Toolkit

Description

This descriptor reflects the early stage of students developing academic spoken language.

Everyday vocabulary: Common, familiar words used in daily conversation (e.g. big, good,

thing, stuff). These are often imprecise.

Subject-specific terms (Tier 3 vocabulary): Words linked to particular disciplines (e.g.

erosion in Geography, photosynthesis in Biology).

Misuse of language: Using a term inaccurately (e.g. saying evaporation when meaning

condensation).

Repetition: Overusing simple or vague words instead of selecting more precise alternatives

(e.g. repeatedly saying thing or it shows).

In practice, students can contribute to discussion but often rely on general language. They may

attempt to include key terminology, usually when prompted by the teacher, but accuracy is

inconsistent. Their talk may lack precision, and ideas are sometimes unclear because vocabulary

choices are limited or repetitive.

Cross-Curricular Examples

• Geography: A student says, “The water goes away because it’s hot” instead of “The water
• evaporates due to high temperatures. ”
• Technology: “This material is good because it’s strong” rather than “This material is durable
• and resistant to impact. ”
• Art: “It looks nice and colourful” instead of “The artist uses contrasting colours to create
• impact. ”
• Music: “It sounds loud and fast” rather than “The tempo is fast and the dynamics are loud. ”
• French: “Je suis bien” instead of correctly using “Je vais bien” (misuse of a familiar phrase).
• Spanish: “Es muy grande cosa” instead of “Es una cosa muy importante. ”
• PE: “You have to move quickly” instead of “You need to accelerate to create space. ”
• Biology: “Plants make their own food” rather than “Plants produce glucose through
• photosynthesis. ”
• Physics: “It moves faster” rather than “The speed increases due to greater force. ”
• Law: “They broke the rules” instead of “They committed an offence. ”

Description

Students are able to use new or unfamiliar vocabulary, but only with:

Direct prompts

Structured support

They do not yet use vocabulary independently.

Cross-Curricular Examples

• Maths: Uses “denominator” when prompted
• Science: Uses “evaporation” when reminded
• MFL: Uses new verbs after teacher modelling and reminders

Description

Students begin to understand formality (how formal or informal speech is) and attempt to adjust

language depending on situation, but inconsistently.

Cross-Curricular Examples

• History: Less slang in explanations
• MFL: Awareness of formal vs informal pronouns
• All subjects: Shift between casual and academic tone in different situations e.g. talking to a
• partner versus presenting to the class

Description

This descriptor reflects the early stage of students developing an awareness that spoken language

changes according to audience, purpose and context. Students are beginning to recognise that they

may need to speak differently in different situations but often require prompts, modelling or

scaffolding to do so successfully.

Adapt talk: Making changes to the way something is said depending on the audience, task or

situation.

Audience awareness: Beginning to recognise that different listeners may require different

vocabulary , explanations or levels of formality.

Purpose: Understanding that spoken language may be used to inform, explain, persuade, question

r discuss.

Supported communication: Adapting language successfully when guided by teachers, sentence

stems or structured activities.

Emerging flexibility: Beginning to move beyond one style of speaking and experiment with different

ways of expressing ideas.

In practice, students may alter their language when prompted by an adult or when provided with clear

examples. They may be able to simplify explanations for peers, use more formal language during

presentations or adjust their tone during discussion activities. However, these adaptations are often

inconsistent and usually require support. Students are still developing confidence in selecting the

most appropriate language independently.

Cross-Curricular Examples

• Geography: A student initially says, “It gets really hot, ” but with teacher support adapts this to “The
• temperature increases significantly. ”
• Technology: A student explains a design informally to a partner but uses more formal language when
• presenting to the class.
• Art: A student moves from saying “I like it” to explaining “The colours create a positive atmosphere”
• after prompting.
• Music: A student adapts their explanation of a performance by using vocabulary provided by the
• teacher.
• French: A student practises using formal greetings during a role-play after teacher modelling.
• Spanish: A student adjusts language choices when speaking to a partner compared with presenting
• to the whole class.
• PE: A student moves from giving simple instructions such as “Run over there” to “Move into space to
• support the attack” when prompted.
• Biology: A student uses teacher-provided scientific vocabulary to explain an investigation.
• Physics: A student adapts an everyday explanation into a more scientific response with support.
• Law: A student begins to use appropriate legal terminology when discussing a case after scaffolding.

Description

This descriptor reflects the early stage of students developing more sophisticated spoken

explanations.

Sentence variation: Using different ways to begin or structure sentences.

Simple explanation: Providing a straightforward reason or account.

Linear explanation: Explaining something step-by-step or in a straightforward sequence.

Connectives: Words such as because, then, so and therefore that help link ideas.

In practice, students can explain their thinking and give reasons for ideas. Their explanations are

generally understandable but tend to follow straightforward patterns and rely on a limited range of

sentence structures. Students are beginning to experiment with connectives and extended

explanations but often require support to develop greater detail and sophistication.

Cross-Curricular Examples

• Geography: "There was heavy rainfall, so the river burst its banks. "
• Technology: "First I measured the material, then I cut it. "
• Art: "The artist uses darker colours because they create mood. "
• Music: "The dynamics become louder, which builds tension. "
• French: "Je préfère le sport parce que c'est intéressant. "
• Spanish: "Fui al parque porque hacía buen tiempo. "
• PE: "We scored because we moved the ball quickly. "
• Biology: "The plant died because it did not receive enough sunlight. "
• Physics: "The object accelerated because a larger force was applied. "
• Law: "The offence occurred because the individual ignored the law. "

Description

This descriptor reflects the early stage of students developing the thinking skills needed for effective

discussion and collaborative learning.

Responds to others’ ideas: Listens to what others say and gives a relevant response, although

contributions may be brief or heavily influenced by previous speakers.

Explains thinking simply: Shares personal opinions or ideas using straightforward

explanations that may lack detail, development or complexity.

Gives basic reasons: Supports opinions with simple justifications (e.g. "because it is

important" or "because it helps people"), although reasoning may be limited or

underdeveloped.

In practice, students can participate in discussion by offering their views and responding to

contributions from others. They are beginning to explain their thinking rather than simply giving

answers, but explanations are often brief and may rely on personal experience rather than evidence or

detailed reasoning. Students can usually state what they think and give a simple reason, although

they may need prompting to expand or clarify their ideas.

