Fairwater Primary Voice 21 Resources and Reflection by

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Development Day 2

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Elevate Classroom Practice Journal

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Oracy Lesson Observation Toolkit

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Oracy Benchmarks Report

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Consultancy Visit Learning Walk Pro Forma

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Voice 21 Survey Link

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Line of Intensity PDF

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Words can be written on and moved around on the whiteboard depending on the intensity of the word.

See, Think, Wonder _Template

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This template can be downloaded and edited in word.

Bullseye Template PDF

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Bullseye Template Word

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This can be downloaded and text boxes completed /added to.
Alternatively, you can use the PDF version and write on it on the whiteboard.

Diamond 9 Template

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Would You Rather Guidance

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Harkness Tracking Tool

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Harkness Planning Tool

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Concensus Circle_Guidance

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Consensus Circle_Template

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Which one does not belong-Guidance

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Which one does not belong_template

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Would You Rather-Powerpoint Template

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Concept Cartoon

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Voice 21 - Classroom Environment

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Listening Guidelines & Protocols (Autumn 2)

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Targets for Spring 2 / Summer 1

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Establish effective V21 strategies into daily mathematics, i.e. using oracy as a starting point for each lesson.

Embed EYFS talk tactics and the oracy framework.

Use V21 protocol, thumbs in and talk detectives on a daily basis.

Vary groupings - change talking trios every week.

Develop use of Oracy Specific Praise against success criteria eg through use of talk detectives, teacher – student feedback or student self-evaluation

Review Spring 1

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The oracy framework is displayed and has being embedded. The children are familiar with the four strands.

Teachers are familiar with the resources that are available and feel confident incorporating oracy teaching across the curriculum.

Targets Spring 1

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Incorporate EYFS talk tactics in daily discussion across all AOLE's.

Create and utilise daily opportunities throughout R.E.

Incorporate voice 21 groupings, strategies and games into daily lessons.

Develop routine of allocating a talk detective.

We refer to the Listening ladder and give children stars for demonstrating the Listening skills.

Ensure that Talking Trios are used regularly.

Reflection - What is going well...

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Talking trios have been established and children are becoming more familiar with different groupings. Talking guidelines have been established and children are familiar with the first two strands of the listening ladder. Children respond well to praise and work towards listening stars.

Listening Ladder and Talk Tactics are on display.

Children are familiar with the talk guidelines but they have not yet been embedded.

Voice 21 activities are built into lessons and are incorporated into all AOLE's.

Children are becoming familiar with talk tactics and are beginning to use them.

Narberth Harkness Discussion. Topic: Climate Change.

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Discussion based on activist groups such as 'Just Stop Oil' and 'Extinction Rebellion' and the positive and negatives for their actions to deal with Climate Change. Children then held a Harkness Discussion based on the question 'Do the ends justify the means?'

Ewenny Harkness Discussion

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Discuss: All children should have a mobile phone.

Completed Road Safety Week Harkness Discussion.

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Consensus Circle.

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Task:

What 5 things would you take to a deserted island?

Children to discuss their ideas and then come to a consensus on the 5 main items they all feel they should take.

Bullseye

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Task:

In partners answer different questions related to electricity using as many of the words from the Bullseye board as you can to improve and extend your answers.

Tally up your partners score depending on how many times they used the various words.

Narberth Class Assembly to KS2 (Speaking in front of a large audience)

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Ewenny Consensus Circle

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Spring 2 and Summer 1 Targets:

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Target probe and summarising from the talk tactics.
To use a greater variety of Voice 21 resources for a specific purpose in a variety of curriculum areas.
Introduce talk detectives and provide children with a specific focus to feed back on.
Provide positive feedback to children who are demonstrating good oracy skills throughout the day and around the school to all members of our school community.

Targets for Spring 1

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Focus on talk tactics of build and challenge.
Staff to become familiar with discussion resources and know how they can be used across all subjects.
To plan for one formal discussion activity to take place each week where we focus on teaching build and challenge.
For children to be confident in the roles and discussion guidelines.

Review:

From listening to pupils discussions it has been noticed that the children do not use 'probe' and 'summarise' strategies as effectively as the others and will need further teaching input and specific focus going forward.

Children to be more aware of the discussion guidelines and their individual roles within the discussion.

Voice 21 activities also need to be used across the curriculum rather than in specific subject areas.

Reflection - What is going well?

heatleys5 — 2024-06-18 09:58:46 UTC

Some Voice 21 prompts displayed around the classroom and are beginning to be referred to.

Talk Tactics are used when pupils are taking part in group discussion.

Voice 21 activities are built into lessons, but are explicitly referred to.

Children have taken part in several discussions, but roles have not yet be established.

Children are familiar with the Listening Ladder and are beginning to be aware of what makes a good listener.

Listening Ladder

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Student Talk Tactics

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Oracy Framework

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Discussion Stems

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Targets for Spring 2 & Summer 1

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Focus on talk tactics - Clarify and Build.
Ensure talk tactics are being used in all subjects and not just restricted to own Oracy group in Voice21 sessions.
Introduce talk detectives with the children.
Use oracy framework to plan
Use oracy praise

Consensus Circle for Safer internet day

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Voice21 within RE

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Using Voice21 within our RE lesson to express our prior knowledge/thoughts of what the kingdom of God is like focusing on challenging and probing each other

Showcase

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Children speaking in front of an audience of parents/family for our end of topic showcase

Using a consensus circle to practice using the Probe and Challenge talk tactics.

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Speaking in front of a larger audience.

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A group of pupils assisted in leading a whole school assembly on the theme of 'Peace Sunday'. The children shared what they believe makes peace and also how we can be peacemakers in school.

The children spoke clearly and confidently, looking at their audience as they spoke, and ensured that they looked at the speaker.

Talk Tactics - probe and challenge.

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The children took part in group discussions during a Myhappymind lesson about what they would do in two different scenarios before writing in their journals a character strength that they would like to 'grow'.

Would you rather...?

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Fertile Heart lesson - Would you rather discussion.

Odd One Out

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After learning about properties of different materials, we discussed which material could be the odd one out and why..."wood because it is natural" " fabric because it is flexible" etc.

