ESB Graded Examinations in Speech Teacher Guidance: Pre-Entry
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Contents
About ESB
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Message from our Chief ExecuƟve
The Pre‐Entry Suite of Graded ExaminaƟons in Speech
Guidance for Early Steps 1 and 2
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Guidance for the ESB Pre‐Entry Level Award in Speech
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Suggested choices
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Seƫng up the assessment Marking the assessment
Final thoughts
© 2018 English Speaking Board (InternaƟonal) Ltd.
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About ESB English Speaking Board (InternaƟonal) Ltd. is a naƟonal awarding organisaƟon offering accredited qualificaƟons in speech and language. With over 65 years of experience, ESB offers a wide range of flexible, Ofqual regulated qualificaƟons which promote clear, effecƟve communicaƟon skills in the UK and internaƟonally. Founded on a philosophy which values the worth of every individual, ESB strives to stretch the most able and support the least confident through the development of speaking and listening skills.
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Message from our Chief ExecuƟve, Tina Renshaw
Thank you for wanƟng to put Oracy and its assessment into your teaching and learning. ESB has been assessing communicaƟon skills for 65 years and we're passionate about the impact we know Oracy has on the lives of children and young people. ESB considers Oracy or speaking and listening as a set of key life skills that unlocks potenƟal and is central to work and life. Our assessments provide benchmarks for achievement with speaking and listening, they outline what learners should be able to demonstrate in line with NaƟonal Curriculum Spoken Language / Spoken English standards. By using an external assessment model we provide an ‘expert’ validaƟon of your work with your learners through their assessment outcomes. We also provide training and feedback to you to support your preparaƟon of your learners to achieve their potenƟal. Whatever our route to employment, employers consistently tell us that teamwork and communicaƟon skills are central to their success and need to be of a higher standard when our young people enter the workforce. Our assessments develop and validate those skills:
Confidence in formal communicaƟon seƫngs; Audibility of voice, choice of vocabulary and use of pace to communicate a message or informaƟon effecƟvely; The pracƟce of engaging your listeners with eye contact; Listening and asking quesƟons to demonstrate your engagement with the subject or to secure your knowledge; Ability to research a topic and present your research outlining different perspecƟves;
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CogniƟve skills to read out loud published pieces of English wriƩen in a form that is less familiar to you and being able to convey their meaning; FacilitaƟng a small group to discuss a topic, play back and sum up the viewpoints in the room. Central to our assessment ethos is that of personal, social and emoƟonal development and choice for the learner – finding their voice through structured acƟviƟes, building on their interests. Wouldn’t it be great if all our learners’ experiences of assessment contributed to their confidence and sense of achievement, self‐respect and respect for the views of others? We have the evidence from our centres and learners to say that it does. Why don’t you watch this short clip to see our showcase of achievement?
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The Pre‐Entry Suite Our Pre‐Entry suite of Graded ExaminaƟons in Speech is designed to promote Oracy by building learners’ confidence and helping them find their voice. The suite contains the following three qualificaƟons:
ESB Early Steps – Step 1 (Speaking Together) ESB Early Steps – Step 2 (Speaking Out) The ESB Pre‐Entry Level Award in Speech
The Pre‐Entry suite of Graded ExaminaƟons in Speech is aimed at learners between RecepƟon and Year 2. Our Early Steps qualificaƟons help pupils to reach early learning goals in the areas of CommunicaƟon and Language, and Personal, Social and EmoƟonal Development, as stated in the Statutory Framework for the Early Years FoundaƟon Stage for England.
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In addiƟon, our Pre‐Entry Level Award in Speech is mapped to NaƟonal Curriculum requirements in Spoken Language at Key Stage 1 and Key Stage 2 in England and it supports the teaching of naƟonal curricula in English and Literacy in Scotland, Wales and Northern Ireland. The qualificaƟon can be delivered during the classroom study of a curriculum topic or as a standalone acƟvity as part of a lunchƟme or aŌer school group. QualificaƟons in our Graded ExaminaƟons in Speech porƞolio can be made more accessible for pupils with addiƟonal educaƟonal needs. You can make a reasonable adjustment applicaƟon for a pupil. Reasonable adjustments can include, but are not limited to: Changing usual assessment arrangements such as giving extra Ɵme to complete an acƟvity such as a talk; Re‐organising the assessment room, so that a pupil with a hearing impairment can sit closer to the assessor; Choosing a pre‐selected reading passage. For further informaƟon, please see our Reasonable Adjustments and Special ConsideraƟons Policy. This guide is intended to help teachers prepare their learners for these qualificaƟons and it is divided into two main secƟons. The first secƟon provides guidance about how to run our Early Steps qualificaƟons, while the second secƟon offers advice in relaƟon to the Pre‐Entry Level Award in Speech.
