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St Francis de SalesCatholic Junior School

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Pupil Reads: Using the Year 5 'Oracy Skills' Booklets

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For the last five minutes of a 'Pupil Reads' session in class, a key question is displayed on the board for pupils to discuss with their partners. The questions require pupils to e.g. retrieve or infer information from the section of their own book that they will have been silently reading for the main part of the session. Pupils use this time to develop their oracy skills when discussing their responses, making use of their individual 'Oracy Skills' booklets and posters. 

Class 10 poem.mp4

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Year 5 children performed 'The Tyger' by William Blake. In groups, they learned the poem off by heart remembering the key oracy skills. The children demonstrated a good command of Standard English, used intonation and pace, adapted their tone and expression, projected their voices at varying volumes to suit the poem and used a very good variety of facial expressions and hand gestures to emphasise points.


'Beowulf' Extract

Year 5 children enjoy reading various books to their class especially during their story sessions. When reading, all children are encouraged to demonstrate a good command of Standard English while using ambitious vocabulary and varying sentence lengths, enunciate all words clearly and distinctly, from beginning to end and project their voice at varying volumes. When discussing the story, the children listen carefully to points raised, use different question types when probing, use connecting words and phrases when responding to questions and always respectfully challenge opinions or points.


Reading and Understanding Julius Caesar


The children debated the motion - Brutus was the noblest Roman of all!

Using evidence from Julius Caesar, they built a proposition and opposition argument. All children presented their arguments by following these points:

  • Establishing natural eye contact with the audience while capturing the attention of others. 
  • Using good posture by standing tall with shoulders back and varying their facial expressions.
  • Using hand gestures to emphasise points. 
  • Embracing pauses for thinking time especially after questions rather than filling gaps with 'erm' or 'like'.