Teacher Guidance Flip Book, Entry v0.4.pub

1

Contents

About ESB

3 4 6

Message from our Chief ExecuƟve

The Entry Suite of Graded ExaminaƟons in Speech

Guidance for AcƟvity 1: The Talk

9

Guidance for AcƟvity 2: Speaking by Heart Guidance for AcƟvity 3: Reading Aloud Guidance for AcƟvity 4: Speaking and Listening

11 13 15 18 20 21 24

Suggested choices

Seƫng up the assessment Marking the assessment

Final thoughts

         © 2018 English Speaking Board (InternaƟonal) Ltd.

2 

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.

3 

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;

4 

 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?

5 

The Entry Suite Our Entry suite of Graded ExaminaƟons in Speech is designed to promote   Oracy by building learners’ confidence and developing their core skills in   speaking, reading, listening and responding. The suite contains the following  three qualificaƟons:  

ESB Entry‐Level Award in Speech (Entry 1) ESB Entry‐Level Award in Speech (Entry 2) ESB Entry‐Level Award in Speech (Entry 3)







The Entry suite of Graded ExaminaƟons in Speech is mainly aimed at pupils   between Year 3 and Year 5. All three qualificaƟons are mapped to NaƟonal   Curriculum requirements in Spoken Language at Key Stage 1 and Key Stage 2 in  England and support the teaching of naƟonal curricula in English and Literacy  in Scotland, Wales and Northern Ireland.   Our porƞolio of Graded ExaminaƟons in Speech can help you to promote   Spiritual, Moral, Social and Cultural (SMSC) educaƟon and BriƟsh values,  which is an Ofsted requirement. By encouraging students to plan and give a  talk on a subject of interest, as well as parƟcipate in a discussion, these qualifi‐ caƟons can help students to:  reflect ; use imaginaƟon and creaƟvity ; offer rea- soned views ; use a range of social skills ; appreciate different viewpoints ; and  understand, accept, respect and celebrate diversity .   In addiƟon, these qualificaƟons 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 ;  invesƟgate moral and ethical issu es; and engage with the BriƟsh values of democracy, the rule of law, liberty, respect and tolerance. Each qualificaƟon can also be flexibly taught. They 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.

6 

Moreover, you can teach each qualificaƟon at a pace that works for you. It  could be taught in a full dedicated week as part of a literacy or oracy focus.   AlternaƟvely, it can be taught more slowly as part of a project. For example,  Black History Month or the commemoraƟon of the First World War.   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.   A Talk – Pupils give a talk on a topic of personal interest (2‐3 minutes).  Speaking by Heart – Pupils introduce and then recite a short poem from memory (1‐2 minutes).  Reading Aloud – Pupils introduce a chosen book and then read a prepared passage (2 minutes).  Speaking and Listening – Pupils respond to quesƟons and comments from the assessor and the group in a friendly and supporƟve discussion. This guide is intended to support teachers in preparing their pupils for these  qualificaƟons and it contains a number of Ɵps on how to help pupils with each  of the four assessment secƟons.   In the guide, you will find informaƟon about how to help pupils to plan and  give a talk, recite a short poem from memory, read aloud a chosen passage  from a story and answer quesƟons from others. Each qualificaƟon contains the following four assessment secƟons:  

7 

The guide also contains a series of short bitesize videos from ESB specialists in  Oracy. Here, they will provide you with tailored advice in key areas of assess‐ ment. Below is the introductory video:

8 

Teaching Guidance AcƟvity 1: The Talk

Giving a talk can help pupils find their voice and really boost their confidence.  However, we recognise that this can be a difficult thing to achieve. Many   pupils, of all ages, feel nervous about the prospect of speaking in front of their  teachers and class. So, how can we help them give a talk?   Below are top Ɵps that can help them plan and present a talk about their   chosen topic:    Ask pupils to choose something that they really like, so that they have plenty to talk about. The more interested pupils are in their chosen talk, the more enjoyable the process will be for them.  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. Pupils can help each other in finding topics for their talks by working together, and rehearsing talks within an informal small group can really build confidence.  Talks should have an introducƟon, body and conclusion. Encourage pupils to be creaƟve with introducƟons and conclusions as a way to capture the aƩenƟon of an audience.  Encourage pupils to breathe naturally when speaking. Breathing naturally will help them build their confidence and project their voice.  Encourage pupils to make bullet points or to use picture cues instead of wriƟng the talk out and learning it as this inhibits speaking from the heart.  Visual aids need to be clearly seen by the audience. Encourage pupils to hold up their visual aid (chosen object) at the beginning of the talk so that everyone can clearly see it. If they use a display board, it should only contain a few large images as it can be hard to see a display board with lots of pictures.

9 

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

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

10 

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

AcƟvity 2: Speaking by Heart

Poetry can play a major role in capturing pupils’ imaginaƟon and sƟmulaƟng  their creaƟve thinking. We hope that each pupil feels inspired by their chosen  poem and really enjoys learning and delivering it. However, we understand  that it can be difficult to choose the right poem for a pupil.   Below are top Ɵps for helping pupils to select and prepare a poem for the  Speaking by Heart  secƟon:      It is important to ensure that pupils enjoy their selected poem. Pupils should really like their choice of poem (not a self‐composiƟon). If possible, try to select poems in an area of genuine personal interest.  Try to ensure that pupils choose and pracƟse a poem that contains as much opportunity for vocal variaƟon as possible.  Poems need to meet the following criteria:  Be short enough to allow pupils to maintain concentraƟon;  Have content that is simple and straighƞorward, which has real or imagined familiar subjects;   Contain accessible language which is supported by a clear and   unambiguous structure.  

