ESF Viewing and Presenting

P 4-5

Contextual Understanding

Use of Text

Conventions

Engage in co-active participation in drama and role play

activities that focus on particular texts.

Join in actions and improvisations.

Perform some actions from the text with or without adult

or other pupils to copy from.

With adult and visual support report back to class about a

personal experience or piece of work.

With visual and verbal support, remember which

character they are during role play.

Choose a category of critique through symbols or

communication aids to show if they like a performance
e.g. clapping.

Processes and Strategies

Communicate likes/dislikes in response to presentations

and visual images using facial expression, gesture and/or
body language.

P 6-7

Reveal their own feelings to presentations by showing

amusement curiosity or surprise.

Use gestures, facial expression, words/signs/symbols and

props to share experiences or something they have created.

To verbalise own feelings about presentations.

Use a combination of gestures, facial expression,

words/signs/symbols and props to share experiences or
something they have created.

Make use of images to read simple picture books and signs.

Start using technology to support a presentation e.g.

microphone, Power point.

Able to show critique by clapping loudly or quietly after a

performance and saying or choosing appropriate symbol of
why they like it.

Recognise different facial expressions of reader i.e. upset,

angry, excited.

Make meaning from signs and symbols around the classroom.

Make meaning from illustrations in picture books.

Identify different kinds of visual texts eg photograph,

picture, animation.

Use body language to communicate and to convey

understanding, for example pointing, gesturing, facial
expressions.

To retell a simple story in the correct sequence to a

group, answering questions as they arise in the group
with visual support.

As a group identify favourite part of book and tell others why.

Respond appropriately to questions about why or how.

Demonstrate understanding of being a character. And Show

awareness of what a particular character says during wellknown story/poem.

Read body language and gesture in others eg he is happy

because he is smiling.

Recognise signs and symbols within the environment

Assume the role of a familiar character within a group reenactment of a story.

Take part in role play with confidence.

Listen to others in class, ask and answer questions (who,

what, where, when) supported by symbol clues.

Distinguish written words from visual images.

Consider the ideas of others.

Use an increasing range of gestures, facial expressions and/or

objects to communicate.

Identify colours, shapes and size within visual images.

Sort colours and simple shapes within visual images.

Match similar facial expressions and body language.

Use gestures, facial expressions and/or objects to

communicate.

P 8-NC1

Act out part of a simple daily routine when given a prop.

Co-operate in group activities and show curiosity about

content at a simple level.

Match colours within visual images.

Use a prop appropriately.

Assume the role of a character during role play performance

using some keywords, signs, movements and actions.

Recognise changes in tone of voice of reader i.e. loud,

soft, whisper, booming.

Use single words, signs or symbols to communicate

meaning to a range of listeners.

Act out a favourite part of the story using props, sounds, voices
for characters or do one of their own.

Plan and present a short story using symbols/pictures or

objects.

Link up to four key-words, signs or symbols in

communicating about their own experiences or in telling
familiar stories, both in groups and one-to-one.

Recognises some simple symbols to help access devices or

programmes.

Use an extensive vocabulary to convey meaning to the

listener.

Uses familiar icons to access devices and/or programmes.

Uses visual images to show the sequence of events.

With adult support they can choose a favourite item from

story and report back to class by showing and naming
their favourite.
Uses pictures/visual prompts to access devices or
programmes.
Use specific apps and programmes to show
understanding.