Section 3
LISTENING
English Language
Programmes of Study
Listening
Exemplar 1
PROGRAMME OF STUDY
LISTENING: Level A
Of the time spent on the teaching of language, the greatest emphasis will focus on the
child’s oracy and the development of talking and listening skills. As children progress
through the school, this emphasis will shift to redress this initial imbalance.
Listening for Information, Directions and Instructions

Listen to short instructions, messages, explanations and act upon it
Listening in Groups

Listen and respond to others in a group situation
Listening in order to Respond to Texts

Listen to, and discuss a short story
(the use of a listening post may be appropriate here)
Awareness of Genre (type of text)

Recognise by LISTENING, an obvious difference between different types of text
Knowledge about Language

Use and understand terminology used in teaching & learning contexts as appropriate
(e.g. story, poem, sentence, letter, capital letter, full stop etc….)
Stirling Council Children’s Services English Language 5-14
Section 3: Reading
PROGRAMME OF STUDY
LISTENING: Level B
Listening for Information, Instructions and Directions

Listen to messages, instructions and explanations containing MORE than one item
Listening in Groups




Listen and respond to others in group relevantly and accurately
Can lead group discussion
Report on group discussion to teacher
Self-evaluation of group performance
Listen in order to Respond to Texts through DISCUSSION, ROLE PLAY and
PERFORMANCE EXPLORE……



Characters in text
Simple imagery
Plot
Awareness of Genre

By listening, recognise more than ONE feature distinguishing different types of text
Knowledge about Language

Uses and understands the words:
RHYME
RHYTHM
SOUND
Stirling Council Children’s Services English Language 5-14
Section 3: Reading
PROGRAMME OF STUDY
LISTENING: Level C
Listening for Information, Instructions and Directions



Successfully obtain by LISTENING (radio, TV broadcasts, tapes etc)
Understand this information
Can act on this information (as appropriate)
Listening in Groups


Offer relevant response to group discussion
Offer an opinion in group discussion
Listen in order to Respond to Texts



Consider beliefs, feelings, attitudes and relationships of characters
Investigate text by discussion
Investigate text by drama/creative activity
Awareness of Genre






Aware that poetry develops through its verses
Aware that in poetry, rhythm presents ‘mood’ of poem
Aware that in poetry, use of language (e.g. simile, metaphor) to ‘paint’ pictures
Aware that in stories, setting and character introduction takes place
Aware that in stories, dialogue reveals characters’ personality
Recognise, by listening, main features of form and content in different types of text
e.g. INTERVIEWS
DISCUSSIONS
EYE-WITNESS ACCOUNTS
REPORTS etc
Knowledge about Language

Use and understand the terms:
LOW/HIGH VOICE
ACCENTS
AUDIENCE
Stirling Council Children’s Services English Language 5-14
Section 3: Reading
PROGRAMME OF STUDY
LISTENING: Level D
Listening for Information, Instructions and Directions



By listening, obtain information from a wide range of texts e.g. news and documentary
materials from radio and television
Ask appropriate questions of ‘presenter’
Make effective choice/decision based on what has been heard
Listening in Groups



Demonstrate effective listening by asking relevant questions
Offer support to an opinion
Offer an alternative point of view
Listen in order to Respond to Texts

Offer a personal response to some of the more complex feelings or attitudes in wide
range of text
Awareness of Genre

Identify similarities/differences within SAME type of text e.g. folk tales, advertisements,
short plays etc
Knowledge about Language

Use and understand the terms:
STANDARD ENGLISH
DIALECTS
VOWEL CONSONANT
PLAY (DRAMA)
SCENE
MASS MEDIA
POINTS OF VIEW
Stirling Council Children’s Services English Language 5-14
Section 3: Reading
PROGRAMME OF STUDY
LISTENING: Level E
Listening for Information, Instructions and Directions



Listen to pin-point specific information
Listen to gain general impression of the gist of a text
Listen to follow closely the line of argument or explanation in texts
Listening in Groups





Respond showing awareness of other’s opinions, suggestions and/or feelings
Self-assess participation
Assist in peer-assessment
Justify opinion
Challenge opinion (in a constructive way)
Listen to Respond to Texts


Listen to wide range of texts through various media, showing awareness of characters’
differing viewpoints
Make a personal response without preliminary discussion
Awareness of Genre



Aware of the relationship between sound and vision
Identify from text the purposes for which it was made
Identify distinguishing features of wide variety of texts e.g. drama, debate, interview,
news report, documentary etc
Knowledge about Language

Use and understand the terms:
TONE
TARGET AUDIENCE
Stirling Council Children’s Services English Language 5-14
Section 3: Reading
PROGRAMME OF STUDY
LISTENING: Level F
Listening in order to Respond to Texts


