Speaking and Listening Assessment

Wc
Yellow Stepping Stone

Wb
Blue Stepping Stone

Wa
Green Stepping Stone

1c
Early Learning Goal

1b

1a

2c
Pupils are able to retell a story and describe 2 characters without cue cards. Pupils are beginning to show confidence when talking, particularly when it is a topic of interest. When reading and reciting texts pupils can speak clearly and with intonation.

2b
Pupils are able to retell a story, describe 2 characters and the setting. Pupils are occasionally able to show awareness of the listener by including relevant retail when they are talking.

2a
Pupils are able to retell a story, describing character and setting and to present to an audience. In developing and explaining their ideas pupils speak clearly. Pupils are using a growing vocabulary when talking. Pupils are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used

Speaking

Listening and Responding

Group Discussion and Interaction

P level statements should be referred to for SEN children working at W level as appropriate Pupils join in with Pupils describe main story Pupils initiate a conversation Pupils enjoy listening to repeated refrains, settings, events and principal and negotiate positions. and using spoken and anticipating key events written language and characters. Pupils link statements and and important phrases. Pupils question why things readily turn to it in their stick to a main theme or Pupils use Isolated words happen, and give play and learning. intention. and phrases and/or explanations. Pupils consistently develop a Pupils speak clearly and gestures to communicate Pupils begin to use more simple story, explanation of audibly with confidence with those well known to complex sentences. and control and show line of questioning. them. awareness of the listener, Pupils use a widening range Pupils use language for an of words to express or increasing range of purposes. for example by their use of conventions such as elaborate ideas. Pupils confidently talk to Pupils build up vocabulary people other than those who please and thank you. Pupils extend their that reflects the breadth of are well known to them. their experiences. Pupils extend vocabulary, vocabulary exploring the Pupils begin to experiment especially by grouping and meanings and sounds of new words. with language describing naming. possession Pupils use vocabulary and forms of speech that are increasingly influenced by experience of books. Pupils listen to favourite Pupils listen to stories with Pupils pay attention to and Pupils listen with nursery rhymes, stories increasing attention and recall take account of others views. enjoyment, and respond and songs. to stories, songs and Pupils respond to simple other music, rhymes and instructions. poems and make up their Pupils listen to others in own stories, songs one-to-one/small groups rhymes and poems. when conversation Pupils sustain attentive interests them. listening, responding to what they have heard by relevant comments, questions or action. Pupils have emerging selfPupils interact with confidence to speak to others others, negotiating plans Pupils use words and/or Pupils use simple statements about wants and interests. and activities and taking They use simple grammatical gestures, including body and questions often linked to turns in conversation structures. language such as eye gestures. They ask simple questions, contact and facial Pupils use intonation, rhythm often in the form of where or expression, to and phrasing to make their what. communicate. meaning clear to others. They talk alongside others,
rather than with them. Use talk to gain attention and initiate exchanges. Use action rather than talk to demonstrate or explain to others. Pupils initiate conversation, attend to and take account of what others say and use talk to resolve disagreements.

Pupils are able to retell a Pupils are able to retell story using cue cards and whole story and describe a talk about main character. character using cue cards. Pupils usually talk about matters of immediate interest. Pupils sometimes convey simple meanings to a range of listeners. They are beginning to develop ideas when talking to others. Pupils willingly talk about matters of immediate interest. Pupils convey simple meanings to a range of listeners, speaking audibly. Pupils usually extend ideas or accounts, when talking, by providing more detail.

Pupils usually listen to others and are beginning to respond more appropriately.

Pupils listen to others and usually respond appropriately. They can listen with sustained concentration.

Pupils are beginning to listen and respond with growing confidence, e.g. by asking relevant questions or following instructions.

Pupils sometimes listen carefully and respond with increasing appropriateness to what others say.

Pupils listen carefully and respond with increasing appropriateness to what others say, e.g. by following up others points.

Pupils can ask and answer questions. Pupils can make relevant contributions. Pupils can offer suggestion. Pupils can take turns.

Pupils can take turns to speak whilst listening to others suggestions. Pupils can explain their views to others in a small group situation.

Pupils can work collaboratively in allocating tasks, considering alternatives and reaching agreements

Pupils can work effectively in groups, e.g. taking a turn, challenging supporting and moving on.

Pupils can respond to all members of a group by questioning, use of eye contact and direct naming.

Making

Pupils begin to use talk to pretend imaginary situations

Pupils can take part in wide range of pretend activities, exploring situations and stories through imaginative play using props. They respond to other characters in role. They can pretend to be a character using action and language. Pupils can work with others in presentation (e.g. a puppet play) participate in whole class dramas They can take turns speaking their parts and in small groups act out familiar stories

Drama

Performing

Pupils use action, sometimes with limited talk, that is largely concerned with the here and now

Pupils use talk, actions, and objects to recall and relive past experiences

Pupils take part in a range of drama activities and use simple drama conventions e.g. freeze frame, hot seating. They can explore problems in an imaginary world. They can make up plays from stories and other stimuli. Pupils use dialogue in existing texts. Can prepare and learn a few lines in their plays. Pupils can add simple orchestral effects e.g. sound effects or props to enhance their work. They use voices and bodies to create characters, employ language appropriate to characters Talk about why they made certain decisions in their play and say how their work and that of others could be improved. Talk about how some drama effects are achieved in live or recorded performances.

Responding

Say why they adopted a particular movement or voice Can discuss why they like a performance Demonstrate knowledge of the key difference between a play and a story

Lit/08.06/JPM

School Improvement Service Working in Partnership with Lincolnshire County Council

Speaking and Listening Assessment

3c Speaking
Pupils are able to explain motivation of one of the characters. Pupils begin to talk confidently in different contexts, exploring and communicating ideas. Conversation is sustained. Pupils can explain and give reasons for their choices.

