Preparing for
Speaking Endorsement
Some resources
which may support you.
Ofqual Proposed criteria as published
Requirement to reach
level: Communication and Interaction + 2 others at same or higher level
Communication and Interaction
|
Helen's strands!
|
Pass
|
Merit
|
Distinction
|
|
Relevance and detail of information
|
gives some
relevant
information
|
conveys mainly
relevant information
|
communicates
detailed and
relevant
information,
|
|
Length of response
|
in generally short
responses.
|
with some longer responses.
|
including
some extended responses.
|
|
Thoughts, opinions and justifications
|
conveys simple thoughts
and opinions.
|
expresses opinions
with some simple justification.
|
expresses a variety
of
opinions with justification.
|
|
Questions
|
asks some straightforward
questions.
|
asks some varied
questions to obtain information.
|
asks a variety
of
questions using a range
of question forms.
|
|
Development of response
|
gives responses
to questions that are understood.
|
responds to questions
and develops some
answers.
|
responds to a variety
of questions, often
developing
their answers.
|
|
Adapt language for different purposes
(Code: not rote-learning - being spontaneous?)
|
occasionally adapts
language for different purposes.
|
adapts language for different purposes with some success.
|
effectively adapts language
for different purposes.
|
|
Level of interaction (Code: coping with
unpredictable / unexpected?)
|
demonstrates some level of interaction.
|
demonstrates generally
good interaction.
|
demonstrates mostly
natural interaction.
|
Range of language
|
Helen's
strands!
|
Pass
|
Merit
|
Distinction
|
|
Grammatical structures
|
uses mostly simple grammatical
structures.
|
manipulates straightforward grammatical structures with some variation and occasional complex structures
|
manipulates a
variety of
grammatical
structures including
some complex structures.
|
|
Vocabulary and expressions
|
uses a limited
range
of familiar
vocabulary and expressions.
|
uses relevant and some varied vocabulary and
expressions
|
uses a range of
relevant vocabulary
and a variety of expressions.
|
|
Tenses
|
makes reference to
present and past
and/or future
events
with occasional success.
|
is generally
successful in
making
reference to past
and
future, as well as present,
events.
|
is mostly
successful
in making references
to past and future,
as
well as present, events.
|
Accuracy
|
Helen's
strands!
|
Pass
|
Merit
|
Distinction
|
|
Accuracy
|
is mainly correct
when using familiar
vocabulary and simple grammatical structures.
|
demonstrates a
generally good level
of accuracy when using
straightforward
vocabulary and grammatical
structures.
|
produces
predominantly
accurate
language
using a range of
relevant
vocabulary
and some complex grammatical
structures.
|
|
Impact of errors on communication
|
is likely to make
errors, which
sometimes impede
communication
|
will make errors,
particularly when more
complex language
is attempted. They
sometimes hinder
clarity of communication.
|
will make errors that
are usually minor or
occur when complex
structures and/or less familiar vocabulary are attempted.
They rarely hinder clarity of communication.
|
Pronunciation
|
Helen's
strands!
|
Pass
|
Merit
|
Distinction
|
|
Comprehensibility
|
uses pronunciation that is mostly understandable.
|
demonstrates
generally good
pronunciation and intonation
but with some inconsistency.
|
uses pronunciation
and intonation that are overall accurate and intelligible.
|
|
Impact of errors on communication
|
makes errors that sometimes
impede communication.
|
makes some errors
that sometimes
hinder clarity of communication.
|
makes occasional
errors which rarely hinder clarity of communication.
|
|
Accuracy of pronunciation
|
there may be frequent
native language interference.
|
there may be some native
language interference.
|
there may be
occasional native
language interference
|
Original Communication and Interaction
|
Helen's strands!
|
Pass
|
Merit
|
Distinction
|
|
Relevance and detail of information
|
gives some
relevant
information
|
conveys mainly
relevant information
|
communicates
detailed and relevant
information,
|
|
Length of response
|
in generally short
responses.
|
with some longer responses.
|
including
some extended responses.
|
|
Thoughts, opinions and justifications
|
conveys simple thoughts
and opinions.
|
expresses opinions
with some simple justification.
|
expresses a variety
of
opinions with justification.
|
|
Questions
|
asks some straightforward
questions.
|
asks some varied
questions to obtain information.
|
asks a variety
of
questions using a range
of question forms.
|
|
Development of response
|
gives responses
to questions that are understood.
|
responds to questions
and develops some
answers.
