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Contents

About ESB

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Message from our Chief Executive

The Advanced Suite of Graded Examinations in Speech Guidance for Activity 1: Oral Presentation

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Guidance for Activity 2: Literature Interpretation and Analysis/Newspaper Discussion Guidance for Activity 3: Critical Review Guidance for Activity 4: Questions and Discussion

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Suggested choices

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Setting up the assessment Marking the assessment

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Final thoughts

© 2018 English Speaking Board (International) Ltd.

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About ESB English Speaking Board (International) Ltd. is a national awarding organisation offering accredited qualifications in speech and language. With over 65 years of experience, ESB offers a wide range of flexible, Ofqual regulated qualifications which promote clear, effective communication skills in the UK and internationally. 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 Executive, Tina Renshaw

Thank you for wanting to put Oracy and its assessment into your teaching and learning. ESB has been assessing communication 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 potential 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 National Curriculum Spoken Language / Spoken English standards. By using an external assessment model we provide an ‘expert’ validation of your work with your learners through their assessment outcomes. We also provide training and feedback to you to support your preparation of your learners to achieve their potential.

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Whatever our route to employment, employers consistently tell us that teamwork and communication 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 communication settings.

 Audibility of voice, choice of vocabulary and use of pace to communicate a message or information effectively.

 The practice of engaging your listeners with eye contact.

 Listening and asking questions to demonstrate your engagement with the subject or to secure your knowledge.

 Ability to research a topic and present your research outlining different perspectives.

 Cognitive skills to read out loud published pieces of English written in a form that is less familiar to you and being able to convey their meaning.

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 Facilitating 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 emotional development and choice for the learner – finding their voice through structured activities, 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 watch our showcase of achievement?

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The Advanced Suite Our Advanced suite of Graded Examinations in Speech promotes Oracy and is designed to refine learners’ presentational and communication skills to a level of excellence.

The suite contains the following two qualifications:

 ESB Level 3 Certificate in Speech (Grade 6)  ESB Level 3 Certificate in Speech (Grade 8)

The Advanced suite of Graded Examinations in Speech is predominantly aimed at students in Year 12 and Year 13.

These qualifications are accepted by the UK Universities and Colleges Admissions Service (UCAS) and carry the following UCAS Tariff points for university and HE entry:

Pass (including Good Pass)

Merit (including Merit Plus)

Qualification

Distinction

ESB Level 3 Certificate in Speech (Grade 6) ESB Level 3 Certificate in Speech (Grade 8)

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This suite of qualifications can also help you embed Oracy in a wide range of A-Level curriculum topics. For example, students could give an oral presentation for the Grade 8 assessment that develops understanding in subjects including:  Politics ( Participation and Voting Behaviour );  Psychology ( Types of Conformity ); and  Economics ( Discrimination in the Labour Market ). Our portfolio of Graded Examinations in Speech can help you to promote Spiritual, Moral, Social and Cultural (SMSC) education and British values, which is an Ofsted requirement. By encouraging students to plan and give a talk on a subject of interest, as well as participate in a discussion, these qualifications can help students to: reflect; use imagination and creativity; offer reasoned views; use a range of social skills; appreciate different viewpoints; and understand, accept, respect and celebrate diversity. In addition, these qualifications have been designed to inspire students to engage with poetry and prose, which can help them to: explore beliefs and experience; respect faiths, feelings and values; investigate moral and ethical issues; and engage with the British values of democracy, the rule of law, liberty, respect and tolerance.  Chemistry (for example, Kinetics );

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Each qualification can also be flexibly taught. They can be delivered during the classroom study of a curriculum topic or as a standalone activity as part of a lunchtime or after school group. Moreover, you can teach each qualification at a pace that works for you. It could be taught in a full dedicated week as part of a literacy or oracy focus. Alternatively, it can be taught more slowly as part of a project. For example, Black History Month or the commemoration of the First World War. Qualifications in our Graded Examinations in Speech portfolio can be made more accessible for students with additional educational needs. You can make a reasonable adjustment application for a student. Reasonable adjustments can include, but are not limited to:

 Changing usual assessment arrangements such as giving extra time to complete an activity (e.g. a talk);

 Re-organising the assessment room, so that a student with a hearing impairment can sit closer to the assessor;

 Choosing a pre-selected reading passage.

