Speaking & Listening Policy

Philosophy Statement

Aims

Time Allocation

Lesson Structure

Equal Opportunities

Resources

Assessment and Recording

Monitoring and Evaluation

Safety

Philosophy Statement

Effective speaking and listening is determined by the ability to use speech appropriately and the ability to listen actively. The development of spoken language is concerned with the complex process that requires the speaker / listener to understand the social function of spoken language in order to use it appropriately, in different contexts. Back to top

Aims

- To develop the ability to speak fluently and communicate ideas to a variety of audiences.
- To listen actively and respond appropriately, whilst valuing the opinions of others.
- To select and make use of information in order to communicate and express themselves effectively.
- To enable children to ask relevant questions and formulate appropriate answers.
- To make explicit the language differences between formal and informal discussion.
- To raise children's awareness of the effect and power of language in the wider community.
- To give children opportunities to speak to a wider audience. Back to top

Time Allocation

Speaking and listening are skills that are practised and developed by children almost every single moment of their school lives. We strive to remember this in all daily contact with children and ensure that we are providing good role models for them. Back to top

Lesson Structure

Speaking and listening is valued in all areas of the curriculum and it is our intention to raise awareness of the role of spoken language in the learning process.

Teachers will discuss with the children the role of talk in the classroom highlighting how it is an integral part of learning, and will plan for collaborative work requiring genuine co-operation.

Teachers will plan appropriately and give time for meaningful and purposeful speaking and listening activities, and will also use, creatively, spontaneous speaking and listening situations as they arise.

Drama, including role play will be used in order to extend experiences and explore a range of social contexts and relationships. Back to top

Equal Opportunities

All children should be supported in valuing their own dialects and languages and using them when appropriate to context and purpose. We encourage children to be sensitive to the feelings of others about the way that they talk. When necessary or helpful they should also be able to use Standard English. Back to top

Resources

All teachers have access to a selection of materials that can be used to promote different types of talk. This includes a range of fiction, picture, poetry and information books and activities that require co-operative working. There is a range of puppets available and access to tape recorders for taping themselves and listening back.

Teachers have access to a range of taped resources that encourage listening e.g. taped stories, poetry, and plays. Care is taken to ensure that these resources reflect the diversity of language and accent in our society. Back to top

Assessment and Recording

Assessments are made of children's growing ability as language users. Regular observations, in a variety of social groupings and learning contexts that occur across the curriculum, are undertaken. Social and cognitive skills are assessed. These include the ability to:

- initiate conversation
- encourage contributions from others
- listen attentively and respond appropriately
- categorise, evaluate, question, hypothesise etc.

Reference will be made to the development of speaking and listening in the annual report. Back to top

Monitoring and Evaluation

It is the responsibility of the English Co-ordinator to monitor and evaluate speaking and listening through talking with children and staff, lesson observation and reviewing plans where appropriate. Back to top

Safety

It is to be noted that when children are using electrical equipment to aid their speaking and listening skills e.g. computer or tape recorder that due care and attention is taken for their safety. Back to top

Approved by Governors: Summer 2007

Policy Review: Spring 2010 Back to top