Question 81 Joining and extending a group discussion · 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.
Ava says, 'Our group keeps talking at the same time, and we lose the ideas.' Yusuf replies, 'We could take turns holding a card to show who is speaking.' Chloe adds, 'That might help, but we also need someone to jot down the main ideas before we forget them.' Ava asks the group what they should try first.
Listen to the group discussion. Identify the problem, name Yusuf's and Chloe's suggestions and propose a next step that responds to both. Say your response as if you were joining the discussion.
Adult: open the review criteria after listening
Adult review criteria The learner identifies overlapping speech and lost ideas as the problem. Both suggested solutions are accurately acknowledged. Adult hears a linked, practical contribution in discussion language. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 82 Recognising and using appropriate formality · 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.
Request one: 'Hey, could you pass the tape? I need to fix this corner.' Request two: 'Excuse me, would you please pass the tape when you have finished with it? Thank you for your help.' Adult: Read both naturally and ask the learner to compare the wording, without assuming a person's identity from their voice.
Listen to the two requests. Explain the likely relationship in each and identify language that supports your answer. Then make a polite spoken request to a visiting adult about the same task.
Adult: open the review criteria after listening
Adult review criteria The learner identifies specific differences in wording. Relationships are described as plausible rather than certain. Adult hears an appropriate spoken request for a visiting adult. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 83 Combining two heard information sources · 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.
Garden report: 'The class checked the garden taps after lunch for five days. On two days, a tap was still dripping, and the teacher arranged for it to be checked.' Poster group report: 'After the initial check, we made a reminder beside the taps asking users to turn them off gently and report a leak. We have not yet repeated the five-day check.'
Listen to the two short reports. Give a combined summary that includes information from both. Tell the adult one question the reports still leave unanswered.
Adult: open the review criteria after listening
Adult review criteria The summary contains an accurate detail from each report. The order of observation and reminder is clear. Adult checks the unresolved question concerns the result after the change. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 84 Discussing evidence-based predictions · 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.
Mara found an envelope tucked behind a book on the class shelf. It had no name on the front, only a drawing of the school clock. Inside was a small map with the library circled. The bell rang before Mara could look more closely. She placed the envelope safely on the teacher's desk and went to join her group.
Listen to the story opening. Suggest two plausible next events, each linked to a clue you heard. Ask the adult which they think fits better, and respond to their reason.
Adult: open the review criteria after listening
Adult review criteria Both possibilities connect to heard details. The learner invites the adult's reasoned response. Adult checks the learner responds to that real reason and recognises uncertainty. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 85 Using feedback about structure and delivery · 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.
My first draft explained our model before telling listeners what it was for. One partner suggested moving the purpose to the beginning. Another partner said I spoke too quickly when listing the materials. I can improve the order of my notes, and I can also practise pausing between items. Both suggestions would help, but they address different parts of the presentation.
Listen to the adult's account of receiving feedback. Explain what the first suggestion changed and what the second changed. Give a brief spoken recommendation about which revision to do first and why.
Adult: open the review criteria after listening
Adult review criteria The learner correctly identifies a structure change and a voice change. The recommended order has a sensible reason. Adult hears a concise, linked spoken response. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 86 Responding to an authentic First Nations creator's spoken text · core
Before you start: An authorised, age-appropriate recording of an Aboriginal or Torres Strait Islander creator presenting their text, selected with an educator or librarian.
Resource required: an educator or librarian must select an authorised publisher, library or creator recording. Follow its access and cultural guidance. Use only community or Country information explicitly supplied in its credits; do not infer identity. If no suitable resource is available, leave this activity incomplete until one is obtained.
With an adult, choose an authorised published recording of an Aboriginal or Torres Strait Islander author or storyteller presenting a text suitable for Year 4. Listen to the complete selected text or an educator-selected coherent extract. Name the text and creator using the source credits. Discuss one idea with your adult, then give a short spoken response explaining one detail that helped you understand it. Do not imitate the creator's accent or retell material the resource says should not be retold.
Adult: open the review criteria after listening
Adult review criteria Adult verifies an authentic, authorised and age-appropriate source and accurate creator attribution. The learner discusses a specific, verifiable detail and acknowledges the partner's response. The short spoken response is clear and respects any resource guidance on use. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 87 Discussing the context of an authentic oral text · extension
Before you start: An authorised resource explicitly identified by its creator or publisher as sharing an Aboriginal or Torres Strait Islander oral narrative tradition, with credits and context, selected with an educator or librarian.
Resource required: a library/educator-selected authorised resource explicitly identified by its creator or publisher as sharing an Aboriginal or Torres Strait Islander oral narrative tradition, with an introduction and clear credits. Respect access restrictions and any guidance from the creator. No cultural performance, accent imitation or invented traditional story is requested.
With an adult, listen to an authorised resource identified by its Aboriginal or Torres Strait Islander creator or publisher as sharing an oral narrative tradition. Use its introduction and source credits. Discuss how the introduction helps you understand the purpose or context. Ask a respectful question about something the source explains, listen to the adult's response and summarise what the source actually tells you. Leave unanswered questions open if the resource does not answer them.
Adult: open the review criteria after listening
Adult review criteria Adult checks attribution and context against the authorised resource, not assumptions. The learner asks a relevant, respectful question and listens to the response. The final summary separates stated information from what remains unknown. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 88 Appreciating voice in an authentic First Nations oral text · extension
Before you start: An authorised creator recording suitable for analysing a specific use of voice, selected with an educator or librarian.
Resource required: an authorised age-appropriate recording with an identified Aboriginal or Torres Strait Islander creator. An educator/librarian helps select it and checks usage guidance. Do not imitate accents, ceremonies or culturally restricted material. The same authorised resource may support related listening tasks if its content allows.
Listen with an adult to a suitable authorised recording by an Aboriginal or Torres Strait Islander creator. Choose a moment where the creator uses a pause, emphasis or change of pace. Discuss how that voice choice contributes to meaning, then present a 30–45 second response in your own voice, naming the text and creator. Refer to the moment rather than copying the performance.
Adult: open the review criteria after listening
Adult review criteria Adult checks the chosen vocal moment is present in the recording. The learner links the voice choice to meaning and acknowledges a partner's response. The learner's own short presentation has clear structure and respectful attribution. Listen to the selected recording or adult reader, then respond.
Response or adult observation notes
Question 89 Turning an interview into a spoken account · 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.
Interview an adult about a time a useful plan changed. Ask for the original goal, the reason for the change and what happened next. Check your understanding, then deliver a 45-second account that credits your source.
What to aim for The learner gathers all three stages through real questions. The source confirms the summary before the account. Adult hears a coherent account with attribution and suitable pace. Complete this task aloud with an adult or partner.
Response or adult observation notes
Question 90 Coordinating an interview-style spoken text · 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.
Create a two-person live 'class radio' segment about a classroom improvement; no recording is needed. One person hosts and the other gives an idea. Include an introduction, two linked interview questions, a summary and a closing. Swap roles for a shorter second round.
What to aim for The live segment contains the four required parts. At least one question responds to a previous answer. Adult checks both participants practise hosting and answering with clear voices. Complete this task aloud with an adult or partner.
Response or adult observation notes
