Spoken Language
KS2EN-Y4-D001
Development of spoken language skills across all contexts, including discussion, presentations, and drama. Statutory requirements for spoken language apply to all years 1-6. In Years 3 and 4, pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.
National Curriculum context
Spoken language at Year 4 continues to develop pupils' confidence in extended, purposeful oral communication across a range of contexts — debate, drama, explanation and presentation. Pupils are expected to articulate and justify answers, build on others' contributions in discussion, and speak with increasing awareness of audience and purpose. The statutory curriculum requires teachers to create regular, structured opportunities for sustained talk in whole-class, group and paired contexts. By Year 4, pupils should be able to organise spoken contributions coherently, use appropriate vocabulary for different contexts, and show active listening behaviours that contribute constructively to shared discussion.
12
Concepts
3
Clusters
12
Prerequisites
12
With difficulty levels
Lesson Clusters
Listen actively, question and build vocabulary in discussion
introduction CuratedActive listening, relevant questioning and vocabulary-building strategies are the foundational receptive skills; C001 lists C003 in co_teach_hints, establishing the trio as the entry point to Y4 spoken language.
Articulate opinions, give structured contributions and engage audiences
practice CuratedArticulating/justifying opinions, structured descriptions/explanations, collaborative conversation and audience engagement are the expressive spoken skills; C006 co_teach_hints include C003 and C010.
Explore ideas through talk, evaluate viewpoints and adapt register
practice CuratedExploratory talk, audible/fluent speech with Standard English, spoken performance/drama, evaluating different viewpoints and register/audience awareness are the higher-order spoken language skills that complete the Y4 domain; C011 co_teach_hints include C004, C005 and C009.
Teaching Suggestions (1)
Study units and activities that deliver concepts in this domain.
Discussion and Debate: Should Animals Be Kept in Zoos?
English Unit Discussion and DebatePedagogical rationale
Structured debate develops both oracy and writing simultaneously, which the NC requires at Y4. The zoo question provides a genuine moral dilemma with accessible arguments on both sides, making it easier for pupils to construct balanced arguments. Moving from spoken discussion to written balanced argument teaches pupils that writing captures and refines oral reasoning.
Access and Inclusion
2 of 12 concepts have identified access barriers.
Barrier types in this domain
Recommended support strategies
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (12)
Active listening and appropriate response
skill Specialist TeacherEN-Y4-C001
Pupils listen and respond appropriately to adults and their peers in Year 4, demonstrating sustained and attentive listening across formal and informal contexts with increasing independence
Teaching guidance
Build on Year 3 listening by requiring children to listen to more extended and complex speech — longer teacher explanations, class debates and oral presentations by peers. Teach children to listen for the main point and supporting details, and to respond by summarising what they heard before adding their own contribution. Use the response frame: 'What I heard you say was... and I would add...' Practise listening to audio recordings and news reports as well as live speech.
Common misconceptions
Children may appear attentive but only process the last thing said, missing the overall argument or explanation. They may respond to what they want to talk about rather than what was actually said. Some children interrupt rather than waiting for the speaker to finish because they fear forgetting their point.
Difficulty levels
Listening to short spoken instructions or explanations and responding with a simple relevant comment or action.
Example task
Listen to the teacher read a short paragraph about hedgehogs. Tell your partner one fact you heard.
Model response: Hedgehogs curl into a ball to protect themselves.
Listening to extended speech and responding by summarising the main point before adding a relevant contribution.
Example task
Listen to your partner explain why they think the wolf is the villain in the story. Summarise what they said, then add your own view.
Model response: You said the wolf is the villain because he tricks the grandmother. I agree, but I also think he is clever because he plans everything carefully.
Sustaining attentive listening across formal and informal contexts, identifying main points and supporting details, and responding with relevant questions or comments that build on what was said.
Example task
Listen to a classmate's two-minute presentation about the water cycle. Ask one question about something they explained and one about something they did not cover.
Model response: You explained evaporation really clearly. My question is: does the water cycle happen faster in hot countries? Also, you didn't mention what happens to water underground — does that count as part of the cycle?
Listening critically to identify strengths and gaps in an argument, and responding by evaluating what was said rather than simply adding information.
Example task
Listen to two classmates debate whether zoos are good for animals. Identify the strongest argument from each side and explain which you found more convincing and why.
