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STRANDS
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LEVEL A
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LEVEL B
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LEVEL C
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LEVEL D
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LEVEL E
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Conveying information, instructions and directions
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Talk to convey a short, straightforward item of information,
an instruction or a direction.
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Talk to convey short, straightforward items of information,
instructions or directions.
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Talk to convey several items of straightforward information,
instructions or directions.
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Talk to convey items of information, instructions or directions.
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Talk to convey information, instructions or directions which
require the listener to make decisions and choices.
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Talking in groups
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Talk to others in a group led by a known adult or one-to-one
activities, and with support contribute to the purpose of
the activity.
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Talk to others in a group led by a known adult, or in one-to-one
activity and contribute appropriately to the purpose of
the activity by responding when prompted by the adult.
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Talk to others in a group or one-to-one activity, and contribute
appropriately to the purpose of the activity by asking and
answering questions.
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Talk to others in a group or one-to-one activity, and contribute
appropriately to the purpose of the activity by asking and
answering questions relevantly and by making statements
which show some awareness of the ideas of others.
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Talk readily to others in a group or 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.
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Talking about ex-
periences, feelings
and
opinions
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Talk readily about their own experiences and feelings.
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Talk readily about their own and others' experiences and
feelings.
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Talk readily about their own and others' experiences, feelings
or opinions, and take some account of the reactions of others.
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Talk to a group or class giving a prepared oral presentation,
or report to a group or class about experiences, feelings
or opinions.
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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.
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Talking about texts
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Talk about a simple story, poem or dramatic text that has
been heard or read, revealing some reaction to one aspect
of it.
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Talk about simple stores, poems or dramatic texts that have
been heard or read, offering a personal response to the
events or experiences of those involved in the text.
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Talk about a range of stories, poems and dramatic texts
that have been heard or read, offering a personal response
to the feelings or attitudes of those involved in the text.
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Talk about a wide range of stories, poems and dramatic texts
that have been heard or read, offering a personal response
to some of the more complex feelings or attitudes of those
involved in the text.
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Talk readily about a wide range of stories, poems and dramatic
texts, showing some appreciation of the differing viewpoints
of characters, or some awareness of what the author thinks
about them.
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Audience awareness
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In the talking tasks above, talk clearly and audibly to
peers and class teacher.
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In the talking tasks above, talk clearly and audibly to
peers and known adults.
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In the talking tasks above, talk clearly and audibly to
different audiences.
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In the talking tasks above, talk clearly and audibly to
different audiences, showing some sense of purpose and audience
in pace of delivery.
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In talking tasks above, talk clearly and audibly to different
audiences, showing a sense of purpose and audience in pace
and tone of delivery.
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Knowledge about language
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Show that they know, understand and can use at least the
following terms: soft, slow, loud, quick, clear, voice.
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Show that they know, understand and can use at least the
following terms: discussion, instructions, directions.
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Show that they know, understand and can use at least the
following terms: introduction, conclusion; gesture, eye-contact;
slang.
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Show that they know, understand and can use at least the
following terms: argument, statement, conversation, debate.
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