Spoken Language
KS1EN-KS1-D001
Development of listening, speaking and communication skills across Years 1-6 (cross-key stage)
National Curriculum context
Spoken language is the foundation of all English learning at KS1 and underpins the development of reading and writing throughout schooling. The statutory curriculum requires that pupils speak clearly and convey their ideas confidently, using language imaginatively to give well-structured descriptions, explanations and narratives. Pupils are expected to listen carefully to what others say, ask relevant questions to extend understanding, and build vocabulary through exposure to a wide range of spoken language including poetry, stories and non-fiction. Opportunities for drama, role play and structured talk are essential at KS1 so that children develop the oral fluency that provides the basis for composition in writing. Spoken language objectives apply across all years of primary school and should be developed continuously.
5
Concepts
2
Clusters
1
Prerequisites
5
With difficulty levels
Lesson Clusters
Listen actively and take turns in conversation
introduction CuratedListening skills and turn-taking are the foundational interaction habits for all spoken language; C074 lists C073 in its co_teach_hints, confirming they should be taught together as a paired entry point.
Ask questions, justify opinions and use drama to explore ideas
practice CuratedRelevant questioning, justifying opinions, and drama/role-play all extend conversational competence beyond basic turn-taking into exploratory and evaluative spoken language; C077 lists C075 and C076 in its co_teach_hints.
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (5)
Listening skills
skill Specialist TeacherEN-KS1-C073
Attending to and understanding what others say
Teaching guidance
Develop listening skills through focused listening activities: follow multi-step instructions, identify specific sounds or words in a spoken passage, and respond to what a partner has said. Use circle time to practise attentive listening with eye contact and still bodies. Teach children to show they are listening through body language and by asking follow-up questions. Play barrier games where children must listen carefully to instructions to complete a task they cannot see.
Common misconceptions
Children may appear to be listening (sitting still, looking at the speaker) without actually processing what is being said. They may hear the first instruction but not subsequent ones. Some children equate listening with waiting for their turn to speak rather than genuinely attending to another person's contribution.
Difficulty levels
Listening to a short instruction and carrying it out correctly.
Example task
Listen carefully. Put the red pencil in the pot and sit down.
Model response: Child puts the red pencil in the pot and sits down.
Listening to a speaker and responding to what was said, showing understanding.
Example task
Listen to your partner describe their weekend. Now tell me one thing they did.
Model response: 'My partner said they went swimming with their dad on Saturday.'
Listening attentively to longer contributions and responding with relevant comments or questions.
Example task
Listen to the visitor talk about their job. Afterwards, ask one question about something they said.
Model response: Child asks a relevant question that shows they were listening: 'You said you work with animals — which animal is the hardest to look after?'
Listening actively, noting key points, and building on what others say in extended discussions.
Example task
In your group discussion, listen to everyone's ideas. Summarise what the group has said so far.
Model response: 'So far, Sam said the best part of the trip was the museum, and Priya thinks it was the picnic. They both agreed that the bus journey was too long. I think we need to talk about whether we'd go again.'
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Turn-taking in discussion
skill Specialist TeacherEN-KS1-C074
Taking appropriate turns when speaking in groups
Teaching guidance
Teach explicit turn-taking strategies during class discussions and partner work. Use visual aids such as a talking stick or talking token to show whose turn it is to speak. Model waiting, listening to the speaker, and responding before making a new point. Teach children to build on what others have said: 'I agree with ___ because...', 'I think something different...' Practise in small groups before whole-class discussions so that all children have opportunities to contribute.
Common misconceptions
Children may interrupt others because they are eager to share their idea and fear forgetting it. They may wait for their turn without listening to what is being said. Some children are reluctant to take a turn at all, particularly in whole-class settings. Others may dominate the conversation without awareness of others' need to contribute.
Difficulty levels
Waiting for a turn to speak when using a talking stick or token.
Example task
When you have the talking stick, tell us your favourite animal. When someone else has it, listen quietly.
Model response: Child waits for the stick, speaks, then passes it on without interrupting others.
Taking turns in pair and group discussions, listening before responding.
Example task
Discuss with your partner: which is better, summer or winter? Take turns to give your reasons.
Model response: Child listens to partner's view, then gives their own response that shows they heard what was said.
Taking turns appropriately in group discussions, building on others' ideas using sentence stems.
Example task
In your group, discuss the best book we've read this term. Use phrases like 'I agree with ___ because...' or 'I think differently because...'
Model response: Child takes turns, references others' contributions, and builds on ideas: 'I agree with Tom that it was exciting, but I think the ending was too sudden.'
Facilitating group discussion by inviting quieter members to contribute and summarising the group's views.
Example task
Lead a group discussion about the story. Make sure everyone gets a chance to speak and try to find areas of agreement.
Model response: Child invites contributions: 'What do you think, Sara?' Summarises: 'So most of us think the character was brave, but we disagree about whether the ending was fair.' Manages turns fairly.
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Relevant questioning
skill Specialist TeacherEN-KS1-C075
Asking questions that extend understanding
Teaching guidance
Teach children to ask relevant questions that extend their understanding. Model questioning during shared reading: 'I wonder why the character did that? Let me ask a question.' Teach question starters (who, what, where, when, why, how) and practise generating questions about a topic or text. Use 'question of the day' routines and partner questioning activities. Distinguish between questions that have a single factual answer and questions that invite discussion and opinion.
