Oracy Assessment/Targets

Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

Speaking for different audiences	I can name objects, characters, and animals from a description.
	I can start to say how I am feeling, using words as well as actions.
	I can use a wider range of vocabulary.
	I can make myself understood, though I may not do this all of the time.
	Sometimes I can become frustrated when others cannot understand me.
	I can produce speech that is clear and easy to understand.

Listening & responding	I can listen to other people's talk with interest but can easily be distracted by other things.
	I understand that I need to look at the person speaking.
	I can understand a simple question or instruction.
	I can listen to simple stories and understand what is happening with the help of the pictures.
	I can understand simple questions about 'who', 'what', and 'where' (but generally not 'why').
	I can identify familiar objects and properties when they are described to me. For example: 'Katie's coat', 'blue car', 'shiny apple'.
	I can understand and act on longer sentences like 'make teddy jump' or 'find your coat'.
	I enjoy listening to longer stories and can remember much of what happens.

Group discussion & interaction	I can start conversations with other people and join in with group conversations.
	I can make myself understood, though I sometimes become frustrated when others cannot understand me.
	I can start to develop conversation, though I often jump from topic to topic.
	I can start to say how I am feeling, using words as well as actions.

Drama	I can take part in simple pretend play, using an object to represent something else, even though they are not similar.
	I can start to develop pretend play, pretending that one object represents another. For example, holding a wooden block to my ear and pretending it's a phone.
	I can develop pretend play: 'putting the baby to sleep' or 'driving the car to the shops'.
	I can join in and organise role play with friends.
	I enjoy and take part in action songs, such as 'Twinkle, Twinkle, Little Star'.

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Nursery Assessment

Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

Speaking for different audiences	I am developing good knowledge
	I know many rhymes, am able to talk about familiar books, and am able to tell a long story.
	I am developing my speaking, but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’ or ‘swimmed’ for ‘swam’.
	I am developing my pronunciation but may have problems saying some sounds: r, j, th, ch, sh and multisyllabic words.
	I can use longer sentences of four to six words.
	I can understand a range of words to describe the idea of time, shape, texture, size and know when to use them.
	I can understand that words can be put into groups or categories, and give examples from each category.
	I can describe events. These may not always be joined together or in the right order.
	I can use words more specifically to make meaning clear. e.g. “I didn’t want my yellow gloves; I wanted the spotty ones that match my hat.”
	I can use well-formed sentences, longer sentences and sentences with more details. e.g. “I made a big, round pizza with tomato, cheese and ham on top.”
	I can join phrases with words such as ‘if’, ‘because’, ‘so’, and ‘could’. e.g. “I can have a biscuit if I eat all my dinner.”
	I can use some irregular past tense verbs. e.g. “I drank all my milk”, “She took my teddy.”
	I can connect one idea or action to another using a range of connectives.

Listening & responding	I can enjoy story times.
	I can listen to and understand instructions whilst engaged in another task.
	I can understand simple 1 and 2-part instructions. e.g. “Get changed then find your partner.”
	I can understand 2-part instructions. e.g. “Get changed then line up.”
	I can understand how to listen carefully and why listening is important.
	I can listen to and talk about stories to build familiarity and understanding.
	I can answer ‘what’, ‘where’, ‘when’ and ‘what could we do next’ questions.
	I can understand (and answer) how and why questions.

Group discussion & interaction	I can start a conversation with an adult or a friend and continue it for many turns.
	I can ask questions to find out more and to check that I understand what has been said to me.
	I can ask ‘what’, ‘where’, ‘when’ and ‘what could we do next’ questions.
	I can use how and why questions in conversation.
	I can use talk to organise myself and my play: “Let’s go on a bus...you sit there... I’ll be the driver.”
	I am able to express a point of view and to debate when I disagree with an adult or a friend, using words as well as actions.
	I can use some language to reason and persuade. e.g. “Can I go outside because it’s stopped raining?”
	I can use language to do a wider range of things - such as ask, negotiate, give opinions and discuss ideas and feelings.
	I give details that I know are important and will influence the listener.
	I can articulate my ideas and thoughts in well-formed sentences.
	I can use talk to help work out problems and organise thinking and activities, and to explain how things work and why they might happen.

