ESB Graded Examinations in Speech Teacher Guidance: Intermediate

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Contents

About ESB

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Message from our Chief ExecuƟve The Intermediate Suite of Graded ExaminaƟons in Speech

Guidance for AcƟvity 1: Biographical Talk/ PresenƟng a Case Guidance for AcƟvity 2: Speaking by Heart/ InterpreƟng a text Guidance for AcƟvity 3: Commentary on a Prepared Reading/ CommunicaƟng a Character/Analysis of Real Life Speech Guidance for AcƟvity 4: Open Exchange of Ideas

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Suggested choices

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 Intermediate Suite Our Intermediate suite of Graded ExaminaƟons in Speech promotes Oracy and  is designed to enhance students’ presentaƟonal and communicaƟon skills.  The suite contains the following two qualificaƟons: 

ESB Level 2 CerƟficate in Speech (Grade 4) ESB Level 2 CerƟficate in Speech (Grade 5)

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The Intermediate suite of Graded ExaminaƟons in Speech is predominantly  aimed at students between Year 9 and Year 11. These qualificaƟons are  mapped to NaƟonal Curriculum requirements in Spoken English at Key Stage 3  and 4, and also the Pass requirements of the GCSE Spoken Language   Endorsement. They also support the teaching of naƟonal curricula in English  and Literacy in Scotland, Wales and Northern Ireland .  In addiƟon, students could research and deliver a case on a contemporary   issue for the Grade 5 assessment that expands knowledge for different GCSE  topics such as:    Geography (for example, Resource Management and Food Security) ;  Biology ( Cardio‐Vascular Disease and Obesity);  Computer Science ( The Ethical and Legal Impact of Digital Technologies ). 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   qualificaƟons can help students to:  reflect ; use imaginaƟon and creaƟvity ;  offer reasoned views ; use a range of social skills ; appreciate different viewpoints ; and understand, accept, respect and celebrate diversity .

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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, liber‐ ty, 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.   This suite of qualificaƟons can also help you embed Oracy in a wide range of  Key Stage 3 and 4 curriculum topics. For example, students could introduce  and present a piece of First World War poetry for the Grade 4 assessment that  supports learning in Key Stage 3 History.   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. The ESB Level 2 CerƟficate in Speech (Grade 4) contains the following four   assessment secƟons:    Biographical Talk – Students should research and deliver a talk on a famous or interesƟng person, outlining their achievements and importance (4 minutes).  Speaking by Heart – Students should begin by introducing their cho‐ sen piece of poetry, prose or drama on the theme of a place or per‐ son. They should then interpret the piece imaginaƟvely from memory (2 minutes).

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 Commentary on Prepared Reading – Students should introduce their chosen reading by commenƟng on the characters and their place within the plot. They should then deliver a prepared extract (2 minutes).  Open Exchange of Ideas – Students should respond to quesƟons and feedback from the assessor and group about any secƟon. The ESB Level 2 CerƟficate in Speech (Grade 5) contains the following four   assessment secƟons:    PresenƟng a Case  – Students should research and deliver a talk about a contemporary issue (5 minutes).  InterpreƟng text of literary worth – Students should begin by introducing their chosen poem, extract from a published novel or short story. They should then interpret the piece imaginaƟvely from memory (3 minutes).  Analysis of Significant Real‐Life Speech (PresentaƟon Focussed) – Students should introduce their real‐life speech, commenƟng on its context, significance and delivery. They should then read the speech to the group (5 minutes) OR CommunicaƟng a character (Drama‐Focussed) – Students should introduce, and then communicate, their chosen character by puƫng themselves in the ‘hot seat’. Here, the objecƟve is to share that character’s thoughts, feelings and emoƟons with the audience (2 minutes).  Open Exchange of Ideas  – Students should respond to quesƟons and feedback from the assessor and group about any secƟon. This short guide is intended to support teachers in preparing their students for  these qualificaƟons and it is divided into four main secƟons.    The first secƟon provides advice about how to structure a talk and pre‐ sent a case.  The second secƟon offers guidance about how to deliver poetry and interpret a text.  The third secƟon provides advice about how to give a prepared reading and communicate a character.  The final secƟon offers guidance in relaƟon to sharing and evaluaƟng ideas in a group discussion.

