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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.

A 6-slide lesson on the social side of spoken language — the bits that aren’t about WHAT you say, but HOW. Covers listening attentively, taking turns, asking open questions, building on what others say, and the polite way to disagree.

These are the meta-skills that make group discussions actually work in a KS1 classroom. Designed to be shared with an adult and discussed slide by slide rather than rushed through.

A short, practical guide for parents and carers. The Department for Education identifies spoken language as the foundation of everything else in primary English — but it’s also the strand parents have the most influence over, because most of it happens at home, not at school.

This guide explains why everyday conversation matters more than people realise, and gives four small, do-anywhere techniques: the “tell me more” rule, the “swap a word” game, the screen-off dinner, and the goldmine of a 10-minute story-time chat.

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.