Drama	I can sing a large repertoire of songs.
	I can re-tell favourite stories - some parts as exact repetition and some in my own words.
	I can play cooperatively and pretend to be someone else talking. These games can be quite elaborate and detailed.
	I am beginning to develop complex stories using small world equipment like animal sets, dolls, and dolls’ houses etc.
	I can make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.
	I can create my own songs or improvise a song around one I know.

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Reception Assessment

Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

Speaking for different audiences	I make sure that the person I am talking to can hear me.
	I speak clearly (loudly enough to be heard).
	I speak clearly in a small group and loudly enough to be heard.
	I can speak clearly to the teacher, headteacher, other pupils, and other adults.
	I am beginning to be aware of the need to use different styles of talk with different people e.g. friends/teachers.
	I use new words when I am talking.
	I try to use new words when I speak and ask if I don’t understand a word.
	I explain or describe my ideas.
	I can explain or describe things.
	I can retell a story I have listened to.
	I can re-tell stories in the right order and use story language.
	I can talk for a while about things I am interested in.
	I use my voice to show what is happening in the story.
	I use my voice to show what is happening when I read aloud.

Listening & responding	I try to listen for a little longer.
	I listen for longer periods of time.
	I can listen for a little longer and I try to listen even when I don’t feel interested.
	I listen to my friends.
	I can listen to people in my class.
	I can listen to other people and answer questions.
	I can say something I liked about what I was listening to.
	I can follow 2-part instructions.
	I can follow 2-part instructions, and I ask for help if I don’t understand.
	I can follow 3-part instructions.
	I am beginning to spot rhymes.
	I am beginning to spot more complex rhymes.

Group discussion & interaction	I listen to what other people have got to say.
	I take turns when I am talking to a partner or talking in a group - I wait my turn to speak.
	I can take turns to speak in groups and I wait my turn to speak.
	I can suggest an idea.
	I can say what I think about something.
	I can say what I think about something and whether I like something or not.
	I can ask a question to find out more.
	I can ask and answer questions about something I have listened to.
	I can accurately predict what will happen next in a story.

Drama	I can make my face look happy, sad, angry and I can tell when someone else is happy/sad/angry.
	I can act like someone else.
	I can act like someone else for a while.
	I can act like someone else and use my voice to sound like someone else.
	I use my hands to show what the character is feeling. I can make my face look sad/happy/angry when I am acting.
	I can show what a character is feeling using my face, hands, and body. I can look sad, happy, or angry when I am acting.
	I can act out parts of stories I know.
	I can act out parts of well-known stories.
	I can work with other people to act out a story we know.

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Year 1 Assessment

Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

Speaking for different audiences	I can speak clearly and use an audible voice when speaking.
	I speak clearly and use an audible voice that can be heard by everyone.
	I try to speak more loudly, quietly, slowly, quickly as necessary.
	I know that I need to speak in complete sentences.
	I use new words when I speak and use specific vocabulary to describe exactly what I mean.
	I use a range of vocabulary when I speak.
	I can ask if I don’t understand a word and I experiment with words.
	I can ask questions to find out more.
	I can use time connectives to link my ideas.
	I can retell stories in the right order using story language such as time connectives.
	I can include important information and add interesting detail.

Listening & responding	I show that I am listening by looking at the speaker.
	I try to listen for a little longer.
	I listen carefully and think about what I am listening to, and I ask if I don’t understand.
	I think about what I am listening to and can ask questions if I don’t understand.
	I can remember instructions and follow instructions correctly.
	I can follow more complex instructions.
	I can listen in lots of different situations.
	I can listen to people who I don’t know and think about what I am listening to.
	I can say something about what I have learned.
	I can spot more complex rhymes.
	I am beginning to become aware of the need to use different styles of talk with different people.