Cross-Curricular Examples

• English: “I think the character is kind because he helps other people. ”
• History: “I think the Romans were successful because they had a strong army. ”
• Geography: “I think this area is busy because lots of people live there. ”
• Mathematics: “I chose this method because it looked easier. ”
• Science: “I think the plant grew more because it got more water. ”
• Art: “I like this painting because the colours are bright. ”
• Music: “The music sounds happy because it is fast. ”
• French: “J’aime ce personnage parce qu’il est gentil. ” (I like this character because he is kind.)
• Spanish: “Pienso que es importante porque ayuda a la gente. ” (I think it is important because it
• helps people.)
• PE: “Our team won because we worked together. ”
• Technology: “This design is better because it is stronger. ”
• Religious Education: “I agree with this view because it teaches people to help others. ”

Description

This descriptor reflects the early stage of students developing the ability to manage differing opinions

in discussion.

Disagreement: Holding a different view, opinion or interpretation from another person.

Emotional response: Students may react personally to challenge or criticism rather than

focusing on the idea being discussed.

Perspective-taking: The ability to recognise that others may think differently and that multiple

viewpoints can exist.

Constructive discussion: A conversation where participants focus on ideas, evidence and

reasoning rather than personal views or emotions.

In practice, students may find it difficult when others disagree with them. They may become

defensive, withdraw from discussion, interrupt others, or struggle to explain their viewpoint calmly.

Students are beginning to learn that disagreement is a normal and valuable part of learning and

discussion.

Cross-Curricular Examples

• English: A student rejects a classmate's interpretation of a character because it differs from
• their own.
• History: A student struggles to accept an alternative explanation for an historical event.
• Geography: A student becomes frustrated when another group suggests a different solution to
• an environmental issue.
• Science: A student disagrees with a prediction but finds it difficult to explain why.
• Technology: A student dismisses peer feedback on a design without considering the
• suggestion.
• Art: A student finds it challenging when others interpret a piece of artwork differently.
• Drama: A student resists changes to a group performance idea.
• PE: A student reacts negatively when teammates suggest a different tactic.
• French: A student becomes hesitant when corrected by a partner.
• Law: A student struggles to consider an opposing legal argument.

Description

This descriptor reflects the early stage of developing positive discussion behaviours that enable

effective communication and collaboration.

Taking turns: Waiting appropriately before contributing to discussion.

Listening: Paying attention to what others are saying rather than focusing solely on one's own

response.

Respect: Demonstrating courtesy through words, tone and behaviour.

Collaborative discussion: Conversations where all participants have opportunities to

contribute.

In practice, students participate in discussions while beginning to understand the importance of

giving others opportunities to contribute. They generally listen when prompted and show basic

respect towards peers, although consistency may vary .

Cross-Curricular Examples

• English: A student waits for a peer to finish reading before sharing an interpretation.
• History: A student listens to several viewpoints before offering an opinion.
• Science: A student allows group members to explain observations before responding.
• Geography: A student acknowledges a classmate's contribution during discussion.
• Technology: A student takes turns sharing design ideas within a team.
• Art: Students respectfully discuss different artistic choices.
• Music: A student listens carefully to peer feedback during performance evaluation.
• PE: Team members wait for instructions and contributions from others.
• French: Students listen to a partner speaking before taking their turn.
• Law: Students follow agreed discussion protocols during case debates.

Description

This descriptor reflects students beginning to move beyond simply hearing others and towards

actively engaging with what is being communicated.

Active listening: Listening with the intention of understanding, not simply waiting to speak.

Attentive listening: Maintaining focus on the speaker and the message being communicated.

Appropriate response: A response that relates directly to what has been said.

Clarification: Asking questions to improve understanding.

In practice, students are beginning to demonstrate active listening behaviours. They can respond

appropriately to comments and questions, although they may still need prompts to maintain focus or

develop responses further.

Cross-Curricular Examples

• English: A student responds directly to a peer's literary interpretation.
• Science: A student asks a clarifying question about an experiment explanation.
• History: A student refers to information shared by another group member.
• Geography: A student builds on a suggested solution to a real-world issue.
• Technology: A student adjusts a design after listening to peer feedback.
• Art: A student explains how feedback has influenced their work.
• Music: A student responds to comments about performance techniques.
• PE: A student follows and responds to coaching instructions.
• French: A student answers a question accurately after listening carefully.
• Law: A student responds directly to an argument presented by another student.

Description

This descriptor reflects the early development of speaking confidence through regular participation in

structured classroom talk.

Confidence: A willingness to contribute ideas, answers and opinions.

Participation: Becoming actively involved in classroom discussion.

Structured opportunities: Planned activities that support students in speaking.

Supported risk-taking: Feeling safe to contribute without fear of embarrassment or failure.

In practice, students may be hesitant to contribute independently but become more willing to

participate when encouraged through questioning, paired discussion and structured speaking

pportunities. Confidence develops gradually through positive experiences of classroom talk.

Cross-Curricular Examples

• English: A student volunteers an interpretation after discussing it with a partner.
• History: A student answers a teacher question during class discussion.
• Science: A student shares a prediction during an investigation.
• Geography: A student contributes an idea during a group task.
• Technology: A student explains a design choice to peers.
• Art: A student comments on artistic techniques during critique.
• Music: A student volunteers feedback about a performance.
• PE: A student explains a strategy during team discussion.
• French: A student attempts to answer orally using new vocabulary.
• Law: A student contributes to a simple legal scenario discussion.

Description

This descriptor reflects the early stage of students developing confidence and independence when

speaking. Students often need support to organise, remember, or deliver what they want to say.

Key Terminology

Prompts: Words, phrases, sentence stems, cue cards, visual aids, or teacher guidance that help

students recall ideas.

Notes: Written reminders used to support speaking. Students may read directly from notes rather

than speaking naturally.

Reliance: Dependence on support materials because ideas are not yet fully rehearsed, organised,

r secure in memory.

In practice, students can contribute verbally but often refer frequently to notes, sentence starters, or

teacher prompts. They may pause to check information before continuing and can lose fluency if

support is removed. At this stage, speaking independently for an extended period is challenging.

Cross-Curricular Examples

• Geography: A student refers to a scaffold sheet when explaining the causes of flooding.
• History: A student uses bullet-point notes to describe key events of the Battle of Hastings.
• Art: A student reads prompts when presenting an evaluation of their final piece.
• Music: A student uses cue cards to explain how tempo and dynamics change within a performance.
• French: A student relies on sentence stems to introduce themselves and describe hobbies.
• Spanish: A student refers to vocabulary prompts when discussing their family.
• PE: A student uses notes to explain the stages of a warm-up activity.
• Biology: A student follows a structured prompt card to explain photosynthesis.
• Physics: A student refers to key words when describing the effects of forces.
• Law: A student uses a scaffold to explain why a rule was broken.

Description

This descriptor reflects the early development of physical speaking skills. Students are beginning to

communicate clearly enough to be understood but have not yet developed consistent control of

delivery techniques.

Key Terminology

Audible voice: Speaking loudly enough for others to hear and understand.

