Question 1 Listening for practical information · support
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Tomorrow's garden session will begin beside the library instead of at the oval. The path near the oval is being repaired, so we need to use the other entrance. Bring your hat and water bottle. We will collect the gardening tools together after the teacher checks the group. If it rains, the teacher will explain the indoor activity in the morning.
Listen to the adult's announcement. Tell them where the class will meet and what you need to bring. Explain why the meeting place changed, then ask one useful follow-up question.
Adult: open the review criteria after listening
Adult review criteria Adult hears the correct meeting place and both items. The learner explains the reason for the change. The follow-up question asks for relevant information rather than repeating a fact already given. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 2 Retelling a heard sequence · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Sofia wanted her paper bridge to hold a toy car. Her first flat bridge bent in the middle, and the car slid off. She watched a classmate fold paper into a zigzag shape. Sofia tried adding folds to her own sheet, then placed the car carefully on top. The bridge held. She wrote in her notebook, 'Changing the shape helped more than adding another layer of tape.'
Listen to the short story. Retell the three main events in order. Tell the adult what the character learnt, and use one story detail to explain your answer.
Adult: open the review criteria after listening
Adult review criteria Adult hears the failure, change and successful test in order. The learning is connected to the bridge experiment. A detail from the heard story supports the answer. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 3 Listening to different viewpoints · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Ben said, 'I think our animal display should use large drawings. People can see them from the doorway, and everyone in the group can draw one.' Asha replied, 'I would prefer a small model because visitors could look at it from different sides. We already have spare card for building it.' Their teacher asked them to find a plan they could both support.
Listen to two classmates discussing a project. Explain both viewpoints to the adult. Suggest a way to combine or fairly choose between their ideas, and acknowledge one good reason each speaker gave.
Adult: open the review criteria after listening
Adult review criteria Both viewpoints and one reason for each are accurate. The suggestion responds to both ideas. Adult checks that the learner uses respectful language about disagreement. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 4 Listening to sequenced instructions · support
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
To prepare the class display cards, first fold each sheet in half. Write the project title on the front, leaving room beneath it for a picture. Put the author's name inside the card, not on the front. Finally, place the finished cards in the blue tray. We will add the pictures after the teacher has checked the titles.
Listen to the instructions, then explain the steps back to the adult in order. Ask about anything you would need to clarify before starting. Do not actually cut or assemble anything for this task.
Adult: open the review criteria after listening
Adult review criteria The learner recalls the four actions in sequence. The name goes inside and pictures wait until checking. Adult hears a relevant clarification question. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 5 Inferring feelings from a heard account · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Before her talk, Freya folded and unfolded the corner of her notes. She stared at the floor when her name was called. After the first sentence, she looked up and saw her partner smiling. Her voice became clearer. When she finished, she placed the notes on the desk and grinned as she returned to her seat.
Listen to the account. Tell the adult how the character probably feels at the beginning and end. Give a heard clue for each inference, then ask the adult whether they noticed another clue.
Adult: open the review criteria after listening
Adult review criteria Each inferred feeling has support in the heard account. Adult accepts other reasonable feelings when supported by evidence. The learner invites the adult to add another observation. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 6 Summarising an event notice · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
The class invention exhibition is on Friday afternoon in the hall. Visitors can arrive from three o'clock, and the display closes at four. Please enter through the door near the office. Models may be viewed but should not be touched unless a student demonstrator invites you. Everyone is welcome to ask the inventors questions about their designs.
Listen to the event notice. Summarise the details someone attending would need. Tell the adult one thing the notice does not explain, and ask about it.
Adult: open the review criteria after listening
Adult review criteria Adult hears correct day, time, place and entrance. The learner explains the touching rule accurately. The question concerns information genuinely missing from the notice. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 7 Listening for roles and responsibilities · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
During our group investigation, the recorder writes down the observations the group agrees on. The materials manager collects the equipment and checks that it is returned. Everyone still helps with thinking and testing; these roles do not give one person control of the whole investigation. At the end, the recorder and materials manager help the group check that both the notes and the equipment are ready to hand in.
Listen to the adult's explanation. Explain the difference between the two jobs and how they work together. Ask a question that would help you do one of the jobs.
Adult: open the review criteria after listening
Adult review criteria Each role is described accurately. The learner recognises that everyone participates in thinking and testing. Adult hears a question connected to carrying out a role. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 8 Evaluating a heard recommendation · extension
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
First review: 'The Tunnel Map is the best book ever. Everyone will love it because it is amazing.' Second review: 'I recommend The Tunnel Map to readers who enjoy puzzles. Each chapter ends with a clue, and the illustrated map helps readers follow the characters' route. The opening is slow, so readers who want immediate action may need patience.'
Listen to the two short reviews. Tell the adult which review gives stronger support for its opinion and explain why. Then add one question you would ask before choosing the book.
Adult: open the review criteria after listening
Adult review criteria The learner identifies specific supporting details in the second review. The explanation distinguishes evidence from repeated opinion. Adult hears a relevant question about choosing the book. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 9 Finding a main idea in a spoken text · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
A class seed library lets families share spare seeds. Each packet needs a clear plant name and the date the seeds were collected. Seeds should be kept dry in labelled containers. Before anyone takes seeds home, the teacher checks that the plant is suitable and that the packet information is clear. The library works best when people take only what they can use and add useful information for the next grower.
Listen to the short information talk. Explain the main idea in one sentence, then give two supporting details. Ask the adult a question that extends the topic.
Adult: open the review criteria after listening
Adult review criteria The main idea is broader than one storage rule. Two details accurately support it. Adult checks the question extends the topic meaningfully. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 10 Explaining a heard decision · core
An adult reads the hidden script aloud at a natural pace while the learner listens without reading it. Read it again if requested. The learner answers aloud; the adult checks the actual listening response and conversation. The model is one possible response, not a script to copy.
Adult reader: open the listening script Read aloud while the learner listens without looking at this script. Close it before they respond.
Noah planned to draw the school garden from the far side of the oval. When he arrived, the class was using that part of the oval for sport. He could have waited until the lesson ended, but his drawing session would be nearly over. Instead, he chose a bench near the library with a smaller view of the garden. He decided to draw one planter carefully rather than rush a picture of the whole space.
Listen to the story. Explain why the character changes the plan. Tell the adult whether you think the new plan is sensible and give a story-based reason.
Adult: open the review criteria after listening
Adult review criteria The reason for the change is accurate. The learner states a clear judgement. Adult checks that a detail from the story supports the judgement, including a different defensible opinion. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