Would You Rather

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Fertile Heart discussion: Would you rather spend a day playing with toys and
having lots of fun, or have a day filled with hugs and kind words when you're feeling a little bit sad?

concept cartoon.

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Voice21 Weekly Planning Padlet

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Targets for Spring 1

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Plan a focused oracy session every week.

Establish clear groupings for oracy sessions based on personality types.

Select oracy ambassadors (2 from each class)

Focus on teaching the talk tactics Probe and Challenge.

Review:

Padlet was created to plan for weekly lessons accommodating for specific Voice21 sessions and opportunities to use in other lessons
Groupings created based on similar levels of oracy skills to ensure that the children who are less talkative are not being ignored/putting in less effort
Children are gaining confidence with probe and challenge techniques and we will continue to build these into all class discussions

Reflection - what is going well

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Voice21 Listening ladder on display in classroom and referred to frequently across the curriculum.

Children aware of talk tactics (copies available on each table) and refer to them during discussions.

Some children beginning to use talk tactics independently during discussison.

Teacher Talk Tactics

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Oracy Progression Map

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Springboard For Talk

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Student Friendly Oracy Framework

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EYFS Student Friendly Oracy Framework

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EYFS Talk Tactic Cards

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EYFS Talk Tactic Cards

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Strand 2 - Children should be familiar with the language associated with the different talk tactics and able to use them within a discussion.

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Teachers may want to focus on 2 per half term or the whole set.

Monitoring: At the end of Spring 1 staff meeting, staff will explain what they have focused upon this term and their next steps.

Strand 3 - Teachers to use V21 talk prompts to enhance the curriculum.

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Monitoring:

To Add :

Regular uploads: (starting Autumn 2) each year group will share (on this Padlet) some of the strategies they have used in a staff meeting.

By the end of every half term, staff to upload short burst oracy activities eg, morning discussion task, diamond 9 ranking

By the end of every half term staff to upload an assessed to Padlet oracy (1 MAT, OT and LA) with rubric

All oracy to be stored on Seesaw as evidence - specific folders to be made for oracy to help with navigation

Targets (green) and reflections (red) to be completed at the end of each half term.

What it looks like (Year 3 -Year 6)

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Children can:

-Sit still

-Look at the speaker

-Nod to acknowledge the point

-Respect & follow the discussion engagement rules set at the start by the teacher (pass and go, thumbs in chaired)

-Speak in full coherent sentences using the full range of talk tactics sentence stems

-Show interest in engaging everyone within the group in discussion

-Summarise the discussion to the class

-Evaluate their discussion against set criteria

Reception, Year 1 & 2

heatleys5 — 2024-06-18 09:58:46 UTC

During discussions children can:

-Sit still

-Look at the speaker

-Follow the discussion engagement rules set at the start by the teacher (pass and go with an object or thumbs in if needed)

-Use a sentence stem set by the teacher to support articulation of ideas

-Speak in full coherent sentences

-Evaluate their discussion against a simple criteria set by the teacher (e.g. did we wait for our turn, did we all start our sentence with.... did we use the word because to explain why we liked......)

Support Staff in Rec - Year 2

Use the language of discussion to support children's engagement in the continuous provision.

Top Tips For Chairing A Meeting

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Protocols Poster

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Oracy Protocols Poster

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Discussions Guidelines Poster

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Groupings Poster

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Strand 1 - Children are familiar with the listening guidelines, and confident using the talk groupings and protocols

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Children should be able to take part in planned discussions that expect them to follow discussion guidelines and protocols for engagement.

Target for Spring 1

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To continue to embed the listening skillset.

To improve confidence when speaking as an individual in front of the class, by providing more opportunities to share.

Review- Daily reminders and reference to our listening skillset ( Mr Potato head). Confidence has improved with most children, some are still quiet and reserved in front of the group but are happy to talk on a one to one basis.

Introduced talking partners to enhance conversation and opinion and encouraging children to look at the person they are talking to or listening to.

Reflection - What is going well?

heatleys5 — 2024-06-18 09:58:46 UTC

Most children are now sitting and listening for longer periods of time. They are recognising their names and answering 'yma' when the register is taken.

We have discussed the importance of listening skills, looking at the person who is talking to you, taking turns when speaking and not interrupting.

Most children are able to contribute at the end of each session 'What have we learnt today?'

Target for Spring 2

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Ongoing continuation from targets in Spring 1.

More inclusion in daily activities of talking partners, encouraging children to speak in sentences of 5 words or more.

Introduce hoop groups when talking partners are improving.

Would you rather be the gingerbread man or the fox?

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Talking partners.

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Developing confidence, talking in front of the class.

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Talking Hoop groups - How can we help our planet?

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Student Friendly Oracy Framework

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Years 3-6 Oracy Framweork

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Year 1 & 2 Child Friendly Oracy Framework

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EYFS Student Friendly Oracy Framework

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Oracy Praise Phrases

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Teachers Feedback Phrases

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Peer Assessment Structures_Editable

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Updated Talk Detectives Check Sheet Ks 1-2

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Talk Detectives_EYFS (Nursery /Reception)

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Speak Like A Specialist

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Disciplinary Oracy

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Exceeding

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Emerging

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Expected

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TAG display

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2025-11-14 15:43:25 UTC

Can you guess?

Pupils used listening skills and specific vocabulary to play ‘guess the animal’

Our focus was body language and eye contact

Flapjack - Explanation & Reflection (OT)

heatleys5 — 2025-11-14 21:30:37 UTC

Flapjack Explanation & Reflection (MAT)

heatleys5 — 2025-11-14 21:36:26 UTC

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Flapjack Explanation & Reflection (LA)

heatleys5 — 2025-11-14 21:37:46 UTC

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Instructions - Fruit Kebab (MAT)

heatleys5 — 2025-11-14 21:47:56 UTC

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Is packaging a problem?

heatleys5 — 2025-11-14 21:59:25 UTC

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Fruit Kebabs - Instruction (LA)

heatleys5 — 2025-11-14 22:03:16 UTC

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All About Me - Presentation to Audience (OT)

heatleys5 — 2025-11-14 22:05:36 UTC

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All About Me - Presentation to Audience (LA)

heatleys5 — 2025-11-14 22:09:29 UTC

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All About Me - Presentation to Audience (MAT)

heatleys5 — 2025-11-14 22:12:03 UTC

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60 Second Strategies

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Progression in Oracy

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heatleys5 — 2025-11-16 20:20:27 UTC