Select and then listen to or view a wide range of texts of different kinds
 Live and recorded
 Informal
 Idiomatic
 Dialect
 Standard forms
Respond in some detail, giving a clear personal reaction to key features of the text
Awareness of Genre (type of text)

Show familiarity with and make appropriate use of at least the following terms
 Stance
 Inference
 Significant features
 Evaluation
Listening for Information, Instructions and Directions

Listen to and view texts containing a range of information – some of it complex – from
which they have to identify, collate and compare features relevant to their purpose and
use the information to make decisions and choices upon which they act
Listening in Groups


Listen to others in a group in order to clarify points, analyse issues raised in discussion
Evaluate contributions, their own and others’ in terms of the development of the
discussion.
Stirling Council Children’s Services English Language 5-14
Section 3: Reading
English Language
Programmes of Study
Listening
Exemplar 2
PROGRAMME OF STUDY
LISTENING/WATCHING
LEVEL A
Class
Group
Class
Class
Class
Session
Session
Session
Individual
Listening for Instructions, Information and Directions
1.
2.
3.
4.
Can listen on a one to one basis to peer group member.
Can respond to a simple instruction given by the class teacher.
Can listen to an item and make a simple response.
Can sit attentively and listen to a story with repetition, rhyme and rhythm, and respond to
it.
Listen in Groups
1.
2.
3.
4.
5.
Can listen on a one to one basis and has formed relationships.
Can listen attentively in group or class.
Can take a ‘turn’ in listening.
Can respond, after listening, by contributing appropriately to the purpose of the activity.
After listening to taped discussion, can talk about own performance.
Listening in order to Respond to Texts
1.
2.
3.
4.
Can listen and respond to straightforward question on a text.
Can listen and respond to varied texts.
Can use illustrations to help to predict what might happen.
Can recall straightforward features of a text with the support of illustrations.
Awareness of Genre
1.
2.
3.
4.
Can recognise simple story beginnings.
Can recognise rhymes with strong rhythm.
Can recognise simple information text and use facts.
Can recognise easily any of the above and give reasons for choice.
Knowledge about Language
Terms should be taught in contexts and reinforced through regular use. They may be used
earlier than the level at which they are assessed and will continue to be extended at
subsequent levels.
Some understanding of the terms ‘rhyme, rhythm and sound’ within contexts.
Stirling Council Children’s Services English Language 5-14
Section 3: Reading
PROGRAMME OF STUDY
LISTENING/WATCHING
LEVEL B
Class
Group
Class
Class
Class
Session
Session
Session
Individual
Listening for Instructions, Information and Directions
1.
2.
3.
4.
5.
Can convey ‘real’ messages.
Can handle simple ‘telephone’ information.
Can make a rough note as listening takes place.
Can give a brief oral or written report after listening.
Can ask a question, after listening to ensure accuracy and understanding.
Listening in Groups
1. Can, in group discussion, ask and answer relevant questions.
2. Can, in group discussion, respond accurately.
3. Can make relevant and accurate reference to information contributed by other group
members.
4. Can take a role in group discussion and participate in further exploration of a topic.
5. Can take a lead role e.g. chair, secretary, reporter.
6. From recordings, can discuss own performance and draw comparisons with good role
models.
Listen in order to Respond to Texts
1.
2.
3.
4.
5.
Can listen for an appropriate length of time to a text.
Can relate to the character and plot of the story.
Can respond to simple imagery in poems.
Through performance and role play, can explore characters – their feelings and moods.
Can recall and respond adequately to texts of increasing difficulty.
Awareness of Genre
1. Can readily recognise and distinguish between an increasing range of fictional, poetic or
information texts.
2. Can recognise poems with a strong rhythm but without rhyme.
3. Can distinguish poetry from prose and say which markers they use to make the
distinction.
Knowledge about Language
Terms should be taught in contexts and reinforced through regular use. They may be used
earlier than the level at which they are assessed and will continue to be extended at
subsequent levels.
Can understand and use the terms ‘sound, rhyme, rhythm’ where these help to clarify
meaning.
Stirling Council Children’s Services English Language 5-14
Section 3: Reading
PROGRAMME OF STUDY
LISTENING/WATCHING
LEVEL C
Class
Group
Class
Class
Class
Session
Session
Session
Individual
Listening for Instructions, Information and Direction
1.
2.
3.
4.
Can take notes during TV/video/radio or taped broadcast.
Can in a group produce short oral or written report after listening.
Can individually produce a short oral or written report after listening.
Can use a tape recorder or video to recall and review what has been said.
Listening in Groups
1.
2.
3.
4.
5.
Can adopt various roles readily in group discussions.
can, by listening carefully, identify irrelevant information.
Can ask and respond to questions by offering comments and opinions.
