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“Show and tell” is the most common KS1 presentation task and one of the few moments a child has to give a structured, sustained spoken explanation. Most children find it terrifying — not because they can’t do it, but because they haven’t planned it.

This two-page planner walks them through the three parts of a good show-and-tell: what it is, why it matters to me, one interesting fact about it. There’s a practice tracker on page 2 so the child can tick “I said it to a teddy / I said it to a grown-up / I said it in the mirror” before the real day.

Directly targets NC spoken language requirements 5 (“give well-structured descriptions”) and 8 (“speak audibly and fluently”).

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.