3b
Pupils are able to present main points of a narrative using character voices Pupils are able to show that they can understand the main points. Pupils can respond to the contributions of others. Pupils can use their voice effectively when presenting to others.

3a
Pupils are able to speak in different tones/character voices when relaying main points of a narrative. Pupils are beginning to adapt what they say to the needs of the listener by varying the use of vocabulary and the level of detail. Pupils are beginning to show an awareness of Standard English and when it is used.

4c
Pupils are able to defend the motivation of unsympathetic characters in narrative. Pupils are able to talk with confidence in an increasing range of contexts, e.g. to present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language.

4b
Pupils are able to counter arguments to opinions about narrative in a measured way. Pupils are usually able to adapt talk appropriately to suit the purpose, e.g. in a whole class debate. Pupils develop ideas thoughtfully.

4a
Pupils are able to talk at length about a narrative, presenting a balanced view and justifying their opinion. Pupils are able to adapt talk to suit the purpose. Pupils are able to describe events and convey their opinions clearly. Pupils use some of the features of Standard English, vocabulary and grammar.

5c
Pupils can talk in a way that engages the attention and interest of listeners through variation of vocabulary and expression. Use Standard English to explain, explore or justify an idea in formal situations.

5b
Pupils can talk confidently and listen discriminatingly in a range of contexts. Pupils can make a formal presentation in Standard English, using appropriate devices. Pupils can change the mood, tone and pace of delivery for particular effect

5a

Listening and Responding

Pupils are beginning to Through relevant comments listen attentively in a variety and questions, pupils are of different situations. beginning to show that they have listened carefully.

Through relevant comments Pupils are able to listen and questions, pupils are attentively in an increasing able to show that they have range of contexts. listened carefully.

Pupils usually listen carefully during discussions, making contributions and asking questions that are responsive to others ideas.

Pupils can listen carefully and make relevant notes during discussion, making contributions and asking questions that are responsive to others ideas.

Group Discussion and Interaction

Pupils can take on the different roles needed within a group, e.g. leader, reporter, scribe and mentor.

Pupils can listen, comment, question and respond to what is said by other children and adults.

Pupils can plan and Pupils can take the lead manage a group task. and support others in Pupils can use the groups. language of decisionmaking, e.g. consequences, alternatives, compromise.

Pupils can understand and use a variety of ways to criticise.

Pupils can respond to criticism, using appropriate language and behaviours, e.g. seeking clarification, adjusting ideas. Pupils can vary their language according to the different context and purpose of use.

Making

Pupils use a growing variety of drama techniques, e.g. conscience corridor, to deepen the role or understanding of the situation. Pupils can choose the appropriate vocabulary and movement.

Pupils work confidently in groups using a range of drama techniques to explore situations and devise dramas for different purposes. Pupils can establish a character with control over movement and voice.

In individual extended contributions, pupils exhibit confidence and fluency in talk in a range of contexts. They use Standard English vocabulary and grammar effectively in a range of situations. Pupils demonstrate a sensitive awareness of listeners, adapting vocabulary and expression to their needs and to the context Pupils can listen attentively Pupils can sustain attention Pupils listen and respond in a range of formal and and listen analytically in a with discrimination and informal contexts. range of formal and informal sensitivity. They can attend sufficiently contexts. They attend to, analyse to what others say in group They can listen attentively to and comment critically on and class discussion to others and build constructively the main points of a talk, engage with their on their spoken contributions reading or television contributions, by clarifying understanding programme. Pupils identify and recall the and developing ideas. main points of a talk, Pupils identify and comment reading or television on the main points of a talk, programme. reading or television programme. Pupils contribute to Pupils take different roles Pupils take a variety of discussion, using talk as a effectively in discussion and roles in discussion, tool for clarifying ideas, make different contributions, responding asking questions and Pupils ask questions and discriminatingly to what making contributions that make contributions that clarify others say. take account of the views of understanding and refine When discussing, others ideas. negotiating and making decisions, pupils demonstrate the capacity to make constructive contributions, to challenge and resolve conflicts. Pupils can explore and identify issues and relationships in their drama work. Pupils can sustain a defined character for a reasonable amount of time. Pupils can select and use a range of available technical resources for dramatic effects, e.g. C.D. player, lighting, overhead or data projector. Pupils can write scripts or short plays using appropriate theatre conventions. Pupils can organise a short, clear and coherent performance for an audience, using an increasing range of different drama techniques and theatre conventions in the plays they present.

Drama

Performing

Pupils can act out existing scripts and improvised dramas, creating characters that are different from them. Pupils can perform plays to engage the interest of an audience in school.

Pupils can write and perform simple scripts using dramatic conventions demonstrating an understanding of some theatre conventions.

Responding Both in and out of role, pupils can comment thoughtfully on the drama and suggest

Pupils can reflect on and evaluate their own and others work, suggest improvements ways of improving it. and comment on how intended effects have been achieved. Pupils can reflect on the action taken by characters in the drama and consider alternate Pupils can discuss themes or issues in the drama and the ways that they were responses. presented. Pupils can demonstrate an awareness of some theatre traditions from different times and places, e.g. Greek or Tudor theatre.

Pupils can compare different interpretations of the same text, e.g. extracts from 2 videos of the same play. Pupils can discuss ways that ideas are presented and representted, how plots are developed and characters are portrayed.

Lit/08.06/JPM

School Improvement Service Working in Partnership with Lincolnshire County Council