|
responds to a variety
of questions, often
developing
their answers.
|
|
Adapt language for different purposes
(Code: not rote-learning - being
spontaneous?)
|
occasionally adapts
language for different purposes.
|
adapts language for different purposes with some success.
|
effectively adapts language
for different purposes.
|
|
Level of interaction (Code: coping with
unpredictable / unexpected?)
|
demonstrates some level of interaction.
|
demonstrates generally
good interaction.
|
demonstrates mostly
natural interaction.
|
Helen's suggestion for Communication and Interaction
|
|
Pass
|
Merit
|
Distinction
|
|
Communication
|
|
|
|
|
Relevance
an detail of information
|
gives some relevant
information
|
conveys mainly
relevant information
|
communicates
detailed and relevant
information,
|
|
Length of
response
|
in generally short responses.
|
with some longer responses.
|
including
some extended responses.
|
|
Development
of response
|
gives responses to questions that are understood.
|
responds to questions
and develops some answers.
|
responds to a variety
of questions, often
developing
their answers.
|
|
Thoughts,
opinions and justifications
|
conveys simple thoughts and opinions.
|
expresses opinions
with some simple justification.
|
expresses a variety of
opinions with justification.
|
|
Interaction
|
|
|
|
|
Level of
interaction (Code: coping with unpredictable / unexpected?)
|
demonstrates some level of interaction.
|
demonstrates generally good interaction.
|
demonstrates mostly natural interaction.
|
|
Adapt
language for different purposes
(Code: not
rote-learning - being spontaneous?)
|
occasionally adapts language for different purposes.
|
adapts language for
different purposes with some success.
|
effectively adapts language for different purposes.
|
|
Questions
|
asks some straightforward questions.
|
asks some varied
questions to obtain
information.
|
asks a variety of
questions using a range of question forms.
|
Rationale for changes:
1. Encourage awareness of elements which are 'communication' and those which are 'interaction' and
deliberately group 'communication' elements together and 'interaction'
together
2. Deliberately place the elements in a
hierarchical order.
i.e.
Communication =
relevance - length - -detail - giving opinions/justifications
Interaction =
interacting (to follow-up questions for example) - adapting to suit unexpected
/ unpredictable questions - taking the initiative and asking questions.
Explanations
Give an explanation of 'adapt language for different
purposes' … e.g., this is code for being
able to respond to the unexpected / unpredictable element .. i.e. a component
of the interaction
Original Range of language
|
Helen's
strands!
|
Pass
|
Merit
|
Distinction
|
|
Grammatical structures
|
uses mostly simple grammatical
structures.
|
manipulates straightforward grammatical structures with some variation and occasional complex structures
|
manipulates a
variety of
grammatical
structures including
some complex structures.
|
|
Vocabulary and expressions
|
uses a limited
range
of familiar
vocabulary and expressions.
|
uses relevant and some varied vocabulary and
expressions
|
uses a range of
relevant vocabulary
and a variety of expressions.
|
|
Tenses
|
makes reference to
present and past
and/or future
events
with occasional success.
|
is generally
successful in
making
reference to past
and
future, as well as present,
events.
|
is mostly
successful
in making references
to past and future,
as
well as present, events.
|
Helen's suggestion for Range of language
|
|
Pass
|
Merit
|
Distinction
|
|
Grammatical
structures
|
uses mostly simple grammatical
structures.
|
manipulates straightforward grammatical structures with some variation and occasional complex structures
|
manipulates a
variety of
grammatical
structures including
some complex structures.
|
|
Vocabulary and
expressions
|
uses a limited
range
of familiar
vocabulary and expressions.
|
uses relevant and some varied vocabulary and
expressions
|
uses a range of
relevant vocabulary
and a variety of expressions.
|
|
Tenses
|
makes reference to
present and past
and/or future
events
with occasional success.
|
is generally
successful in
making
reference to
present past and
future events.
|
is mostly
successful
in making references
to present, past
and future
events.
|
Rationale for changes:
1.
Deliberately publish the exam board lists of foundation
/ higher structures to indicate what is deemed as simple / 'complex'
2.