Can recognise gestures and eye contact as cues to extend discussion.
Can take part in class debates.
Listening in order to Respond to Texts
1. Can listen attentively and respond to texts with a broader range of language, ideas and
themes.
2. Can consider feelings, attitudes, beliefs and relationships of characters in a text.
3. Can, after listening to a dramatic text, give a personal response.
4. Can discuss the effect of simple additions to a text e.g. music, lighting, costume, design,
set.
Awareness of Genre
1. Can separate a story into the setting and the introduction of a character and can
recognise dialogue which reveals personality.
2. In poetry can feel the mood of a poem and its rhythm.
3. Can understand the use of simile and metaphor.
4. Can recognise basic structure and can distinguish between eye-witness account,
discussion and interview.
5. Can come to a conclusion about a text using evidence, facts, events in chronological
order etc, (with teacher support).
Knowledge about Language
Terms should be taught in contexts and reinforced through regular use. They may be used
earlier than the level which they are assessed and will continue to be extended at
subsequent levels.
High or low voice to describe pitch, diverse accents, audience for writing as well as speech.
Stirling Council Children’s Services English Language 5-14
Section 3: Reading
PROGRAMME OF STUDY
LISTENING/WATCHING
LEVEL D
Class
Group
Class
Class
Class
Session
Session
Session
Individual
Listening for Instructions, Information and Direction
1.
2.
3.
4.
5.
Can listen attentively to functional texts of news and documentary reports.
Can ask appropriate questions after listening to interviews and talks by peers.
Can ask appropriate questions after listening to talks by visiting adults.
Can listen to expository talks and make appropriate response.
Can, after listening, digest information, make choices and apply what has been learned.
Listening in Groups
1.
2.
3.
4.
5.
Can recognise clues to help sustain a brief line of argument or reasoning.
Can offer and justify opinions.
Can offer alternative points of view and raise issues appropriate to the topic.
In listening to taped discussion can recognise key points.
Can examine role played by self or peers and make assessment of performance.
Listen in order to Respond to Texts
1. Can listen to short texts where characters have unresolved, emotional conflicts.
2. Can respond to short texts with real life situations from mass media or local community.
3. Can reflect on issues based on situations taken from novel or news item, and after
discussion, suggest solutions.
4. Can after discussion, give a personal response to the above type of text.
Awareness of Genre
1.
2.
3.
4.
5.
Can identify basic types of text.
Can confidently identify distinguishing features of a text.
Can anticipate how different types of text may be structured.
Has extended own experience to a wider range of narrative texts.
Has experience of a wider range of functional texts.
Knowledge about Language
Terms should be taught in contexts and reinforced through regular use. They may be used
earlier than the level at which they are assessed and will continue to be extended at
subsequent levels.
Dialects, Standard English, play scene, mass media, points of view.
Stirling Council Children’s Services English Language 5-14
Section 3: Reading
PROGRAMME OF STUDY
LISTENING/WATCHING
LEVEL E
Class
Group
Class
Class
Class
Session
Session
Session
Individual
Listening for Instructions, Information and Directions
1. Can use functional listening in all areas of the curriculum.
2. Can listen for specific purpose to pinpoint information individually or in pairs (after
practice).
3. Can listen to and follow closely the line of an argument or explaining (after practice).
4. Can listen to gain a general impression of the gist of a text (after practice).
Listening in Groups
1. Can, after research, give lead in topic for discussion as part of group.
2. Can accept/justify/challenge the opinions of others.
3. Can give assessment of self or peers which shows understanding of the listening
process.
Listen in order to Respond to Texts
1. Can, without discussion, give personal response to a text.
2. Can refer to own experience or other texts they have studied when giving a response to
a text.
3. Can, with teacher support, discuss how a narrative is structured.
4. Can, with teacher support, discuss how the character of a person is suggested.
5. Can, with help, distinguish between the character’s point of view and that of the author.
6. Can understand the concept of ‘authorship’ with reference to films, news stories and TV
programmes.
Awareness of Genre
1. Can distinguish the features of drama, news, debate and interview.
2. Can explore distinguishing features of the above by note-taking, discussion, making
examples.
3. Can find evidence in the text of the purpose for which it was written or made.
4. Can understand the effects of the relationship between sound and vision.
Knowledge about Language
Terms should be taught in contexts and reinforced through regular use. They may be used
earlier than the level at which they are assessed and will continue to be extended at
subsequent levels.
Tone, target and audience.
Stirling Council Children’s Services English Language 5-14
Section 3: Reading