in a range of drama approaches in English and across the curriculum, e.g. talk like an expert using known and new vocabulary, magic mirror using vocabulary from the focus

with adults and peers,

text, freeze framing linked to

working with pairs, small

thoughts and feelings, mantle

groups, larger groups and as

of the expert or role playing a

a whole class, and respond appropriately to contributions from others.

▪ Provide oral explanations,

© Lancashire County Council (2021)

sequence of events.

▪Take part in imaginative roleplay, e.g. by innovating a familiar story or exploring contexts across the

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Key Learning in Spoken Language: Year 2 e.g. explaining a simple process using the joining words because, when, if, so.

curriculum such as taking on the role of an explorer in history.

▪ Speak audibly when

▪ Learn and recite a range of

communicating with

poems by heart and present

others in pairs, groups and

to an audience, e.g. different

whole class.

groups, another class, whole school.

▪ Begin to use non-verbal gestures whilst presenting and performing to gain the audience’s interest, e.g. using hands, face or other parts of the body.

© Lancashire County Council (2021)

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Key Learning in Spoken Language: Year 3 / 4 Listening and Attention As above and: ▪ Listen and retain key points

Speaking As above and: ▪ Respond appropriately to

from a range of situations,

adults in relation to key

e.g. information relayed via a

points, justifying arguments

visit or visitor, key events in a narrative plot, key details of a

and opinions after listening

Standard English As above and: - Use Standard English verb inflections when speaking, e.g. - I was - we were - they are - Use conjunctions and, but,

film clip through close

with sustained concentration.

▪ Respond appropriately to

listening or viewing.

peers in relation to key

▪ Listen to their peers and

points, justifying arguments

retain key points in a range

and opinions after listening

of situations

with sustained

e.g. following reading and

concentration.

discussing with a talk partner

▪ Respond to questions posed

e.g.

or small group, when

by an adult or peer, orally,

-

collaborating in science

related to who, what, where,

investigations, following

when, why and how, and ask

instructions in cross-curricular

further relevant questions to

contexts etc.

extend understanding and

▪ Listen and identify how

knowledge.

intonation and expression

▪ Ask a range of appropriate

affects meaning, e.g. when

questions to clarify

listening to others perform a

thinking to extend

playscript, persuasive advert

understanding and

or poem.

knowledge.

▪ Listen and consider

▪ Take turns when making

viewpoints from adults and

contributions and

peers, e.g. different opinions

responding to others, in a

linked to issues related to

variety of group situations,

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because, when, before, after, if, so, as, while, since, although during talk to extend ideas, using speaking frames to support, When the Romans arrived in Britain, -

they…

Since 43AD… If the character…

Vocabulary

Participating, Presenting and Performing

As above and:

As above and:

▪ Identify, discuss, collect and

▪ Orally retell less familiar

explain new vocabulary,

stories, or identified sections

orally, in stories, non-fiction,

of stories using a range of

poetry and across the

strategies, e.g. props, images,

curriculum.

actions and story maps.

▪ Describe settings orally,

▪ Orally retell non-fiction texts,

following modelling, using

or sections of non-fiction

precisely selected vocabulary

texts (reports, explanations,

(verbs, nouns and adjectives)

persuasion, discussion,

selected from a text and/or

information), using a range of

generated via discussion.

strategies, e.g. props, images,

▪ Describe characters orally,

actions and text maps.

following modelling, using

▪ Participate in a range of

precisely selected vocabulary

drama approaches in English

(verbs, nouns and adjectives)

and across the curriculum,

selected from a text and/or

e.g. talk like an expert,

generated via discussion.

mantle of the expert and

▪ Describe feelings orally,

documentary reporting to

following modelling, using

support non-fiction; magic

precise vocabulary provided

mirror, thought tracking,

by an adult and/ or

garden fence gossip and

generated via discussion, e.g.

improvisation to support

use a thesaurus to explore

inference.

appropriate synonyms from

▪ Take part in imaginative role

which to select

play, e.g. by innovating a familiar story or exploring contexts across the 8

Key Learning in Spoken Language: Year 3 / 4 reading narrative and non-

e.g. discussions and

curriculum such as taking on

fiction, when discussing

the role of a key figure and

environmental issues in

debates.