11 

 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. This will help them get the words secure in their memory.  Please see the Suggested Choices  secƟon for a list of recommended poems. For further guidance about choosing poetry, drama and prose, please watch  this video:

12 

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

AcƟvity 3: Reading Aloud

We all know the benefits of reading at a young age – it can build confidence  and self‐esteem, develop understanding and empathy, and create a thirst for  knowledge. In addiƟon, it can greatly improve wriƟng skills by broadening the  range of vocabulary, as well as improving spelling and punctuaƟon.   However, it is someƟmes a challenge geƫng pupils to read aloud, especially if it  does not come naturally to them. Below are top Ɵps for helping pupils with the  Reading Aloud  secƟon:    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.  Book choices should ideally contain opportuniƟes for good vocal variety. For example, a book extract may contain parts where candidates can use soŌ and/or loud voices, parts which can be spoken slowly and/or quickly, and secƟons where candidates can use a low‐ pitched and/or high‐pitched voice.

13 

 PracƟse in small groups is effecƟve and reading aloud in small groups of 5‐6 pupils helps build confidence.  A thoughƞul introducƟon to a book can help pupils to arouse the interest of the listening group. Encourage pupils to spell out to the audience why they like their chosen book.  Encourage pupils to look up at the audience when reading their book as the assessor will be looking for regular eye contact.  Please see the Suggested Choices  secƟon for a list of recommended books. For further guidance about how to read aloud to an audience, please watch  this video: 

Insert Video 7

14 

AcƟvity 4: Speaking and Listening

Developing listening and responding skills at an early age can significantly help  pupils in receiving factual informaƟon correctly, making sense of their thoughts,  and developing their abiliƟes to successfully complete acƟviƟes.   The listening and responding secƟon of the assessment is all about the sharing  of opinions and ideas, with pupils contribuƟng to each other’s work.   Nevertheless, it is common for some pupils to feel shy about puƫng their hand  up and asking a quesƟon. Below are five top Ɵps for preparing pupils for this  secƟon:   Listening encouragingly within a group is a skill which must be learnt over Ɵme. Encourage pupils to support each other and to act respecƞully at all Ɵmes.  Ensure that pupils don’t rush to respond to quesƟons. It is always worth making sure that they fully understand a quesƟon before  answering it.  Encourage pupils to provide as much relevant detail as possible when answering a quesƟon.  Pupils should be asking quesƟons because they did not know something or because they want to know more. Encourage pupils ask open‐ended quesƟons from genuine interest, such as: “ Why did you …?”   “ What happens if you …?”   “ How do you …?”   “Can you tell us about …?” 

 AcƟve parƟcipaƟon is crucial. The more engaged pupils are in the discussion, the more they will learn and develop their understanding.

15 

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

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

16 

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

17 

Suggested choices ESB aims to encourage and realise the potenƟal of all learners and we recognise  the individuality of each learner. Pupils are free to choose any poems, books or  pieces of drama that they enjoy. However, if you are looking for level   appropriate choices for them, we suggest the following poets and authors. 

Poets for Speaking by Heart:      Valerie Bloom  Charles Causley  June Crebbin  Richard Edwards  

Max Fatchen  Aileen Fisher  Colin McNaughton   Spike Milligan   Brian Moses   Judith Nicholls   Kenn Nesbit  Jack Prelutsky  James Reeves  ChrisƟna Rosseƫ

18 

      Authors for Reading Aloud:    

John Agard  

AƟnuke (Anna Hibiscus) 

Emily Bearn  (Tum Tum and Nutmeg series) Elizabeth Beresford  (The Wombles series) Enid Blyton  (The Secret Seven series) Michael Bond  (Paddington series) Andrew Cope  (Spy Dog series) Richard Compton  (Just William series) Rohl Dahl  Anthony Horowitz  (Alex Rider series) Michael Morpurgo  Nnedi Okorafor (Chicken in the   Kitchen)  Max Fatchen           JK Rowling  (Harry PoƩer series)

Shel Silverstein  

Francesca Simon  (Horrid Henry series)

Chitra Soundar

Jill Tomlinson   David Walliams   Ursula Moray Williams ( Spid series)

19 

Seƫng up the assessment 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: 

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.

20 

Marking the assessment During an assessment, 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. However,  please note that the tables refer to a shortened interpretaƟon of the full   grading criteria. In addiƟon, the grading criteria of each qualificaƟon is slightly  different. So, please do check individual specificaƟons if you are unsure about  anything.

21 

AcƟvity 1 (40% of assessment): Talk

AcƟvity 2 (20%): Speaking by Heart

22 

AcƟvity 3 (20%): Reading Aloud

AcƟvity 4 (20%): Speaking and Listening

23 

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 educaƟonal   development.   We know first‐hand that many pupils learn, build their confidence, and have a  great Ɵme preparing for the assessment. Our final thoughts to successfully  teaching these qualificaƟons are:    Look for opportuniƟes for group work and use peer groups to give feedback.  Don’t use overly complex visual aids ‐ any object will do!  Select a poem they are studying in class.  Ensure that your pupils really enjoy reading their choice of book.  Keep it fun and simple.

For further informaƟon, please contact English Speaking Board (InternaƟonal) Ltd. at  teacherquesƟons@esbuk.org.uk

24 

English Speaking Board (International) Ltd.

9 Hattersley Court, Burscough Road, Ormskirk L39 2AY

T. +44 1695 573 439 | E. customer@esbuk.org | www.esbuk.org | twitter.com/esbuk

Registered in England Company no. 01269980 Registered as a Charity no. 272565

18