By 5, pupils should be...

heatleys5 — 2025-11-16 20:21:02 UTC

Linguistic, Social & Emotional, Cognitive & Physical

Getting to know you (LA)

heatleys5 — 2025-11-16 21:06:10 UTC

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Whole Class / Group

heatleys5 — 2025-11-16 21:07:17 UTC

Lower Ability

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More Able / Higher Ability

heatleys5 — 2025-11-16 21:08:24 UTC

On Track Pupils

heatleys5 — 2025-11-16 21:09:22 UTC

Getting to know you (MAT/HA)

heatleys5 — 2025-11-16 21:20:55 UTC

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Getting to know you (OT)

heatleys5 — 2025-11-16 21:23:15 UTC

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daviesr2099 — 2025-11-17 20:47:41 UTC

17.11.25 This morning I took the opportunity to work with Year 5 to experiment with using Adobe Podcasts as a way to record oracy tasks. Two groups could not get it to work but used an alternative method. They were tasked with reading 'Banana Drama in the Jungle', a story with no words about monkeys trying to get to the bananas without being bitten by a snake. The groups were tasked with writing their own script to match the images from the story. I intend to use this as a baseline for their oracy standards, and get the pupils to listen back to themselves and assess the quality of their storytelling.

daviesr2099 — 2025-11-17 20:49:57 UTC

daviesr2099 — 2025-11-17 21:27:12 UTC

17.11.25 This morning I took the opportunity to work with Year 5 to experiment with using Adobe Podcasts as a way to record oracy tasks. For this task, the group watched a story on Dojo called 'A Secret About the Brain', based around growth mindset and what to do if we find something tricky. The pupils were then given questions to answer based on what they watched. As with the previous task, I plan on using this as a baseline and getting the pupils to evaluate the quality and clarity of their answers, and then go on to make changes and progress over the course of the year.

Logans Enormous Turnip Story (Adapted)

2025-11-21 09:15:56 UTC

Logan was able to use gestures and speech in a T4W recital. He spoke audibly and could be heard and understood.

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Puzzle Race Strategy Planning

2025-11-21 13:46:14 UTC

Our team-building puzzle challenge started with some fantastic oracy practice. These talking partners clearly and confidently shared their strategies, demonstrating great active listening and turn-taking. True collaborative communication in action!

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Rocket Building Discussion 🚀

2025-11-21 14:10:56 UTC

SRB pupils collaborated to design the ultimate rocket for their challenge! Using talking blocks to ensure equal talking time and focused listening, they successfully instructed and co-planned their build. A fantastic demonstration of: Effective Group Communication, Active Listening, Task Focus and Collaborative Problem-Solving.

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SRB - Pen, Ysgwyddau, Coesau, Traed

2025-11-22 09:56:28 UTC

SRB singing ‘Pen, Ysgwyddau, Coesau, Traed’ to practise Welsh body-part vocabulary and develop confidence in oracy through singing.

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Daily Welsh Tracking Template

daviesr2099 — 2025-11-23 19:39:41 UTC

I know that Welsh is now a morning task but in order to make the most impact, it is important that it's practised every day. The tracking template is here, please use this to keep a record of what sentences you are practising, along with links to games you can play as part of your sessions.

Daily Welsh/HH Games

daviesr2099 — 2025-11-23 19:41:09 UTC

Oracy Mats

daviesr2099 — 2025-11-23 19:47:22 UTC

These are a great resource for Daily Welsh - children can practise these with a partner/small group, answering questions that you'll find on L2L responses.

Welsh Games/Tutorials

daviesr2099 — 2025-11-23 20:00:01 UTC

I'd say these are more suitable for Y3+. Two options.

Option 1 - Tutorials

Pupils can select a topic to learn vocabulary, and then goes into mini games i.e. odd one out, matching, this or that.

Option 2 - Games

Online games where bonus points are rewarded for getting vocab questions correct. Please note, this is sometimes blocked, I tried this with my class with varying levels of success.

Both have audio to aid with pronunciation. Pupils can select different topics to choose from so can be linked to sentence of the week/Daily Welsh/standalone Welsh lessons so ideal as a revision/independent tool.

Welsh Online Audio Flashcards

daviesr2099 — 2025-11-23 20:07:08 UTC

Word Wall Games

daviesr2099 — 2025-11-24 11:52:04 UTC

Selection of games to support learning activities. Not oracy based but ideal as revision tasks.

S4C Cyw

daviesr2099 — 2025-11-24 11:58:58 UTC

Most suitable for PS1. Lots of songs with videos on, options to make your own videos with the pupils, games to play.

BBC Bitesize Welsh for Learners Videos

daviesr2099 — 2025-11-24 12:13:09 UTC

Ignore the fact it says Foundation Phase, its suitable for all year groups. Videos to support answering questions.

Sut Wyt Ti

daviesr2099 — 2025-11-25 08:16:36 UTC

Ideal as a check-in for Cynefin.

Additional Resources

daviesr2099 — 2025-11-25 10:24:31 UTC

Resources to support asking and answering questions, powerpoints, stories, games, wordsearches.

As a sidenote, if you have a Twinkl account, they have a good selection of interactive games to support asking and answering questions. If you type in Welsh Interactive Games they should appear.

Healthy eating discussion

2025-11-27 10:39:21 UTC

Chloe could confidently and clearly voice their point of view on how to keep healthy to an adult, successfully demonstrating strong communication by also simply stating their specific likes and dislikes.

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Re-telling story - The King and the super Bug!

2025-11-27 14:09:54 UTC

Story time! Jayden sharing his King and Super Bug story, speaking loud enough for everyone in the group to hear and enjoy.

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"Sut wyt ti?"

bartlettt20 — 2025-11-30 11:29:51 UTC

Elsie-Mai and Reuben having a chat, focusing on greetings and feelings using "Sut wyt ti?" and the structure "Rydw i'n... heddiw" (I am... today).