For further information, please see our Reasonable Adjustments and Special Considerations Policy.

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The ESB Level 3 Certificate in Speech (Grade 6) contains the following four assessment sections:

 Oral Presentation – Students should research and deliver a presentation about a piece of equipment or IT application (5 minutes).

 Literature Interpretation and Analysis – Students should begin by introducing their chosen poem, prose

extract or scene from a play, drawn from world literature. They should then interpret the piece imaginatively from memory (3 minutes).

 Critical Review – Students should provide a critical review of a film, live theatrical production, television or radio programme, or piece of software (3 minutes).  Questions and Discussion – Students should respond to questions and feedback from the assessor and group about any section.

The ESB Level 3 Certificate in Speech (Grade 8) contains the following four assessment sections:

 Oral Presentation – Students should research and deliver a talk on a subject of their own choice. In doing so, they should use both quantitative and qualitative evidence, and present personal conclusions (5 minutes).

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 Newspaper Discussion – Students should lead a discussion based on an article from a quality newspaper or periodical publication (10 minutes).  Literary Recommendation – Students should provide a literary recommendation of a novel, biography, drama, poetry or public address (4 minutes).  Questions and Discussion – Students should respond to questions and feedback from the assessor and group about any section. This guide is intended to support teachers in preparing their students for these qualifications and it is divided into four main sections:  The first section provides advice about how to research and deliver a presentation.  The second section offers guidance about how to give a literature interpretation and lead a newspaper discussion.  The third section provides advice about how to give a critical review and a literary recommendation.  The final section offers guidance in relation to sharing and evaluating ideas in a group discussion.

The guide also contains a series of short bite-size videos from ESB specialists in Oracy. Here, they will provide you with tailored advice in key areas of assessment.

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Below is the introductory video:

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Teaching Guidance

Below are tips in relation to the Oral Presentation (Grade 6 / Grade 8):

 Encourage students to choose a topic of substance that will allow them to conduct in-depth research and present their own analysis. For example, at Grade 6, students should provide an assessment of the impact on society of their chosen piece of technology. devise a key question that their presentation will answer. At Grade 6, a question could be: What factors account for the popularity of iPads? Having a question in mind will help them focus their research. when conducting their research. It is important that a presentation is not based solely on one source of information. Exploring a number of sources will help them to evaluate different viewpoints and give a balanced opinion about their topic.  Before starting research, it is worth asking students to  Advise students to examine a number of sources

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 If students are planning to conduct online

research, ask them to consider the type of website publishing the information. There is a wealth of material online, but it is not always fact-checked. We suggest reliable websites such as the BBC and The Guardian .  Encourage students to highlight debates and voice their own key arguments or contention when introducing their presentation. Students should look to lead the audience through their key argument during the course of the presentation.  Suggest that students use a combination of quantitative and qualitative evidence to justify points in the main body of the presentation. This will help to persuade listeners about the validity of their argument. Returning back to the iPad example, students could tell the audience how many were sold in the UK in the last year and explain how they have been marketed to the public.  Encourage students to recap their own key arguments or contention when concluding their presentation. In addition, we suggest that they might talk about the experience of conducting their research. For example, what did they find interesting and migh t there be any other areas for further enquiry?

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For further guidance about structuring talks, please watch this video:

For further guidance about how to speak spontaneously, please watch this video:

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For further guidance about using visual aids, please watch this video:

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Below are tips in relation to Literature Interpretation and Analysis (Grade 6):

 Choices should be on a theme or topic that is of real interest to students. They should also provide scope for vocal variety.  Poems and monologues need to meet the following criteria for material length, content and language. The piece should:  Be written by a significant author, past or present and part of a recognised genre or style.  Be based on a coherent theme/setting/character or mood.  Be sufficient to enable variety and range to be demonstrated and sustained.  Express complex emotions or universal themes.  Be challenging in terms of required vocal range.  Contain language and syntax which permits one to make considerable inferences.  Contain subtleties of meaning such as irony.  Be based on a topic of substance.

