Education and Cultural

Services Department

2002 2003
Community Legal Services
Primary National Strategy

Speaking, Listening and
Learning:
Working with children in Key
Stages 1 and 2.
Speaking, Listening and Learning
Objectives:

Give an overview of the PNS materials.

Help colleagues to answer the question:

how can we use these materials to
support and improve speaking,
listening and learning in our school?

Speaking, Listening and Learning
Context:

The materials have been developed jointly by
the Primary National Strategy and QCA.

The objectives are underpinned by the
National Curriculum programmes of study for
speaking and listening.
Speaking, Listening and Learning
SPEAKING AND LISTENING.
During key stage 1 pupils learn to speak clearly,
thinking about the needs of their listeners. They work
in small groups and as a class, joining in discussions
and making relevant points. They also learn how to
listen carefully to what other people are saying, so
that they can remember the main points. They learn
to use language in imaginative ways and express
their ideas and feelings when working in role and in
drama activities.
National Curriculum
Speaking, Listening and Learning
BUILDING ON EARLY LEARNING GOALS.

Pupils prior experience of speaking and listening
includes:
using language to imagine and recreate roles and
experiences
attentive listening and response
interacting with others in play and to get things done.

National Curriculum
Speaking, Listening and Learning
SPEAKING AND LISTENING.

During key stage 2 pupils learn how to speak in a
range of contexts, adapting what they say and how
they say it to the purpose of the audience. Taking
varied roles in groups gives them opportunities to
contribute to situations with different demands. They
also learn to respond appropriately to others, thinking
about what has been said and the language used.

National Curriculum
Speaking and Listening
objectives need to be taught
explicitly and systematically







LEARNING

TEACHING

CROSS-
CURRICULAR
PLANNING


ASSESSMENT


CLASSROOM
PRACTICE AND
MANAGEMENT


SPEAKING


LISTENING


DRAMA


GROUP
DISCUSSION
AND
INTERACTION

Speaking, Listening and Learning
Where to begin:

These materials offer different starting
points for teachers and schools who
want to review their current provision
and develop the teaching of speaking
and listening.
Speaking, Listening and Learning
Possible starting points
1. Audit
What aspects of speaking and listening are taught
well in our school?
How do we know?
What impact does this have on childrens learning?
What aspects of speaking and listening do we want
to improve?
What shall we start with?
Speaking, Listening and Learning
Possible starting points
1. ACTIVITY
Use the progression poster, the cross-curriculum
diagrams and the Planning Session of the CPD
materials, to help your thinking on the following:
How good is knowledge skills and understanding
for different year groups?
When and where are speaking and listening skills
specifically taught?
How good is teacher knowledge in each of the four
strands? (e.g. are they all confident about teaching
drama to through other subjects?)
Speaking, Listening and Learning
Possible starting points
2. Adapt school planning to help staff in teaching
speaking and listening as a tool for learning
throughout the curriculum.
Use cross curricular guidance and speaking and
listening objectives.
Speaking, Listening and Learning
Possible starting points
3. Revise assessment procedures for speaking
and listening.
Can use advice on page 29 of the handbook.
Can use advice from the assessment workshop.
Speaking, Listening and Learning
Possible starting points
4. Ask selected members of staff to try out some
of the suggested activities and report back on
what has been successful.
Posters for the four strands.
Example lesson plans
Teacher talk (handbook).
Video clips
Speaking, Listening and Learning
Possible starting points
5. Identify specific issues that staff want help with
and use the materials to support inset.
E.g. managing group interaction in the CPD unit on
organising and managing speaking and listening
p49.
Speaking, Listening and Learning
Possible starting points
6. Consider how effectively speaking and listening
skills are learned and applied by children who
have a special need in this area.
Make changes as necessary: e.g. restructure
groupings for different purposes, to benefit specific
children.
Consult experts if appropriate.
Use criteria from this conference.

Using the Speaking, Listening and Learning Materials
KEY MESSAGES

1. Speaking and Listening objectives need to be taught specifically and
systematically
2. Possible starting points for using the materials could be:
Audit
Adapt school planning to help staff in teaching speaking and
listening as a tool for learning throughout the curriculum.
Revise assessment procedures for speaking and listening.
Ask selected members of staff to try out some of the suggested
activities and report back on what has been successful.
Identify specific issues that staff want help with and use the materials
to support inset.
Consider how effectively speaking and listening skills are learned
and applied by children who have a special need in this area and
change provision if necessary.