1. Niki South July 2011

2.  Ways to investigate talk across the curriculum & across key stages  Stimulates questions such as “How does this support their ability to talk/learn in others areas?”

3. HAMPSHIRE TALK GROUP To:  Indentify varieties & uses of spoken English  Consider the impact of this richness  Develop a vocabulary to talk about their observations How can we talk about talk?

4. How do we understand the range & uses of spoken language, commenting on meaning & impact, & draw on this when talking to others?

5.  Ways pupils can investigate talk in different contexts  What pupils might learn from these opportunities  The meta-language: vocabulary, progression...  How to engage pupils, support their reflection to improve their spoken language & use this to support their general learning

7. Body language Repetition GestureInterruption Eye contactTurn taking PostureOverlap FormalDiscourse markers CasualFormal FriendlyCasual VolumeRude TonePolite PitchGossip AccentChat StressQuestions IntonationAnswers SpeedClarification RegisterDetail/information PaceExplain/explanation PauseVocabulary HesitationConnectives StutterAudience

8. ? What spoken grammar terms should we teach? ? How & when do we begin to teach the meta-language? ? What does progression in the meta- language look like?

9. ? How can we really engage pupils in this? WAYS TO TEACH Draft booklet Pick & Mix

10. How people interrupt each other Starting and finishing: how do we know when someone is about to take a speaking turn?

11. Can you: use one for a different age group? Extend one to different contexts?

12. How does reflection on others talk:  Help to improve their own facility in spoken language?  Support pupil’s learning in general?

13. Final thoughts & reflections