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 Ask students to think about the political, economic, social, historical and cultural context of the piece. When introducing their piece, they should look to make connections about how the context shaped the text.  Encourage students to practise their piece often to develop a real understanding of it. Here, we are looking for a synopsis of the author’s use of language and how this language gives meaning to the piece. Reading the text on a regular basis will help students to gain a clear familiarity with, and knowledge of, the text.  When the piece has been memorised, encourage students to experiment with different ways of emphasising certain words or phrases. In addition to pitch, pace and tone, students can bring attention to a word or group of words by inflection, which is the slide or glide of the voice in an upward or downward direction.  Ask students to consider their breathing when preparing to deliver their piece. Breath control can play a very important role in adding emotion and feeling to a piece, such as happiness, relief or melancholy. It is worth encouraging students to practise increasing the amount of breath taken to sustain longer phrasing in speech.

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Please watch the Suggested Choices section for a list of recommended pieces of poetry and drama. For further guidance about choosing poetry, drama and prose, please watch this video:

For further guidance about performing poetry, drama and prose, please watch this video:

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Below are tips in relation to Newspaper Discussion (Grade 8):

 Remind students that this section involves strict time- keeping. They need to provide an introductory summary of their article for 1 minute, identify issues and offer opinions about the reporting for 2 minutes, and lead a discussion for 7 minutes.  Take care to ensure that students choose an article of substance which is not too long and complex to give them the opportunity to provide a full overview of issues within a 2-minute window.  Articles should allow students to explain and advocate different viewpoints. This will enable students to capture the audience’s interest in the subject matter and generate a meaningful debate when leading a discussion.

 Ask students to determine why the article has been written. Has the article been published in response to

a current event or trend? Does the article seek to raise aware- ness of an issue or offer solu- tions to a particular problem?

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 Encourage students to think about the evidence used to support the article. Is the article supported by quantitative or qualitative evidence, or a combination? Are there any gaps in the evidence?  Advise students to consider the extent of bias. Here, they could look to see if the headline is misleading or if there are any moral judgements in the body of the article. They should also consider if the publication / writer has a particular political agenda.  Encourage students to facilitate when leading a discussion. As well as expanding on their own ideas and opinions, they should also gain feedback and comment from the group.  Good practices are: to ask open-questions, to summarise others’ ideas without making a judgement, and to sum up the key points from the group at the end. It is important that students:  Use strategies to involve all members of the group;  Encourage thoughtful, balanced discussion;  Listen with courtesy to other speakers, respecting their views;  Summarise the arguments and draw conclusions.

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Below are tips in relation to Critical Review (Grade 6)/ Literary Recommendation (Grade 8):

 Background is key to this section – Encourage students to provide a synopsis of the plot/themes/ importance of their chosen subject in 5-6 sentences. From the outset, the audience needs to have a clear understanding of the subject that is being reviewed or recommended, so they can come to an informed judgement.  Advise students to adopt the position of an ‘objective observer’. They should carefully outline the strengths and weaknesses of their choice. A positive way to structure a review is to begin by discussing the merits of a chosen text, and then move on to its limitations. Starting with weaknesses can come across as either too harsh or unnecessarily mean.

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 Encourage students to compare and contrast. For example, if a student was giving a critical review of the film The King’s Speech, they could possibly make connections between other films and television programmes about the Royal Family such as The Queen or The Crown .  Advise students to think about the delivery of their critical review or literary recommendation. A confident and enthusiastic tone, with effective use of pause, can add weight to the review or recommendation.

Please see the Suggested Choices section for a list of recommended texts.