Eye contact: Looking at listeners periodically to maintain engagement and show confidence.

Delivery: The way a message is communicated through voice, posture, facial expression, pace, and

body language.

Basic delivery: Limited but emerging control of speaking techniques.

In practice, students can generally be heard by their peers and may sometimes make eye contact with

listeners. However, delivery can be inconsistent. Some students may speak too quietly, look down

frequently, rush through information, or rely heavily on reading. Physical communication skills are

emerging but not yet secure.

Cross-Curricular Examples

• Geography: A student speaks clearly when describing climate zones but reads most information
• from notes.
• History: A student occasionally looks at the audience while explaining causes of a historical event.
• Art: A student presents their work using an audible voice but limited expression.
• Music: A student explains a performance feature clearly enough for classmates to hear.
• French: A student speaks loudly enough to be understood when introducing themselves but rarely
• looks away from prompts.
• Spanish: A student answers oral questions using an audible voice and brief eye contact.
• PE: A student explains a tactic to teammates clearly but speaks quickly.
• Biology: A student presents findings from an experiment with a clear voice but limited audience
• engagement.
• Physics: A student explains a force investigation audibly but with little variation in pace or tone.
• Law: A student delivers a short explanation clearly but reads directly from notes.

Description

This descriptor reflects students moving beyond basic subject vocabulary and beginning to use a

wider academic vocabulary independently and accurately.

Tier 2 vocabulary Words that are used across a range of subjects and contexts (e.g. analyse,

compare, evaluate, justify, contrast). These words help students explain, discuss and develop ideas

more precisely.

Tier 3 vocabulary Subject-specific terminology that is unique to individual disciplines (e.g. isotope in

Science, monarchy in History, metaphor in English). Students are expected to use these terms

accurately and appropriately.

Accuracy in context Students select vocabulary that matches the topic being discussed and use

terminology correctly rather than simply recalling it.

In practice, students increasingly use subject-specific and academic vocabulary without needing

teacher prompts. Their contributions become more precise and technical, helping them

communicate ideas with greater accuracy. Although occasional errors remain, vocabulary choices

generally support clarity and understanding.

Cross-Curricular Examples

• Geography: “Urbanisation has increased because more people are migrating to cities. ”
• Technology: “The product is durable because the material resists wear and damage. ”
• Art: “The artist uses perspective to create a sense of depth. ”
• Music: “The composer increases tension through changes in dynamics and tempo. ”
• French: “J’ai choisi cette réponse parce qu’elle est plus précise. ”
• Spanish: “La contaminación afecta significativamente al medio ambiente. ”
• PE: “The attacker accelerates quickly to create space from the defender. ”
• Biology: “Photosynthesis occurs in the chloroplasts of plant cells. ”
• Physics: “Friction reduces the object's speed by opposing motion. ”
• Law: “The defendant was found guilty because sufficient evidence was presented. ”

Description

This descriptor reflects students becoming more confident in applying newly learned vocabulary

during classroom discussion and collaborative activities.

New vocabulary Words recently introduced through teaching, reading or disciplinary study.

Independently Students use vocabulary without direct prompting from the teacher or support

materials.

Structured talk Discussion activities that provide a clear purpose and framework, such as think–pair–

share, debate preparation, presentations or collaborative problem-solving.

In practice, students begin incorporating recently learned words into spoken contributions without

relying entirely on teacher modelling. They demonstrate growing confidence and show a willingness to

experiment with new language when explaining ideas and responding to others.

Cross-Curricular Examples

• Geography: A student independently uses the term “erosion” during partner discussion.
• Technology: A student explains that a design is “sustainable” without prompting.
• Art: A student refers to “composition” when evaluating an artwork.
• Music: A student describes a section as “syncopated” during group analysis.
• French: A student accurately uses newly taught opinion phrases in discussion.
• Spanish: A student incorporates recently learned topic vocabulary into a conversation task.
• PE: A student explains a tactic using the term “positioning. ”
• Biology: A student refers to “adaptation” when discussing survival.
• Physics: A student uses “energy transfer” while explaining an experiment.
• Law: A student refers to “evidence” and “testimony” appropriately during discussion.

Description

This descriptor reflects students developing an awareness of how language should change according

to audience, purpose and context.

Select formality Choosing language that is suitable for the situation.

Sustain formality Maintaining an appropriate tone consistently across a discussion or presentation.

Growing control Students are increasingly able to adjust language deliberately, although occasional

lapses into informal speech may still occur.

In practice, students recognise when more formal language is expected and can maintain this register

for longer periods. They show an increasing ability to distinguish between conversational language

and academic language, particularly during presentations, debates and subject-specific discussions.

Cross-Curricular Examples

• Geography: “The evidence suggests that climate change is contributing to rising sea levels. ”
• Technology: “This design effectively meets the requirements of the brief. ”
• Art: “The artist's use of colour creates a powerful emotional response. ”
• Music: “The composer deliberately varies the dynamics to build tension. ”
• French: Using complete formal responses rather than single-word answers during
• presentations.
• Spanish: Maintaining academic language when discussing social issues.
• PE: “The team demonstrated effective communication throughout the game. ”
• Biology: “The results indicate a positive correlation between the variables. ”
• Physics: “The hypothesis was supported by the experimental evidence. ”
• Law: “The prosecution presented sufficient evidence to support the case. ”

Description

This descriptor reflects students developing awareness that the way they speak should change

according to audience, purpose and situation.

Tone The attitude or feeling conveyed through speech (e.g. serious, persuasive, respectful,

enthusiastic).

Register The level of formality used in communication. Students begin to recognise that language

used with friends may differ from language used in presentations, discussions or academic settings.

Familiar contexts Situations students frequently encounter in school, such as classroom

discussions, paired talk, group work or presentations.

In practice, students are becoming more aware of how language changes depending on who they are

speaking to and why. They can adapt their language in routine situations, selecting more formal

vocabulary during academic discussion while using a more conversational style when appropriate.

Although this adaptation may not always be sustained, students increasingly recognise when

different registers are required.

Cross-Curricular Examples

• Geography: A student uses more formal language when presenting on climate change than
• when discussing ideas with a partner.
• Technology: A student explains the effectiveness of a design using technical language during
• feedback.
• Art: A student uses subject terminology appropriately when analysing artwork in front of the
• class.
• Music: A student shifts from informal descriptions such as "it sounds exciting" to "the
• dynamics create tension. "
• French: A student selects formal greetings and responses during a role-play activity.
• Spanish: A student uses more formal structures when presenting information to the class.
• PE: A student explains tactics respectfully and clearly during team discussions.
• Biology: A student uses scientific terminology when discussing practical results.
• Physics: A student explains outcomes using subject vocabulary rather than everyday
• language.
• Law: A student uses legal terminology appropriately during a mock trial discussion.

