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Speaking and Listening at Reception and Key Stage 1

3 Structuring Tasks Within A Curricular Context

Introduction

The pressure in schools for balance and breadth and the higher profile of other forms of language can mean that some teachers allocate infrequent, isolated periods of time for group talk, or worse, relegate it to the ‘it would be nice to do it if only I had the time’ agenda. It is important that students see the potential for group talk as a means of learning in all curricular areas rather than a rarely timetabled part of the Language curriculum alone.

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Contents

  1. Introduction
  2. Forming groups
    1. Group size
    2. Group composition
      1. Criteria for forming groups
      2. Planning for group size and composition
  3. Structuring Tasks Within A Curricular Context
    1. The potential of group talk
    2. Identifying talking tasks across the curriculum
    3. Features of effective talking tasks
    4. Using task structures
    5. Analysing talking tasks
  4. Other ideas for speaking and listening
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