Autumn

Spring

Summer

Year 1

Physical Oracy:

Speak clearly and confidently in a range of contexts.

Linguistic Oracy:

Speak in sentences using joining phrases to link ideas.

Cognitive Oracy:

Offer reasons for their opinions

Social & Emotional Oracy:

Listen and respond appropriately to others

Physical Oracy:

Use appropriate tone of voice in the right context e.g. To project their voice to a large audience.

Linguistic Oracy:

Using vocabulary appropriately specific to the topic

Cognitive Oracy:

Recognise when they haven’t understood something and ask a question

Social & Emotional Oracy:

Be willing to change their mind based on what they have heard

Physical Oracy:

Continue to use gesture to support delivery e.g. pointing at parts of a plant they are discussing.

Linguistic Oracy:

Take opportunities to try out new language, even if it is not always correctly used.

Use sentence stems to link to other’s ideas in group discussion

Cognitive Oracy:

Disagree with someone else’s opinion politely

Explain ideas and events in chronological order

Social & Emotional Oracy:

Begin to organise group discussions independently of an adult

Year 2

Physical Oracy:

Speak clearly and confidently with appropriate volume and pace in a range of contexts.

Linguistic Oracy:

Speaking in sentences using joining phrases to create longer sentences. Through encouragement to use conjunctions and sentence stems in speech and writing.

Cognitive Oracy:

Ask questions to find out more about a subject

Social & Emotional Oracy:

Start to develop an awareness of audience e.g. what might interest a certain group

Physical Oracy:

Gestures start to become increasingly natural to support speech e.g. gesturing towards someone if referencing their idea.

Linguistic Oracy:

Adapt how to speak in different situations according to the audience.

Cognitive Oracy:

Build on others’ ideas in discussions

Social & Emotional Oracy:

Start to show awareness of others who have not spoken and invite them into the discussion e.g. saying their name, asking them a question, turning to them

Physical Oracy:

Use body language to show active listening and support meaning when speaking e.g. nodding along, facial expressions.

Linguistic Oracy:

Use sentence stems to signal when they are building or challenging others’ ideas in groups.

Cognitive Oracy:

Make connections between what has been said and their own and others’ experiences

Social & Emotional Oracy:

Recite/deliver short preprepared material to an audience

Performance

In the Autumn term of Year 2, children will prepare and perform a production of the Nativity to the whole school.

Year 3

Physical Oracy:

Deliberately selects gestures that support the delivery of ideas e.g. gesturing towards someone if referencing their ideas.

Linguistic Oracy:

Be able to use specialist language to describe their own and others’ talk.

Cognitive Oracy:

Offer opinions that aren’t their own e.g. taking on the role of …

Social & Emotional Oracy:

Speak with confidence in front of an audience.

Physical Oracy:

Deliberately varies tone of voice in order to convey meaning e.g. speaking authoritatively during an expert talk.

Linguistic Oracy:

Use specialist vocabulary e.g. speak like an archaeologist.

Cognitive Oracy:

Begin to reflect on discussions and their own oracy skills and identify areas of strength and areas to improve.

Social & Emotional Oracy:

Begin to recognise different roles within group talk e.g. chairperson

Physical Oracy:

Consider position and posture when addressing an audience.

Linguistic Oracy:

Make precise language choices e.g. instead of describing a cake as ‘nice’ using ‘delectable’.

Cognitive Oracy:

Reach shared agreement in discussions

Social & Emotional Oracy:

Adapt the content of their speech for a specific audience

Year 4

Physical Oracy:

Deliberately select movement and gesture when addressing an audience.

Linguistic Oracy:

NA

Cognitive Oracy:

Give supporting evidence e.g. citing a text (using sentence stems) a previous example or a historical event

Social & Emotional Oracy:

Use more natural and subtle prompts for turn taking

Physical Oracy:

To use pauses for effect in presentational talk e.g. when telling an anecdote or joke.

Linguistic Oracy:

Carefully consider the words and phrasing they use to express their ideas and how this supports the purpose of the talk e.g. to persuade or to entertain

Cognitive Oracy:

Ask probing questions

Social & Emotional Oracy:

Start to develop empathy with an audience

Physical Oracy:

Use the appropriate tone of voice in the right context.

Linguistic Oracy:

NA

Cognitive Oracy:

Reflect on their own oracy skills and identify areas of strength and areas to improve and begin to set own targets

Social & Emotional Oracy:

Consider the impact of their words on others when giving feedback

Performance

In the Spring term of Year 4, children will prepare and perform a production of the Easter Story to the whole school.

Year 5

Physical Oracy:

Deliberately varies tone of voice in order to convey meaning e.g. speaking authoritatively during an expert talk, or speaking with pathos when telling a sad part of a story.

Linguistic Oracy:

Use an increasingly sophisticated range of sentence stems with fluency and accuracy to cite evidence and ask probing questions.

Cognitive Oracy:

Draw upon knowledge of the world to support their own point of view and explore different perspectives

Social & Emotional Oracy:

Listen for extended periods of time including notetaking, drawing visual

Physical Oracy:

Project their voice to a large audience.

Linguistic Oracy:

Consider the words and phrases used to express their ideas and how this supports the purpose of talk.

Cognitive Oracy:

To be able to give supporting evidence e.g. citing a text, a previous example or a historical event

Social & Emotional Oracy:

Adapt the content of their speech for a specific audience e.g. use of humour

Physical Oracy:

Gestures become increasingly natural

Linguistic Oracy:

NA

Cognitive Oracy:

Identify when a discussion is going off topic and be able to bring it back on track with support and use of sentence stems e.g. That might be true, however what do you think about …?

Social & Emotional Oracy:

Speak with flair and passion

Year 6

Physical Oracy:

Speak fluently in front of an audience.

Linguistic Oracy:

Use and innovate an increasingly sophisticated range of sentence stems with fluency and accuracy.

Cognitive Oracy:

Construct a detailed argument or complex narrative

Social & Emotional Oracy:

Use humour effectively

Physical Oracy:

Consciously adapt, tone, pace and volume of voice.

Linguistic Oracy:

Vary sentence structures and length for effect when speaking.

Cognitive Oracy:

Spontaneously respond to and offer increasingly complex questions, citing evidence where appropriate

Social & Emotional Oracy:

NA

Physical Oracy:

Have a stage presence.

Linguistic Oracy:

Be comfortable using idioms and expressions.

Cognitive Oracy:

Reflect on their own and others’ oracy skills and identify how to improve.

Social & Emotional Oracy:

Begin to be able to read a room or a group and take action accordingly e.g. if everyone looks disengaged, moving on or changing topic, or if people look confused stopping to take questions

Performance

In the Summer term of Year 6, children will prepare and perform a Leavers’ production to the whole school.