Description

This descriptor reflects students moving beyond simple responses and beginning to develop more

sophisticated spoken explanations.

Expands sentence structures Using conjunctions and connectives to develop ideas and show

relationships between them.

Because Used to explain reasons and causes.

However Used to introduce contrast or an alternative viewpoint.

Therefore Used to show consequence or conclusion.

Clarity and detail Students give fuller explanations that are easier for listeners to understand and

follow.

In practice, students increasingly extend their spoken responses rather than providing short answers.

They use connectives to explain reasoning, compare ideas and build logical explanations. Their

contributions become more detailed and coherent, allowing them to communicate more effectively in

discussion and collaborative learning.

Cross-Curricular Examples

• Geography: “The population increased because more jobs became available in the city. ”
• Technology: “The design is effective; however, the materials are expensive. ”
• Art: “The painting is visually striking because the artist uses contrasting colours. ”
• Music: “The tempo increases; therefore, the music becomes more energetic. ”
• French: “Je préfère cette option parce qu’elle est plus pratique. ”
• Spanish: “Sin embargo, esta solución tiene algunas desventajas. ”
• PE: “The team lost possession because players were not communicating effectively. ”
• Biology: “The plant grew more quickly because it received more sunlight. ”
• Physics: “The force increased; therefore, the object accelerated. ”
• Law: “The evidence was strong; therefore, the jury reached a guilty verdict. ”

Description

This descriptor reflects students developing the ability to engage thoughtfully with the contributions of

thers rather than viewing discussion as a series of separate responses.

Builds on others' ideas Students listen carefully to peers and extend, develop or refine ideas that

have already been shared.

Makes connections Students recognise links between different ideas, concepts, viewpoints or

pieces of information.

Collaborative thinking Students begin to see discussion as a shared process of constructing

understanding rather than simply taking turns to speak.

In practice, students respond directly to others’ contributions and use them to develop their own

thinking. Rather than repeating information, they add detail, make comparisons or identify links

between ideas. Their participation demonstrates active engagement and helps move discussions

forward.

Cross-Curricular Examples

• Geography: “I agree with Mia’s point about migration, and I think employment opportunities
• are also an important factor. ”
• Technology: “Building on that idea, the design could also use recycled materials to improve
• sustainability. ”
• Art: “That links to what Jack said about colour because the artist also uses contrast to draw
• attention. ”
• Music: “Adding to that point, the dynamics make the section feel even more dramatic. ”
• French: A student extends a partner’s answer by adding additional information in French.
• Spanish: A student connects another student’s opinion to a previously discussed topic.
• PE: “That strategy worked because it also created more space for the attacking players. ”
• Biology: “That links to adaptation because both ideas help organisms survive. ”
• Physics: “This connects to gravity because both forces influence movement. ”
• Law: “Building on that argument, the evidence strengthens the prosecution’s case. ”

Description

This descriptor reflects students moving beyond simple opinions and developing the ability to explain,

justify and support their thinking.

Logical reasoning Presenting ideas in a clear sequence so that conclusions follow from evidence and

explanation.

Links ideas Showing how concepts, arguments or pieces of information relate to one another.

Justify with evidence Supporting a viewpoint or conclusion using information, examples, data,

quotations or observations.

Developing argumentation Students begin to understand that strong discussion requires reasons

and evidence rather than unsupported opinion.

In practice, students increasingly explain why they think something rather than simply stating what

they think. They connect ideas together logically and begin to support claims with relevant evidence.

Their contributions become more convincing, coherent and analytical.

Cross-Curricular Examples

• Geography: “Urban areas are growing rapidly because employment opportunities attract
• people from rural regions. ”
• Technology: “This material is suitable because testing showed it was stronger than the
• alternatives. ”
• Art: “The artist creates emphasis through colour because the brightest shades draw the
• viewer’s attention. ”
• Music: “The mood changes because the composer introduces slower rhythms and quieter
• dynamics. ”
• French: “Je préfère cette option parce qu’elle est plus efficace. ” (I prefer this option because it
• is more effective.)
• Spanish: “Creo que esta solución es mejor porque reduce la contaminación. ” (I think this
• solution is better because it reduces pollution.)
• PE: “The team was successful because they maintained possession throughout the game. ”
• Biology: “The plant grew more quickly because it received a greater amount of light. ”
• Physics: “The object accelerated because a greater force was applied. ”
• Law: “The defendant was found guilty because multiple pieces of evidence supported the
• charge. ”

Description

This descriptor reflects students developing the ability to challenge, question and disagree with ideas

while maintaining positive and respectful interactions with others. At this stage, students still benefit

from structured support and sentence stems to articulate disagreement appropriately.

Expresses disagreement: Communicates an alternative viewpoint or challenges an idea

rather than accepting it without question.

Respectfully: Focuses on ideas rather than individuals, using polite language and an

appropriate tone.

Scaffolds: Teacher-provided structures, prompts or sentence stems that support students in

expressing disagreement effectively.

Constructive challenge: Disagreement is used to develop thinking and deepen discussion

rather than create conflict.

In practice, students are increasingly willing to challenge the views of others during discussion. They

can use sentence stems and discussion frameworks to express an alternative perspective without

dismissing another person's contribution. Their responses demonstrate that they are beginning to see

disagreement as an important part of learning and collaborative thinking. While they may still rely on

prompts, they are developing confidence in presenting reasoned alternative viewpoints and justifying

their thinking.

Cross-Curricular Examples

• English: "I understand your interpretation; however, I think the writer may be presenting a
• different message because... "
• History: "I can see why you believe that source is reliable, but another source provides a
• different perspective. "
• Geography: "I agree with some of your argument; however, climate change is not the only factor
• affecting migration. "
• Science: "I understand your prediction, but the evidence from our results suggests a different
• conclusion. "
• Religious Education: "I respect that viewpoint, although another faith tradition may interpret
• this issue differently. "
• French: "Je comprends ton idée, mais je pense que... " (I understand your idea, but I think
• that...)
• Spanish: "Estoy de acuerdo en parte, pero también... " (I partly agree, but also...)
• PE: "That strategy could work, although another formation might create more space. "
• Art: "I can see your interpretation, but the use of colour could suggest a different meaning. "
• Music: "I understand why you think the piece sounds cheerful; however, the tempo and
• dynamics could create tension instead. "

Description

This descriptor reflects students becoming reliable contributors to discussions and demonstrating

awareness of the contributions of others.

Participates consistently: Contributes regularly without relying heavily on teacher prompts.

Acknowledges others: Recognises, references and values the contributions of peers.

Collaborative participation: Balances speaking and listening within group discussion.