Model response: Priya's strongest point was that zoos protect endangered species from extinction. Mo's strongest point was that animals in zoos cannot behave naturally. I found Mo more convincing because he gave specific examples of animals pacing in small enclosures.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Access barriers (1)
Y4 reading comprehension assumes fluent decoding of age-appropriate text. Children whose decoding has not caught up by Y4 face an increasingly large gap: texts become longer and more complex while their reading remains effortful.
Questioning to extend understanding
skill Specialist TeacherEN-Y4-C002
Pupils formulate and ask relevant questions that deepen their understanding of topics and texts, including questions that probe beyond surface meaning
Teaching guidance
Teach children to formulate questions that deepen learning, moving beyond factual recall to analytical and evaluative questions. Use question taxonomies: 'remembering' questions (Who? What?), 'understanding' questions (Why? How?), 'applying' questions (What would happen if?), and 'evaluating' questions (Do you agree? Was it fair?). Model generating higher-order questions during shared reading. Encourage children to ask questions that do not have a single right answer but invite discussion and exploration.
Common misconceptions
Children may confuse genuine questions with rhetorical ones. They often default to lower-order factual questions rather than analytical or evaluative ones. Some children ask questions that are too broad ('Why is reading important?') rather than specific and answerable. Others may feel embarrassed to ask questions that reveal gaps in their understanding.
Difficulty levels
Asking simple factual questions about a text or topic using question words (who, what, where, when).
Example task
After reading a page about Roman soldiers, write two questions starting with 'Who' or 'What'.
Model response: What weapons did Roman soldiers carry? Who was in charge of a Roman army?
Asking questions that go beyond factual recall, using 'why' and 'how' to probe meaning.
Example task
After reading Chapter 3 of your class novel, write one 'why' question and one 'how' question about the main character's actions.
Model response: Why did Asha decide to keep the letter secret from her brother? How did the author show that Asha was nervous when she hid it?
Formulating analytical and evaluative questions that deepen understanding, including questions about authorial choices.
Example task
After reading a persuasive text about banning plastic bags, write three questions: one about the facts, one about the author's argument, and one evaluating the text.
Model response: How many plastic bags end up in the ocean each year? Why does the author use statistics in the second paragraph rather than personal stories? Do you think the argument would be stronger if the author included the other side's view?
Generating questions that challenge assumptions in a text or connect ideas across multiple sources, demonstrating critical engagement.
Example task
You have read two accounts of the Great Fire of London — one from Samuel Pepys' diary and one from a modern textbook. Write two questions that compare the sources.
Model response: Why does Pepys focus on saving his cheese and wine when the modern textbook focuses on how many homes were destroyed? Does the fact that Pepys was writing for himself make his account more or less reliable than the textbook?
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Vocabulary building strategies
skill Specialist TeacherEN-Y4-C003
Pupils use a range of strategies to build their vocabulary, including using dictionaries, word families, etymology and morphology, discussion and reading widely
Teaching guidance
Develop vocabulary-building strategies with greater independence in Year 4. Teach children to use morphological analysis (breaking words into roots, prefixes and suffixes), context clues (what surrounding words suggest), etymology (word origins), and dictionary/thesaurus use to build and refine their vocabulary. Introduce academic and subject-specific vocabulary through cross-curricular learning. Encourage children to notice and collect interesting or unfamiliar words in a vocabulary journal and use them in speech and writing.
Common misconceptions
Children may know a word's general meaning but not its precise or nuanced usage, leading to incorrect or awkward word choices. They may not transfer vocabulary learned in one subject to another. Some children rely solely on the teacher to explain new words rather than using independent strategies.
Difficulty levels
Using a simple dictionary to find the meaning of an unfamiliar word encountered in reading.
Example task
Find the word 'reluctant' in the dictionary and write its meaning in your own words.
Model response: Reluctant means not wanting to do something, like when you don't really want to go.
Using context clues alongside dictionary skills to work out the meaning of unfamiliar words.
Example task
Read the sentence: 'The castle was ancient and dilapidated, with crumbling walls and a collapsed roof.' What does 'dilapidated' mean? How did the rest of the sentence help you work it out?
