Planned opportunities to talk together will occur regularly in class activities. By participating and being a good listener the teacher will show the value of listening attentively; how speakers can refer to and use what others say; how members should respond by taking their turn. Discussion is likely to be guided by the teacher. Taped discussions will help pupils think and talk about their performance.

In small group discussions of brief tasks, the teacher will highlight the need for relevance and accuracy. Through involvement in the discussion, the teacher will encourage pupils to ask and to answer questions and to make reference to information contributed by others which furthers the exploration of the text. Pupils could be encouraged to undertake different roles, for example leading a group, being secretary, or reporting the group's discussion to the teacher. By listening and watching audio/video recordings, the pupils can discuss their performance as a group and become aware of good role models.

At this stage pupils will have a greater autonomy in the choice of topic to be explored in discussion and will be aware of their own role and that of others in one-to-one or group talk. Teacher support will be less evident but will still offer guidance and give direction as necessary. By listening carefully, the pupil will identify relevant information, ask and respond to questions by offering comments or opinions, recognize gestures and eye contact and use these as cues to extend the discussion. Class debates could offer more formal contexts for listening and responding.

Pupils will now be familiar with the process of listening and responding in group discussion. They will be able to recognise cues which help them to sustain a brief line of argument or reasoning. They will learn to offer and justify their own opinions, offer alternatives and raise issues, using language or terminology which is appropriate to the topic. In these longer discussions the teacher's role is that of participant member, offering opinions, supporting or challenging a line of argument, asking questions. In analysing a taped performance, the pupils will recognise key points in the discussion. As an introduction to self and peer assessment, pupils could examine the roles played by themselves and others.

The topics discussed will be produced by the class or group and may involve the pupils in research. Group discussion will now be a natural part of class activity. In group discussion, pupils will listen and respond to different points of view by accepting, justifying or challenging these. They should be taught to do so in a way which shows awareness of others' feelings and continues to add to the line of discussion. An assessment schedule could be devised by the teacher and pupils to assist in self- and peer-assessment and establish an understanding of the listening process.