In practice, students contribute regularly during paired, group and whole-class discussions. They

listen attentively and reference others' ideas when contributing, demonstrating that discussion is a

shared learning process rather than a series of individual responses.

Cross-Curricular Examples

• English: "Building on Maya's point, the character also... "
• Science: "I agree with what James said about the results because... "
• History: "Sophie's evidence links to my point because... "
• Geography: "Adding to that idea, migration also affects... "
• Maths: "Using the method Adam explained, I found... "
• French: Refers to a partner's response before extending it.
• Spanish: Uses a peer's idea as a basis for further discussion.
• PE: Acknowledges teammates' suggestions during planning.
• Music: Builds upon another student's evaluation of a performance.
• Art: References a peer's interpretation before offering an additional perspective.

Description

This descriptor reflects students moving from simply responding to contributions towards actively

engaging with, exploring and developing the thinking of others.

Interprets: Understands and explains another person's point accurately.

Builds on: Extends an idea by adding detail, evidence or alternative perspectives.

Questions: Uses genuine enquiry to deepen understanding and advance discussion.

In practice, students demonstrate attentive listening by accurately summarising the ideas of others

before extending or questioning them. They begin to see discussion as a collective process for

developing understanding rather than simply sharing opinions.

Cross-Curricular Examples

• English: "If we follow that interpretation further, the writer may also be suggesting... "
• History: "What evidence supports that conclusion?"
• Science: "How does that result connect to our hypothesis?"
• Geography: "Could that solution work in countries with fewer resources?"
• Maths: "Can you explain why that method works?"
• RE: "What assumptions does that argument make?"
• French: Asks a partner to justify an opinion in French.
• Spanish: Extends a discussion by seeking clarification.
• Music: Questions how musical choices influence audience response.
• Art: Explores alternative interpretations of an artist's intentions.

Description

This descriptor reflects students developing the confidence and resilience needed to sustain

contributions during extended speaking opportunities.

Confidence: Willingness to share ideas publicly and contribute without excessive prompting.

Longer speaking activities: Extended explanations, presentations, discussions and

collaborative tasks.

Debates: Structured opportunities to present, justify and defend viewpoints.

In practice, students demonstrate increasing confidence when speaking for sustained periods,

presenting ideas to larger audiences and participating in structured debates. They are becoming more

comfortable taking intellectual risks and responding to challenge.

Cross-Curricular Examples

• English: Delivers an extended response analysing a literary character.
• History: Participates in a debate on historical significance.
• Geography: Presents findings from an enquiry task.
• Science: Explains an investigation process to the class.
• RE: Participates in ethical debates using evidence to justify viewpoints.
• French: Delivers a longer spoken response using rehearsed structures.
• Spanish: Participates in sustained conversational exchanges.
• PE: Explains team tactics to a group.
• Music: Evaluates a performance in detail.
• Art: Presents and justifies artistic choices during critique sessions.

Description

This descriptor reflects students becoming more confident in speaking without depending heavily on

written prompts or teacher support.

Reduced reliance on notes Students use notes as a guide rather than reading directly from them.

They are increasingly able to recall ideas and communicate them independently.

Growing fluency Students speak with fewer pauses, hesitations and interruptions, allowing ideas to

flow more naturally.

Developing independence Students begin to trust their own knowledge and preparation when

contributing to discussions and presentations.

In practice, students increasingly maintain eye contact and engage with listeners rather than focusing

solely on written notes. Their speech becomes smoother and more continuous as confidence

develops. While notes may still be used, students are less dependent upon them and demonstrate

greater ownership of their spoken contributions.

Cross-Curricular Examples

• Geography: A student presents findings on population change using brief cue cards rather
• than reading a script.
• Technology: A student explains a product design while referring only occasionally to notes.
• Art: A student discusses an artist’s work fluently during a gallery critique.
• Music: A student explains a performance decision without relying on written prompts.
• French: A student sustains a short conversation using memory rather than reading prepared
• responses.
• Spanish: A student presents an opinion on a topic using only key-word prompts.
• PE: A student explains tactics to teammates without needing written guidance.
• Biology: A student delivers a short explanation of photosynthesis using only minimal notes.
• Physics: A student discusses findings from an experiment confidently with limited reference to
• written material.
• Law: A student presents arguments in a mock trial using key points rather than a script.

Description

This descriptor reflects students developing greater control over the delivery of spoken

communication.

Clarity Speaking clearly enough for others to understand ideas without repeated clarification.

Pace Controlling the speed of speech so that ideas can be followed easily by listeners.

Emerging confidence Students show increasing self-assurance when speaking in front of peers and

adults, although confidence may vary depending on context.

Audience awareness Students begin to adapt their delivery to support listener understanding.

In practice, students speak more clearly and sustain an appropriate pace for longer periods. They are

more willing to volunteer answers, contribute to discussion and participate in presentations. Although

confidence continues to develop, students increasingly project their voice effectively and

communicate ideas with greater assurance.

Cross-Curricular Examples

• Geography: A student presents an explanation of urbanisation clearly, pausing appropriately
• between points.
• Technology: A student explains a design process using a steady pace that allows others to
• follow the explanation.
• Art: A student speaks audibly and clearly when analysing an artwork.
• Music: A student discusses musical features using an appropriate volume and pace.
• French: A student speaks clearly enough for others to understand pronunciation and meaning.
• Spanish: A student delivers a short presentation at a measured pace with increasing
• confidence.
• PE: A student communicates instructions effectively during a team activity.
• Biology: A student explains a scientific process clearly using appropriate terminology.
• Physics: A student presents experimental outcomes confidently to the class.
• Law: A student articulates an argument clearly during a debating activity.

Description

This descriptor reflects students’ ability to choose language consciously and accurately in order to

communicate ideas clearly and effectively.

Selects vocabulary deliberately: Students make purposeful choices about the words they use rather

than relying on the first word that comes to mind.

Precision: Vocabulary is accurate, specific and appropriate to the context, helping to avoid ambiguity

r misunderstanding.

Effect: Students recognise that word choices can influence how an audience understands, responds

to or engages with a message.

In practice, students select words carefully to communicate meaning with greater clarity. They

recognise that different words carry different shades of meaning and begin to choose vocabulary that

strengthens explanations, descriptions and arguments.

Cross-Curricular Examples

• Geography: Refers to an area as “densely populated” rather than simply “busy” .
• Art: Describes a style as “abstract” rather than “strange” .
• History: Explains that a ruler “consolidated power” rather than “became stronger” .
• PE: Uses “agility” rather than “moving quickly” .
• Science: Refers to “variables” rather than “things that change” .
• French: Selects precise adjectives such as intéressant or captivant rather than repeatedly
• using bon.
• Spanish: Uses impresionante instead of repeatedly describing something as bueno.