Simplify reference to tenses (no need for 'as well as')
Accuracy (Ofqual proposal)
|
Helen's
strands!
|
Pass
|
Merit
|
Distinction
|
|
Accuracy
|
is mainly correct
when using familiar
vocabulary and simple grammatical structures.
|
demonstrates a
generally good level
of accuracy when using
straightforward
vocabulary and grammatical
structures.
|
produces
predominantly
accurate
language
using a range of
relevant
vocabulary
and some complex grammatical
structures.
|
|
Impact of errors on communication
|
is likely to make
errors, which
sometimes impede
communication
|
will make errors,
particularly when more
complex language
is attempted. They
sometimes hinder
clarity of communication.
|
will make errors that
are usually minor or
occur when complex
structures and/or less familiar vocabulary are attempted.
They rarely hinder clarity of
communication.
|
Accuracy [with reference to
associated level of range]
(Helen's suggestion)
|
|
Pass
|
Merit
|
Distinction
|
|
Accuracy
|
is mainly accurate
when using simple grammatical
structures, limited range
of familiar vocabulary and phrases and reference to
present and past or future
|
is mainly accurate
when using
straightforward grammatical
structures with some variation and
occasional complex structures, relevant and some
varied vocabulary and expressions and present past and
future events.
|
is mainly accurate
when using
a variety
of
grammatical
structures including
some complex structures.
a range of
relevant vocabulary
and a variety of expressions and making references
to present, past and future
events.
|
|
Impact of errors on
communication
|
Errors sometimes impede
communication
|
Errors
sometimes hinder
clarity of communication.
|
Errors rarely hinder
clarity of communication.
|
Rationale for changes:
1.
I have read the justification of a separate category,
but note that the criteria does not succeed in divorcing reference to range
from reference to accuracy, so strongly recommend that
EITHER
the two be united in one grid
OR
The wording used in accuracy to refer to simple / complex be
identical to the wording in the associated range category.
2.
Ensure consistency in vocabulary
ie.- rather than
' mainly correct' - generally good level
of accuracy - predominantly accurate
language use 'mainly accurate'
Pronunciation (Ofqual proposal)
|
Helen's
strands!
|
Pass
|
Merit
|
Distinction
|
|
Comprehensibility
|
uses pronunciation that is mostly understandable.
|
demonstrates
generally good
pronunciation and intonation
but with some inconsistency.
|
uses pronunciation
and intonation that are overall accurate and intelligible.
|
|
Impact of errors on communication
|
makes errors that sometimes
impede communication.
|
makes some errors
that sometimes
hinder clarity of communication.
|
makes occasional
errors which rarely hinder clarity of
communication.
|
|
Accuracy of pronunciation
|
there may be frequent
native language interference.
|
there may be some native
language interference.
|
there may be
occasional native
language interference
|
Pronunciation (Helen's suggestion)
|
|
Pass
|
Merit
|
Distinction
|
|
Comprehensibility
|
uses pronunciation that is mostly understandable.
|
uses pronunciation
and intonation that are generally good and intelligible.
but with some inconsistency.
|
uses pronunciation
and intonation that are overall accurate and intelligible.
|
|
Impact of errors on
communication
|
makes errors that sometimes
impede communication.
|
makes some errors
that sometimes
hinder clarity of communication.
|
makes occasional
errors which rarely hinder clarity of
communication.
|
|
Accuracy of pronunciation
|
there may be frequent
native language interference.
|
there may be some native
language interference.
|
there may be
occasional native
language interference
|
Rationale for changes:
1.
Ensure that there is consistency in the elements contained in each thread e.g.
refer to comprehensibility in Merit
2. Use consistent descriptors for each
level. Avoid using different verbs unless necessary - e.g. 'uses
pronunciation and intonation that are ….'
Normal teaching and learning
|
Ofqual proposal
Ref: Page 15-16 of
Ofqual proposals
|
Helen's
suggestion for possible response / ACTIONS
|
|
Spoken language assessment
should take place during normal teaching and learning rather than during a
one-off performance. The criteria set out below are not intended to be used
in a formal examination context and there is no requirement to set up
Centre-devised speaking tests to arrive at an outcome unless this is a
necessary arrangement for specific Learners, e.g. for private candidates.
|
Establish principle for your context
-
no 'one-off' performances
-
no formal context
-
no centre-devised tests
|
|
Teachers should base their
judgements on the accumulation of evidence of a Learner's language
performance through everyday classroom activities over time. This means
Teachers have scope for various opportunities for Learners to demonstrate
competence against the criteria set out below.
|
Establish how pupils can be given the opportunity to
demonstrate speaking competence in 'everyday classroom activities over time'
|
|
Teachers can, if they wish,
share the criteria with their Learners to enable them to discuss, monitor and
assess their own progress and to identify strengths and areas for
improvement.
|
Establish how to share criteria and give opportunity
to discuss.