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Below are tips in relation to Questions and Discussion:

 Ask students to think about potential areas of enquiry or interest when preparing for their assessment. This will help them to not get caught out cold by a question.  Encourage students to justify responses to questions with both quantitative and qualitative evidence. Using knowledge based on research to extend answers will help persuade the audience to their way of thinking.  Reassure students that it is acceptable to modify previously held views. It is important that students don’t feel defensive or anxious when responding to questions. Reflecting and evaluating another’s viewpoint is an important skill, and is part of a thoughtful and balanced discussion.  Encourage students to take a lead in the discussion where appropriate by being proactive. Here, they should look to involve all members of the group in a dialogue.  Always encourage students to ask open-ended questions. Questions should seek additional information, put forward a

different viewpoint or challenge thinking in a constructive way.

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For further guidance about asking questions, please watch this video:

For further guidance about responding to questions, please watch this video:

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For further guidance about participating in a discussion, please watch this video:

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Suggested choices ESB aims to encourage and realise the potential of all learners and we recognise that each learner has unique interests. Students are free to choose any pieces of poetry, drama and prose that they will enjoy presenting. However, if you are looking for appropriate choices for them, we do suggest the poets and authors listed below. Please note that any text that is part of an A Level English syllabus is also considered as an appropriate choice. Poets for Literature Interpretation and Analysis (Grade 6) / Literary Recommendation (Grade 8): Fleur Adcock; John Agard; Maya Angelou; John Betjeman; Vera Brittain; Gillian Clark; Wendy Cope; Carol Ann Duffy; Thomas Hardy; Seamus Heaney; Jenny Joseph; Philip Larkin; Pablo Neruda; Edgar Allan Poe; and Sylvia Plath.

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Dramatists for Literature Interpretation and Analysis (Grade 6) / Literary Recommendation (Grade 8): David Foley (The Murders at Argos) ; John Godber (Teechers) ; Sarah Kane (4:48 Psychosis) ; Dennis Kelly (DNA) ; Arthur Miller (The Crucible) ; Willy Russell (Blood Brothers) ; Polly Stenham (That Face) ; Tom Stoppard (Arcadia) ; Edna Walsh (Chatroom) ; Oscar Wilde (An Ideal Husband) ; Tennessee Williams (Cat on a Hot Tin Roof) ; and Olwyn Wymark (Find Me) . Authors for Literature Interpretation and Analysis (Grade 6) / Literary Recommendation (Grade 8): Jane Austen; Bill Bryson; Charles Dickens (Hard Times) ; George Eliot (Silas Marner) ; Sebastian Faulks (Birdsong) ; Khaled Hosseini ( The Kite Runner, A Thousand Splendid Suns) ; Kazuo Ishiguro; Marina Lewycka; Yan Martel (Life of Pi) ; Ian McEwan; and Lionel Shriver (We Need to Talk About Kevin) .

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Setting up the assessment Each learner should present to a minimum group of 5. This permits full interaction 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 presentation software 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 testing 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, an ESB assessor will review a learner’s performance in each of the four activities. In the process, an assessor will mark a learner against a set of grading criteria for each activity. The set of criteria for each activity is mapped to the qualification learning outcomes and assessment criteria. For a specific activity, an ESB assessor will review a learner’s performance in relation to each criterion (for example, Visual Aids in the Talk) and allocate a grade of either:

Unsuccessful

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Pass

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Good Pass

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Merit

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Merit Plus Distinction

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Each criterion in an activity is reviewed by the assessor in order to determine a learner’s overall performance.

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Our assessments aim to promote clear, effective and confident oral communication 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 section of the guide show the broad requirements of a ‘Pass’, ‘Merit’ and ‘Distinction’ grade for each of the four assessments. However, please note that the tables refer to a shortened interpretation of the full grading criteria. In addition, the grading criteria of each qualification is slightly different.

So, please do check individual specifications if you are unsure about anything.

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Activity 1 (40% of assessment): Oral Presentation Pass 

Clear introduction, body and conclusion. Presentation is delivered to time. Presentation relies on notes.

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 Contains evidence of research and an attempt to offer a balanced view.

Visual material illustrates information.