Description

This descriptor reflects students’ growing confidence in integrating both academic and subject-

specific vocabulary into spoken communication.

Tier 2 vocabulary: High-utility academic words used across subjects (e.g. analyse, evaluate, justify,

infer).

Tier 3 vocabulary: Specialist subject terminology linked to particular disciplines (e.g. tectonic plates,

metaphor, democracy, photosynthesis).

Confident use: Students employ vocabulary naturally and accurately without relying heavily on

teacher prompts.

In practice, students routinely incorporate relevant academic and disciplinary vocabulary into

discussions. They demonstrate understanding of terminology and apply it appropriately when

explaining ideas, giving opinions and responding to others.

Cross-Curricular Examples

• English: “The writer uses symbolism to represent isolation. ”
• History: “The economic consequences contributed significantly to unrest. ”
• Science: “The rate of reaction increased because the particles collided more frequently. ”
• Maths: “The data demonstrates a positive correlation. ”
• Music: “The crescendo creates tension before the climax. ”
• French: “Le personnage est courageux mais parfois impulsif. ”
• Spanish: “La evidencia demuestra una clara ventaja. ”

Description

This descriptor reflects students’ ability to transfer vocabulary knowledge beyond the lesson in which

it was first encountered.

Applies new vocabulary: Students actively use recently learned words rather than simply recognising

them.

Flexibly: Vocabulary can be adapted and transferred to a range of situations and purposes.

Across contexts and subjects: Students recognise links between disciplines and use vocabulary

appropriately in different academic settings.

In practice, students move beyond memorising definitions and demonstrate genuine ownership of

vocabulary . They transfer terminology between subjects, discussions and tasks, adapting language to

suit different contexts while maintaining accuracy .

Cross-Curricular Examples

• English and History: Uses the word significant when analysing both a character’s actions and
• a historical event.
• Science and Geography: Applies process accurately in both scientific and geographical
• explanations.
• Maths and Business: Uses trend appropriately when discussing data in different contexts.
• PE and Biology: Refers to endurance when discussing both fitness and body systems.
• French: Transfers recently learned descriptive vocabulary into extended speaking responses.
• Spanish: Uses new persuasive language appropriately in both debates and presentations.

Description

This descriptor reflects students' ability to make conscious and purposeful choices about the level of

formality they use when speaking. Students recognise that language should be adapted according to

the situation, audience and intended outcome, and can adjust their register accordingly.

Manipulates formality: Deliberately changes language choices, tone and expression rather

than speaking in the same way in all situations.

Purpose: The reason for speaking, such as informing, persuading, explaining, presenting,

debating or entertaining.

Audience: The person or group listening, such as peers, teachers, visitors or community

members.

Effect: The impact the speaker wants their words to have on the audience, such as showing

respect, persuading others, demonstrating expertise or encouraging action.

Register: The level of language used, ranging from informal conversational language to formal

academic and professional language.

In practice, students recognise that different situations require different levels of formality. They

increasingly adapt their vocabulary, sentence structures and tone according to who they are speaking

to and why they are speaking. Students may use more technical and precise language during

presentations, debates and academic discussions, whilst selecting a more conversational style when

collaborating with peers. They are beginning to make these choices consciously and can explain why

a particular style of communication is appropriate for a given context.

Cross-Curricular Examples

• English: During a class discussion a student says, "I think the character is angry, " but during a
• formal presentation adapts this to, "The writer presents the character as increasingly resentful
• and disillusioned. "
• History: In paired discussion, "The king made some bad decisions"; in a formal response, "The
• monarch's decisions significantly contributed to political instability. "
• Geography: "People move because life is difficult" becomes "Migration is often driven by
• economic hardship and limited opportunities. "
• Science: During practical work, "It got hotter" becomes "The temperature increased as a result
• f the exothermic reaction. "
• Religious Education: A student adapts language appropriately when discussing sensitive
• beliefs and ethical issues with different audiences.
• French: Uses informal language with peers but selects formal forms of address and more
• sophisticated vocabulary when delivering a presentation.
• Spanish: Demonstrates awareness of formal and informal language choices depending on the
• conversational context.
• PE: When coaching teammates, uses clear collaborative language; during a formal evaluation,
• uses subject-specific terminology to analyse performance.
• Art: Moves from "It looks nice" to "The artist creates visual impact through the deliberate use of
• contrast and composition. "
• Music: Replaces "It sounds sad" with "The composer creates a melancholic atmosphere
• through the use of a minor key and slow tempo. "

Description

This descriptor reflects students’ ability to make conscious and effective choices about how they

speak depending on the context, audience and intended outcome.

Audience

Audience refers to the people who are listening.

Students recognise that language used with friends may differ from language used with

teachers, visitors or wider audiences.

They select vocabulary, tone and examples appropriate to who is listening.

They anticipate the needs and knowledge of the listener, providing additional explanation

where necessary.

Purpose

Purpose refers to why the student is speaking.

Students adapt language depending on whether they are explaining, persuading, informing,

debating, presenting or evaluating.

They deliberately choose linguistic features that support their intended outcome.

They understand that effective communication requires different approaches for different

tasks.

Formality

Formality refers to the level of professionalism and appropriateness in spoken language.

Students can shift confidently between formal and informal registers.

They avoid overly casual language when the situation requires academic or professional

communication.

They deliberately manipulate formality to create a desired effect.

In practice, students make decisions about language independently rather than relying on teacher

prompts. They can move between different speaking contexts with confidence and recognise how

audience, purpose and formality influence successful communication. Their language choices

appear deliberate and appropriate rather than accidental.

Cross-Curricular Examples

• Geography: Explaining coastal erosion to a class using precise geographical terminology,
• whilst simplifying explanations when presenting to younger pupils.
• History: Using formal academic language during a debate about historical interpretations.
• Science: Adjusting explanations of scientific processes depending on whether speaking to
• peers or presenting findings publicly.
• English: Adopting a persuasive tone during a speech about a social issue.
• French: Selecting more formal forms of address when conducting a role-play with an adult.
• Spanish: Modifying language appropriately when giving a presentation compared with informal
• partner discussion.
• PE: Using technical coaching language when analysing performance.
• Art: Presenting a formal evaluation of artistic techniques to the class.
• Music: Adapting language when explaining compositional decisions to different audiences.
• Law: Using professional and accurate terminology when presenting a legal argument.

Description

This descriptor reflects students’ ability to construct sophisticated spoken responses that are clear,

rganised and purposeful.

Fluent Speech

Speech flows naturally with minimal hesitation.

Students can sustain extended contributions without relying heavily on prompts.

Ideas are expressed smoothly and confidently.