Model response: Dilapidated means falling apart and in bad condition. I worked it out because the sentence says the walls were crumbling and the roof had collapsed, so the castle must be in a bad state.
Using morphological analysis (roots, prefixes, suffixes) alongside context and dictionaries to build vocabulary independently.
Example task
Read the word 'international'. Break it into its parts and explain how each part contributes to the meaning.
Model response: Inter- means 'between' and 'national' comes from 'nation', meaning a country. So international means between countries or involving more than one country.
Independently applying multiple vocabulary strategies and explaining which strategy was most useful for a particular word.
Example task
You encounter the word 'subterranean' in a text about caves. Explain how you would work out its meaning using at least two different strategies.
Model response: First, I'd break it into parts: 'sub' means under (like submarine) and 'terra' means earth (like terrain). So subterranean means under the ground. I'd also check the context — the text is about caves, which are underground, so that confirms my guess. The morphology strategy was most useful here because the word parts give you the exact meaning.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Articulating and justifying opinions
skill Specialist TeacherEN-Y4-C004
Pupils articulate and justify answers, arguments and opinions with increasing confidence and independence, providing reasoned justification for views about what they read and broader topics
Teaching guidance
Develop children's ability to construct sustained arguments using the structure: assertion, reason, evidence, explanation. Model argumentative talk: 'I believe that... because... For example... This shows that...' Use formal debates with motions where children must argue for or against a proposition. Teach children to anticipate counter-arguments and address them. Practise in the context of book discussions, cross-curricular topics and PSHE issues. Encourage children to qualify their arguments: 'mostly', 'often', 'in many cases'.
Common misconceptions
Children may state opinions as facts without providing evidence. They may use emotional appeals rather than reasoned argument ('It's not fair!' rather than explaining why). Some children cannot distinguish between a strong argument (supported by evidence) and a weak one (unsupported assertion). Others find it difficult to argue a position they do not personally hold.
Difficulty levels
Stating an opinion about a text with a simple reason.
Example task
Do you think Jack was right to climb the beanstalk? Give one reason for your answer.
Model response: I think Jack was right because his family was very poor and they needed the money.
Justifying an opinion using the structure: opinion, reason, evidence from the text.
Example task
Do you think the Iron Man is a hero or a villain? Use evidence from the story to support your answer.
Model response: I think the Iron Man is a hero because he saves the world from the space dragon. The evidence is that he challenges the dragon to a contest and wins, which protects everyone on Earth.
Constructing a reasoned argument with multiple points of evidence, acknowledging alternative viewpoints.
Example task
Some people think Willy Wonka is kind; others think he is cruel. What is your view? Give at least two reasons with evidence.
Model response: I think Wonka is mostly kind but he can be harsh. He is kind because he gives Charlie the whole factory when Charlie's family is poor. However, he seems cruel when he lets the other children get hurt — for example, Augustus falls in the chocolate river and Wonka does not help him. I think Wonka is testing the children and rewards good behaviour, but his methods are extreme.
Anticipating and addressing counter-arguments, evaluating the strength of different positions.
Example task
A classmate argues that homework should be banned because children need time to play. Write a response that considers their argument before presenting your own view.
Model response: I understand the argument that children need time to play, and research does show that play is important for wellbeing. However, I think short, focused homework helps children practise what they learned in class. Without it, some children might forget key skills over the weekend. A compromise would be to limit homework to 20 minutes and allow children to choose how they complete it.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Structured spoken descriptions and explanations
skill Specialist TeacherEN-Y4-C005
Pupils give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings, adapting structure to audience and purpose
Teaching guidance
Teach children to give well-structured spoken descriptions and explanations with increasing detail, precision and organisation. Provide frameworks: for descriptions, use sensory categories (sight, sound, smell, touch, taste); for explanations, use sequential connectives (first, next, then, finally) and causal connectives (because, therefore, as a result). Practise explaining processes, describing events and giving presentations about topics studied. Model the use of precise, technical vocabulary when explaining subject-specific content.
Common misconceptions
Children may include irrelevant or excessive detail that obscures the main point. They may struggle to adapt their explanations for different levels of audience knowledge. Some children give circular explanations that repeat the question rather than answering it. Others may speak too quickly when explaining complex ideas.
Difficulty levels
Giving a simple sequential description or explanation using basic time connectives.