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"Sut wyt ti?"

bartlettt20 — 2025-11-30 11:31:03 UTC

Milana and Logan having a chat, focusing on greetings and feelings using "Sut wyt ti?" and the structure "Rydw i'n... heddiw" (I am... today).

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Egg-cellent Teamwork Challenge! 🛠️

bartlettt20 — 2025-11-30 11:32:45 UTC

After building and testing their junk-model egg protectors, the teams reflect on their designs, collaboration, and success. We used talking chips (blocks) to manage our discussion, ensuring everyone had a chance to speak and a time to listen! Great engineering and even better reflection skills!

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Confident Oracy in Action! Milana re-tells her story of- The missing wand

bartlettt20 — 2025-11-30 11:34:51 UTC

Milana re-told the story she had written by using loud, clear speech and expressive hand gestures. She recalled all the main events, added fantastic character details, and even self-corrected an error! She also reflected on what she was most proud of. A brilliant example of oracy skills! 🗣️👏

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Logan re-telling his story of The King, the Frog, and the Diamond Crown!" 🐸💎

bartlettt20 — 2025-11-30 11:37:14 UTC

Logan showed great confidence and accuracy in recalling all the main events. He then extended the story verbally with amazing detail! He could clearly explain where and when we use punctuation in writing! He was also able to reflect on the part he was most proud of. Excellent storytelling ✨👏

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The Blue Comet Conundrum

daviesr2099 — 2025-12-01 14:18:14 UTC

As part of our Cynefin sessions, we answer a conundrum - a situation where there isn’t a clear correct answer. In this week’s conundrum, a new comet had been spotted by three different people and the pupils had to decide who should name it.

We recorded our responses and evaluated them. Our target for next session is to stop using the word it, so that our answers become clearer to listeners.

The most important parts of Christmas

bartlettt20 — 2025-12-09 14:41:14 UTC

Elsie-Mai beautifully reflected on what matters most to her this season. It was so lovely to hear her share that spending time with her family is number one, followed by remembering Jesus, the real meaning behind Christmas. Wonderful thoughtful sharing!

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Christmas questions - Trio

bartlettt20 — 2025-12-09 14:43:02 UTC

Getting into the festive spirit with some Christmas Question Time! We took turns asking and answering Christmas question's. Loving the conversational flow and all the great sharing! So many fun facts learned!

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What Doesn't Belong Activity

bartlettt20 — 2025-12-11 10:04:24 UTC

Working together to debate and describe! Our 'What Doesn't Belong' activity boosted both observation and speaking skills.

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What Doesn't Belong Activity

bartlettt20 — 2025-12-11 10:10:54 UTC

Working together to debate and describe! Our 'What Doesn't Belong' activity boosted both observation and speaking skills

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What Doesn't Belong activity

bartlettt20 — 2025-12-11 10:12:41 UTC

Working together to debate and describe! Our 'What Doesn't Belong' activity boosted both observation and speaking skills.

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Welsh emotion check ins

2025-12-11 15:52:59 UTC

Sometimes in Cynefin we check in win Welsh with Dw i'n ___ achos ___ .

Sut wyt ti teimlo heddiw?

2025-12-11 15:54:18 UTC

We use the Sut wyt ti teimlo, heddiw? clock that we created at the start of term.

Sut Mae'r Tywydd Heddiw?

daviesr2099 — 2025-12-12 09:09:24 UTC

Use this as a prompt to practise this sentence, as it will be sentence of the week for next week.

bartlettt20 — 2025-12-12 14:56:09 UTC

Our journey around the world landed in Mexico today! Fantastic work by the class, especially our pairs who bravely created and presented their brilliant PowerPoint presentations on Mexican Christmas traditions.

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bartlettt20 — 2025-12-12 14:58:34 UTC

Our journey around the world landed in Mexico today! Fantastic work by the class, especially bravely creating and presenting their brilliant PowerPoint presentations on Mexican Christmas traditions.

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bartlettt20 — 2025-12-12 14:59:40 UTC

In today's "Which is the Odd One Out?" challenge,Milana not only found their answer but had to effectively argue her perspective. Her strong, valid points were shared one-on-one with a teacher, showcasing excellent verbal reasoning skills and superb clarity.

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bartlettt20 — 2025-12-12 15:01:33 UTC

In today's "Which is the Odd One Out?" challenge, Elsie not only found her answer but had to effectively argue her perspective. Their strong, valid points were shared one-on-one with a teacher, showcasing excellent verbal reasoning skills and superb clarity.

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HA -AD

2025-12-17 12:37:10 UTC

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Group Tasks

2025-12-17 12:40:21 UTC

LA - JH

2025-12-17 13:08:24 UTC

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M-IT

2025-12-17 13:57:02 UTC

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HA-AD

2025-12-17 13:59:41 UTC

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HA- AD

2025-12-17 15:07:47 UTC

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M- IT

2025-12-17 15:11:53 UTC

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M - IT

2025-12-17 15:15:00 UTC

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LA - JH

2025-12-17 15:19:14 UTC

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Sut mae'r tywydd heddiw?" (How's the weather today?)

2025-12-17 20:17:36 UTC

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Ga i llaeth?

2025-12-17 20:25:28 UTC

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Ga i ?

2025-12-17 20:34:28 UTC

We welcomed our Welsh classroom mascots, Fflic and Fflac!

The children practiced asking for milk and toast in Welsh — they did brilliantly!

We practiced asking ...

- Ga i dost gyda fi? – Can I have toast?

- Ga i llaeth gyda fi? – Can I have milk?

- Diolch yn fawr – Thank you very much

- Oes / Nac oes – Yes / No

During the day the children were heard using our new Welsh vocabulary whilst playing in the fruit and veg shop☺️🏴󠁧󠁢󠁷󠁬󠁳󠁿Da iawn pawb!

Barrod Barrod game

2025-12-17 20:44:30 UTC

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Discuss the picture - pairs

bartlettt20 — 2025-12-18 08:44:30 UTC

For our oracy activity today, the children had a picture of a curious cat nestled under a Christmas tree! In pairs they had to discuss and describe the image. It was lovely to hear them share their own experiences too.

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Discuss the picture - Pairs

bartlettt20 — 2025-12-18 08:46:48 UTC

For our oracy activity today, the children had a picture of a curious cat nestled under a Christmas tree! In pairs they had to discuss and describe the image.

