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The central resource of this pack — 24 cut-out talk cards designed to provoke genuine conversation, not one-word answers. Each card poses an open question that requires the speaker to articulate, justify, or imagine: “If you could invent a new flavour of ice cream, what would it be and why?” or “What would you take to a desert island and why?”

The cards are deliberately graded across four kinds: Imagining (encourages hypothesising), Justifying (encourages reasoning), Describing (encourages well-structured narratives), and Comparing (encourages evaluation). The teacher pack maps each card type to its specific NC spoken language requirement.

Designed to be printed once and used hundreds of times. Take one card on the school run, at the dinner table, at circle time, or in a quiet moment. Each conversation can last 30 seconds or 30 minutes — depends on the child.

NC spoken language requirement 9 is explicit: pupils should participate in “discussions, presentations, performances, role play, improvisations and debates”. This activity book provides structured scenarios for each.

Five pages, each a different speaking situation: a shopkeeper at a market stall, a vet examining a poorly pet, a TV presenter introducing the weather, a news reporter on the scene, and a poem read aloud with expression. Each scenario gives an opening line, three example dialogue prompts, and space for the child to add their own.

Designed for two-person play (child + adult or sibling) — the talking IS the activity. Nothing to mark.

Spoken language is the hardest strand to teach systematically and the hardest to assess. This teacher pack maps every resource to its NC requirement, recommends classroom routines that genuinely embed the skills (rather than tick-box “speaking lessons”), and gives practical assessment guidance.

Particularly useful: a section on managing dominant talkers and reluctant talkers, the two perennial problems of KS1 oracy.