Example task
Describe how you make a sandwich. Use the words 'first', 'next', 'then' and 'finally'.
Model response: First, you get two slices of bread. Next, you spread butter on both slices. Then, you put cheese and ham on one slice. Finally, you put the other slice on top and cut it in half.
Giving structured spoken descriptions using sensory categories or causal connectives to organise information.
Example task
Describe the school playground to someone who has never seen it. Include what you can see, hear and feel.
Model response: When you walk into the playground, you can see a large grey tarmac area with painted lines for games and a climbing frame in the corner. You can hear children shouting and a whistle blowing. The ground feels hard under your feet, but the grass area near the fence is soft and sometimes muddy.
Giving well-structured spoken explanations adapted for the audience, using precise vocabulary and appropriate level of detail.
Example task
Explain to a Year 2 child how a volcano erupts. Use language they would understand.
Model response: Deep underground, the rock gets so hot that it melts into liquid called magma. The magma pushes upwards because the pressure builds up, a bit like when you shake a fizzy drink bottle. When the pressure gets too strong, the magma bursts out through the top of the volcano. Once it comes out, we call it lava, and it flows down the sides.
Adapting the same explanation for different audiences, varying vocabulary, detail and structure appropriately.
Example task
Explain how the water cycle works twice: once for a Year 1 child and once for a parent visiting the school.
Model response: For Year 1: The sun heats up water in puddles, rivers and the sea. The water turns into tiny invisible drops that float up into the sky and make clouds. When the clouds get heavy, the water falls back down as rain, and it starts all over again. For a parent: The water cycle is driven by solar energy, which causes evaporation from surface water. Water vapour rises, cools and condenses to form clouds. Precipitation then returns water to the earth's surface, where it collects in bodies of water or percolates into groundwater, and the cycle continues.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Collaborative conversation
skill Specialist TeacherEN-Y4-C006
Pupils maintain attention and participate actively in collaborative conversations, staying on topic, initiating and responding to comments, and taking turns within group and whole-class contexts
Teaching guidance
Develop collaborative conversation skills by increasing the complexity of group tasks and the expectation for equitable participation. Teach children to take on specific roles within groups (chairperson, note-taker, reporter, timekeeper) and to manage their own group process. Use Kagan structures (think-pair-share, round robin, numbered heads together) to ensure all children contribute. Teach ground rules for collaborative discussion: listen actively, build on others' ideas, challenge ideas not people, and seek agreement where possible.
Common misconceptions
Groups may focus on reaching agreement quickly rather than genuinely discussing different viewpoints. One or two confident children may dominate while others disengage. Some children confuse collaboration with simply dividing tasks and working independently. Others may agree with the majority view to avoid conflict rather than contributing their genuine perspective.
Difficulty levels
Taking turns in a paired conversation, listening to a partner and responding relevantly.
Example task
With your partner, discuss your favourite book. Take turns: one person speaks for 30 seconds, then the other responds.
Model response: Partner A: My favourite book is The Worst Witch because Mildred is funny and I like the magic school. Partner B: I like that book too. My favourite part is when her cat falls off the broomstick. I also like Diary of a Wimpy Kid because it makes me laugh.
Participating in a group discussion, staying on topic and building on others' contributions.
Example task
In your group of four, discuss: Should children have a say in school rules? Each person must build on what the previous person said.
Model response: Person 1: I think children should help make rules because we know what is fair. Person 2: I agree with that, and I'd add that if we help make the rules, we are more likely to follow them. Person 3: That's a good point, but some rules like fire safety need to be made by adults because children might not know the dangers.
Taking on specific roles within group discussions (chairperson, reporter) and managing the group process to ensure equitable participation.
Example task
As the chairperson of your group, lead a discussion about which charity the class should support. Make sure everyone contributes and summarise the group's decision.
Model response: Let's hear from everyone. Amir, what do you think? [listens] Thank you. Fatima, do you agree or have a different idea? [listens] Good point. Tom, you've been quiet — what's your view? [listens] So we've heard three suggestions: the food bank, the animal shelter, and the children's hospital. It sounds like most of us prefer the food bank because it helps people in our local area. Shall we vote?
Managing disagreement constructively within a group, synthesising different viewpoints to reach a reasoned conclusion.