Discuss advantages / disadvantages of 'indicative
performance'
|
|
Teachers should arrive at
judgements taking into account a Learner's strengths and weaknesses in
performance across a range of contexts, themes and activities with different purposes.
|
Establish what constitutes 'a range of contexts,
themes and activities with different purposes.'
Establish whether or not / how teachers might keep record of
performance (Checklist / grid / pupil record)
|
|
Themes are those broad
themes which will be taught in order to cover the requirements for
|
Avoid demanding coverage of the entire content of
GCSE noting that language taught from Primary / Year 7 to lockdown is
recycled in any normal scheme of work
|
|
Listening, Reading and
Writing as outlined in the awarding organisation's specification.
Speaking activities can be
integrated into the teaching and learning of these skills in order to develop
the skill of speaking in its own right as well as supporting the development
of the other skills.
|
Link with 'opportunity to demonstrate speaking
competence in 'everyday classroom activities over time'
Establish how speaking can be integrated into
preparation for listening, reading and writing.
|
|
Different purposes may cover
for example, , conversations, presentations, transactions, formal and
informal settings, descriptions and narrations. These suggestions are neither
prescriptive nor exhaustive. Learners can demonstrate their speaking skills
in relation to different purposes in a whole class context, working in pairs
and groups or in a one-to-one interaction with the Teacher.
|
Link with 'opportunity to demonstrate speaking
competence in 'everyday classroom activities over time'
Establish checklist of opportunities for
different tasks / purposes
different contexts (alone, 1:1, pairs, whole-class)
|
A: CLASSROOM ROUTINES
Encourage and notice speaking done when carrying out
routines
|
Classroom routines
|
Greeting and leave taking
|
|
|
Register - simple questions
|
|
|
Instructions-
interaction [pupils take initiative to ask?]
|
|
|
Checking on progress - interaction
|
|
|
Games
|
|
|
Pupil take teacher role
|
|
|
etc.
|
B: T&L - L/R/W
Encourage and notice speaking when focusing on other skills
Listening, Reading and
Writing as outlined in the awarding organisation's specification.
Speaking activities
can be integrated into the teaching and learning of these skills in order to
develop the skill of speaking in its own right as well as supporting the
development of the other skills.
|
Listening & Reading
|
Instructions
|
|
|
Comprehension in TL
|
|
|
Discussing language - Giving answers 'X - c'est correct Madame?' 'Que veut dire le
mot X/'
|
|
|
Reading aloud text / transcript
|
|
|
Memorising and peforming
|
|
Writing
|
Preparing for describing picture / answering bullet points
/ 90-word / 150-word using TL
|
|
Grammar
|
Ask questions
about grammar (il faut ajouter.. comment ça s'écrit?)
Spoken communicative 'drills' (gradually remove support)
|
|
etc.
|
|
C : T&L - SPEAKING
Continue preparation
for exam-type tasks
-
you already have
the resources
-
you have already
been preparing them for these task-types
-
all double up as
preparation for other skills
-
they may want to
take the exam another year
-
can be done
'live' or 'recorded'
|
Role play
(with En instructions / gloss)
|
-
doubles up as
prep for listening.. if you can say it - you can understand it.
-
allows support for variety of question forms
|
|
Describe photos
|
-
doubles up as
prep for Writing
-
Grammar practice: esp good for 3rd person, adjectives
- can now do in colour!
|
|
Conversation
|
-
doubles up as prep for writing
-
variety of people: teacher/pupil - pairs - whole
class
-
practises range of themes needed for L R and W
|
|
Presentation
|
-
the 'communicative' part of Communicate and interact
|
D: AUTHENTIC COMMUNICATION
Different teacher will
have their own favourites … (optional? pupils opt in?)
|
Games
|
Happy families [1994] – Scruples- Who's in the bag? – Articulate – Pictionary
– Charades -Secret choice- 101 word games - Classic pathfinder: ‘you speak,
they speak:focus on Target language’ – ‘Talk Project’ – ‘Group Talk’
|
|
Creative language
|
sing - create own song/rap - memorise poem (pronunciation)
-Tell a joke - Drama - act out situations – dub advert into TL
|
|
Authentic
|
Skype/Zoom with partner school
|
|
etc.
|
|
FORMATIVE ASSESSMENT:
Involve the pupils in the criteria .. they need to impress
you!
TECHNOLOGY
A whole host of apps / programs which you can use to
interact with pupils via a platform if you have the tech …