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Guidance for Early Steps 1 and 2 Our Early Steps qualificaƟons are teacher‐led parƟcipaƟon awards, which focus on building learners’ confidence in speaking. Early Steps 1 contains three group acƟviƟes of between five and eight children. It involves the group saying ‘Hello’ and ‘Goodbye to the assessor, joining in a song or rhyme led by the teacher, and listening to a story read out by the teacher. Early Steps 2 is based on a group of six children and it contains four acƟviƟes. Here, there are two group acƟviƟes and two individual acƟviƟes. Group acƟviƟes are joining in a rhyme, song or game led by a teacher, and taking part in a discussion. Individual acƟviƟes are speaking a poem for 1 minute and talking about something special for 1 minute. For further informaƟon, please see the qualificaƟon specificaƟon.
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Below are Ɵps about how to run the assessment for Early Steps 1 and 2 :
You are free to pick any games or rhymes that you enjoy using with your class. It is important that the assessment is enjoyable and fun! There are no rigid rules with breaks. You can build a break during a group’s assessment and you can place a break between different groups. AŌer Early Steps 1 , all groups receive a report and a cerƟficate, and each pupil is given this badge:
For Early Steps 2 only:
The ‘Joining In’ group acƟvity comes first to build pupils’ confidence by working with their teacher on something they have pracƟsed together. Both SecƟon 2 (Circle Time – Speaking by Heart) and SecƟon 3 (Circle Time – Talking about Something Special) are individual acƟviƟes. Following the ‘Joining In’ game, pupils will take it in turns to say their rhymes. Following the rhymes, the children will take it in turns to speak about their chosen objects. For pupils who are not yet ready to stand up on their own, consider beginning with Early Steps 1 to build confidence .
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We recognise that it can be hard speaking to a group. Pupils who are feeling nervous may be encouraged by the assessor or the teacher to take their turn whenever they feel ready to do so. For the talk about something special, encourage pupils to give some facts about their item which cannot be seen simply by looking at it. For example, rather than say ‘my box is brown’, they could say: ‘My box is for me to keep special things in’. ConversaƟons and interacƟon can happen at any Ɵme during the assessment, but parƟcularly aŌer the talk about something special.
AŌer Early Steps 2 , each pupil receives a
cerƟficate and is given this badge:
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Guidance for The ESB Pre‐Entry Level Award in Speech The ESB Pre‐Entry Level Award in Speech develops learners’ core speaking, reading, listening, and responding skills. The qualificaƟon is comprised of four assessment acƟviƟes, which are graded by an ESB assessor. These acƟviƟes are: Talk (Something Special) ‐ Give a talk about a favourite toy or item (2 minutes). Speaking by Heart – Briefly introduce and recite a short poem from memory (1 minute). Reading Aloud – Read a prepared passage of about 100 words from a favourite story (1 minute). Speaking and Listening – Briefly answer quesƟons and make comments based on the work of others.
For further informaƟon about each of the assessment requirements, please check the qualificaƟon specificaƟon.
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Here are Ɵps about preparing learners for the Something Special Talk:
It is important that pupils choose something that they really like. The more interested pupils are in their chosen item, the more enjoyable the talk will be for them. It may help them to include how they came to acquire the object of their talk, where it is kept, or something that happened to do with it. Working in small groups can be invaluable. For example, if pupils work in a group of 6, they can share ideas and pracƟse their talks. Talks should contain a beginning, a middle and an ending. Encourage pupils to include as much personal detail as possible in their talk. Advise pupils to show an awareness of the audience by looking up at the assessor and the listening group as much as possible. It is important to ensure that pupils enjoy speaking their selected poem. If possible, try to select poems in an area of genuine personal interest. If there is too much choice and Ɵme is limited, select a small number of poems and allow each group (for example 6 pupils) to read and pass them round. Each pupil might then select one or two poems to read aloud to their group. You can then ask pupils who have chosen the same poem to work together. PracƟce makes perfect! Encourage pupils to pracƟse their poem oŌen, so that the words are secure. Ensure that you provide the assessor with copies of the chosen poems on the day of the assessment. Please see the Suggested Choices secƟon for a list of recommended poems.
Below are top Ɵps for Speaking by Heart:
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Below are top Ɵps for Reading Aloud:
Always encourage pupils to choose books that they genuinely enjoy reading. They should read out their favourite part of the story, which should ideally contain dialogue. Try to steer them towards an exciƟng part of the book where something interesƟng is happening. As with the talk and poem, we recommend working in small groups or pairs. PracƟsing their chosen book in class will build confidence. Help pupils to vary the pitch, pace and volume of their readings to make the delivery interesƟng. Pauses will also give listeners Ɵme to take in informaƟon. When pracƟsing in class, pupils should also be guided about introducing the book. They should give the Ɵtle of their chosen book and the author’s name. For example, they could say something along the lines of: “I am reading an extract from The Tiger Who Came to Tea by Judith Kerr, which is about a Ɵger who had tea with a girl called Sophie’’. Please see the Suggested Choices secƟon for a list of recommended books.
Below are Ɵps for Speaking and Listening :
It is important that pupils support each other and act respecƞully at all Ɵmes. Ensure that pupils don’t rush to respond to quesƟons. It is always worth making sure that they understand a quesƟon before answering it. Pupils should be asking quesƟons because they did not understand something or because they want to know more. Encourage pupils to ask open‐ended quesƟons from genuine interest, such as:
“ Why did you …?”