Example task
Your group cannot agree on the best ending for your shared story. Lead the group to a decision that takes account of everyone's ideas.
Model response: We have three different ideas for the ending. Let's look at what each one does well. Priya's ending is exciting because of the chase scene. Oscar's ending is surprising because the treasure turns out to be a letter. Zara's ending ties up the friendship theme. Could we combine them? What if the chase leads to finding the letter, and the letter is about friendship? That way everyone's idea is included.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Exploratory talk
skill Specialist TeacherEN-Y4-C007
Pupils use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas, increasingly using talk as a tool for thinking
Teaching guidance
Continue developing exploratory talk by providing increasingly complex and ambiguous discussion prompts that require sustained thinking. Use 'What if?' scenarios, ethical dilemmas linked to texts, and open-ended cross-curricular questions. Teach children that exploratory talk is characterised by tentative language ('perhaps', 'I wonder', 'it could be'), building on others' ideas ('Yes, and...'), and a willingness to change one's mind. Create a classroom culture where not knowing is valued as a starting point for enquiry.
Common misconceptions
Children may confuse exploratory talk with unstructured chat. They may feel pressure to reach a conclusion quickly rather than allowing ideas to develop through discussion. Some children may dismiss others' tentative ideas rather than building on them. Others may be reluctant to engage in exploratory talk because they see uncertainty as weakness.
Difficulty levels
Using tentative language to share an idea during discussion without needing to be certain.
Example task
Look at this picture of a mysterious door in a forest. Share your ideas about what might be behind it. Start your sentences with 'Maybe...' or 'I wonder if...'
Model response: Maybe it leads to an underground kingdom. I wonder if a witch lives there because it looks old and hidden.
Building on others' tentative ideas using 'Yes, and...' to develop shared thinking.
Example task
Your partner suggests that the Vikings might have been scared when they first sailed to Britain. Build on their idea.
Model response: Yes, and they might also have been excited because they hoped to find treasure. Perhaps some Vikings were brave leaders but the ordinary sailors were more nervous because they didn't know what they'd find.
Using exploratory talk to develop understanding through sustained speculation, hypothesising and reasoning aloud.
Example task
In your group, discuss: Why do you think the author chose to tell the story from the dog's point of view? Think aloud together — there is no single right answer.
Model response: Perhaps the author chose the dog's point of view because dogs notice different things to humans — they focus on smells and sounds. It could be that the author wanted us to see the family's problems through innocent eyes, so we feel sympathy for them. I wonder if it's also because the dog can't understand everything, so the reader has to work things out too — that makes it more interesting.
Using exploratory talk to test and refine ideas, changing position when presented with better reasoning.
Example task
Discuss this ethical dilemma: A character finds a wallet with £50 in it. Should they keep it or hand it in? Be willing to change your mind if someone makes a convincing point.
Model response: At first I thought they should keep it because the owner might never come back. But Aisha made a good point — if I lost £50, I'd want someone to hand it in. Actually, I think the best thing would be to hand it in to the police because they have a system for returning lost property. I changed my mind because Aisha helped me think about it from the owner's perspective.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Access barriers (1)
Identifying themes and conventions in texts requires understanding implicit messages — what the author is really saying beneath the surface narrative. This is a higher-order inference skill that builds on KS1 inference foundations.
Audible and fluent speech with Standard English
skill Specialist TeacherEN-Y4-C008
Pupils speak audibly and fluently with an increasing command of Standard English, understanding when Standard English is required and beginning to distinguish it from non-Standard forms
Teaching guidance
Develop awareness that Standard English is expected in formal speaking contexts as well as in writing. Teach children to recognise when Standard English is appropriate (presentations, debates, speaking to unfamiliar adults) and when informal spoken language is acceptable (casual conversation, playground talk). Practise switching between registers through role-play. Focus on common non-standard forms: 'was/were' agreement, irregular past tenses, and double negatives. Continue to value dialect and home language while building bidialectal competence.
Common misconceptions
Children may think Standard English is 'posh' or 'not natural'. They may not realise they already switch between registers in different contexts. Some children apply Standard English rules rigidly in all contexts, losing naturalness in casual speech. Others may use Standard English in writing but revert to non-standard forms in formal speech.
Difficulty levels
Speaking clearly and audibly in front of the class, projecting voice so all can hear.