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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:

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Teaching Guidance Below are Ɵps in relaƟon to Biographical Talk (Grade 4) / PresenƟng a Case (Grade 5):  Ask students to be selecƟve with their research. An audience can lose track of a talk if too much informaƟon is included.  Stress that the talk should include a personal element. For example, with the biographical talk, encourage students to make reference why they admire their chosen subject. They should explain their choice, giving details of their achievements and importance.  Advise students to Ɵme their talks when pracƟsing. This will ensure that introducƟons are not rushed and that there is the necessary Ɵme for a proper conclusion. PracƟsing to Ɵme also helps build confidence, which encourages spontaneous delivery.  Students should try not to backtrack if they forget a piece of informaƟon. If they do, this informaƟon can always be brought in later, during the discussion.  If students use presentaƟon soŌware (such as Prezzi or PowerPoint) as a visual aid, ensure that they do not read their talks from slides, or face the screen, as this will limit their communicaƟon with the audience. Students should stand to the side of the screen, facing the audience.  Encourage students to think about the power of imagery. For example, if a student was giving a talk about MarƟn Luther King Jr, an image or 10 second video footage of him delivering his famous ‘ I have a dream’ speech could be incorporated.

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Below are Ɵps in relaƟon to PresenƟng a Case (Grade 5) only :  

 Always ensure that students are clear about the case they are presenƟng. In the introducƟon, they should be able to explain their case in no more than 2‐3 sentences.  It is worth signposƟng the content of the case in the introducƟon. It gives the audience a ‘road map’ of the talk. For example, if a student gave a talk about the importance of promoƟng sport and regular exercise in schools, they could say: ‘How many of you believe that the government could more   acƟvely promote sports in schools? Well, I do, and today, I’m going  to talk about it. In this talk, I will begin by talking about how   regular exercise can improve health and reduce obesity. I will then  talk about the social benefits of taking part in team sports. Finally,  I will talk about how regular exercise can improve emoƟonal well‐ being, concentraƟon and resilience’.    Encourage students to support their case with reasons and evidence. ConƟnuing the example of exercise, a candidate might say something along the lines of: ‘Regular exercise can play a major role in helping you to lead a  healthier life. According to the NHS, regular physical acƟvity can  lower the risk of coronary heart disease and stroke by up to 35%’.  [Source: hƩps://www.nhs.uk/Livewell/fitness/Pages/ WhybeacƟve.aspx [Date assessed: 23/04/2018]   Ask students to summarise why they believe in their case when concluding their talk. Remember, they should not introduce any new evidence here, but rather draw on the informaƟon they have already presented in order to come to a conclusion.

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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: 

Below are Ɵps in relaƟon to Speaking by Heart (Grade 4) / InterpreƟng a text (Grade 5):  Choices should be on a theme or topic that is of real interest to the students. They should also provide scope for vocal variety. Here, the piece may relate to the subject of the talk if desired. Poems and monologues need to meet the following criteria in terms of length, content and language. The piece should:  Length  – be substanƟal enough to convey some development both in the author’s intenƟons and student’s interpretaƟon and  performance.   Content – (1) be sufficiently complex to provide some contrast and  range of theme, character, situaƟon or mood; and (2) provide   opportuniƟes to explore universal themes.    Language  – (1) provide stylisƟc variety of language and literary  form; (2) contain subtleƟes of vocabulary and syntax; and (3)   provide opportuniƟes for a variety of approaches and   interpretaƟve choices.

