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Progression Map

Progression Map: Oracy

Physical

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Speak clearly with appropriate volume

 

Look at who is talking and who you are talking to

 

Begin to use gestures to support delivery meaning e.g. pointing at parts of a plant they are discussing

 

Speak clearly and confidently in a range of contexts

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

Consider position and posture when addressing an audience

 

Deliberately select movement and gesture when addressing an audience

 

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

 

Use the appropriate tone of voice in the right context e.g. speaking calmly when resolving an issue in the playground

 

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

 

Project their voice to a large audience

 

Gestures become increasingly natural

 

Consciously adapt tone, pace and volume of voice within a single context.

 

Fluently in front of an audience.

 

Have a stage presence in drama, using body language

 

Consciously adapt, tone, pace and volume of voice

Linguistic

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Use talk in play to practice new vocabulary e.g. lighter, heavier

 

Begin to speak in sentences joining phrases with words such as ‘if, because, so, could, but’

 

Speak in sentences using joining phrases to link ideas

 

Using vocabulary appropriately specific to the topic in hand e.g. lighter/heavier rather than bigger and smaller

 

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 e.g. ‘I agree with… because...’ ‘linking to…’

 

Use conjunctions to organise and sequence ideas e.g. firstly, secondly, finally

 

Speaking in sentences using joining phrases to create longer sentences

 

Adapt how to speak in different situations according to the audience e.g. asking questions of a museum curator or having a conversation with a visitor to the classroom

 

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

 

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

 

Use specialist vocabulary e.g. speak like an archaeologist

 

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

 

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

 

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

 

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

 

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

 

Vary sentence structures and length for effect when speaking

 

Be comfortable using idioms and expressions

Cognitive

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6


Use ‘because’ to develop their ideas further

 

Make relevant contributions that match what has been asked

 

Ask simple questions to children and grown ups

 

Describe events that have happened to them in detail

 

Offer reasons for their opinions

 

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

 

Disagree with someone else’s opinion politely

 

Explain ideas and events in chronological order


Ask questions to find out more about a subject

 

Build on others’ ideas in discussions

 

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


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

 

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

 

Reach shared agreement in discussions

 

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

 

Ask probing questions

 

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

 

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

 

Ask probing questions

 

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


Construct a detailed argument or complex narrative

 

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

 

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

Social and Emotional

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

 

Look at someone who is speaking to them

 

Wait for a turn. Taking turns to speak, when working in a group with children and a teacher

 

Look at someone who is speaking to them

 

Wait for a turn. Taking turns to speak, when working in a group

 

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

 

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

 

Recite/deliver short pre-prepared material to an audience

 

Speak with confidence in front of an audience

 

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

 

Adapt the content of their speech for a specific audience

 

Use more natural and subtle prompts for turn taking (nodding or looking)

 

Start to develop empathy with an audience

 

Consider the impact of their words on others when giving feedback

 

Listen for extended periods of time including note taking, drawing visual images ton represent learning

 

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

 

Speak with flair and passion

 

Use humour effectively

 

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

  • Relationships
  • Respect
  • Resourcefulness
  • Reflection
  • Resilience
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