During the first six months

During the first year

During the second year

Knowledge

Practices

Knowledge

Practices

Knowledge

Practices

🞄 Words can be used to ask for help, share needs, and express preferences (e.g. ‘can you help me please?’, ‘I like this

…’).

🞄 Talking and listening follow patterns — taking turns, using names, and responding with kind words are part of expected classroom talk.

🞄 Requesting assistance appropriately to support their own learning

🞄 Using short phrases to explain needs, opinions, and preferences

🞄 Engaging with expected classroom talk through meaningful participation in learning conversations.

🞄 Talking about learning includes saying what was challenging, what helped, and what could be done differently next time.

🞄 Comparative words and phrases (e.g. ‘easier than’, ‘harder than’, ‘better’) help explain differences in learning experiences.

🞄 Explanatory phrases such as ‘because’, ‘Iike it when', support reflection and expressing opinions and preferences.

🞄 Describing their learning, and articulating challenges, supports, and possible next steps

🞄 Using comparative and explanatory language to express their feelings, opinions, and preferences about their learning and experiences

🞄 Sequencing phrases, such as ‘first I … then I

…’ help explain the steps taken during learning.

🞄 Reflective sentence starters (e.g. ‘I found it tricky when …’, ‘I used a strategy like …’) support putting thought processes, choices, and feelings into words.

🞄 Evaluative language (e.g. ‘I did well at …’, ‘I need to work on …’) helps describe what went well and what could be improved.

🞄 Describing the steps taken during a learning task using spoken language that links actions and ideas

🞄 Using reflective language structures to describe their thoughts and feelings about their learning and experiences

🞄 Using evaluative language to identify strengths and areas for improvement

Year 3

Year 4

Knowledge

Practices

Knowledge

Practices

🞄 Oral language can be used to explain the connections between what was done, why it was done, and what was learnt.

🞄 Asking probing questions (e.g. ‘why did that happen?’ or ‘what could I try next?’) helps us reflect and grow as learners.

🞄 Reflecting on and explaining their learning, using clear, connected talk that links actions, reasons, and outcomes

🞄 Using probing questions to challenge themselves

🞄 Goal-setting language (e.g. ‘My goal is to …’, ‘I’ll try to …’) can be used to express intentions and plan learning.

🞄 Emotion words (e.g. ‘frustrated’, ‘proud’, ‘confused’) and explanatory phrases (e.g.

‘Because I didn’t understand …’) help explain reactions to learning.

🞄 Collaborative phrases (e.g. ‘We could try a different way’) can help students express ideas and work together effectively.

🞄 Reflective sentence starters (e.g. ‘I found it tricky when …’, ‘Next time I’ll …’) can help students express their thinking and learning choices.

🞄 Expressing learning goals and intended approaches using appropriate oral language

🞄 Describing emotional responses to learning and explaining what caused them

🞄 Using collaborative language to work together and complete tasks

🞄 Using reflective oral structures to talk about what was challenging, what helped, and what they might do differently next timeimprovement

Year 5

Year 6

Knowledge

Practices

Knowledge

Practices

🞄 Strategic language (e.g. ‘Next time I’ll try …’, ‘I chose this because …’) can help to justify choices and plan alternatives.

🞄 Emotion words and metacognitive phrases (e.g. ‘I felt stuck, so I paused to think …’, ‘I was nervous, but I kept going because …’) help to reflect on how emotions influence learning strategies and contribute to persistence or disengagement.

🞄 Collaborative and problem-solving phrases (e.g. ‘I think the issue might be …’, ‘Should we try a new strategy …’) support joint decision-making and adjusting plans during group problem-solving.

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🞄 Using discussion and reflection to set specific learning goals and planning steps to achieve them

🞄 Contributing to shared problem-solving by building on others’ ideas and making decisions using collaborative language

🞄 Justifying learning choices using strategic oral language

🞄 Using contextually appropriate language to describe their emotions and reactions to learning experiences and explaining how those emotions influenced their thinking or actions

🞄 Empathetic language (e.g. ‘It sounds like you felt …’, ‘I think I would feel the same …’) can help acknowledge and respond to others’ emotions during learning.

🞄 Responsive language (e.g. ‘That’s a good idea

— what if we also …’, ‘I see what you mean — maybe we could add …’) helps students acknowledge others’ contributions, extend ideas, and co-construct solutions during group learning.

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🞄 Using discussion and reflection to monitor their progress and explaining how they are adapting their learning strategies and goals in response

🞄 Using empathetic language to acknowledge and articulate the emotions of others

🞄 Using responsive collaborative talk to co-construct solutions with peers

Year 7

Year 8

Knowledge

Practices

Knowledge

Practices

🞄 Explaining ideas clearly, asking questions, and

responding to others during discussion can help students reflect on and adjust their thinking.

🞄 Giving and receiving verbal feedback using

specific phrases (e.g. ‘One thing that worked well was …’, ‘Next time you could try …’) supports goal-focused learning.

🞄 Planning what to say, rephrasing when

misunderstood, and acknowledging others’ contributions before responding are oral strategies that support respectful and constructive communication.

🞄 Reflecting on how discussion has influenced

their own or others’ thinking, using specific examples from the dialogue

🞄 Giving and receiving feedback using specific,

constructive phrases to support learning

🞄 Selecting and applying oral strategies to

participate respectfully in group discussion

🞄 Reflective oral language (e.g. ‘I chose that strategy because …’, ‘Next time I’ll try …’) enables students to talk about their learning in ways that help them monitor progress, evaluate strategies, and plan next steps.

🞄 Respectful and inclusive language (e.g. ‘Can you tell me more about your view?’, ‘I see your point …’) supports constructive dialogue, especially during disagreement or when discussing different viewpoints.

🞄 Clarifying and connecting language (e.g. ‘So what you’re saying is …’, ‘That links to what we learnt before …’) helps students deepen understanding and make connections between ideas during collaborative discussion.

🞄 Using precise and purposeful oral language in self-reflection to articulate strategic choices, evaluate progress, identify strengths and challenges, and plan targeted next steps

🞄 Using respectful and inclusive language when discussing a controversial topic or managing a disagreement, including acknowledging differences of opinion and asking questions to better understand others’ viewpoints

🞄 Using clarifying and connecting oral language to build shared understanding, link ideas across contributions, and support collaborative thinking during discussion

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