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 Ask pupils to concentrate on making the introducƟon to their chosen piece enthusiasƟc and interesƟng for listeners. Again, stress the personal element – ask students to discuss what that chosen piece of poetry and drama means to them and why. Explaining this during their introducƟon will help them connect to the audience and awaken interest in their choice.  Encourage students to pracƟse their piece oŌen to develop a real understanding of it. In parƟcular, at Grade 5, the focus of the task is on the writer’s use of language. 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 addiƟon to pitch, pace and tone, students can bring aƩenƟon to a word or group of words by inflecƟon, which is the slide or glide of the voice in an upward or downward direcƟon.  Please see the Suggested Choices  secƟon for a list of recommended pieces of poetry and drama. For further guidance about choosing poetry, drama and prose, please watch  this video:

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

Below are Ɵps in relaƟon to the Commentary on a Prepared Reading (Grade 4) /CommunicaƟng a Character (Grade 5) / Analysis of Real Life Speech (Grade 5)  Encourage students to develop a good knowledge of the book by reading it, and reflecƟng on both the plot and themes. At Grade 4 , they should be familiar with the plot in order to draw valid conclusions about the role and impact of characters. Discussion of this will help them give an enthusiasƟc and persuasive introducƟon.  There should be a clear and well‐thought‐out contrast between narraƟve and dialogue at Grade 4.   VariaƟons in pace, pitch and tone can bring characters to life. For example, if a character feels parƟcularly relieved, the student might choose to incorporate a sigh into that character’s dialogue.  At Grade 5, the introducƟon for the CommunicaƟng a Character  task should take approximately 1 minute, giving the character’s name and providing relevant informaƟon for listeners, perhaps indicaƟng the point in the character’s life. In doing so, students should provide informaƟon for the audience to be able to ask about the character’s thoughts and feelings. An accent may be used if desired, but it is not a criterion for assessment. For example, you could say something along the lines of:

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‘My name is Jane Eyre. I was orphaned as a young child and lived  unhappily with my aunt and cousins before I was sent to a charity  school, where I spent the last 8 years. I became a teacher there  but now I have just arrived at my new place of work. I have   accepted a job as governess caring for a young French girl here at  Thornfield Hall. I understand the master of the house is Mr   Rochester’.   AlternaƟvely, using the example of  The Devil Wears Prada,  a bolder and more charismaƟc introducƟon is: ‘You’ve got 5 minutes to ask me quesƟons. I’m Ɵght for Ɵme. Who am I? What sort of journalist are you? Haven’t you heard of me, Miranda Priestly the editor of Runway Magazine? Well you have now, and don’t you forget it!’  Encourage students to think about the different characters in their chosen extract ‐ how they are feeling, and why they feel that way. This will help you choose different techniques in relaƟon to body language, gesture and use of props to help create the character. For example, if a student chooses to be Aƫcus Finch  in To Kill a Mockingbird , they may choose to communicate his reasons for defending Tom Robinson  in a calm, even‐handed and raƟonal way without anger or biƩerness.  For the Analysis of Real Life Speech , advise students to research the context of how it came to be wriƩen/delivered, as well as some relevant biographical detail for the writer or speaker. Ask them to idenƟfy the main techniques employed in the speech and encourage them to select an extract to read that demonstrates these. The accent of the original need not be used unless you consider it is necessary to do so to demonstrate a parƟcular point already made.  Please see the  Suggested Choices  secƟon for a list of recommended texts and speeches.

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For further guidance about how to read aloud to an audience, please watch this  video: 

Below are Ɵps in relaƟon to Open Exchange of Ideas:

 Ask students to think about potenƟal areas of enquiry or interest when preparing for their assessment. This will help them to respond confidently.  Encourage students to jusƟfy answers with evidence when responding to a quesƟon. This will help persuade the audience to their way of thinking.  Encourage students to develop a two‐way discussion with the audience. Here, they could ask the audience a quesƟon or two to keep the discussion flowing.  Always encourage students to ask open‐ended quesƟons. QuesƟons should seek addiƟonal informaƟon or put forward a different viewpoint in a construcƟve way.  SomeƟmes, a quesƟon can put students under pressure. If they are not sure about an answer, it is completely acceptable to admit that. Rather than giving a confused response, it is beƩer to say something along the lines of: ‘That’s an interesƟng quesƟon. Unfortunately, I don’t know the answer to it, but I’m certainly going to look into it.’

