ESB Garded Examinations in Speech Teacher Gudiance: Advanced

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Contents

About ESB

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Message from our Chief ExecuƟve

The Advanced Suite of Graded ExaminaƟons in Speech Guidance for AcƟvity 1: Oral PresentaƟon Guidance for AcƟvity 2: Literature InterpretaƟon and Analysis/Newspaper Review Guidance for AcƟvity 3: CriƟcal Review (Grade 6)/ Literary RecommendaƟon (Grade 8): Guidance for AcƟvity 4: QuesƟons and Discussion

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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 watch our showcase of  achievement?

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The Advanced Suite Our Advanced suite of Graded ExaminaƟons in Speech promotes Oracy and is  designed to refine learners’ presentaƟonal and communicaƟon skills to a level  of excellence.  

The suite contains the following two qualificaƟons: 

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

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The Advanced suite of Graded ExaminaƟons in Speech is predominantly  aimed at students in Year 12 and Year 13. These qualificaƟons are accepted by  the UK UniversiƟes and Colleges Admissions Service (UCAS) and carry the   following UCAS Tariff points for university and HE entry:  

QualificaƟon

Pass (including Good Pass)

Merit (including Merit Plus)

DisƟncƟon

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

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This suite of qualificaƟons can also help you embed Oracy in a wide range of   A‐Level curriculum topics. For example, students could give an oral   presentaƟon for the Grade 8 assessment that develops understanding in   subjects including:  

Chemistry  (for example, KineƟcs );

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 PoliƟcs ( ParƟcipaƟon and VoƟng Behaviour );  Psychology ( Types of Conformity );  Economics ( DiscriminaƟon in the Labour Market ).

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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 .   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.   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.   The ESB Level 3 CerƟficate in Speech (Grade 6) contains the following four   assessment secƟons:   Oral PresentaƟon – Students should research and deliver a presentaƟon about a piece of equipment or IT applicaƟon (5 minutes).  Literature InterpretaƟon 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 imaginaƟvely from memory (3 minutes).  CriƟcal Review – Students should provide a criƟcal review of a film, live theatrical producƟon, television or radio programme, or piece of soŌware (3 minutes).  QuesƟons and Discussion – Students should respond to quesƟons and feedback from the assessor and group about any secƟon.

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The ESB Level 3 CerƟficate in Speech (Grade 8) contains the following four   assessment secƟons:   Oral PresentaƟon – Students should research and deliver a talk on a subject of their own choice. In doing so, they should use both quanƟtaƟve and qualitaƟve evidence, and present personal conclusions (5 minutes).  Newspaper Discussion – Students should lead a discussion based on an arƟcle from a quality newspaper or periodical publicaƟon (10 minutes).  Literary RecommendaƟon – Students should provide a literary recommendaƟon of a novel, biography, drama, poetry or public address (4 minutes).  QuesƟons and Discussion – Students should respond to quesƟons and feedback from the assessor and group about any secƟon. This 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 research and deliver a presentaƟon.  The second secƟon offers guidance about how to give a literature interpretaƟon and lead a newspaper discussion.  The third secƟon provides advice about how to give a criƟcal review and a literary recommendaƟon.  The final secƟon offers guidance in relaƟon to sharing and evaluaƟng ideas in a group discussion. 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 the Oral PresentaƟon (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.  Before starƟng research, it is worth asking students to devise a key quesƟon that their presentaƟon will answer. At Grade 6, a quesƟon could be: What factors account for the popularity of iPads? Having a quesƟon in mind will help them focus their research.  Advise students to examine a number of sources when conducƟng their research. It is important that a presentaƟon is not based solely on one source of informaƟon. Exploring a number of sources will help them to evaluate different viewpoints and give a balanced opinion about their topic.  If students are planning to conduct online research, ask them to consider the type of website publishing the informaƟon. 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 contenƟon when introducing their presentaƟon. Students should look to lead the audience through their key argument during the course of the presentaƟon.  Suggest that students use a combinaƟon of quanƟtaƟve and qualitaƟve evidence to jusƟfy points in the main body of the presentaƟon. 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 contenƟon when concluding their presentaƟon. In addiƟon, we suggest that they might talk about the experience of conducƟng their research. For example, what did they find interesƟng and might 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: 

Below are Ɵps in relaƟon to  Literature InterpretaƟon 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:  Material – (1) be wriƩen by a significant author, past or present;  (2) be part of a recognised genre or style; and (3) be based on a coherent theme/seƫng/character or mood.  Length – be sufficient to enable variety and range to be   demonstrated and sustained.    Content – (1) be based on a topic of substance; (2) express   complex emoƟons or universal themes; and (3) be challenging in  terms of required vocal range.    Language – (1) contain language and syntax which permits one to  make considerable inferences; and (2) contain subtleƟes of   meaning such as irony.

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 Ask students to think about the poliƟcal, economic, social, historical and cultural context of the piece. When introducing their piece, they should look to make connecƟons about how the context shaped the text.  Encourage students to pracƟse their piece oŌen 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 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.  Ask students to consider their breathing when preparing to deliver their piece. Breath control can play a very important role in adding emoƟon and feeling to a piece, such as happiness, relief or melancholy. It is worth encouraging students to pracƟse increasing the amount of breath taken to sustain longer phrasing in speech. Please watch the Suggested Choices  secƟon for a list of recommended pieces of poetry and drama.

