English progression map guide

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English progression map

guide

Speaking and listening

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Introduction

English progression maps

There are maps for reading, writing and speaking and listening. These can be found at

www.standards.dcsf.gov.uk/nationalstrategies (search for progression maps). They are resources designed to help teachers plan tailored support for pupils identified as needing to make better progress.

What is a progression map?

A map is useful if you are going on a journey. You need to know your starting point, your destination and the points in between. The progression map is to help you plan the learning journey for pupils who are achieving below expectations and need to make better progress. It helps you identify where the pupils are, where they need to go next and how you can help them get there.

About this booklet

This booklet summarises the model of progression in speaking and listening that is at the heart of the English progression maps. It is in two parts: the first part showing a typical model of pupils’ progression; the second part listing recommended curricular targets for pupils.

Exemplification of teaching towards the targets is available on the National Strategies web area (at the address above).

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Progression in speaking and

listening

A typical pattern of progression in speaking and listening is described below by characterising six stages of development:

 the budding speaker and listener  the developing speaker and listener  the competent speaker and listener  the active speaker and listener  the reflective speaker and listener  the versatile speaker and listener.

Each stage is aligned to a National Curriculum level or GCSE grades that are the likely attainment measures. This progression map is designed to help teachers recognise next steps in learning for pupils who need to make better progress. For guidance on assessment standards teachers are advised to refer to the National Curriculum level descriptions, the Assessing Pupils’ Progress (APP) assessment criteria and standards files for speaking and listening (available at

www.standards.dcsf.gov.uk/nationalstrategies). Standards at GCSE are described in specifications issued by examination boards.

Budding speaker and listener

Likely to be assessed as level 2 in Key Stage 3

In some contexts these pupils can talk in ways that gain and hold the attention of the listener, and connect ideas together to recount experiences and imagine possibilities. They are beginning to explore different ways of speaking, and show awareness of ways to vary talk for different situations. In pair and group work they can listen and respond to others, making some

straightforward comments and suggestions, and in role-play they are able to adapt to simple roles and scenarios.

Pupils assessed as low level 2 are likely to need targets to take them to level 2 in some assessment focus (AF) areas.

Pupils assessed as secure or high level 2 are likely to need targets to take them to level 3 in some AF areas.

Developing speaker and listener

Likely to be assessed as level 3 in Key Stage 3 or GCSE grade G/F in Key Stage 4 In most contexts these pupils can develop ideas and feelings in their talk, showing some

consideration for the listener in the ways they express themselves and occasionally adapting their language and gestures in different situations. Working in pairs and groups, pupils at this stage can attempt different roles and responsibilities, responding to others’ main ideas with generally relevant comments and suggestions. In drama activities, they can help to create roles and scenarios by adapting speech, gesture and movement. They have a developing awareness of different ways meaning can be expressed and can comment on their own and others’ talk.

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Pupils assessed as low level 3 are likely to need targets to take them to level 3 in some AF areas.

Competent speaker and listener

Likely to be assessed as level 4 in Key Stage 3 or GCSE grade F/E in Key Stage 4

Pupils at this stage are able to express straightforward ideas clearly, and in some detail, across a range of contexts. They understand that language varies in different situations and can vary their own accordingly. They show attention to the listener when explaining their own ideas. In groups and pairs they can take on straightforward roles and responsibilities and sometimes introduce new ideas to discussion, demonstrating careful listening. They can convey straightforward ideas about characters and situations in role-play and drama.

Active speaker and listener

Likely to be assessed at level 5 in Key Stage 3 or GCSE grade E/D in Key Stage 4

Active speakers make their meaning explicit in talk by explaining relevant ideas and feelings with some elaboration, and communicating clearly in ways that engage the listener. They can adapt language and gestures appropriately for different audiences and purposes across a range of contexts, and explain the effects of features in their own and others’ language. These pupils listen effectively, recognising implicit meaning, and sometimes shaping the direction of discussion with their contributions. In drama they are beginning to sustain and adapt different roles showing some insight into texts and issues.

Reflective speaker and listener

Likely to be assessed as level 6 in Key Stage 3 or GCSE grade D/C in Key Stage 4 Pupils working at this level in speaking and listening are able to use talk in increasingly

demanding contexts to explore complex ideas and feelings. The organisation and adaptation of their language is well controlled, and they can analyse the impact of spoken language variation in different contexts. They make perceptive contributions to discussion, drawing ideas together and extending meanings effectively. In drama they adapt roles convincingly, using flexible and empathetic speech, gestures and movements.