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 The topic is discussed clearly with a well-organised structure.  Mostly natural delivery with a good command of material. Focused use of well-researched material, which shows a depth of knowledge.  Efficient and disciplined structure with originality. Confident command of material with spontaneous speech and mature vocabulary. Accurate, original and detailed content. Thoughtful ideas and views are presented.  Accomplished and sophisticated use of visual material.    Confident use of visual material.

Merit

Distinction 

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Activity 2 (20%): Literature Interpretation and Analysis (Grade 6)

Pass

 Brief introduction and reason for choice.  Reads with constant reference to text.  Clear and/or audible voice with vocal expression.  Interpreted with a focus on rhythm and/ or structure. Full and thoughtful introduction, giving considered reasons for choice.  Well-delivered, with words mainly secure.  Appropriate phrasing, pace and pause.  Successfully creates and conveys mood or atmosphere. Full, thoughtful and critical introduction, with comprehensive reasoning. 

Merit

Distinction 

Words totally secure and piece is confidently spoken.

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Free and fluent delivery that is sensitively paced. Effective use of pause and facial expression.

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Interpreted with knowledge and understanding. Mood and spirit spontaneously and confidently communicated to the audience.

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Activity 2 (20%): Newspaper Discussion (Grade 8)

Pass

Outlines article and bias. Clear and audible speech.

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 Some evidence of prior research and views briefly stated.  States opinion and maintains flow when leading a discussion.  Identifies with key issues and style or bias.  Voice has vitality, with controlled use of pause.  Clear evidence of good research. Summarises debate and draws conclusions. Extends debate by analysing responses when leading a discussion.   Fluent and self-assured delivery.  Thoughtful and selective research, with perceptive analysis.  Controls pace and group dynamics when leading a discussion. Succinct summary of article.

Merit

Distinction 

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Activity 3 (20%): Critical Review (Grade 6)

Pass

Brief accurate description. Clear and audible voice.

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Some eye contact.

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Identification of strengths and weaknesses.

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Merit

 Considered description with detail.  Appropriate phrasing with pause for understanding.  Good eye contact while keeping the flow.  Review shows evidence of balanced critical thinking.

Distinction 

Careful description to engage listeners. Free and fluent delivery. Full awareness of audience. Mature review that confidently assesses impact.

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Activity 3 (20%): Literary Recommendation (Grade 8)

Pass

Brief recommendation with reference to text. Clear and audible voice.

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 Interpretation with a focus on metre and/or structure.  Fuller introduction, giving thoughtful comment.  Successfully creates and conveys mood. Focused evaluation, with personal recommendation.  Confidently spoken.

Merit

Distinction 

Free and fluent delivery.

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 Sense of spontaneity and sensitivity to text.

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Activity 4 (20%): Questions and Discussion

Pass

 Brief responses and ability to respond to challenges. Asks one or two open relevant questions. Contributes to discussion when directly asked. Provides full, fluent and mature answers to questions that develops knowledge.  Asks questions that seek additional information.  Engages with the group well and helps maintains the flow of the discussion. Provides full and lively responses to questions.  Asks questions that are complex and challenge thinking.  Fully participates in the group and is willing to offer own ideas without prompt.   

Merit

Distinction 

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Final thoughts ESB is keen to ensure that your experience of teaching these qualifications is enjoyable and rewarding. Our aim is to recognise and fulfil the potential of all students as we fully understand the importance of developing Oracy skills as part of a set of key life skills that unlocks potential and is central to work and life.  Encourage students to conduct thorough research for their presentations, so that they will be able to speak at length and with authority. Using different sources will help them give a balanced viewpoint.  Advise students to always combine evidence and analysis. They should always look to state their own views about a topic and why they believe in their argument.  Encourage students to adopt the position of an ‘objective observer’ when reviewing or providing a recommendation about a piece of work. Our final thoughts to teaching these qualifications are:

 Encourage students to facilitate when leading a discussion.

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 Encourage students to ask open, thoughtful and complex questions that add a new perspective to the discussion. For further information, please contact English Speaking Board (International) Ltd. at teacherquestions@esbuk.org.uk

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