1. DEVELOPING EXCELLENCE TOGETHER Bite-size training Communication and language: speaking

2. DEVELOPING EXCELLENCE TOGETHER Aims and outcomes Participants to:  know the early learning goal in relation to speaking  understand how to work with children to develop their capabilities in speaking  know how the physical environment and resources support children in developing their speaking skills  gain confidence in planning for this area of learning and development for children of different ages and stages.

3. DEVELOPING EXCELLENCE TOGETHER In advance  Before the training session you will have read Handout 1: What quality looks like in practice: Communication and Language: Speaking.  If you have not read the handout please inform the trainer.

4. DEVELOPING EXCELLENCE TOGETHER Step 1 (5 -10 mins)  Read the early learning goal relating to speaking: ‘Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.’  Think about what the early learning goal means in practice.  Working in twos, think of three examples of activities to support children’s speaking which you do in practice. Write them on post-it notes to share with the whole group.

5. DEVELOPING EXCELLENCE TOGETHER Speaking in practice

6. DEVELOPING EXCELLENCE TOGETHER Step 2 (10 mins) In small groups of 3 or 4 discuss the following questions: Under 3s  Do we feel we always give children enough time to express themselves ?  Could we plan some more exciting activities that will stimulate talk?  Could we make better use of story time as an opportunity for speaking as well as for listening?  How well do we capitalise on mealtimes as social occasions when conversations happen?  Are there interesting outdoor resources to play with and places to explore to enhance opportunities for speaking? 3-5s  How well do we support bilingual children as they develop their skills in more than one language?  How well do we use conversations with children to help them organise their ideas and plan what they are going to do?  Could we make more opportunities for children to be reflective and to talk about what they have been doing?  Do we need to improve our strategies for monitoring individual children’s speaking?

7. DEVELOPING EXCELLENCE TOGETHER Feed back your ideas to your trainer

8. DEVELOPING EXCELLENCE TOGETHER Step 3 (5-10 mins)  Thinking about what you read in Handout 1 and what you have learned today, work on your own to plan an activity involving the children you work with speaking to others.  Share your ideas with a colleague.

9. DEVELOPING EXCELLENCE TOGETHER After the training  After the training use Handout 3: Individual Action Plan to plan three or four things you will do in the next two weeks to improve your provision for Communication and Language: Speaking.  Give your action plan to your trainer in the next seven days.  Use Handout 2: Environment Audit to check how well you have arranged your indoor and outdoor spaces and resources to enhance opportunities to develop children’s speaking skills.  Make a note of any changes you need to make or resources which need to be bought or replaced.  Hand in the completed audits to your trainer.