“ What happens if you …?”
“ How do you …?”
“Can you tell us about …?”
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Suggested choices ESB aims to encourage and realise the potenƟal of all learners and we recognise the individuality of each learner. You are free to pick and choose any games, rhymes, poems and books that your pupils enjoy. However, if you are looking for level appropriate choices for them, we recommend the following:
Early Steps 1
Examples of joining‐in games to pracƟse If You’re Happy and You Know it Old MacDonald Had a Farm
Examples of stories to read and join in
We’re Going on a Bear Hunt The Very Hungry Caterpillar Mr Brown Can Moo! Can You?
I’m a LiƩle Teapot
Heads, Shoulders, Knees and Toes
Not Now, Bernard
The Wheels on the Bus
Peace at Last
Incy Wincy Spider This LiƩle Piggy Went to Market
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Early Steps 2
Examples of joining‐in games to pracƟse If You’re Happy and You Know it One Potato, Two Potato Old MacDonald Had a Farm
Examples of rhymes for Speaking by Heart
Twinkle Twinkle LiƩle Star Cats (by Eleanor Farjeon)
Hickory Dickory Dock
I’m a LiƩle Teapot
Humpty Dumpty
Ten Fingers
Ferry me Across the Water (by ChrisƟna Rosseƫ)
The Wheels on the Bus
Jack and Jill
Incy Wincy Spider
Billy is Blowing His Trumpet
Five Fat Peas
Porridge is Bubbling, Bubbling Hot
This LiƩle Piggy Went to Market The Grand Old Duke of York
Outdoor Song (by AA Milne)
ESB Pre‐Entry Award in Speech
Poets for Speaking by Heart
Book Examples for Reading Aloud
Charles Causley ( Early in the Morning)
Judith Kerr ( The Tiger Who Came to Tea )
Theresa Heine (The Lonely Dragon)
Dick King Smith ( The Hodgeheg
Robert Louis Stevenson (Where go the Boats)
Hiawym Oram (Angry Arthur)
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Seƫng up the assessment For Early Steps 1 and 2, the format for the assessment should be as relaxed as possible, perhaps with pupils siƫng on cushions in a circle or semi‐circle with their teacher. The assessor will need to write, so it is suggested they sit at a table at one side to see the pupils. For the ESB Pre‐Entry Level Award in Speech, each learner should present to a minimum group of 5. This permits full interacƟon for the assessment as a whole. The assessment group should be seated in a horseshoe with the assessor at one end and the speaker in the mouth of the horseshoe. This allows for easy eye contact across the group and ensures the assessor is part of the audience.
Please see the diagram below for an example:
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Visual aids, whether it be a display board or presentaƟon soŌware such as Prezzi or PowerPoint, should be situated close to the speaker. It should be clearly seen by both the assessor and assessment group. It is always worth tesƟng any audio/visual equipment prior to the assessment and we find that learners who have their material on a pen drive manage to accomplish a quick changeover.
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Marking the assessment During the assessment for the ESB Pre‐Entry Level Award in Speech, an ESB assessor will review a learner’s performance in each of the four acƟviƟes. In the process, an assessor will mark a learner against a set of grading criteria for each acƟvity. The set of criteria for each acƟvity is mapped to the qualificaƟon learning outcomes and assessment criteria. For a specific acƟvity, an ESB assessor will review a learner’s performance in relaƟon to each criterion (for example, Visual Aids in the Talk) and allocate a grade of either:
Unsuccessful
Pass
Good Pass
Merit
Merit Plus DisƟncƟon
Each criterion in an acƟvity is reviewed by the assessor in order to determine a learner’s overall performance. Our assessments aim to promote clear, effecƟve and confident oral communicaƟon amongst all learners, and subsequently, they have been designed to encourage learners to reach a minimum ‘Pass’ standard in speaking, listening and responding. The tables in this secƟon of the guide show the broad requirements of a ‘Pass’, ‘Merit’ and ‘DisƟncƟon’ grade for each of the four assessments.
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AcƟvity 1 (40% of assessment): Talk
AcƟvity 2 (20%): Speaking by Heart
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AcƟvity 3 (20%): Reading Aloud
AcƟvity 4 (20%): Speaking and Listening
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Final thoughts
We really want your experience of teaching ESB to be enjoyable and rewarding. Our aim is to recognise and fulfil the potenƟal of all learners and we fully recognise the importance of developing Oracy skills as part of early learning.
We know first‐hand that many pupils learn, build their confidence, and have a great Ɵme during the assessment. Our final Ɵps are:
Keep it simple
Make it fun
For further informaƟon, please contact English Speaking Board (InternaƟonal) Ltd. at teacherquesƟons@esbuk.org.uk
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English Speaking Board (InternaƟonal) Ltd.®
9 HaƩersley Court, Ormskirk Lancashire L39 2AY Tel: (+44) 01695 573439 Fax: (+44) 01695 228003 Web: www.esbuk.org Email: admin@esbuk.org
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