Group discussion & interaction	I wait my turn to speak.
	I take turns to speak.
	I can take turns to speak and listen to others.
	I ask questions to find out specific information.
	I ask questions to find out more about other people’s ideas.
	I ask and answer questions about what I have listened to.
	I answer questions using more than one word.
	I can say why I think or feel the way I do.
	I can give reasons for why I think or feel the way I do.
	I know other people might think differently to me and am respectful of others’ ideas.
	I know that others may not agree with me and I listen to others when I don’t agree with them.
	I can help the group to decide what to do next.
	I can help decide who does what when I am working in a group.
	I can use newly-learnt words in a specific and appropriate way.

Drama	I can act like someone else for while.
	I can act like someone else I have never met.
	I use my voice to sound like someone else.
	I can say what I liked about a play or performance.
	I can work in role.
	I can talk to other people as though I am someone else and as though they are someone else.
	I use my voice, face and body language to show what a character is feeling.
	I know what voice, gesture and expression are.
	I can stay in role.
	I can work together with others to make a still image.
	I can say what I liked about a performance and suggest an idea for improving a performance I have watched.
	I can exaggerate in an implausible way to make stories more exciting.

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Year 2 Assessment

Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

Speaking for different audiences	I speak clearly so that people can hear and understand me.
	I speak in complete sentences.
	I use some newly learnt words.
	I change the way I speak depending on who I’m talking to.
	I can sort between relevant and irrelevant information.
	I choose my words carefully so that the listener will understand.
	I can begin to use some formal language.
	I speak with confidence in front of an audience.
	I build on the ideas of others.
	I change my voice when reading aloud, using some expression.
	I use expression when I read aloud.
	I use a range of expression when I read aloud.

Listening & responding	I show that I am listening by looking at the speaker.
	I show that I am listening by responding with non-verbal cues.
	I ask if I don’t understand.
	I can recall something I have heard.
	I can follow a 3-step instruction.
	I show that I am listening by responding with both verbal and non-verbal responses.
	I ask questions to find things out.
	I can follow a more complex 3-step instruction.
	I can begin to take some short notes when listening.

Group discussion & interaction	I take turns to speak.
	I accept that other people may have a different opinion.
	I can say whether I agree with someone else’s opinion.
	I can say whether or not I agree with someone else’s opinion and give my own.
	I can help decide who does what when working in a group.
	I encourage others to share their ideas.
	I adapt my ideas after discussion with others.
	I can work with a group to achieve something we have agreed.
	I can take the lead role in a group.

Drama	I can take on a role.
	I use a different voice when I am in a role.
	I can stay in role.
	I can improvise in role.
	I can work together with others to make a still image.
	I can say what I liked or disliked about a performance.
	I can say how I could improve my role in a performance.
	I can say how the group could improve a performance.

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Year 3 Assessment

Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

Speaking for different audiences	I can talk to new people.
	I make eye contact with the listener.
	I vary the tone of my voice to suit the listener.
	I adapt what I say to suit the needs of the listener.
	I can make attempts to keep the listener interested.
	I order my points sensibly.
	I can begin to link my points together.
	I can use linking vocabulary to sequence my ideas.
	I can plan a talk.
	I can use Standard English.
	I am confident when talking to new people.
	I am confident when talking to new people in unfamiliar situations.

Listening & responding	I try hard to listen to subjects I am not usually interested in.
	I can show that I am thinking while I am listening.
	I can recall specific details about what I have listened to.
	I can explain the gist of what I have listened to.
	I can verbally summarise the main points of what I have listened to.
	I can make notes to summarise the main points I have heard.
	I can begin to use some features of public speaking, such as diagrams and models.

Group discussion & interaction	I cooperate with everyone in the group.
	I can follow the flow of a discussion.
	I am confident to share my ideas with the whole class.
	I can provide evidence to support my ideas.
	I can use different types of questions.
	I can ask both open and closed questions.
	I choose the best type of question to get the answer I want or need.
	I might change my view or opinion after listening to others.
	I can suggest an advantage or disadvantage of an idea.
	I can take on different roles within a group.
	I can work with my group to reflect on and improve our ideas.
	I can evaluate my contribution to a group.

