KS2 Spoken Language Report Comments (Years 3-6)

Spoken language is how the child listens and responds, asks questions, explains and justifies ideas, and speaks audibly in discussions, presentations, performances and role play, adapting how they speak for the listener.

Below are 9 sample sentences for KS2 (Years 3-6): one strength and one next step for each of the 4 comment levels (Extending / Confident / Developing / Beginning), plus a tip for families. They are a small selection from the 119 spoken language sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Extending · Confident · Developing · Beginning · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Extending E

Strengths

In class discussions, [Name] asks follow-up questions that dig deeper into a classmate's idea, such as asking for an example or a reason.Lower KS2

Next step

The next challenge is to give a short talk to another class, planning a clear beginning, middle and end and preparing for questions from the audience.Lower KS2

Confident C

Strengths

Choosing language for the audience, [Name] generally uses more formal words when presenting and a relaxed style in everyday talk.Upper KS2

Next step

A useful next step is to summarise the opposing view fairly before replying to it in a debate.Upper KS2

Developing D

Strengths

In spoken answers, [Name] is learning to choose verb forms suited to classroom English and can revise a phrase after hearing an adult model it.

Next step

A next step is to pause and think before answering aloud, then speak in a full sentence that includes a reason.

Beginning B

Strengths

When an adult models it first, [Name] is starting to ask a follow-up question about what a classmate has said.Lower KS2

Next step

A next step is to add one reason with 'because' after giving an answer in a small group, saying the whole sentence to a partner first.Lower KS2

Support at home

Discussing a news story together and asking your child to explain their view helps them give reasons and consider other points of view.

How to write spoken language comments for KS2 (Years 3-6)

Describe the quality of contributions in class discussion: building on a classmate's point, asking a follow-up question or disagreeing politely with a reason. That says more than how often the child speaks.
Lower KS2 comments might cite presenting a short talk or performing a poem; upper KS2 comments can cite debating, presenting with notes, summarising others' views or leading a group discussion.
Comment on register where it applies: can the child shift between chatty and formal speech, for example in a presentation or a debate? A next step can name a specific audience to prepare for.

Watch out: Avoid treating a quiet child as lacking spoken language skills, and do not comment on accent. Describe what the child communicates and in which setting, and suggest one way to rehearse ideas first.

The scale describes how independently the child shows the learning. Extending suits independently, applies it in new contexts and explains reasoning; Confident suits usually and with occasional support; Developing suits sometimes, or with a model or word mat; Beginning names what the child does with adult support. Show the point through one piece of learning rather than writing the scale word itself.

What Spoken Language covers

In these comments, spoken language covers these behaviours:

listens and responds appropriately to adults and peers
asks relevant questions and builds on the ideas of others in discussion
articulates and justifies answers, arguments and opinions in full sentences
speaks audibly and fluently, using new vocabulary, in presentations, performances and debates

More UK primary subjects comments

How these sentences were made, and what has been checked: About these comments.