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bartlettt20 — 2025-12-18 08:48:52 UTC

Today, Milana and Chloe practiced their active listening and turn-taking skills by interviewing one another with ‘what would you rather’ questions.

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bartlettt20 — 2025-12-18 08:50:23 UTC

Today, Reuben and Finlay practiced their active listening and turn-taking skills by interviewing one another with ‘what would you rather’ questions.

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Presenting a Basketball Kahoot Quiz!

bartlettt20 — 2025-12-18 13:45:10 UTC

Josh created an engaging Kahoot quiz all about his favourite sport, basketball 🏀. He confidently presented his quiz to the whole class, showing fantastic progress in his speaking skills. Previously, Josh lacked confidence and often refused to take part in oracy activities, so this was a brilliant achievement!

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Audio Books

heatleys5 — 2026-01-05 21:33:44 UTC

Audio Books

Yes & No PowerPoint

heatleys5 — 2026-01-05 21:34:14 UTC

Sentence Stem

heatleys5 — 2026-01-05 21:35:04 UTC

Helpwr Heddiw PowerPoint

heatleys5 — 2026-01-05 21:35:48 UTC

Video YouTube Clips

heatleys5 — 2026-01-05 21:37:36 UTC

Word Wall Game - Recap of sentences

heatleys5 — 2026-01-05 21:39:33 UTC

heatleys5 — 2026-01-05 21:40:59 UTC

Ble wyt t'in byw?

heatleys5 — 2026-01-05 21:48:15 UTC

heatleys5 — 2026-01-08 20:12:55 UTC

We have been busy learning lots of Welsh questions this week.

Focusing on tone, expression, and how meaning is conveyed in spoken language.

bartlettt20 — 2026-01-09 08:50:13 UTC

Pupils were given the same sentences to say but had to change their tone to match different emotions. Through this, they showed an understanding of how tone of voice and facial expressions can completely change the meaning of a sentence.

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Developing confidence in speaking and turn-taking

bartlettt20 — 2026-01-09 08:51:26 UTC

Josh and Finlay worked together to roll the sentence dice, read the prompt aloud, and confidently share their ideas. Using starters like “I feel happy when…”, “I feel sad when…” and “What do I want to learn?”, they took turns speaking, listened carefully to each other, and expressed their thoughts clearly.

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bartlettt20 — 2026-01-09 08:52:32 UTC

Working in pairs, pupils reflected on what they enjoyed and learned in 2025, shared their New Year’s resolutions, and discussed what they would like to achieve and learn next year. Joshua and Finlay proudly volunteered to share their partner’s ideas with the class. For two pupils who have previously found speaking in front of others challenging, this was a huge and confidence-boosting achievement.

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Fantastic teamwork, thoughtful discussion, and excellent listening skills.

bartlettt20 — 2026-01-09 13:50:08 UTC

Today, the children took part in a memory challenge where they had time to study 15 items before working in two teams to remember and list as many as they could. The focus of our oracy learning was discussing the best strategies for remembering. Using a talking piece, everyone took turns to speak and listen respectfully, sharing ideas, agreeing with others, and building on suggestions. Fantastic teamwork, thoughtful discussion, and excellent listening skills were on show as the teams worked together to win the challenge!

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Fantastic teamwork, thoughtful discussion, and excellent listening skills.

bartlettt20 — 2026-01-09 13:51:52 UTC

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bartlettt20 — 2026-01-13 18:10:09 UTC

A brilliant discussion from Elsie-Mai! She showed great confidence in expressing her opinions on what matters most in school. Although she found it tricky to choose between her top priorities—Teachers and Reading—she was able to back up her ideas with wonderful verbal explanations.

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bartlettt20 — 2026-01-13 18:11:11 UTC

Reuben was a confident communicator during our oracy task! He gave a fantastic verbal overview of the activity and went into great detail about his choices, explaining exactly why some things are more important to him than others.

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bartlettt20 — 2026-01-13 18:12:35 UTC

Milana showed great confidence in leading her own learning today. Rather than completing the Diamond 9, Milana chose to focus exclusively on the four things she values most: Teachers, Reading, Friends, and Computers. She felt so strongly about these that she preferred to create a "Top 4" list rather than rank items she didn't enjoy.

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(LA/MA) (14.01.26) Discussing feelings (yn Cymraeg) - focussing on re-engaging eye contact during discussion.

2026-01-14 21:32:14 UTC

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heatleys5 — 2026-01-15 21:52:23 UTC

We enjoyed finishing familiar words in our Welsh books today

Welsh reading

heatleys5 — 2026-01-15 21:53:04 UTC

(MA) (15.01.26) Why wouldn't you want to be a Victorian child? Focussing on

2026-01-16 09:48:02 UTC

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Trafnidiaeth

bartlettt20 — 2026-01-16 14:47:43 UTC

"Sut wyt ti'n teithio?"

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Whats in the box?

bartlettt20 — 2026-01-18 11:01:26 UTC

Through our What’s in the box? activity, the children practised turn-taking, active listening, and descriptive language. They confidently explained how objects felt and what they might be used for—excellent teamwork and communication!

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What's in the box?

bartlettt20 — 2026-01-18 11:03:08 UTC

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2026-01-19 11:00:47 UTC

Dosbart glass - Battle ships: Beth sy'n bod?

Lottie - 'Come to Fairwater Primary'

heatleys5 — 2026-01-20 21:50:10 UTC

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Maths reflection

heatleys5 — 2026-01-20 21:55:28 UTC

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Canu

2026-01-21 13:37:23 UTC

Canu yn gymraeg gyda Mr Bowen

Eevee Cymraeg

2026-01-22 16:39:31 UTC

Eevee was asked to identify welsh body parts using 'Ble mae?'. HAP

Marwa Cymraeg

2026-01-22 16:44:56 UTC

Marwa was asked to identify welsh body parts using the phrase 'Ble mae?' LAP

Negotiating Roles 🗣️

bartlettt20 — 2026-01-24 11:37:39 UTC

Before building, we focused on our planning skills. In their trios, the children had to use talk to organise themselves and their play. It was wonderful to watch them independently take turns and ensure all members contribute to the discussion. They practiced speaking audibly so they could be heard and understood in a trio, and used reasoning to decide who was best suited for each role.

