[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-491662-105":59,"doc-detail-491662-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","speaking-and-listening-whole-school-progression-map","Speaking and Listening whole school progression map","","A whole-school progression map detailing speaking and listening skill development from EYFS through Years 1–6. It organizes competencies into clear strands including listening one-to-one and in groups, focusing attention, following increasingly complex instructions, and asking and answering questions with deeper reasoning. It also tracks confidence and performance across contexts, covering appropriate intonation, clear articulation, narration, rehearsal, role play, and making improvements based on constructive feedback.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/speaking-and-listening-whole-school-progression-map/491662/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/speaking-and-listening-whole-school-progression-map/491662.png","ImageObject",300,407,{"name":92,"@type":93},"Riley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What listening skills are expected across EYFS and Years 1–6?","Question",{"text":112,"@type":113},"Learners progress from listening in one-to-one and small group conversations, to sustaining attention, responding appropriately in a range of situations, and making timely contributions. By later years they listen carefully across contexts and improve through constructive feedback.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the progression handle following instructions?",{"text":117,"@type":113},"The map moves from responding to simple instructions and basic two-part sequences to understanding instructions with multiple points independently. It further expects following instructions in unfamiliar contexts and carrying out complex, multi-step directions without repetition.",{"name":119,"@type":110,"acceptedAnswer":120},"What progression is outlined for asking and answering questions?",{"text":121,"@type":113},"It starts with beginning to understand and ask why and how questions, then advances to asking topic-linked questions, generating relevant questions for a speaker or audience, and deepening conversations. Learners also develop from brief answers to providing clear, justified responses with reasoning and confidence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},491662,1791200157,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1374391975076,"https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051","Speaking and Listening whole school progression map  \n\n| Skills | EYFS\u003Cbr>30 – 50 months\u003Cbr>40 – 60 months Early Learning Goals | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Listening skills | To listen to others one to one or in small groups, when a conversation interests them. To focus attention – still listen or do, but can shift own attention.\u003Cbr>To be able to follow directions | 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 ina small reading group. | To listen carefully in a range of different contextsand usually respond appropriately to both adultsand their peers. | To listen carefully in a range of different contextsand usually respond appropriately to both adultsand their peers. | To listen carefully, making timely contributions and asking questions that are responsive to others’ideas and views, e.g. participate in a collaborative project where they listen to the ideas of others and adapt | To make improvements based on constructive feedback on their listening skills. |\n\n\n|  | (if not intently focused on own choice of activity) .\u003Cbr>To maintain attention, concentrate and sit quietly during appropriate activity.\u003Cbr>To have twochannelled attention – can listen and do for short span. To understand humour, e.g. nonsense rhymes, jokes.\u003Cbr>To follow a story without pictures or props.\u003Cbr>To listen attentively in a range of situations.\u003Cbr>To give their attention to what others say and respond appropriately, while engaged in another activity |  |  |  |  | these to meet the needs of the group. |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Following instructions | To respond to simple instructions, e.g. to get or put away an object.\u003Cbr>To respond to instructions | To understand instructionswith more than one point in many situations. | To fully understand instructions with more than one point in many situations and independently | To follow instructions in a range of unfamiliar situations. | To follow complex directions/multi-step instructions without the need for repetition. |  |  |\n\n\n| | involving a twopart sequence.\u003Cbr>To follow instructions involving several ideas or actions. |  | seek clarification when a message isnot clear. |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  |  | To attempt to follow instructions before seeking assistance. | To recognise when it is needed and ask for specific additional information to clarify instructions. |  |  |  |\n| Asking and answering questions\u003Cbr>| To begin to understand ‘why’and ‘how’questions. To question why things happen and give explanations. Asks who, what, when and how. To comment and ask questions about\u003Cbr>aspects of their familiar world, such as the place where they live orthe natural world.\u003Cbr>To ask appropriate questions of others.\u003Cbr>To answer ‘how’and ‘why’questions about their experiencesand in response to stories or events. | To begin to ask questions that are linked to the topic being discussed. | To show that they are following a conversation by asking relevant and timely questions. | To ask questions that relate to what has been heard or what was presented to them. | To generate relevant questions to ask a specific speaker/audience in response to what has been said. | To ask questions which deepen conversationsand/or further their knowledge. | To regularly ask relevant questions to extend their understanding and knowledge. |\n|  |  | To answer questions on a wider range of topics (sometimes may only be oneword answers) . | To answer questions using clear sentences. | To begin to offer support for their answers to questions with justifiable reasoning. | To regularly offer answers that are supported with justifiable reasoning. | To understand how to answer questions that require more detailed answersand justifica","cbCaivEkpEMa3iyR","https://ap.wps.com/l/cbCaivEkpEMa3iyR","pdf",158198,"English","# Skills progression\n## Listening skills\n## Following instructions\n## Asking and answering questions\n## Drama, performance and confidence","[{\"question\":\"What listening skills are expected across EYFS and Years 1–6?\",\"answer\":\"Learners progress from listening in one-to-one and small group conversations, to sustaining attention, responding appropriately in a range of situations, and making timely contributions. By later years they listen carefully across contexts and improve through constructive feedback.\"},{\"question\":\"How does the progression handle following instructions?\",\"answer\":\"The map moves from responding to simple instructions and basic two-part sequences to understanding instructions with multiple points independently. It further expects following instructions in unfamiliar contexts and carrying out complex, multi-step directions without repetition.\"},{\"question\":\"What progression is outlined for asking and answering questions?\",\"answer\":\"It starts with beginning to understand and ask why and how questions, then advances to asking topic-linked questions, generating relevant questions for a speaker or audience, and deepening conversations. Learners also develop from brief answers to providing clear, justified responses with reasoning and confidence.\"}]","Speaking and Listening whole school progression map | PDF",1790852493]