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Versatile speaker and listener

Likely to be assessed as level 7 in Key Stage 3 or GCSE grade C/B in Key Stage 4 Versatile speakers can use language with precision to explore a wide range of subject matter. Their broad vocabulary and ability to position the listener ensures their talk is engaging and assured. In pair and group work they can interrogate others’ ideas and sustain effective discussion with well-judged contributions. In role-play they use their linguistic confidence to explore complex ideas and issues, and they are able to evaluate the impact of language variation across a range of contexts.

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Speaking and listening targets

Curricular targets are an integral part of tailored intervention support for pupils. Once the teacher and the pupil have agreed a small number of targets which are the pupil’s next crucial steps in learning, the teacher can take account of these in lessons in:

 questioning

 guided group work

 directing a TA or learning support assistant  task setting

 resources  marking.

Pupils can expect to:

 be given opportunities to develop the target areas  focus on the targets when they are working  evaluate themselves on progress towards them  receive feedback from the teacher in these areas.

Setting curricular targets

Use the pupil’s APP assessment guidelines sheet to identify target assessment focus areas and choose pupil targets from those shown below. Alternatively, if APP assessment is not available, select the most appropriate targets based on your knowledge of the pupil’s work.

Aim to set a strictly limited number of targets and support the pupil in achieving them as quickly as possible.

You can see teaching ideas which exemplify the targets by visiting the progression maps on the National Strategies web area.

Targets for pupils working towards level 2 in Key Stage 3

AF1

Targets in speaking and listening for pupils working towards level 2 in this AF area: 1. Talk about things that have happened or things that might happen and join some of my

ideas together

2. Try to make the person listening interested in what I say

3. Choose words that are right for what I am talking about

AF2

Targets in speaking and listening for pupils working towards level 2 in this AF area: 1. Listen to other people when they are talking so that I can give a reply

2. Take turns and give my own ideas when speaking in pairs and groups

AF3

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Target in speaking and listening for pupils working towards level 2 in this AF area: 1. Take part in role-plays to find out about different characters and situations

AF4

Target in speaking and listening for pupils working towards level 2 in this AF area: 1. Try out new ways of speaking in different situations

Targets for pupils working towards level 3 in Key Stage 3 or

GCSE grade G/F in Key Stage 4

AF1

Targets in speaking and listening for pupils working towards level 3 in this AF area: 1. Speak for longer when I am explaining my ideas

2. Make sure people can follow my ideas by explaining them in a clear order 3. Help people understand what I am saying by choosing my words carefully

AF2

Targets in speaking and listening for pupils working towards level 3 in this AF area: 1. Listen to other people’s ideas and make helpful suggestions

2. Try out different roles in pair and group work

AF3

Target in speaking and listening for pupils working towards level 3 in this AF area:

1. Take on different roles in drama and role-play to show what I know about characters and situations

AF4

Target in speaking and listening for pupils working towards level 3 in this AF area: 1. Notice the ways people (including me) change the way they talk in different situations

Targets for pupils working towards level 4 in Key Stage 3 or

GCSE grade F/E in Key Stage 4

AF1

Targets in speaking and listening for pupils working towards level 4 in this AF area: 1. Make my ideas or feelings clear by talking at greater length and in more detail

2. Make sure people listening can follow what I am saying, by having a clear beginning, middle and end to my talk

3. Choose some words and gestures carefully to suit my topic and who I am talking to AF2

Targets in speaking and listening for pupils working towards level 4 in this AF area: 1. Listen carefully to others so that I can ask questions and add my own ideas

2. In pair and group work play a part in keeping the discussion going well AF3

1. Choose some words and actions in drama and role-play, to show what I understand about characters and situations

AF4

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Target in speaking and listening for pupils working towards level 4 in this AF area: 1. Talk about how and why people (including me) change the way they speak in different

situations

Targets for pupils working towards level 5 in Key Stage 3 or

GCSE grade E/D in Key Stage 4

AF1

Targets in speaking and listening for pupils working towards level 5 in this AF area:

1. Talk about my ideas in an interesting way by including more relevant or imaginative details 2. Organise my talk carefully so that my listeners are kept interested throughout

