Year 6 · Speaking & listening
Connect an explicit performance choice to its intended effect.
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Connect an explicit performance choice to its intended effect.
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Use one example in a real piece of reading, writing or discussion.
Year 6 performance choices can make nuances and relationships clearer for an audience. Performance director links explicit directions to their intended effects, such as emphasising might to preserve uncertainty or distinguishing quoted speakers with different voices. The matches do not establish the only valid interpretation of an unfamiliar poem. They prepare children to explain and try a purposeful choice in a specific line.
Read The gate was not open yet twice, first stressing not and then stressing yet. Discuss how the second choice can suggest a future change, while the first draws attention to the present restriction. Try a short passage with a partner and ask whether the intended idea became clearer. Keep technical explanation connected to what the listener actually hears.
Read a short passage aloud after playing and try more than one performance choice. Ask a listener which words or ideas became clearer, and explain a reason for the choice. A poem can support different interpretations, so the game checks explicit features or directions rather than claiming to judge the only correct performance. No microphone recording or automated speech assessment takes place.
Spoken-language requirements are shared across Years 1–6. These tasks prepare selected skills at a level intended for Year 6. Read the official English programme of study.
It checks explicit poetic features or performance directions. It does not judge a spoken performance.
The National Curriculum groups reading and writing in Years 5 and 6. These Year 6 examples provide a practice progression within that shared programme; schools can sequence the content differently. Spoken-language requirements apply across Years 1–6.