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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 Ɵps in relaƟon to Newspaper Review (Grade 8):

 Remind students that this secƟon involves strict Ɵme‐keeping. They need to provide an introductory summary of their arƟcle for 1 minute, idenƟfy issues and offer opinions about the reporƟng for 2 minutes, and lead a discussion for 7 minutes.  Take care to ensure that students choose an arƟcle 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.  ArƟcles should allow students to explain and advocate different viewpoints. This will enable students to capture the audience’s interest in the subject maƩer and generate a meaningful debate when leading a discussion.  Ask students to determine why the arƟcle has been wriƩen. Has the arƟcle been published in response to a current event or trend? Does the arƟcle seek to raise awareness of an issue or offer soluƟons to a parƟcular problem?  Encourage students to think about the evidence used to support the arƟcle. Is the arƟcle supported by quanƟtaƟve or qualitaƟve evidence, or a combinaƟon? 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 arƟcle. They should also consider if the publicaƟon / writer has a parƟcular poliƟcal 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 pracƟces are: to ask open‐quesƟons, 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: (1) use strategies to involve all members of the group; (2) encourage thoughƞul, balanced discussion; (3) listen with courtesy to other speakers, respecƟng their views; and (4) summarise the arguments and draw conclusions.

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Below are Ɵps in relaƟon to CriƟcal Review (Grade 6)/Literary RecommendaƟon (Grade 8):

 Background is key to this secƟon – 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 posiƟon of an ‘objecƟve observer’. They should carefully outline the strengths and weaknesses of their choice. A posiƟve way to structure a review is to begin by discussing the merits of a chosen text, and then move on to its limitaƟons. StarƟng with weaknesses can come across as either too harsh or unnecessarily mean.  Encourage students to compare and contrast. For example, if a student was giving a criƟcal review of the film The King’s Speech, they could possibly make connecƟons between other films and television programmes about the Royal Family such as The Queen or The Crown .  Advise students to think about their delivery of their criƟcal review or literary recommendaƟon. A confident and enthusiasƟc tone, with effecƟve use of pause, can add weight to the review or recommendaƟon.  Please watch the Suggested Choices  secƟon for a list of recommended texts.

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Below are Ɵps in relaƟon to QuesƟons and Discussion:

 Ask students to think about potenƟal areas of enquiry or interest when preparing for their assessment. This will help them to not get caught out cold by a quesƟon.  Encourage students to jusƟfy responses to quesƟons with both quanƟtaƟve and qualitaƟve 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 quesƟons. ReflecƟng and evaluaƟng another’s viewpoint is an important skill, and is part of a thoughƞul and balanced discussion.  Encourage students to take a lead in the discussion where appropriate by being proacƟve. Here, they should look to involve all members of the group in a dialogue.  Always encourage students to ask open‐ended quesƟons. QuesƟons should seek addiƟonal informaƟon, put forward a different viewpoint or challenge thinking in a construcƟve way.

For further guidance about asking quesƟons, please watch this 

video:

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For further guidance about responding to quesƟons, please watch this 

video:  

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

Poets for Literature InterpretaƟon and Analysis (Grade 6) / Literary RecommendaƟon (Grade 8):

John Agard  John Betjeman  Vera BriƩain   Gillian Clark  Fleur Adcock  Maya Angelou  Wendy Cope  Thomas Hardy  Seamus Heaney  Jenny Joseph  Carol Ann Duffy 

Philip Larkin 

Pablo Neruda

Sylvia Plath  Edgar Allan Poe 

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

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Drama for Literature InterpretaƟon and Analysis (Grade 6) / Literary RecommendaƟon (Grade 8): David Foley  (The Murders at Argos) John Godber  (Teechers) Sarah Kane  (4:48 Psychosis) Dennis Kelly  (DNA)

Authors for Literature InterpretaƟon and Analysis (Grade 6) / Literary RecommendaƟon (Grade 8): Jane Austen   Bill Bryson   Charles Dickens  (Hard Times) George Eliot (Silas Marner)  SebasƟan Faulks  (Birdsong) Khaled Hosseini ( The Kite Runner, A Thousand Splendid Suns)

Arthur Miller ( The Crucible) Willy Russell  (Blood Brothers) Polly Stenham  (That Face)

Yan Martel  (Life of Pi) Ian McEwan   Lionel Shriver  (We Need to Talk About Kevin) Marina Lewycka Kazuo Ishiguro

Tom Stoppard  (Arcadia) Edna Walsh  (Chatroom)

Oscar Wilde  (An Ideal Husband) Tennessee Williams  (Cat on a Hot

Olwyn Wymark  (Find Me)

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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): Oral PresentaƟon

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AcƟvity 2 (20%): Literature Performance and Analysis (Grade 6)

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AcƟvity 2 (20%): Newspaper Review (Grade 8)

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AcƟvity 3 (20%): CriƟcal Review (Grade 6)

AcƟvity 3 (20%): Literary RecommendaƟon (Grade 8)

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AcƟvity 4 (20%): QuesƟons and Discussion

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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 importance of developing Oracy skills as  part of a set of key life skills that unlocks potenƟal and is central to work and  life.   Encourage students to conduct thorough research for their presentaƟons, 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 posiƟon of an ‘objecƟve observer’ when reviewing or providing a recommendaƟon about a piece of work.  Encourage students to facilitate when leading a discussion.  Encourage students to ask open, thoughƞul and complex quesƟons that add a new perspecƟve to the discussion. Our final thoughts to teaching these qualificaƟons are: 

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

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