Question 91 Adapting spoken information after checking prior knowledge · extension
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Explain a familiar class routine first to a new Year 4 student and then to an adult volunteer. Before each explanation, ask the listener what they already know. Adapt the details and language to their answer.
What to aim for A real opening question informs each explanation. Details or formality change appropriately between audiences. Adult hears two coherent explanations with manageable pace. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 92 Leading an evidence-based book discussion · extension
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Lead a small book discussion with an adult using a short text you both know. Ask an open question about a character's choice, invite evidence, offer your own interpretation and finish by summarising one agreement and one question worth exploring.
What to aim for The question invites explanation rather than a single recalled fact. Both participants refer to evidence from the shared text. Adult checks the closing accurately represents the discussion. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 93 Testing and revising spoken instructions · extension
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
With a partner, design and test an oral-only instruction for arranging four classroom objects on a desk. The listener follows the words without seeing a model. Discuss any confusion, then deliver a revised version and check the result.
What to aim for A listener follows an actual spoken instruction without seeing a model. The partners discuss a specific uncertainty or confirm clarity. Adult hears a revised or justified version and checks it against the intended arrangement. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 94 Revising a spoken proposal after discussion · extension
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Give a 45-second argument for a class project of your choice. Ask your partner for a reasonable concern, listen without interrupting and respond with a revised proposal or a reasoned explanation. Finish with the final version of your main request.
What to aim for The opening includes a proposal and supporting reason. The response accurately addresses the partner's actual concern. Adult hears a clear final request and respectful turn-taking. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 95 Rehearsing and improving oral presentation · extension
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Prepare a 45-second explanation of something you have made or learnt. Deliver it once, ask for feedback about one voice feature and one structure feature, then deliver an improved version. Explain the two changes.
What to aim for Adult hears both full performances. One structure change and one voice change respond to actual feedback. The learner explains how those changes help a listener. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 96 Adapting spoken text to purpose · core
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Fictional event: Friday; school hall; Year 4 displays six models; visitors ask questions; students explain designs.
Present the same fictional event in two ways: a 30-second factual report and a 30-second imaginative recount from a participant's viewpoint. Use different wording and expression while keeping the basic event facts.
What to aim for Both versions retain the supplied event facts. The report and personal recount are clearly distinguishable. Adult hears expression suited to each purpose. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 97 Resolving conflicting needs through conversation · core
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
One student needs to rehearse a spoken presentation during indoor lunch. Another group wants to explain a new board game nearby. The room is shared, and both activities are allowed.
Read the scene together. Discuss what each person needs, role-play a respectful conversation resolving the problem and explain which words helped. Each speaker must respond to the other at least twice.
What to aim for Both needs are accurately identified from the scene. Each role responds at least twice in a real exchange. Adult checks the final arrangement and explanation show respectful problem-solving. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 98 Delivering a responsive spoken tutorial · extension
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Deliver a one-minute tutorial for a safe paper-folding or drawing task. Introduce the finished result, explain the steps and pause for your listener's question. Adjust your explanation based on the question, then check understanding.
What to aim for The tutorial identifies the goal and gives ordered steps. The learner pauses for and answers a genuine question. Adult checks that the final check-back confirms or repairs understanding. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 99 Delivering an extended audience-aware proposal · extension
Prepare brief notes if useful, then deliver the text aloud to an adult or willing partner. Suggested durations are guides, not timed pass/fail limits. The adult checks organisation and the actual pace, phrasing, volume and expression; typed notes alone do not show oral performance. No recording is needed.
Prepare a 60–90 second school assembly talk proposing one practical way to make shared spaces more welcoming. Include an opening, a concrete example, two benefits, a response to one possible difficulty and a closing request. Rehearse for clear pacing.
What to aim for The talk includes all six requested elements in a logical order. The difficulty receives a practical response. Adult reviews audible pace, phrasing, volume and emphasis across the actual performance. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 100 Reviewing and extending speaking and listening skills · extension
Work with an adult or willing partner. Have the conversation aloud, including real replies and follow-up turns. Example replies illustrate a possible conversation; adapt to what your partner actually says. Review the interaction together afterwards.
Choose one earlier speaking task and one earlier listening discussion you completed. Explain to an adult what you did well in each, support each judgement with a real example and ask for their view. Agree on one next goal, then demonstrate it in a new 30-second explanation.
What to aim for Both self-judgements refer to actual completed work. The learner listens to and acknowledges the adult's feedback. Adult observes the agreed goal in the new explanation; no automated speech or fluency score is inferred. Complete this task aloud with an adult or partner.
Response or adult observation notes