3. Vary the words and phrases I use to match the purpose of my talk and the type of listener AF2

Targets in speaking and listening for pupils working towards level 5 in this AF area: 1. Listen closely to others’ ideas so that I understand them fully and can build on them with

my own contributions

2. Take responsibility, in pairs and groups, to make sure that the discussion goes in the right direction

AF3

Target in speaking and listening for pupils working towards level 5 in this AF area: 1. Show good understanding of texts or issues by carefully choosing different words,

gestures and movement in drama and role-play AF4

Target in speaking and listening for pupils working towards level 5 in this AF area: 1. Explain the changes in my own and other people’s language when we are in different

situations, and say what effect these changes have

Targets for pupils working towards level 6 in Key Stage 3 and

grade D/C in Key Stage 4

AF1

Targets in speaking and listening for pupils working towards level 6 in this AF area: 1. Discuss and explore complex ideas and issues in my talk, keeping it brief or developing

ideas as appropriate

2. Guide the listeners’ response by organising my talk in a clear and controlled way

3. Talk in more challenging situations, adapting my vocabulary and gestures to different purposes and contexts

AF2

Targets in speaking and listening for pupils working towards level 6 in this AF area: 1. Extend discussion effectively by focusing on and responding to complex ideas

2. Take on different roles and responsibilities in pairs and groups to promote effective discussion and draw together other people’s ideas

AF3

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1. Explore ideas and issues in drama, using a wide range of words, gestures and movements to show my understanding and empathy with characters

AF4

Target in speaking and listening for pupils working towards level 6 in this AF area: 1. Analyse the reasons for changes to my own and others’ language in different situations

and the impact of these changes on the listener

Targets for pupils working towards level 7 in Key Stage 3 or

GCSE grade C/B in Key Stage 4

AF1

Targets in speaking and listening for pupils working towards level 7 in this AF area: 1. Use precise details to express my ideas on a wide range of complex topics

2. Deliver my talk in a way that will influence my listeners as I intend

3. Use a varied and ambitious vocabulary, adapting my tone, style and gestures, to suit different situations

AF2

Targets in speaking and listening for pupils working towards level 7 in this AF area: 1. Question ideas and issues in discussion and make challenging, thoughtful contributions

2. Collaborate in groups and take on a range of different responsibilities to sustain effective discussions

AF3

1. Use a range of dramatic approaches with confidence to explore complex ideas and issues in role

AF4

Target in speaking and listening for pupils working towards level 7 in this AF area: 1. Discuss the significant ways in which language varies in different situations and evaluate

the impact

Targets for pupils working towards level 8 in Key Stage 3 or

GCSE grade B/A in Key Stage 4

AF1

Targets in speaking and listening for pupils working towards level 8 in this AF area: 1. Tackle a variety of speaking and listening challenges, to demonstrate my wide and varied

range of creative and persuasive talk

2. Control the listeners’ response by skilfully handling the language and structure of my talk

3. Develop a personal, distinctive style which is well-matched to challenging contexts and purposes

AF2

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Targets in speaking and listening for pupils working towards level 8 in this AF area: 1. Respond to others’ complex ideas with imagination and focused concentration

2. Manage and initiate discussion in a variety of roles, building on others’ ideas with sensitivity

AF3

Target in speaking and listening for pupils working towards level 8 in this AF area: 1. Experiment with complex roles and scenarios to deepen my understanding of ideas and

issues in a creative way

AF4

Target in speaking and listening for pupils working towards level 8 in this AF area: 1. Apply my knowledge of how spoken language varies in different contexts to evaluate my

own and others’ speech

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Appendix

Assessment focuses for speaking and listening

AF1 Talking to others

Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners and content

AF2 Talking with others

Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions

AF3 Talking within role-play and drama

Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues

AF4 Talking about talk

Understand the range and uses of spoken language, commenting on meaning and impact and draw on this when talking to others

GCSE English assessment objectives (2010)

AO1 Speaking and listening

 Speak to communicate clearly and purposefully; structure and sustain talk, adapting it to different situations and audiences; use standard English and a variety of techniques as appropriate.

 Listen and respond to speakers’ ideas, perspectives and how they construct and express their meanings.

 Interact with others, shaping meanings through suggestions, comments and questions and drawing ideas together.

 Create and sustain different roles.

Additional assessment objectives for GCSE

English Language specifications (2010)

AO2 Study of spoken language

 Understand variations in spoken language, explaining why language changes in relation to contexts.

English progression map guide