Ofqual proposals GCSE Speaking 2021

 

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

 

 

Example of  a response.

(Helen Myers' observations and suggestions)

 

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 ….'

 

 

Management/planning for speaking - ideas

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)

 

 

Starter grids for brainstorming ideas for speaking

 

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 …