Example task
Stand at the front of the class and read your three sentences about your weekend. Make sure the person at the back can hear you.
Model response: At the weekend, I went to the park with my family. We played football and had a picnic. My little sister fell asleep on the blanket.
Using Standard English verb forms in formal spoken contexts while maintaining audibility and fluency.
Example task
Retell what happened in yesterday's science experiment using Standard English. Remember to use 'we were' not 'we was' and 'I saw' not 'I seen'.
Model response: Yesterday, we were investigating how different materials conduct heat. I saw that the metal spoon became hot quickly, but the wooden spoon did not. We were surprised that the plastic spoon hardly changed at all.
Speaking fluently with Standard English in formal contexts, adapting vocabulary and tone for the situation.
Example task
Present your book recommendation to the class as if you were speaking on a school radio show. Use Standard English and a clear, engaging tone.
Model response: Good morning, listeners. Today I would like to recommend Varjak Paw by SF Said. This is a thrilling adventure about a Mesopotamian Blue kitten who must leave his home to save his family. What I found most exciting was the way Varjak learns the mysterious Way of Jalal. I would recommend this book to anyone who enjoys stories about courage and discovery.
Consciously switching between Standard English and informal speech, explaining when and why each is appropriate.
Example task
Say the same thing in two ways: first, how you would tell your friend about a problem at lunchtime, and second, how you would explain it to the head teacher. Then explain what you changed and why.
Model response: To my friend: 'Miss Davis weren't happy cos we was messing about and she give us all a warning.' To the head teacher: 'Miss Davis was concerned because some of us were not following the rules during the lesson, and she gave the class a formal warning.' I changed 'weren't' to 'was not', 'cos' to 'because', 'we was' to 'we were', and 'give' to 'gave'. I used Standard English for the head teacher because it is a formal situation and shows respect.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Spoken performance and drama
skill Specialist TeacherEN-Y4-C009
Pupils participate in discussions, presentations, performances, role play, improvisations and debates with growing familiarity and confidence across a variety of situations, audiences and purposes, including formal presentations and debate
Teaching guidance
Use drama techniques to deepen understanding of texts and develop spoken language in context. Introduce more sophisticated strategies: improvisation (unscripted scenes based on a text), writing and performing short scripts, director's chair (one child directs others in a scene, making deliberate choices about voice and movement), and debate in role (arguing a character's perspective). Connect drama to writing by using drama as a pre-writing activity: children explore characters and situations physically before writing.
Common misconceptions
Children may focus on entertainment value rather than using drama to explore the text or develop understanding. They may find it difficult to sustain a role, breaking character when they are unsure what to say. Some children may copy film or TV performances rather than developing their own interpretation.
Difficulty levels
Participating in simple role play or reading aloud from a play script with basic expression.
Example task
Read aloud the part of the wolf in this scene from a play script of Little Red Riding Hood. Try to sound like the wolf.
Model response: [In a deep, slow voice] 'What big eyes you have, Grandmother.' [Pauses, then in a louder voice] 'All the better to SEE you with, my dear!'
Sustaining a role in improvisation or prepared performance, making deliberate choices about voice and movement.
Example task
Improvise a scene where you are a shopkeeper who has just discovered that a customer has accidentally broken an expensive vase. Stay in character for one minute.
Model response: [Gasps and rushes over] 'Oh no, oh no! That was a one-of-a-kind vase from China! [Wrings hands] I've had that in my shop for twenty years and nobody has ever... [Takes a deep breath and speaks more calmly] Right. Well. Accidents happen. But we will need to talk about how this is going to be sorted out, won't we?'
Performing poems, play scripts or own compositions with deliberate use of intonation, pace, volume and gesture to convey meaning.
Example task
Prepare and perform the poem 'The Tyger' by William Blake (first two verses). Make deliberate choices about pace and volume to convey the sense of wonder and fear.
Model response: [Slowly, with emphasis] 'Tyger Tyger, [pause] burning bright, / In the forests of the night; [volume drops to near-whisper] What immortal hand or eye, / Could frame thy fearful symmetry?' [Pace quickens slightly for verse 2, with rising pitch to convey growing awe]
Directing others in a performance, making and justifying choices about how a text should be delivered.
