KS 2

have an interest in words and their meanings and a growing vocabulary;  

know, understand and be able to write in a range of genres in fiction and poetry, and understand and be familiar with some of the ways in which narratives are structured through basic literacy ideas of setting, character and plot;  

KS 3 – Yr 7

investigate differences between spoken and written

language structures, e.g. hesitation in speech; 

recount a story, anecdote or experience, and consider how this differs from written narrative

tailor the structure, vocabulary and delivery of a talk or presentation so that listeners can follow it;

listen for and recall the main points of a talk, reading or television programme, reflecting on what has been heard to ask searching questions, make comments or challenge the views expressed; 

identify the main methods used by presenters to explain, persuade, amuse or argue a case, e.g. emotive vocabulary, verbal humour; 

recognise the way familiar spoken texts, e.g. directions, explanations, are organised and identify their typical features, e.g. of vocabulary or tone; 

comment, using appropriate terminology on how writers convey setting, character and mood through word choice and sentence structure; 

recognise how writers’ language choices can enhance meaning, e.g. repetition, emotive vocabulary, varied sentence structure or line length, sound effects; 

explore the notion of literary heritage and understand why some texts have been particularly influential or significant. 

give instructions and directions which are specific, easy to follow and clearly sequenced; 

describe an object, person or setting in a way that includes relevant details and is accurate and evocative; 

work collaboratively to devise and present scripted and unscripted pieces, which maintain the attention of an audience; 

extend their spoken repertoire by experimenting with language in different roles and dramatic contexts; 

develop drama techniques and strategies for anticipating, visualising and problem-solving in different learning contexts; 

reflect on and evaluate their own presentations and those of others. 

Yr 8

explore and use different degrees of formality in written and oral texts, e.g. formal speeches, informal journals;

reflect on the development of their abilities as speakers in a range of different contexts and identify areas for improvement; 

tell a story, recount an experience or develop an idea, choosing and changing the mood, tone and pace of delivery for particular effect; 

recognise their own skills, strategies and responses as listeners in different situations, e.g. to lyrics, to directions, to information; 

listen for a specific purpose, paying sustained attention and selecting for comment or question that which is relevant to the agreed focus; 

recognise the range of ways in which messages are conveyed, e.g. tone, emphasis, status of speaker. 

reflect on their individual strengths as contributors to group talk and identify points and opportunities for development;  

use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas

recognise and build on other people’s contributions; 

take different roles in discussion, helping to develop ideas, seek consensus and report the main strands of thought;