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EYFS-Year 6  \n\n| Spoken Language | EYFS | KS1 |  | KS2 |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n|  | Three and Four-YearOlds\u003Cbr>Reception\u003Cbr>Early Learning Goals | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |\n\n\n| Listening Skills | Enjoy listening to longer stories and can remember much of what happens.\u003Cbr>Can find it difficult to pay attention to more than one thing at a time.\u003Cbr>Can start a conversation with an adult or a friend and continue it for many turns.\u003Cbr>Listen with increased attention to sounds.\u003Cbr>Understand how to listen carefully and why listening is important.\u003Cbr>Listen to and talk about stories to build familiarity and understanding.\u003Cbr>Listen carefully to rhymes and songs, paying attention to how they sound.\u003Cbr>Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary. | To listen to others in a range of situations and usually respond appropriately. | To listen carefully and respond with increasing appropriateness to what has been said, e.g. make a helpful contribution when speaking in a small reading group. | To listen carefully in a range of different contextsand usually respond appropriately to bothadults andtheir peers. | To listen carefully in a range of different contexts and usually respond appropriately to bothadults andtheir peers. | To listen carefully, making timely contributions and asking questions that are responsive to others’ ideas andviews, e.g. participate in a collaborative project where they listen to the ideas of others and adapt these to meet the needs of the group. | To make improvements based on constructive feedback on their listening skills. |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n|  | Listen attentively, move to and talk about music, expressing their feelings and response.\u003Cbr>Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions. |  |  |  |  |  |  |\n\n\n|  | Make comments about what they have heard and ask questions to clarify their understanding.\u003Cbr>Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.\u003Cbr>Give focused attention to what the teacher says, responding appropriately even when engaged inactivity, and show an ability to follow instructions involving several ideas or actions. |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n\n\n| Fol lowing Instruction | Understand a question or instruction that has two parts, such as “Get your coat and wait at the door.”\u003Cbr>Increasingly follow rules, understanding why they are important.\u003Cbr>Give focused attention to what the teacher says, responding appropriately even when engaged inactivity, and show an ability to follow instructions involving several ideas or actions.\u003Cbr>Explain the reasons for rules, know right from wrong and try to behave accordingly. | To understand instructions withmore than one point in many situations. | To fully understand instructions with more than one point in many situations and independently seek clarification when a message is not clear.\u003Cbr>To attempt to follow instructions before seeking assistance. | To follow instructions in a range of unfamiliar situations.\u003Cbr>To recognise when it is needed and ask for specific additional information to clarify instructions. | To follow complex directions/multi-step instructions without the need for repetition. |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Asking & Answering Questions | Understand a question or instruction that has two parts, such as “Get your coat and wait at the door.”\u003Cbr>Understand ‘why’questions, like: “Why do you think the caterpillar got so fat?”\u003Cbr>Ask questions to find out more and check they understand what has been said to them. | To begin to ask questions that are linked to the topic being discussed.\u003Cbr>To answer questions on","cbCaicHiGKEC9N9F","https://ap.wps.com/l/cbCaicHiGKEC9N9F","pdf",237747,16,"English","# Spoken Language\n## Listening Skills\n## Following Instruction\n## Asking & Answering Questions\n## Drama, Performance & Confidence","[{\"question\":\"What does the progression map cover for EYFS to Year 6?\",\"answer\":\"It covers spoken language and listening expectations, including listening skills, following instructions, asking and answering questions, and drama, performance, and confidence.\"},{\"question\":\"How is listening skill progression described across KS1 and KS2?\",\"answer\":\"Learners are expected to listen attentively and respond appropriately, gradually making more timely contributions, asking responsive questions, and improving through constructive feedback.\"},{\"question\":\"What does the map say about following multi-step instructions?\",\"answer\":\"It moves from understanding instructions with two parts to fully understanding and following multiple points independently, and later following complex directions/multi-step tasks without repetition.\"}]","Speaking and Listening Progression Map - EYFS-Year 6 | PDF",1790852530]