Varied Sentence Structures

Students use a range of simple, compound and complex sentence structures.

They vary sentence openings and patterns to maintain engagement and clarity.

Sentences are deliberately structured to emphasise important ideas.

Extended Responses

Students develop ideas in depth rather than providing brief answers.

Contributions include explanation, elaboration and supporting detail.

Students sustain discussion over multiple turns and topics.

Precise Explanations

Vocabulary is carefully selected for accuracy and clarity.

Subject-specific terminology is used confidently and appropriately.

Explanations avoid vagueness and demonstrate strong understanding.

Coherent Explanations

Ideas are logically organised.

Points link clearly to previous statements.

Explanations follow a clear line of reasoning that is easy for listeners to follow.

In practice, students speak at length with confidence and control. Their responses are well organised

and clearly structured, allowing listeners to follow complex ideas easily. They can explain, justify,

analyse and evaluate using language that is both precise and coherent.

Cross-Curricular Examples

• Geography: Explaining how multiple factors contribute to urbanisation using a sequenced,
• logical explanation.
• History: Constructing an extended explanation of the causes of the First World War, linking
• factors together.
• Science: Providing a coherent explanation of energy transfer using specialist terminology
• accurately.
• English: Analysing a writer’s methods using precise academic vocabulary and detailed
• explanation.
• French: Sustaining a conversation using a range of structures and connected ideas.
• Spanish: Justifying opinions with developed explanations and varied sentence forms.
• PE: Explaining tactical decisions using precise sporting terminology.
• Art: Evaluating artistic choices using sophisticated descriptive language.
• Music: Analysing a composition through detailed and structured discussion.
• Law: Presenting a reasoned argument supported by evidence and accurate legal terminology.

Description

This descriptor reflects a sophisticated stage of cognitive oracy where students draw together

multiple perspectives, pieces of information and viewpoints to create new understanding. Rather than

simply repeating or agreeing with ideas already expressed, they combine contributions from others

and use these to generate deeper thinking.

Synthesising ideas: Bringing together information, evidence or viewpoints from different sources and

recognising connections between them.

Developing new thinking: Creating original conclusions, interpretations or solutions that move the

discussion forward.

Collaboratively: Working with others to build shared understanding rather than contributing ideas in

isolation.

In practice, students listen actively to the contributions of others and use them as a springboard for

further thinking. They identify patterns, make meaningful links and combine viewpoints to arrive at

new insights. Their responses show that discussion is helping them refine and extend their

understanding.

Cross-Curricular Examples

• Geography: “Building on both points, migration is influenced by economic opportunities, but
• environmental factors can also act as push factors. ”
• History: “When we combine the political and economic causes, it suggests the revolution
• happened because several factors worked together. ”
• English: “Both interpretations suggest the character feels trapped, but together they also
• reveal how society influences their choices. ”
• Science: “The evidence about temperature and pressure suggests they are linked, so we could
• predict what would happen if both changed. ”
• Art: “Combining both ideas, the artist uses colour and composition to guide the viewer’s
• attention. ”
• Music: “The rhythm creates tension and the dynamics increase it further, which together build
• suspense. ”
• French: “Using both examples, we can see that formal and informal language change
• depending on audience. ”
• Spanish: “Combining different opinions helps us understand how cultural perspectives
• influence language choices. ”
• PE: “If we combine movement off the ball with accurate passing, the team creates more
• pportunities to score. ”
• Law: “Looking at both arguments, it seems the legal decision depended on balancing
• individual rights with public safety. ”

Description

This descriptor reflects advanced reasoning and critical thinking in spoken communication. Students

are able to construct, maintain and develop a coherent argument while also considering, analysing

and evaluating the strength of different viewpoints.

Sustains arguments: Maintains a clear line of reasoning over an extended response or discussion.

Develops arguments: Extends ideas through evidence, explanation and consideration of alternative

perspectives.

Evaluates ideas: Judges the strength, relevance or validity of an idea or argument.

Critiques ideas: Analyses strengths and weaknesses thoughtfully and respectfully.

In practice, students support their viewpoints with relevant evidence and reasoning. They respond to

counterarguments, identify weaknesses in reasoning and recognise where ideas may have limitations.

Their contributions show independence, critical thought and intellectual curiosity.

Cross-Curricular Examples

• English: “Although this interpretation is convincing, it overlooks evidence from later in the text
• which offers a different perspective. ”
• History: “The political causes were significant; however, the economic factors appear to have
• had a greater long-term impact. ”
• Geography: “The argument is persuasive, but it does not fully account for regional
• differences. ”
• Science: “The evidence supports the hypothesis, although the sample size limits the reliability
• f the conclusion. ”
• Mathematics: “This method works efficiently in this situation, but another strategy may be
• more effective with larger numbers. ”
• Art: “The interpretation is valid, though other viewers may respond differently because
• symbolism can be subjective. ”
• Music: “The composer creates tension effectively, but the resolution is less convincing
• because the contrast is limited. ”
• French: “This response is accurate, although a more formal phrase would better suit the
• audience. ”
• PE: “The tactic created space effectively; however, it became less successful when the
• pposition adjusted their positioning. ”
• Law: “The judgement appears fair, but there are concerns about how consistently the principle
• could be applied. ”

Description

This descriptor reflects students’ ability to participate positively and productively in discussion,

particularly when viewpoints differ.

Constructive debate: Discussion focused on exploring ideas rather than winning an

argument.

Purposeful debate: Contributions remain relevant to the topic and help move thinking

forward.

Negotiation: Working collaboratively to reach agreement, compromise or a shared

understanding.

Respectful challenge: Questioning views appropriately while maintaining positive

relationships.

In practice, students contribute thoughtfully to discussions, listen carefully to different perspectives

and use evidence or reasoning to support their views. They are able to disagree without creating

conflict and can help discussions move towards meaningful conclusions.

Cross-Curricular Examples

• History: A student respectfully challenges a peer’s interpretation of an event using evidence
• from sources.
• Geography: Students negotiate a solution to a climate change case study, balancing
• environmental and economic viewpoints.
• English: A student debates whether a character should be viewed sympathetically, responding
• directly to others’ arguments.
• Science: Students discuss differing hypotheses and evaluate which explanation is most
• convincing.
• PE: Team members negotiate tactics and agree on the most effective strategy.
• French: Students discuss opinions on a social issue and justify their viewpoints using target
• language.
• Music: Students debate which performance interpretation best communicates the
• composer’s intentions.
• Law: Students participate in a mock legal debate, presenting arguments and responding to
• counterarguments.

Description

This descriptor reflects students’ ability to support the participation of others and create a positive,

inclusive discussion environment.

Facilitates discussion: Helps discussions progress by inviting contributions and maintaining

focus.