Example task
You are the director. Your group is performing a scene from your class novel. Tell each actor how to deliver their lines and explain why.
Model response: Amir, when you say 'I'm not afraid', say it quietly and slowly — because the character actually IS afraid, so a quiet voice shows he's trying to convince himself. Zara, you should pause before your line and look at the audience, because your character knows something the others don't, and the pause builds tension. Tom, deliver your line quickly and loudly because your character is panicking.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Audience engagement
skill Specialist TeacherEN-Y4-C010
Pupils gain, maintain and monitor the interest of the listener(s), adjusting pace, volume, tone and vocabulary to sustain engagement
Teaching guidance
Teach children to maintain audience engagement during longer presentations. Model techniques: starting with a hook (a surprising fact, a question, a bold statement), organising content with clear signposts ('My first point is...', 'Moving on to...'), using visual aids or props, making eye contact around the room, and ending with a summary or call to action. Give children practice presenting to different audiences (their own class, younger children, parents). Use peer feedback focused specifically on engagement techniques.
Common misconceptions
Children may read directly from notes without looking up, losing connection with their audience. They may include too much detail, causing the audience to lose interest. Some children speak in a monotone, while others adopt an artificial 'presentation voice' that sounds unnatural. A few children may prioritise being entertaining over being informative.
Difficulty levels
Making eye contact with the audience and speaking at an appropriate volume during a short presentation.
Example task
Present three facts about your favourite animal to the class. Look up from your notes at least three times.
Model response: [Looks up] 'Dolphins are mammals, not fish. [Looks up] They can hold their breath for up to 10 minutes. [Looks up] Baby dolphins are called calves.'
Using a clear opening hook and organising a presentation with signpost phrases to maintain listener interest.
Example task
Present your research about the Romans to the class. Start with a surprising fact to hook the audience, and use phrases like 'My first point is...' and 'Moving on to...'
Model response: 'Did you know that Roman soldiers had to march 30 kilometres every single day? [Pause] Today I'm going to tell you three amazing things about Roman soldiers. My first point is about their armour... Moving on to their weapons... Finally, I want to tell you about their food, which might surprise you...'
Sustaining audience engagement throughout a presentation by varying pace, tone and volume, and responding to audience reactions.
Example task
Give a two-minute presentation about an issue you care about. Vary your delivery to keep the audience interested and end with a call to action.
Model response: [Starts with quiet, serious tone] 'Every year, 8 million tonnes of plastic enter our oceans.' [Pauses for effect, then pace increases with energy] 'But here's the good news — we can do something about it, starting right here in our school.' [Slows down for emphasis] 'I am asking each of you to do just one thing: bring a reusable water bottle every day.'
Adapting a presentation in real time based on audience response, using rhetorical techniques to persuade or engage.
Example task
Present your argument for longer break times to a panel of teachers. Use at least two rhetorical techniques (rhetorical question, repetition, direct address).
Model response: 'How would you feel if you had to concentrate for three hours with only a fifteen-minute break? [Rhetorical question] We all know that exercise helps us think. We all know that fresh air improves concentration. We all know that a tired child does not learn well. [Repetition] So I am asking you — yes, you, our teachers who care about our learning — [direct address] to give us the break time we need to be the best learners we can be.'
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Evaluating different viewpoints
skill Specialist TeacherEN-Y4-C011
Pupils consider and evaluate different viewpoints, attending to and building constructively on the contributions of others in discussion and debate
Teaching guidance
Teach children to evaluate different viewpoints by considering the strength of the reasoning and evidence behind each one. Use structured activities: present two or more contrasting viewpoints on an issue from a text and ask children to weigh the arguments for each. Teach the difference between opinion (subjective preference) and evidence-based argument (supported by facts). Model evaluating viewpoints: 'This argument is stronger because it is supported by evidence, while this one relies on emotion.' Connect to reading comprehension where characters hold different views.
Common misconceptions
Children may equate the viewpoint they agree with as the 'right' one rather than evaluating the quality of reasoning. They may dismiss viewpoints they disagree with without engaging with the argument. Some children struggle to understand that a well-argued position can still be wrong, and a poorly argued position can still be correct.
Difficulty levels
Identifying that people can have different opinions about the same topic.
Example task
Read two short reviews of the same book — one positive and one negative. What is different about what the two reviewers think?