Drama	I can respond to people who are in role.
	I can show a character’s feelings when I am acting in role.
	I think about what my character would do and not what I would do.
	I can use role to explore different points of view.
	I can swap roles.
	I can improvise and invent new ideas when I am in role.
	I can develop a character by showing thoughts and feelings.
	I can begin to use some technical terms when reflecting on my work (i.e. expression, gesture, and action).
	I can evaluate mine and others’ work using technical drama terms.

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Year 4 Assessment

Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

Speaking for different audiences	I can talk for longer to new people in different situations.
	I can choose when to use Standard English.
	I can use different sentence structures when I speak.
	I can grab the listener’s interest.
	I can describe events by painting a picture for the audience.
	I can make sure my talk is organised and clearly linked.
	I can include an introduction or clear ending to organise my talk.
	I can keep the audience interested in what I have to say.
	I can refer to the listener’s point of view when responding during talk.
	I can judge an audience’s reaction and adapt my talk appropriately.
	I can evaluate talk and discuss how it changes depending on purpose and audience.

Listening & responding	I can listen with interest to a formal talk.
	I can understand some hidden meaning when I’m listening.
	I can recall and say important features of an argument.
	I can identify strengths and areas of improvement when listening to a talk.
	I can make notes when I have listened for a sustained period of time.
	I follow up ideas by asking questions.

Group discussion & interaction	I can make suggestions when planning a discussion.
	I can use different ways to help the group move forward by summarising the main points.
	I can use different ways to reach an agreement.
	I can add to a discussion making sure my contribution is relevant.
	I can identify the points of more than one speaker.
	I can compare arguments presented by more than one speaker.
	I can deal politely with opposing points of view.
	I can support my opinion in response to questions or other people’s views.
	I can use a range of question types to get a specific response.
	I can make sure my questions take into account other people’s views.

Drama	I can discuss how to develop a character within a role.
	I can show the difference between characters when I swap roles.
	I can make thoughtful decisions about how to improve my drama.
	I can evaluate my and others’ work using more technical drama terms.
	I can evaluate how I (and others) have contributed to a performance using technical vocabulary.

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Year 5 Assessment

Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

Speaking for different audiences	I can sustain the listener’s interest for an extended period of time.
	I can add specific details relevant to the listener.
	I can understand how talk changes dependent upon the listener.
	I keep an audience interested in my talk by varying and adapting what I have to say (I think on my feet).
	I organise my talk using introductions, conclusions and other organisational features.
	I refer to the listener’s point of view when presenting a talk.
	I suggest hidden meaning within my talk.

Listening & responding	I can ask varied questions to aid my understanding.
	I can recall what I have listened to and add further detail where necessary.
	I can evaluate a talk by comparing, contrasting and asking questions.
	I can comment on style, content and delivery when evaluating a talk.
	I follow up talks by asking my own questions and finding out more about the subject.
	I understand that the way people speak can affect what they are saying.
	I choose and adapt my note-taking style dependent on the type of talk.

Group discussion & interaction	I politely listen to the views of others and respond with my views.
	I can take on a specific role within a group.
	I deal politely with differing opinions.
	I can take on different roles within a group, e.g., spokesperson, chair, scribe.
	I take others’ views on board and add them to my ideas.
	I develop my point of view using the ideas of others.
	I can change my contributions based on the needs of the group.
	I can organise a group activity using my understanding of group roles.
	I make detailed suggestions and modifications to move my group’s learning forward.

Drama	I take on a variety of roles and swap between them.
	I continue to use more technical vocabulary when analysing drama.
	I make thoughtful decisions about how I can improve my role within a drama group.
	I use a wide range of drama-related terms when reviewing my work and that of others.
	I swap between roles with ease and stay within character.
	I evaluate a performance with sophisticated and relevant vocabulary.
	I make thoughtful decisions about how to move a drama forward.

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Year 6 Assessment

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Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

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Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

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Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

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Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

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Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

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Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

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Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

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Speaking for different audiences

Listening & responding

Group discussion & interaction

Drama

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