▪ Provide oral explanations,

science or using historical

extending with additional

appropriately.

evidence to identify a point

details e.g. hypothesising in

▪ Prepare poems and

of view.

science, providing evidence

playscripts to perform, using

from a text in relation to

intonation, tone and volume

character actions,

when presenting to an

explaining a process such

audience, e.g. different

as the water cycle etc.

groups, another class, whole

▪ Speak audibly and fluently

school.

when communicating with

▪ Use non-verbal gestures

others in pairs, groups and whole class situations.

applying new vocabulary

whilst presenting and performing to gain the audience’s interest.

© Lancashire County Council (2021)

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Key Learning in Spoken Language: Year 5 / 6 Listening and

Speaking

Standard English

Vocabulary

Participating, Presenting and Performing

As above and: ▪ Introduce, explore and

As above and: ▪ Prepare oral retellings of

Attention As above and: ▪ Listen and evaluate how

As above and: ▪ Discuss and analyse how

As above and: ▪ Use correct Standard

spoken language varies in different contexts

spoken language is used within different contexts

English when speaking in

according to purpose and

according to purpose and

audience, e.g. in a football

audience, e.g. in a football

commentary, a

commentary, a

documentary programme,

evaluate new vocabulary orally, e.g. authors choice of

identified sections of stories (or

▪ Select and use appropriate registers for effective

language in texts, tier 3

innovated/invented

vocabulary etc.

versions) in order to

▪ Explore settings and

present to an audience.

documentary programme,

communication in a range of contexts.

characters orally, and

▪ Prepare oral retellings of

journalistic reporting,

journalistic reporting,

▪ Use cohesive devices

following modelling, select

non- fiction texts / sections

magazine shows etc.

magazine shows etc.

during talk to organise

precise vocabulary to

of non- fiction texts (or

▪ Listen and identify how intonation and expression

▪ Articulate and justify answers, arguments and

ideas, using speaking

create well- structured

innovated / invented

frames to support, e.g.

descriptions.

versions) in order to

affects meaning, e.g. when

opinions orally, in relation

present to an audience.

to questions or key points

First of all, …

In addition to…

▪ Express feelings orally and

listening to others read a

-

following modelling, use

text aloud, perform a poem,

posed by an adult and

On the other hand, …

Similarly, …

precise vocabulary to

▪ Participate in role in

-

a persuasive speech or

peers.

formal contexts.

English and across the

articulate an opinion, e.g.

curriculum, e.g. paired

linked to PSHE or English.

improvisation or first lines

formal review etc.

▪ Ask a range of appropriate

▪ Listen and evaluate

questions to clarify and refine thinking.

drama, flashback and flash

viewpoints from adults and peers, e.g. identifying bias

▪ Participate in discussions

meetings in role, interviews

when examining facts and

and debates building on

in role linked to narrative

opinions, when listening to

their own and others’

and non-fiction, sales pitch,

formal presentations and

ideas, challenging views

journalistic reporting,

debates linked to narrative,

courteously.

reporting events in a

non-fiction and across the

▪ Provide oral explanations with supporting details in

magazine-style show etc.

curriculum.

relation to questions posed with ‘how’ and ‘why’, e.g. © Lancashire County Council (2021)

forward techniques,

▪ Prepare poems and playscripts to perform, using dramatic effects in 10

Key Learning in Spoken Language: Year 5 / 6 How does the camel adapt

order to gain, maintain and

to its environment? Why did

heighten the interest of the

the character behave

audience.

inappropriately in chapter

▪ Use non-verbal gestures whilst presenting and

two?

▪ Speak audibly and fluently, maintaining the attention

performing to sustain the audience’s interest.

of others.

© Lancashire County Council (2021)

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