Model response: The first reviewer thinks the book is exciting because of the plot twists. The second reviewer thinks the book is boring because the characters are not interesting.
Listening to different viewpoints in a discussion and identifying points of agreement and disagreement.
Example task
After a class discussion about whether school uniform should be compulsory, list one point where most people agreed and one where people disagreed.
Model response: Most people agreed that uniform should be comfortable and affordable. People disagreed about whether uniform stops bullying — some said it does because everyone looks the same, but others said children still get bullied about other things.
Evaluating different viewpoints by considering the quality of reasoning and evidence behind each one.
Example task
Two characters in your book disagree about whether to cross the dangerous bridge. Evaluate both viewpoints: whose reasoning is stronger and why?
Model response: Maya argues they should cross because time is running out and they have no other route. Finn argues they should wait and find another way because the bridge looks unsafe. I think Maya's reasoning is weaker because she is reacting to panic rather than thinking clearly. Finn's reasoning is stronger because he considers the evidence — the rotten planks — and thinks about the consequences.
Recognising that a well-reasoned viewpoint can be wrong and a poorly-argued viewpoint can be right, separating the quality of the argument from the truth of the conclusion.
Example task
A classmate argues: 'We should all eat vegetables because my mum says so.' Another argues: 'We shouldn't eat vegetables because they taste bad.' Which argument is better reasoned, and does that make it true?
Model response: Neither argument is well-reasoned. The first uses authority ('my mum says so') but doesn't explain why. The second uses personal preference ('they taste bad') which isn't evidence. However, the first conclusion is actually correct — vegetables are healthy — even though the argument is weak. This shows that having the right answer isn't the same as having a good argument.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Register and audience awareness
skill Specialist TeacherEN-Y4-C012
Pupils select and use appropriate registers for effective communication, with a growing understanding of formal and informal language use and Standard versus non-Standard English
Teaching guidance
Develop register awareness by exploring how language changes depending on audience, purpose and context. Compare formal and informal versions of the same message (a text to a friend vs a letter to the head teacher). Teach that register involves vocabulary choice, sentence structure, tone and level of detail. Use role-play to practise speaking in different registers. In writing, connect register to text type: an email to a friend uses different register from a formal letter or a newspaper report. Model making deliberate register choices during shared writing.
Common misconceptions
Children may think formal register means using long, complicated words, when it actually involves a combination of vocabulary, grammar and tone. They may not adjust their register for written texts, writing in an informal, chatty style for all purposes. Some children equate formality with unfriendliness.
Difficulty levels
Recognising that you speak differently to friends than to teachers.
Example task
How would you ask a friend for a pencil? How would you ask a teacher? Write both versions.
Model response: To a friend: 'Can I borrow your pencil?' To a teacher: 'Excuse me, Miss, please could I borrow a pencil?'
Adjusting vocabulary and tone for a specific audience in a short spoken or written task.
Example task
Write a text message to your friend about Sports Day, then write a notice about it for the school newsletter.
Model response: Text: 'Sports day was sick!! I won the relay and nearly beat yr 5! 😄' Newsletter: 'Year 4 had an excellent Sports Day on Friday. The highlight was the relay race, which was won by Class 4B in a closely contested final.'
Selecting and using appropriate register for different communicative purposes, understanding that register involves vocabulary, grammar, tone and level of detail.
Example task
Write a complaint about a broken toy. First as you would tell your friend, then as a formal letter to the toy company.
Model response: To friend: 'I'm so annoyed — I got this robot for my birthday and the arm fell off the first day. It's rubbish!' Formal letter: 'Dear Sir or Madam, I am writing to express my disappointment with the Robot Explorer 3000, purchased on 15th March. On the first day of use, the left arm detached from the body. I would be grateful if you could arrange a replacement or refund.'
Analysing how writers manipulate register for effect and explaining why a register shift might be deliberate.
Example task
In this extract, the author suddenly switches from formal description to informal dialogue. Why do you think the author made this choice? What effect does it create?
Model response: The formal description creates a serious, tense atmosphere. When the character suddenly says 'Well, that's just brilliant, isn't it?' in an informal, sarcastic tone, it surprises the reader and shows the character is actually scared but using humour to cope. The register shift makes the character feel more real and relatable.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.