Speaking and Listening
3.75
 Students listen and respond to a range of conversations and spoken texts that deal with unfamiliar ideas and information.
 They identify the main ideas and supporting details and summarise these for others.
 They make some adjustments to presentations to account for purpose and audience.
 They identify the viewpoints of others and engage in discussion.
4.0
(end of
Grade
6)
 They respond constructively to verbal and non-verbal listener feedback by rephrasing for clarification or departing from a prepared text to pursue an idea.
 At Level 4, students plan, rehearse and make presentations for different purposes.
 They sustain a point of view and provide succinct accounts of personal experiences or events.
 They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning.
 When listening to spoken texts, they identify the main idea and supporting details and summarise them for others.
 They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.
4.25
 Students listen and respond to a range of spoken texts, including small group discussions that deal with common challenging themes.
 They are aware of the persuasive techniques used to influence an audience.
 They identify how aspects of body language including gestures, facial expressions, intonation and timing can influence audiences.
 They take notes about the main issues and form opinions about the issues raised based on what they have heard.
 They begin to discuss with peers the ideas and issues raised in spoken texts.
 They make presentations to persuade and influence audience using techniques including vocabulary, body language, facial expressions and multi-media.
4.5
 Students listen and respond to a range of spoken texts including group discussions that deal with increasingly challenging themes.
 They analyse and discuss with their peers the values, political and sociocultural attitudes and assumptions inferred through language choice.
 They use notes to identify main issues in a topic and have some evidence to support their opinion.
 They make presentations using some persuasive techniques to influence the audience, including intonation, timing and language appropriate to the audience and context.
 They use appropriate introductions, conclusions and multi-media to suit the purpose and context.
4.75
 Students listen and respond to a range of spoken texts including informative, imaginative and persuasive texts that deal with challenging themes
 and ideas.
They use graphic organisers to assist with note taking and use these to summarise key ideas and provide evidence for their opinions.
 They identify how techniques including figurative language, imagery, imaginative ordering of ideas, humour, anecdotes or emotive language can persuade an audience and reflect on and use these techniques in their own presentations.
5.0
 They vary presentations on the same topic for different types of audiences and purposes.
 At Level 5, students express creative and analytical responses to texts, themes and issues.
 They identify main issues in a topic and provide supporting detail and evidence for opinions.
 They critically evaluate the spoken language of others and select, prepare and present spoken texts for specific audiences and purposes.
 They use a variety of multimodal texts to support individual presentations in which they inform or persuade an audience.
 When listening to others, students ask clarifying questions and build on the ideas of others.
 They identify key ideas and take notes.
 They show an awareness of the influence of audience on the construction and presentation of spoken texts, and of how situational and sociocultural factors affect audience responses.

There are two parts to the Assessment Task – one focuses on the speaking part (where you do the speaking), the other on your active listening skills – how you listen to others (choosing 3 people from those presenting).
Please put your name on the top right hand side of this side of the handout.
Highlight the points on the rubric that you think that apply to your speaking AND your listening skills.
Important: Make sure you have filled in both sides of the sheet of paper.
3.75 4.0 4.25 4.5 4.75 5.0
(End of Grade 6) (End of Year 7)
Speaking
In your presentation did you?
Listening To your classmate’s presentations could you...
You will need to explain your answers on the back of this sheet.
Subject of
Text
(Topic level)
Body
Language
Unfamiliar
Topics
Make changes to presentation depending on the purpose and audience.
Personal
Experiences or
Events
Vary (change) tone, volume and pace of speech.
Challenging
Themes
Use gestures, facial expression, intonation and timing to influence the audience.
Identify the viewpoints of others?
(What did they talk about?)
Identify the main idea and supporting details.
Summarise the spoken text.
Take notes about the main issues and form opinions about what is heard.
Increasingly
Challenging Themes
Use intonation, timing and language appropriate to the audience and context.
Use appropriate introductions, conclusions and multi-media to suit the purpose.
Respond to spoken texts.
Use notes, and have evidence to support their opinion.
Challenging Themes and Ideas
Use ideas, humour, anecdotes or emotive language to persuade an audience.
Identify how ideas, humour, anecdotes or emotive language persuade an audience.
Have evidence to support ideas.
(End of Year
8)
Themes and
Issues
Select, prepare and present spoken texts for specific audiences and purposes.
Ask clarifying questions.
Identify key ideas and take notes.

Name of Speaker Topic
Level?
What he/she spoke about. How he/she spoke.