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Clear Communication: Leading, Listening, and Succeeding

bartlettt20 — 2026-01-24 11:39:43 UTC

Chloe took on the leadership role brilliantly, ensuring she could speak audibly so she could be heard and understood. Logan and Elsie worked together effectively to interpret the instructions, showing they could ask simple questions to clarify their understanding when needed. The result? A perfect build achieved through trust and talk!

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Elsie-Mai’s "Good Days and Bad Days"

bartlettt20 — 2026-01-24 12:46:28 UTC

Elsie-Mai for shared her ‘Good Days and Bad Days’ activity with us! Standing at the front of the room, she was able to speak clearly when presenting learning to the class, ensuring she could speak audibly so she could be heard and understood by all her peers.

Elsie-Mai demonstrated great progress by being aware of where to look or stand to ensure the audience can hear clearly. It was wonderful to see her state her point of view simply while maintaining such a confident and clear delivery!

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LA - MV Autumn 2

daviesr2099 — 2026-01-26 19:51:40 UTC

MV reading their own story that they wrote as part of their literacy work.

MA - SMC Autumn 2

daviesr2099 — 2026-01-26 19:53:17 UTC

SMC reading their own story that they wrote as part of their literacy work.

HA - AB Autumn 2

daviesr2099 — 2026-01-26 19:54:04 UTC

AB reading their own story that they wrote as part of their literacy work.

Maths Class Discussion - Fractions

daviesr2099 — 2026-01-26 20:18:33 UTC

A whole class discussion about what we knew about fractions, and proving how we knew this based on the images we were given.

Retelling story of sharing a shell

2026-01-27 16:24:31 UTC

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Retelling story - sharing a shell

2026-01-27 16:28:08 UTC

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Retelling - sharing a shell

2026-01-27 16:30:54 UTC

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Retelling - sharing a shell

2026-01-27 16:32:30 UTC

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Retelling - sharing a shell

2026-01-27 16:34:55 UTC

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HA- Amira - Sharing a shell

2026-01-27 16:37:51 UTC

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LA- Joey - Sharing a shell

2026-01-27 16:40:30 UTC

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MA- Isaac - Sharing a shell

2026-01-27 16:42:30 UTC

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Developing Oracy Through Phonics and Reading 🗣️📖

bartlettt20 — 2026-01-31 10:36:27 UTC

Milana practised stretching and blending sounds to read words and then identified high-frequency words to read and form a simple sentence. She used her decoding skills and knowledge of high-frequency words to read the sentence aloud and confidently matched it to the correct picture. This activity supported oracy development through verbal reading, clear pronunciation, listening to instructions, explaining understanding, and building confidence when speaking. Milana also demonstrated comprehension, attention, independence, and reasoning as she made links between the written sentence and the visual image.

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Building Oracy through Visual Reflection 💧🗣️

bartlettt20 — 2026-01-31 10:38:08 UTC

In our latest wellbeing session, we explored the power of spoken language to express internal feelings. Using a clear cup and a jug of water, each participant was asked to represent their current "capacity" and—more importantly—to explain the reasoning behind it. The focus was on oracy: moving beyond "fine" or "okay" to find precise language that explains why we feel the way we do. By justifying their "pour" to the group, everyone practiced the essential skills of structured explanation and active listening. It was a brilliant display of how we can use physical cues to prompt sophisticated verbal communication.

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bartlettt20 — 2026-01-31 10:39:24 UTC

Lucky and Jayden took part in a CVC word reading game where they rolled a dice, moved a counter and stretched and read the word they landed on. They took turns reading aloud and listened carefully to one another. When Jayden became unsure of one word, Lucky supported him by identifying the initial sound, helping him to blend and read the word successfully. This activity provided clear verbal responses, active listening, turn-taking, peer support and confidence in speaking and reading aloud.

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Developing Oracy Through Teamwork and Problem-Solving 🗣️🤝

bartlettt20 — 2026-01-31 10:42:28 UTC

The children worked together to arrange themselves in order of height and unintentionally organised themselves into two groups — the four smallest and the four tallest. Lucky confidently took the lead in explaining the order he thought the four smallest should be in, while Logan, Jayden and Milana listened carefully, measured, discussed, and agreed. Elsie, Joshua, Reuben and Finlay identified that they were the tallest in the class and engaged in a longer discussion, measuring, reasoning, negotiating and justifying the order they should stand in. This activity developed key oracy skills including speaking clearly, listening actively, turn-taking, expressing opinions, agreeing and disagreeing respectfully, reasoning, problem-solving and collaborative decision-making. Everyone contributed and worked together to reach a shared outcome.

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Introducing Sut wyt ti’n teimlo? 🗣️🎶

bartlettt20 — 2026-01-31 10:49:47 UTC

Before our circle activity, we introduced “Sut wyt ti’n teimlo?” using familiar visual prompts showing different emotions and feelings. We talked through each emotion together and modelled the matching facial expressions. Everyone took a turn to say the Welsh word for the feeling and show the correct expression, supporting pronunciation and confidence in speaking Welsh. We then used a familiar theme tune to turn “Sut wyt ti’n teimlo?” and the response “Dwi’n …” into a song, making the learning fun and engaging. All children joined in enthusiastically, practising clear pronunciation, listening, turn-taking and speaking aloud in Welsh, showing growing confidence and enjoyment in using the language.

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bartlettt20 — 2026-01-31 10:52:04 UTC

The children took turns around the circle independently asking “Sut wyt ti’n teimlo?” and responding with “Dwi’n …”. They used visual prompts and sentence starter strips to support their questioning and responses without adult modelling. Everyone had a turn and used facial expressions to clearly show how they were feeling while speaking Welsh. Compared to the whole-class song, some children were less confident and spoke very quietly, making it difficult for others to hear. Developing clear, confident Welsh speaking and projection is a continued focus as the children build independence in their oracy skills.

