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Watch this video of Laura, a secure level 3 pupil to support your judgement when Assessing Pupils’ Progress (APP) in speaking and listening.
Laura demonstrates evidence of achieving level 3 for assessment focuses (AFs) 1, 2 and 4. She demonstrates her level in speaking and listening through:
- explaining and developing the order of her ideas
- speaking in a clear and logical manner
- listening and responding to specific questions
- challenging the ideas of others in group discussion.
- Voice Over:
- We join Laura in her mixed-ability Year 5 class on two occasions. Class members are to mount a persuasive pitch to have their version of a cereal bar manufactured.
- Teacher:
- You are going to now pitch your cereal bar today, we're going to be sequencing points logically. I want you to start thinking about what that might mean, I want you to be able to defend your point of view, defend what you are actually going to be presenting and I really want you to make some good use of persuasive language today.
- Voice Over:
- As we join Laura, notice particularly how with support from her teacher…
(Graphic: AF1)
- Voice Over:
- …she explains and develops the order of her ideas to emphasise meaning.
(Graphic: AF4, AF1)
- Teacher:
- Why did you think that one was a really important one to put in?
- Child 1:
- Because, it's a nice like start to like, it's a nice way to get people to eat it at the start.
- Teacher:
- At the start of the day? Do you think that was important to say that? Why do you think it was more important to make sure that you had that bit rather than some of the other bits? Because you are going back and doing these afterwards aren't you, but you really felt it was important to get that one in, why did you think that?
- Child 1:
- Because…
- Teacher:
- What would happen if you didn't have that at the end and maybe…
- Child 1:
- If you didn't have that at the end, then the people who are hearing you probably won't want to get it and they won't think it's interesting, if you didn't have that at the end.
- Teacher:
- So you think that is really going to be your selling point; what about these bits in the middle? What are you going to put in here?
- Child 1:
- I have got snacks like a healthy good cereal bar, it has blueberry and apple.
- Teacher:
- So why have you put that at the start?
- Child 1:
- To make sure, I have wrote Snack Jak at the beginning to make sure everyone knows it is a good cereal bar and I have put blueberry and apple because some people might really want to know what's in it.
- Teacher:
- I think that is a really good plan, isn't it, that's important.
- Voice Over:
- It is Laura's turn to pitch. She is clear and logically ordered and uses illustration and some gestures to engage interest.
(Graphic: AF1)
- Child 1:
- Snack Jak, it is healthy and it has blueberry and apple in. It is nice and delicious and it will fill you up with energy. It is really good. It is 99 pence for six bars and it will be, it is a good way to start the day and it's really nice. This is my packaging. So eat one now.
- Voice Over:
- Laura's group are raising questions from their reading of The Marble Crusher by Michael Morpurgo.
- Voice Over:
- As you watch, notice how Laura listens and responds to a specific question. She returns to her point with more elaboration later on and her contribution adds challenge to the group's ideas.
(Graphic: AF2)
- Child 2:
- I know what it says, it is Japanese. Very efficient.
- Child 3:
- Maybe it's new.
- Child 2:
- Japanese is like new.
- Child 1:
- It's new and efficient.
- Child 3:
- Anyone else got a question? James, yours? James has a question.
- Child 2:
- Mine was, why do you think the headteacher's afraid of conkers, not marbles?
- Child 1:
- Because marbles, conkers are softer.
- Child 2:
- Yes but you can still slip on them can't you?
- Child 3:
- Well maybe he like used to play conkers when he was a little so he gets used to them, he is not so bad with conkers.
- Child 2:
- Marbles have been out for centuries.
- Child 1:
- Conkers are in different shapes, if they were not in that shape, how could you really slip on them?
- Voice Over:
- The class have been on a recent visit to Durham Cathedral. They have been developing their speaking and listening roles as monks at the time of the dissolution of the monasteries.
(Graphic: AF2)
- Voice Over:
- Notice how Laura makes relevant comments that extend her partner's thinking and poses thoughtful alternatives.
- Child 5:
- Why does he want to take our monies and stuff?
- Child 1:
- Well I think he's selfish because he is taking money and he just wants to be rich and have lots of servants like get him food and get him wine and stuff.
- Child 5:
- I think that's why he is selfish, yes and so he can like get lots of clothes.
- Child 1:
- The one that says some monks lived good lives and did not, were teaching and helping the poor, well what do you think about that one?
- Voice Over:
- A review of Laura's speaking and listening shows that her work fulfils the criteria at level 3 apart from AF3
(Graphic: AF2, L3 bullet 1, 2)
- Voice Over:
- While speaking in front of the whole class proves challenging, the evidence from paired and group situations shows…
(Graphic: AF1, L3 bullet 1, 2, 3)
- Voice Over:
- …her ability to express ideas and feelings with confidence.
(Graphic: AF2, L3 bullet 1)
- Voice Over:
- In discussion with her teacher, she volunteers ideas about the impact of different ways of expressing meaning.
(Graphic: AF4, L3)
- Voice Over:
- So, the overall judgement for Laura is a secure level 3.
(Graphic: Secure L3)