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

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

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

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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.  Students are free to choose any pieces of   poetry, drama and prose that they will enjoy presenƟng. However, if you are   looking for level‐appropriate choices for them, we suggest the following poets  and authors: 

Poets and Authors for Speaking by Heart (Grade 4) /InterpreƟng Text of Literary Worth (Grade 5): John Betjeman 

Lewis Carroll  Gillian Clark  Wendy Cope 

Carol Ann Duffy  MarrioƩ Edgar  Seamus Heaney  Barry Hines  for drama (Kes) Stanley Holloway  Ted Hughes  Jenny Joseph  Wilfred Owen  J B Priestly  for drama ( An Inspector Calls)

Benjamin Zephaniah  Wole Soyinka

Please note that any text that is part of a GCSE Level English syllabus is also   considered as an appropriate choice.  

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Authors for Commentary on a Prepared Reading (Grade 4)/CommunicaƟng a Character (Grade 5): Sufiya Ahmed  (Secrets of the Henna Girl) Vivian Alcock  (The Cuckoo Sisters) John Boyne  (The Boy in the Striped Pyjamas) Eoin Colfer  (Artemis Fowl series) Gerald Durrell  (My Family and Other Animals) William Golding  (Lord of the Flies) Jamila Gavin  John Green  (The Fault in Our Stars) Mark Harden ( The Curious Incident of the Dog in the Night Time) Laurie Lee  (Cider with Rosie) Harper Lee  (To Kill a Mockingbird) Taran Matharu   Sophie Mackenzie ( Girl Missing) George Orwell  (1984, Animal Farm) Arthur Ransome  (Swallows and Amazons) John Steinbeck  (Of Mice and Men) Lauren Weisburger (The Devil Wears Prada) H G Wells  (War of the Worlds)

Please note that any text that is part of a GCSE Level English syllabus is also   considered as an appropriate choice.  

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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.

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Marking the assessment

During the 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

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Pass

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Good Pass

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Merit

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Merit Plus DisƟncƟon

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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.

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AcƟvity 1 (40% of assessment): A Talk (Grade 4) / PresenƟng a Case (Grade 5)

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AcƟvity 2 (20%): Speaking by Heart (Grade 4)/ InterpreƟng a text (Grade 5)

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AcƟvity 3 (20%): Commentary on Prepared Reading (Grade 4)

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AcƟvity 3 (20%): CommunicaƟng a Character/ Analysis of a Real Life Speech (Grade 5):

AcƟvity 4 (20%): Open Exchange of Ideas

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Final thoughts ESB is keen to ensure that your experience of teaching these qualificaƟons is   enjoyable and rewarding. Our aim is to recognise and fulfil the potenƟal of all  students as we fully understand the important role of Oracy in the development  of life skills.    Encourage students to always support the points in their talk with reasons and evidence.  Stress the personal element; ensure students explain why they are interested in a parƟcular choice of talk, poetry and drama, and what it means to them.  Memory work is key. When a student has memorised the words to a poem/monologue, they can explore different techniques to interpret it with sensiƟvity to the text.  Body language is important – facial and hand gestures can enhance the power of a speech.  Encourage students to respond to quesƟons with as much detail as possible.  Encourage students to ask open, thoughƞul, and complex quesƟons that add a new perspecƟve to the discussion. Our final thoughts on teaching these qualificaƟons are: 

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

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English Speaking Board (International) Ltd.

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

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