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I beg your pardon The role of effective listening in developing a broad and rich curriculum

Aims. To identify the different listening demands made on pupilsTo identify features of teaching that promote effective listeningTo improve pupils' attainment by using teaching strategies that promote effective listening. What are the expectations of the renewed framework?. Identify key sections of an informative broadcast, noting how the language used signals changes or transitions in focus Make notes when listening for a sustained period and discuss how note-taking varies depending on conte1143

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I beg your pardon The role of effective listening in developing a broad and rich curriculum

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    1. I beg your pardon? The role of effective listening in developing a broad and rich curriculum

    3. What are the expectations of the renewed framework? Identify key sections of an informative broadcast, noting how the language used signals changes or transitions in focus Make notes when listening for a sustained period and discuss how note-taking varies depending on context and purpose Listen with sustained concentration building new stores of words in different contexts Compare the different contributions of music, words and images in short extracts from TV programmes

    4. What are the key areas of Speaking and Listening Speaking Listening and responding Group discussion and interaction Drama

    5. How do we ensure progression of skills? Is the progression how you expected? How secure are you that these skills are embedded across the curriculum?

    6. Developing listening skills How developed is your listening stamina?! How long have you ever listened to a continuous spoken text (e.g. radio documentary, lecture, speech, or PLP course??)

    7. It’s probably fair to say… We listen less and watch more We often half listen – radio or tv in the background Sustained listening is an infrequent experience for most pupils and many adults BUT 50-70% of pupils’ classroom time is spent listening to the teacher, other pupils or audio media

    8. Being able to listen depends on… The quality of the material you are attending to The purpose of the listening The type of listening involved The quality of the presentation – e.g. audibility, tone of voice, use of visual aids and props etc The nature of the listening environment

    10. Do you remember what I told you yesterday? To a friend on the phone To a member of staff who has not acted on something important that you asked them to do To a forgetful PEP Headteacher

    11. Sequence for the teaching of listening Activate prior knowledge Cue pupils in to the genre/context Establish the purpose/objective Model the process Provide support for focused listening e.g. a note taking frame Review the learning

    12. Developing listening skills for learning Hold discussions Use tapes to make notes Read text aloud Create jingles to aid memory Make notes for the children while they talk Use analogies and story telling

    13. What are your next steps as a team?

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