Speaking and Listening


Spoken language underpins the development of reading and writing. It begins in our EYFS phase, where spoken language is promoted through continuous provision in outdoor and indoor learning. Children are introduced to many new words in a language rich environment and are encouraged to socially communicate in the linguistically correct way. To support this, ‘Welcomm’ is used and all children are screened using this intervention. At Parkfield we strive for high quality language that children will hear and speak throughout a range of experiences and in all year groups. Year on year, teachers develop children’s confidence and competence in spoken language. Each year group takes part in a class assembly and has an annual trip to the theatre. The skill of ‘chotting’ is introduced from KS1, where children prepare their ideas for their writing. Children also have the opportunity to discuss their understanding of books in many areas of the curriculum. Pupils have the opportunity to take part in some drama, mainly linked to ‘experience days’ in the writing curriculum. They are also able to access ‘role play’ in EYFS. ‘Kagan’ strategies are used to promote discussion and co-operative learning and the children will build up their debating skills to be used in Year 6.


Listening, Attention and Understanding

Autumn Term

Listens carefully at story time and can retain what has been heard and recall key points.

Responds to a series of instructions and responds to a range of questions.

Contributes relevant comments in discussions.

Spring Term

Can switch attention from one task to another.

Follows complex instructions.

Responds to discussion with comments and questions.

Is able to listen in whole school Collective Worship and recall some of the themes and comments at a later stage.

End of EYFS Checkpoint

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.

Make comments about what they have heard and ask questions to clarify their understanding.

Hold conversations when engaged in back-and-forth exchanges with their teacher and peers.


Autumn Term

Communicates confidently with peers and adults.

Uses talks to communicate needs, news, feelings and ideas.

Uses new vocabulary.

Spring Term

Enjoys being part of conversations and discussions and uses new vocabulary in context.

Uses talk in different ways, in imaginative play, to develop thinking, to collaborate and plan with others and to express ideas.

End of EYFS Checkpoint

Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.

Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.

Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Years 1-6

Pupils should be taught to:

    • listen and respond appropriately to adults and their peers

    • ask relevant questions to extend their understanding and knowledge

    • use relevant strategies to build their vocabulary

    • articulate and justify answers, arguments and opinions

    • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

    • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

    • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

    • speak audibly and fluently with an increasing command of Standard English

    • participate in discussions, presentations, performances, role play, improvisations and debates

    • gain, maintain and monitor the interest of the listener(s)

    • consider and evaluate different viewpoints, attending to and building on the contributions of others

    • select and use appropriate registers for effective communication