Question 41 Discussing feedback constructively · 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.
Tell a partner a short plan for an information poster. Ask for one suggestion to improve clarity. Restate their feedback, decide whether to use it and explain your decision respectfully.
What to aim for The learner invites specific feedback. The feedback is accurately restated. Adult hears a reasoned response that is respectful even if the suggestion is not adopted. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 42 Co-creating a coherent spoken story · 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.
Create a spoken story with a partner, taking at least six turns in total. Begin with a child finding an unusual map. Each turn must connect to the previous one. At the end, agree on a title and explain it.
What to aim for Both partners contribute over at least six alternating turns. New events connect to what has already been said. Adult checks the ending and title are agreed through conversation. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 43 Clarifying an information gap · 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.
Ask a partner to give you directions for drawing a simple imaginary flag. Ask clarification questions when needed, draw from the spoken instructions, then compare your drawing with their description together.
What to aim for The partner supplies a design without showing it first. The learner asks relevant questions before or during drawing. Adult checks that the final discussion links similarities and differences to spoken instructions. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 44 Finding common ground in discussion · 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.
Discuss two possible ways to share class news: a noticeboard or a short spoken announcement. Identify one benefit of each, find a point you agree on and propose a plan using that shared priority.
What to aim for Both communication methods receive fair consideration. The learner names a genuine point of agreement. Adult checks the proposal follows from that shared priority. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 45 Leading and summarising a short 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 two-minute discussion with an adult about a small class improvement. Open with the question, invite their view, contribute your own reason, ask a follow-up and finish by summarising agreement and any remaining difference.
What to aim for The learner opens a focused question and gives the partner speaking space. A follow-up and linked contribution develop the topic. Adult checks the closing reflects the conversation rather than inventing agreement. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 46 Delivering a friendly introduction · support
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.
Introduce yourself to an imaginary new class in a 20–30 second talk. Share an interest, one thing you hope to learn and a friendly closing. Use a clear, comfortable voice.
What to aim for The introduction contains the three requested parts. Adult hears a clear voice and sensible pauses between ideas. Language suits meeting new classmates without requiring private information. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 47 Organising an oral description · 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.
Choose a safe everyday object and describe it aloud for 30–45 seconds without naming it at first. Organise the description from appearance to use, then reveal the object. Ask your listener which clue helped most.
What to aim for The description moves from visible features to purpose. The reveal follows enough useful clues. Adult checks that pace and volume make the clues easy to follow. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 48 Explaining game rules aloud · 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.
Explain a simple familiar game aloud to someone who has never played it. Take about 45–60 seconds. Include the aim, setup, turns and ending, with pauses between these sections.
What to aim for All four rule sections are present and logically ordered. Adult observes pauses at meaningful boundaries. The listener can explain what to do on a turn after the talk. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 49 Telling a learning story · 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.
Tell a 45–60 second story about a time you learnt something, real or imagined. Include the starting difficulty, what you tried and what changed. Slow down at the turning point.
What to aim for The story has a beginning, linked action and outcome. Adult hears deliberate slowing or pausing at the key change. The conclusion explains the learning rather than only saying the task was finished. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 50 Giving an oral book recommendation · 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.
Optional fictional book notes: The Missing Compass; friends solve clues in a coastal town; map included; different character skills; short chapters; ending not supplied.
Give a 45-second recommendation of a book or story you know. Introduce it, explain two features you value and name the kind of reader who might enjoy it. Avoid revealing the ending.
What to aim for The learner names the text and gives two supported reasons. The ending is not spoiled. Adult hears emphasis on the reasons and a clear closing recommendation. Complete this task aloud with an adult or partner.
Response or adult observation notes