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Comparing Amounts 🔢

bartlettt20 — 2026-01-31 11:01:38 UTC

Logan explored groups of conkers by identifying the greatest amount, the least amount and two piles with equal quantities. Logan listened carefully to the adult explanation and demonstrated his understanding of the vocabulary by explaining that least means less, greatest means more and equal means the same. When questioned, he confidently applied this understanding by correctly pointing to the greatest, least and equal piles. This activity supported mathematical language, listening skills, reasoning and the ability to explain thinking.

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(HA) (03.02.26) Victorian Child Monologue - Can we read appropriately according to punctuation? e.g. exclamatory sentences

2026-02-03 09:54:39 UTC

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(MA) (03.02.26) Victorian Child Monologue - Can we read appropriately according to punctuation? e.g. exclamatory sentences.

2026-02-03 09:57:03 UTC

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LA Describing

2026-02-03 12:01:57 UTC

SB Describes some coal mining scenes

AA Cardiff Castle build

2026-02-03 12:03:07 UTC

To support the Cardiff landmarks work these boys created their own Cardiff Castle.

Cynefin Oracy activity

2026-02-03 12:04:23 UTC

Children worked to describe what their partner could not see without using certain key words.

Eevee (HA) Maths explanation

2026-02-04 13:22:41 UTC

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Eevee (HA) Reflection on Bumbles of Honeywood visit and problem solving tasks.

2026-02-04 13:24:16 UTC

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Eevee (HA) Explanation of how to multiply using the grid method.

2026-02-04 13:25:40 UTC

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Eevee (HA) Body parts

2026-02-04 13:27:19 UTC

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Eevee (HA) Group SOLE presentation based on improving living conditions for Victorian children.

2026-02-04 13:28:49 UTC

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Higher Ability - Eevee Print Y4

2026-02-04 13:36:18 UTC

Ben (MA) Group SOLE presentation based on improving the lives of Victorian children.

2026-02-04 13:50:06 UTC

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Ben (MA) Giving instructions to build a Lego structure.

2026-02-04 13:54:49 UTC

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Ben (MA) discussing a problem solving maths task.

2026-02-04 13:56:05 UTC

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Middle ability - Benjamin Aquilotti Y3

2026-02-04 13:56:26 UTC

Eevee (HA) discussing the rights of Victorian children and comparing them to our rights today.

2026-02-04 14:40:45 UTC

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Ben (MA) discussing the rights of Victorian children and comparing them to our rights today.

2026-02-04 14:41:41 UTC

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Marwa (LA) discussing the rights of Victorian children and comparing them to our rights today.

2026-02-04 14:50:44 UTC

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Lower Ability - Marwa Noor Y3

2026-02-04 14:51:12 UTC

Marwa (LA) discussing the impact of Dr Barnado.

2026-02-04 14:53:01 UTC

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Marwa (LA) Discussing the visit from Bumbles of Honeywood and the problem solving activities completed.

2026-02-04 14:55:33 UTC

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Reading handwritten leaflet

heatleys5 — 2026-02-06 20:19:46 UTC

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LA - Reading handwritten leaflet

heatleys5 — 2026-02-06 20:29:39 UTC

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Term Colour Upload

heatleys5 — 2026-02-06 20:34:26 UTC

Please click edit - Change colours

Autumn - White

Spring - Yellow

Summer - Green

Art Reflection

heatleys5 — 2026-02-06 20:41:40 UTC

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Autumn (White), Spring (Yellow), Summer (Green)

2026-02-09 15:49:20 UTC

Autumn (White), Spring (Yellow), Summer (Green)

2026-02-09 15:49:48 UTC

Autumn (White), Spring (Yellow), Summer (Green)

2026-02-09 15:49:54 UTC

Autumn (White), Spring (Yellow), Summer (Green)

2026-02-09 15:50:00 UTC

Autumn (White), Spring (Yellow), Summer (Green)

2026-02-09 15:50:09 UTC

Autumn (White), Spring (Yellow), Summer (Green)

2026-02-09 15:50:19 UTC

Autumn (White), Spring (Yellow), Summer (Green)

2026-02-09 15:50:25 UTC

Autumn Term Final Project Presentations

daviesr2099 — 2026-02-12 13:07:45 UTC

Dosbarth Melyn pupils presenting the games they made as part of their final project to answer Autumn Term's big question.

Online safety discussions

bartlettt20 — 2026-02-14 09:40:13 UTC

Logan confidently explains the vital importance of keeping personal data private, during our talks on online safety this week.

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LEGO Communication Challenge

bartlettt20 — 2026-02-15 11:02:29 UTC

Children worked in teams to verbally instruct the builders to recreate a hidden LEGO model. Josh needed some encouragement but had Chloe and Milana as a helping hand who supported him with what to say. Chloe confidently led with clear instructions, while Milana grew in confidence and began giving independent guidance. Builders Elsie and Logan communicated brilliantly, asking precise questions and working together to successfully rebuild the structure.

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MAT (12.02.26) Discussing the lives of Victorian children based on image prompts. Focus on extending explanations using conjunctions.

2026-03-06 12:04:48 UTC

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(12.02.26) Discussing the lives of Victorian children based on image prompts.

2026-03-06 12:06:38 UTC

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“Beth yw dy hoff dymor di?"

bartlettt20 — 2026-03-08 15:22:40 UTC

As part of our Welsh learning about the seasons (y tymhorau), Chloe and Milana practised asking each other “Beth yw dy hoff dymor di?”. Milana supported Chloe when she was unsure of the pronunciation, showing great teamwork while developing their spoken Welsh skills.

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bartlettt20 — 2026-03-08 15:25:37 UTC

Elsie and Chloe explored a picture showing a boy standing alone at what looks like a birthday party. By looking closely at his body language and facial expression, they suggested he might be feeling sad or left out. They then discussed how the other children could change the situation by inviting him to join in and helping him feel happier.

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Explaining Our Flood-Safe House Designs

bartlettt20 — 2026-03-08 15:27:31 UTC

Following our discussion about flooding in our local area, the children worked in pairs to design and create a junk-model house suitable for living near a river. Reuben and Maci confidently presented their model, explaining the purpose of each feature and why it would help protect the house from flooding.