Common misconceptions
Children often make statements disguised as questions or ask questions that are not relevant to the topic. They may ask questions they already know the answer to rather than genuine enquiry questions. Some children are reluctant to ask questions because they fear appearing foolish.
Difficulty levels
Asking a simple question about something they want to know, using a question word.
Example task
Ask me a question about this picture using the word 'what' or 'where'.
Model response: 'What is the man carrying?'
Asking questions using a range of question words to find out information.
Example task
We have a visitor coming to talk about being a vet. Think of three questions you could ask. Use different question words.
Model response: 'What animals do you help? Why did you want to be a vet? How long did you study?'
Asking relevant questions that extend understanding during discussions and after listening to explanations.
Example task
After listening to the talk about space, ask a question that helps you understand something better — not just a fact you could look up.
Model response: 'You said astronauts float in space. Why doesn't everything just float away? How do they eat and drink?'
Formulating probing questions that challenge ideas, seek evidence or explore alternatives.
Example task
Your partner says the wolf is the villain in the story. Ask a question that challenges them to think more deeply.
Model response: 'But what if the wolf was just hungry and didn't know any better? Does that still make him a villain? What evidence in the story tells us he meant to be bad?'
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Justifying opinions
skill Specialist TeacherEN-KS1-C076
Giving reasons for views and answers
Teaching guidance
Teach children to justify their opinions using the frame 'I think... because...' Start with simple preferences: 'Which character do you like best? Why?' Progress to justifying opinions about texts, events and ideas. Model the difference between stating an opinion ('I like this book') and justifying it ('I like this book because the pictures help me imagine the story'). Use talk partners so that all children practise justifying opinions orally before being asked to do so in front of the whole class.
Common misconceptions
Children frequently state opinions without any justification. They may give circular reasons ('I like it because it's good'). Some children confuse opinions with facts, presenting subjective preferences as objective truths. Others find it difficult to disagree respectfully with a peer's opinion.
Difficulty levels
Giving a simple reason for a preference when asked directly.
Example task
Which story do you like best? Why?
Model response: 'I like "The Gruffalo" because the mouse is clever and tricks everyone.'
Supporting an opinion with a reason and a simple piece of evidence from a text or experience.
Example task
Do you think the character made a good decision? Give a reason using 'because' and point to something in the story.
Model response: 'I think she made a good decision because she was kind to the old woman and the story shows that kindness was rewarded at the end.'
Justifying opinions with clear reasoning and evidence, using the frame 'I think... because... for example...'
Example task
Is this a good opening for a story: 'It was dark. Something moved in the shadows.'? Justify your answer.
Model response: 'I think it's a good opening because it creates a mysterious mood. The short sentences build tension and make the reader want to know what is in the shadows. It doesn't give too much away, which makes you want to read on.'
Considering different viewpoints before forming an opinion, and changing or strengthening opinions in response to others' reasoning.
Example task
Listen to two different opinions about the ending of the story. Which do you agree with more? Can you find strengths in both arguments?
Model response: 'Sam thinks the ending was too happy and unrealistic. Priya thinks it was satisfying because the character deserved a happy ending. I can see both points — it was a bit easy, but I think the character earned it through their bravery earlier in the story. So I mostly agree with Priya but Sam makes a fair point.'
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.
Drama and role-play
process Specialist TeacherEN-KS1-C077
Taking on roles to explore characters and situations
Teaching guidance
Use drama and role-play activities to develop children's spoken language, imagination and understanding of texts. Strategies include hot-seating (interviewing a character), freeze-frame (creating still images of key moments), conscience alley (exploring a character's dilemma), and small-world play. Use role-play areas linked to the class topic or text being studied. Drama should be purposeful, developing language and understanding rather than being purely recreational. Follow up with writing in role or discussion of what was learned.
Common misconceptions
Children may see drama as 'just playing' rather than a structured learning activity. They may find it difficult to stay in character or to speak as someone other than themselves. Some children are reluctant to participate in drama activities due to shyness, requiring carefully scaffolded, low-stakes entry points such as partner work before group performance.
Difficulty levels
Participating in simple role-play activities linked to stories or experiences, with adult modelling.
Example task
Pretend to be the shopkeeper. I'll be the customer. What would you say?
Model response: 'Hello, what would you like to buy today?'
Taking on a role in a structured drama activity, speaking and acting as the character.
Example task
In hot-seating, you are the Big Bad Wolf. Answer questions from the class as if you ARE the wolf.
Model response: 'I wasn't trying to be mean! I was just hungry and those pigs had lovely houses. I only knocked because I wanted to ask for some food.'
Using drama to explore characters and situations, sustaining a role and responding to others in character.
Example task
In pairs, act out the scene where the character discovers the secret garden. Stay in character and respond to what your partner says.
Model response: Child sustains the role, speaking with appropriate emotion, responding to their partner's improvised contributions, and staying in the scene.
Using drama to deepen understanding of characters and texts, reflecting on how performing a role changed their understanding.
Example task
After the hot-seating activity, explain: did being in the wolf's role change how you think about the character?
Model response: 'When I had to answer questions as the wolf, I had to think about why he did what he did. I realised he might not be completely evil — he was hungry and the pigs wouldn't help him. Being in role made me think about his side of the story, which I hadn't considered before.'
Delivery rationale
Spoken language concept — requires live dialogue, social interaction, and performance assessment.