|
Conveying information, instructions and directions
|
• Talk to convey information, instructions or directions
which require the listener to make decisions and choices.
|
• Talk accurately and relevantly, occasionally to an
audience outwith the classroom or school, to convey quite
complex information;
• give presentations in varied formats to suit different
contexts.
|
Pupils will be given opportunities - including the opportunities
to take a role or to talk to a variety of audiences. They
will be encouraged to use audio-visual formats in their
presentations. They should also be encouraged to show awareness
of audience needs, not only in the content of the talk,
but also in their reactions to the listeners, and in their
responses to questions.
|
|
Talking in groups
|
• Talk readily to others in a group or in one-to-one
activity and contribute appropriately to the purpose of
the activity by asking and answering questions relevantly,
by commenting upon the ideas of others and by showing some
awareness of their feelings.
|
• Contribute appropriately to
group discussion, demonstrating the ability to understand
and analyse issues raised;
• clarify, develop and
summarise what is said for the benefit of the group;
• relate to other members of the group and respond
to other points of view.
|
In setting up group talk activities,
teachers will identify tasks which will encourage pupils
to analyse issues raised, summarise points, find consensus,
where appropriate, to carry out the task. Pupils will be
increasingly confident in taking roles within the group,
participating constructively and pertinently without dominating.
They will learn how to accommodate the views of others,
encouraging them or giving way as appropriate.
|
|
Talking about experiences, feelings and opinions
|
• Talk to the class giving an ordered account of a
topic such as an activity undertaken, a personal experience,
an interest, feelings and opinions, or an account of a group
discussion.
|
• Talk perceptively about their own experiences, feelings
and opinions to a less familiar audience, and demonstrate
increased spontaneity and controlled, well structured presentation
of content.
|
Teachers will help pupils to identify the most important
points and to structure these with clear understanding of
the particular audience and its needs. With practice, pupils
will become increasingly confident in talking perceptively
about their experiences.
|