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Explaining How Our House Prevents Flooding

bartlettt20 — 2026-03-08 15:29:22 UTC

Following our discussion about local flooding, Chloe and Jayden designed a junk-model house for living near a river. Chloe confidently explained the features they included to prevent flooding, while Jayden shared his ideas when prompted. They answered questions from the class, supporting our oracy focus by explaining their thinking.

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Flood Predictions and Materials Investigation 🌧️🏠

bartlettt20 — 2026-03-15 10:36:48 UTC

During this oracy activity, a group of five pupils discussed the impact of flooding in our local area, focusing on past floods at Ely Bridge. Pupils took turns to share predictions using the sentence stem “I predicted that … would … because …”, while others responded with “I agree because …” or “I disagree because …”.

All pupils contributed and justified their ideas with plausible reasoning. Pupils explained their thinking, used structured language to respond, and listened and responded respectfully to one another. The discussion then led into a science investigation where pupils tested materials (metal, glass, plastic, paper, card, brick, rubber and concrete) to see how they would react when left in water during an extreme flood.

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Building Sentences with Widgit Cards

bartlettt20 — 2026-03-15 10:46:39 UTC

In this speech and language activity, Jayden used Widgit Symbols picture cards to build a sentence using the structure “who – doing what – with – where.” Jayden selected “the girl is skipping with a skipping rope in the park.” Although he was initially distracted discussing people he knows who can skip, he was able to refocus and complete a sentence that made sense, explaining his choices along the way. The sentence sparked a conversation about skipping and Jayden formed clear sentences and vocabulary to explain and justify his ideas.

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Bridge design reasons

2026-03-25 14:32:22 UTC

SB describing why her bridge design will work. LA

Bridge design reasons

2026-03-25 14:34:28 UTC

RR describes why he has chosen his bridge designs. AA

Bridge design reasons

2026-03-25 14:35:37 UTC

AB describes why she has chosen the materials and structure of her bridge. HA

HA AB Maths explanation

2026-03-25 14:38:57 UTC

AB suggests the mistake I made in multiplication

(26.03.26) HA - Summarising key vocabulary about erosion, developing our final answers.

2026-03-27 10:54:19 UTC

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(26.03.26) MA - Summarising key vocabulary about erosion, developing our final answers.

2026-03-27 10:56:55 UTC

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(26.03.26) LA - Summarising key vocabulary about erosion, developing our final answers.

2026-03-27 11:02:05 UTC

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2026-04-13 12:46:52 UTC

MA - Discussing direction

2026-04-13 12:49:57 UTC

LA - discussing direction

HA - AD

2026-04-13 12:51:46 UTC

HA - discussing how to make a hat linked to the end of term project on 'What materials help keep us warm, dry and safe'

LA - JH and MA - IT

2026-04-13 12:53:41 UTC

LA and MA - discussing how to make a hat linked to the end of term project on 'What materials help keep us warm, dry and safe'

Sut mae tywydd heddiw?

2026-04-13 12:56:17 UTC

LA - JH working with his taking partner, discussing the weather.

Sut mae tywydd heddiw?

2026-04-13 12:57:20 UTC

MA - IT working with his talking partner, discussing the weather.

Sut mae tywydd heddiw?

2026-04-13 12:59:14 UTC

HA - AD working with her talking partner discussing the weather.

HA - AD

2026-04-13 13:01:16 UTC

Discussing how we stay safe in school.

MA -IT

2026-04-13 13:02:04 UTC

Discussing how we stay safe in school.

LA - JH

2026-04-13 13:03:09 UTC

Discussing how we stay safe in school.

Counting backwards in 10's

bartlettt20 — 2026-04-19 10:05:18 UTC

Milana spoke clearly and audibly while counting backwards in 10s, using the numicon confidently to support her explanation. With initial support, Milana began counting backwards in 10s and then independently recognised the pattern. She explained that the groups were getting smaller because the activity involved taking away. She identified that only the tens numicon were being removed each time, while the ones (the pink 7) stayed the same. As her understanding developed, Milana grew in confidence and was able to give reasoning independently by the end of the activity.

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bartlettt20 — 2026-04-19 10:11:10 UTC

During a Talkabout activity, Elsie, Maci and Chloe listened carefully as each scenario was read aloud and confidently shared their own opinions about whether it showed bullying or not bullying. They spoke clearly, took turns without interrupting, and explained their reasoning using clear sentences. Although they sometimes had different opinions, they respectfully listened to each other’s viewpoints and showed understanding and empathy, demonstrating strong listening skills, thoughtful reasoning and positive social interaction.

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Role Play and Oracy – Hot Seating as a Villager

bartlettt20 — 2026-05-05 08:08:44 UTC

Reuben confidently took on the role of a villager from The King Who Banned the Dark, responding thoughtfully to questions in the hot seat. He spoke clearly, stayed in character throughout, and demonstrated a strong understanding of the character’s feelings and viewpoint, using evidence from the story to justify his responses.

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Sharing Our Safe People and Safe Places

bartlettt20 — 2026-05-05 08:13:22 UTC

The pupil shared ideas about who helps them feel safe and identified their own safe place through talk and drawing. They then confidently explained their picture to the group, listening respectfully to others and taking turns to speak.

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Eevee (HA) reading aloud her Cold Write - Story written independently.

2026-05-12 09:20:14 UTC

Marwa (LA) reading aloud her story - Cold Write, independent task.

2026-05-12 09:29:27 UTC

Ben (MA) Story writing / reading

2026-05-13 09:33:29 UTC

Ben reading aloud his story - Cold Write (independent writing task)

Eevee (HA) Making predictions about a text.

2026-05-13 09:35:34 UTC

Cynefin Discussion

2026-06-11 07:12:39 UTC

Should nations with controversial human rights attiitudes be allowed to host major sporting events?

GD & SB share their thoughts

Cynefin

2026-06-11 07:13:49 UTC

AB HZ & BC share their thoughts on controversial nations hosting sports events

Cynefin

2026-06-11 07:14:49 UTC

RR & LD share their thoughts about controversial nations hosting sporting events

Cynefin

2026-06-11 07:16:38 UTC

Year six thoughts about this tricky discussion

Cynefin

2026-06-11 07:17:17 UTC

Insightful thought on the topic

Cynefin

2026-06-11 07:18:06 UTC

Well explained opinion about the discussion