Includes others: Encourages quieter students to participate and values a range of viewpoints.

Empathy: Recognises and responds appropriately to the thoughts, feelings and experiences of

thers.

Collaborative leadership: Helps the group work effectively without dominating discussion.

In practice, students understand that high-quality discussion depends on everyone contributing. They

intentionally create opportunities for others to speak, demonstrate sensitivity when responding to

different perspectives and contribute to a supportive learning culture.

Cross-Curricular Examples

• Geography: A student invites another group member to share their view before offering their
• wn.
• Drama: Students adapt performances in response to peers’ suggestions and feedback.
• English: A student acknowledges another interpretation before extending the discussion.
• Technology: A group member ensures all voices are considered when evaluating design ideas.
• PE: Team captains encourage participation from all players and support less confident
• members.
• French: Students work collaboratively to ensure all partners have opportunities to speak.
• Art: A student listens carefully to peer feedback and responds thoughtfully.
• Science: Students work together to evaluate results and ensure all ideas are considered.

Description

This descriptor reflects advanced discussion skills in which students analyse, combine and develop

ideas to move collective thinking forward.

Critical evaluation: Judging the strengths and limitations of ideas using evidence and

reasoning.

Synthesis: Combining multiple viewpoints or pieces of information to create a more

developed understanding.

Shaping discussion: Influencing the direction of conversation by identifying key themes,

patterns or questions.

Higher-order thinking: Moving beyond simple responses to analyse, evaluate and create new

understanding.

In practice, students do more than respond to discussion. They actively identify connections between

ideas, draw conclusions from multiple perspectives and help groups reach deeper levels of

understanding.

Cross-Curricular Examples

• History: A student combines evidence from several sources to develop a balanced
• conclusion.
• English: A student synthesises different interpretations of a text to create a more nuanced
• argument.
• Science: Students evaluate competing explanations and identify the strongest conclusion
• based on evidence.
• Geography: A student links environmental, social and economic viewpoints when discussing a
• global issue.
• Music: Students compare interpretations and establish criteria for evaluating performance
• quality.
• Law: A student evaluates both sides of a legal argument before reaching a justified judgement.
• Technology: Students combine design ideas to produce a stronger final solution.
• RE: A student identifies common themes across different religious viewpoints and synthesises
• them into a coherent response.

Description

This descriptor reflects students’ increasing confidence and independence when participating in

formal and informal debate.

Engaging in debate: Participating willingly and confidently in discussion.

Constructing debate: Planning and organising arguments logically using evidence and

examples.

Challenging debate: Questioning assumptions, identifying weaknesses in arguments and

ffering counterarguments.

Oracy confidence: Speaking with assurance while remaining respectful and responsive to

thers.

In practice, students demonstrate growing independence in presenting viewpoints, responding to

challenge and engaging with sophisticated ideas. They are willing to take intellectual risks and can

articulate complex arguments with increasing confidence.

Cross-Curricular Examples

• English: A student confidently presents a sustained argument about a theme or character.
• History: Students participate in a formal debate on the significance of a historical event.
• Science: A student challenges a claim using scientific evidence and reasoning.
• Geography: Students debate solutions to global issues and respond confidently to
• questioning.
• French: Students express and defend opinions on social topics using increasingly
• sophisticated language.
• Law: Students construct legal arguments and challenge opposing viewpoints.
• Music: A student justifies evaluative judgements about performances using musical
• terminology.
• PE: A student confidently argues for a particular tactical approach and responds to alternative
• suggestions.

Description

This descriptor reflects students who have developed secure speaking skills and can communicate

ideas clearly and confidently without relying heavily on prompts, notes or teacher intervention.

Fluency: Speaking smoothly and coherently, with few unnecessary pauses, hesitations or fillers.

Confidence: Demonstrating assurance when speaking, even in unfamiliar situations, discussions or

presentations.

Minimal support: Communicating effectively without detailed scripts, extensive notes or frequent

prompting from adults or peers.

Sustained contribution: Maintaining a clear train of thought over an extended period and developing

ideas independently.

In practice, students can present, explain and discuss ideas with increasing independence. They no

longer rely heavily on written prompts and can maintain engagement with an audience while

expressing ideas clearly and logically. They recover from mistakes confidently and continue speaking

without losing focus or coherence.

Cross-Curricular Examples

• Geography: A student explains the causes of coastal erosion without referring to notes,
• developing their explanation clearly and logically.
• History: A student contributes to a debate on historical interpretations, speaking confidently
• and responding spontaneously to others’ ideas.
• Art: A student presents an evaluation of their work, explaining artistic decisions in a structured
• and confident manner.
• Music: A student introduces and justifies compositional choices before a performance
• without reading from a script.
• French: A student participates in an extended conversation using memorised structures
• confidently and independently.
• Spanish: A student gives a short presentation about their town with little reliance on written
• support.
• PE: A student explains the tactics used during a performance and reflects on improvements
• without prompting.
• Biology: A student describes a practical investigation and its findings using a fluent scientific
• explanation.
• Physics: A student independently explains how forces affect motion using appropriate
• terminology.
• Law: A student articulates an argument about a legal case clearly and responds confidently to
• questioning.

Description

This descriptor reflects students who deliberately adapt vocal and physical aspects of

communication to engage an audience and strengthen the impact of their message.

Voice: The volume, pace, pitch and clarity used when speaking.

Tone: The attitude, mood or emphasis conveyed through speech.

Delivery: The overall way a message is communicated, including expression, pace, pauses and

audience engagement.

Impact: The ability to influence, persuade, inform or engage listeners effectively.

In practice, students make deliberate choices about how they speak depending on audience and

purpose. They vary volume, pace and emphasis to maintain audience interest, communicate meaning

clearly and strengthen key points. Their delivery appears purposeful and controlled rather than

accidental or monotone.

Cross-Curricular Examples

• Geography: A student varies pace and emphasis during a presentation about climate change
• to highlight significant evidence.
• History: A student uses deliberate pauses and vocal emphasis when delivering a speech from
• a historical perspective.
• Art: A student presents their interpretation of an artwork using expressive language and
• controlled delivery to engage the audience.
• Music: A student explains performance decisions using changes in tone to convey enthusiasm
• and conviction.
• French: A student uses accurate pronunciation, expression and intonation during a role-play.
• Spanish: A student adapts tone and emphasis to communicate meaning effectively during a
• spoken task.
• PE: A student gives clear instructions to teammates using appropriate volume and pace.
• Biology: A student emphasises key scientific processes during an explanation to ensure
• understanding.
• Physics: A student carefully stresses important terminology when explaining complex
• concepts.
• Law: A student adopts a persuasive tone when presenting an argument and responding to
• counterarguments.