This Primary dialogue and oracy assessment slip shows the scaffolding strategies used to support the writing process. It can be adapted for any year level and any subject by changing the descriptors for each element. English curriculum Task Descriptors are used to assist students understand what they need to do and how to go about the task. It is important for the teacher to assist the students understand what the task expects of them, how to go about the task and how to achieve the objectives of the task. Educational dialogue, oracy and writing assessment slips are used to monitor student progress and form the basis of discussions with students, parents and to inform teacher planning. This slip can be adapted to any writing task within any curriculum area.

This PowerPoint, Part 2, discusses Oracy and Dialogue in the context of assessing the learning of students. The resource is part of a package of resources dealing with classroom practices and teaching and learning around the provision of opportunities to develop oracy and dialogue and the assessment of both as well as content learning. There will be one final Part that will give a classroom example of providing for assessment for learning, oracy and dialogue. It will be uploaded in the near future.

Introduction to Formative Assessment, Oracy and Educational Dialogue PowerPoint, Part 1 introduces the need for whole school discussions around what is important in a teaching and learning program for young learners. The need for explicitly teaching educational dialogue skills, oracy, language and literacy skills is an important factor leading to improved outcomes for students. Whole school discussions around the provision of oracy, dialogue, language and literacy can be useful in considering how educators can better prepare students for their futures. Sustainable elements of teaching and learning, like rigorous teaching and teaching the micro-skills of all areas of learning, have not changed significantly over the years, however educators need to consider how those elements may be covered today.

Developing the attributes of successful learners-Research, informs early years educators of current research informing educational practices today. Knowing the research, considering the needs of the educator’s cohort of learners informs classroom teaching and learning practice. The resources can be used with whole staffs or by individual educators. Section 1 gives the research underpinning the attributes, which are described in detail in the second section of the resources. Teaching and learning strategies and processes need to reflect current good practice. There are no quick fixes –the research comes first, then matching research with an appropriate strategy follows, as does consideration of assessment for learning and recording progress steps made by the learner.

From Research into Practice is the second part of the PowerPoint resource ‘Developing the attributes of successful learners’-zero to five. It discusses many of the common attributes of a successful learner and the implications for learning in everyday life, before the child starts formal education. This Section 2 gives further research into early childhood development and hints at strategies that can be used to develop the attributes in young children.

Primary & Secondary Teaching have sustainable elements which need to be considered for: programming in all curriculum areas; to provide rigorous teaching and learning programs and to collect data to be used for further programming and for the assessment of students. These sustainable elements can be grouped under: organization in the classroom; tracking student progress and using that data to inform programming, to prepare reports; and the provision of a rigorous program that caters for a range of abilities and which will allow students to show their learning in diverse ways. Underpinning all the elements are the development of oracy skills through the curriculum and the use of a dialogic approach to teaching and learning. This resources was updated on 7th February 2024.

Assessment for Learning – to give students opportunities to show learning in diverse ways. Explicitly teaching educational dialogue skills, oracy, language & literacy skills & collaborative learning skills allows for diverse ways of assessing students. The Introduction gives some research data upon which the information is based. Links to the primary resource is indicated. Teachers and students need to be using talk actively to construct an understanding of curriculum content. The introduction is followed by a PowerPoint titled Assessment for Learning [AfL] Oracy and Educational dialogue. The PowerPoints can be used for groups/faculties or whole school professional development and for discussions around the kinds of effective assessment practices that lead to improved outcomes for students of all ages.

This resource shows examples of assessment frameworks to assess student learning. They can be adapted for any assessment of content, development of oracy skills and/or educational dialogue skills as well as for any writing or reading objectives for any curriculum area. Using frameworks assists the teacher to keep track of skills being developed by the student. They are quick to update from curriculum documents and can be attached to student work/in books to enable students to keep track of their learning. They become a good conversation starter in parent/teacher meetings.

Reading Curriculum Task Setting states the objectives for a series of student tasks to read using a range of strategies and comprehend the Fable - ‘The Lion and the Mouse’. The teacher needs to use an educational dialogue approach to teaching and learning to scaffold the reading process. A further objective of this task setting is for the student to be able to read the text independently. Similar templates can be developed for any reading task in any curriculum area.

Primary Curriculum Template sets out the Reading objectives for reading and comprehending the Fable ‘Lion and Mouse’. The template can be adapted to the reading of any text. Teachers need to ensure that students understand what they are expected to do and to learn and what steps they need to take to achieve the objectives of the task. Using an educational dialogue approach to teaching and learning will assist comprehension of any text.