Find a Qualification

The assessment takes place in a group of six learners, and is divided into four sections:

1. Give a presentation about themselves ndash; Learners talk about something which is of interest to them, e.g. their hobby, family, or favourite sport. They should show anything they have brought or a poster they have made, speaking clearly and bringing their presentation to an appropriate ending.
2. Talk about an activity ndash; Learners listen carefully to others and enter into conversation on a selected topic or activity. These could include their annual residential, a family holiday, or a college/school production.
3. Answer the telephone ndash; Learners answer a telephone call, respond to the caller’s questions, and speak politely and clearly throughout. The caller will ask the learner to bring someone to the telephone or to carry out some other authentic request.
4. Join in a discussion ndash; Learners respond to simple questions from the group, speak politely and ask questions of other group members.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Give a presentation ndash; Learners prepare a presentation and tell the group about a new skill or interest which they have enjoyed. They should show anything they have brought, a PowerPoint presentation, or a poster they have made, speaking clearly and making eye contact where possible. The presentation should include some personal opinions. Learners may also prepare with images.

2. Take part in a discussion ndash; The assessor introduces a topic of interest to the group, e.g. a trip that the learners have made, a college/school production, or a topical or recent event. Learners show that they can listen carefully to others, communicate with each other in a natural and friendly way, answer questions from the group and make a positive contribution.

3. Receive a phone call ndash; The tutor will call the candidate and ask them to pass on a simple message to a named person, returning to relay their answer. Learners communicate in a polite and courteous manner, answering and closing the call appropriately.

4. Show support as a listener ndash; Learners respond to simple questions from the group, make eye contact where possible, speak politely and ask suitable straightforward questions.

The assessment is approximately 25 minutes. A learner is required to deliver a 10-15-minute presentation based on a professional topic, which is then followed by 5-10 minutes of questions and discussion. Learners are graded in three areas: (1) Presentation construction and delivery; (2) Use of visual aids; and (3) Interaction with audience.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Tell about any previous work experience that has taken place –Learners give a short presentation about any work experience they have had (voluntary or paid). They can use some visual aids to support them.

2. Make a phone call about an interview –Learners make a short phone call to check some details of an upcoming interview (e.g. time, travel arrangements, accessibility etc.). The tutor will play the part of the workplace staff member.

3. Interact appropriately in an interview situation –Learners take part in a short interview, demonstrating awareness of the more formal situation in terms of greeting and farewells. They will answer some questions and explain their interest in the job.

4. Show support as a listener –Learners show that they can also play their part as members of an audience in presentations, listening to the speakers, showing attention and asking simple questions.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Respond to a greeting ndash; Learners make a positive response to a greeting. This can be a handshake, smile, wave, sign, non-verbal signal or simple word, and where possible they can make eye contact.

2. Tell a group about something of personal interest ndash; Learners talk about something which is of interest to them, e.g. their hobby, family, or favourite sport. They should show anything they have brought, talking about the item and answering questions from the assessor or tutor, with or without spoken language.

3. Join a group activity ndash; Learners join in with a prepared activity (with support if required) and show that they can wait their turn. The activity can take any form, e.g. an action song, game, response to a musical stimulus, or playing a percussion instrument. The activity should show cohesion within the group, require some communication skills, demonstrate turn-taking and working with others, and can be led by the tutor.

4. Respond to a farewell ndash; Learners respond to a farewell from the assessor at the end of the assessment, either verbally or non-verbally.

The assessment is takes place in groups over approximately 15 minutes and consists of three sections:

1. Speaking from memory: Groups should begin by giving the title of their chosen poem, the poet’s name and a reason for their choice. They should then speak their poem, sharing the content with the assessor and group (6-7 minutes).
2. Telling a story: Groups should introduce their book by giving the title of the book and author, and saying what makes the story interesting. They should then recite a section of their book from memory (7-8 minutes).
3. Listening and Responding: Learners should answer questions from the assessor.

The assessment is takes place in groups over approximately 18 minutes and consists of three sections:

1. Speaking from memory: Groups should begin by giving the title of their chosen poem, the poet’s name and a reason for their choice. They should then speak their poem, sharing the content with the assessor and group (7-8 minutes).
2. Telling a story: Groups should introduce their book by giving the title of the book and author, and saying what makes the story interesting. They should then recite a section of their book from memory (7-8 minutes).
3. Listening and Responding: Learners should answer questions from the assessor.

The assessment is takes place in groups over approximately 18 minutes and consists of three sections:

1. Speaking from memory: Groups should begin by giving the title of their chosen poem, the poet’s name and a reason for their choice. They should then speak their poem, sharing the content with the assessor and group (8-9 minutes).
2. Telling a story: Groups should introduce their book by giving the title of the book and author, and saying what makes the story interesting. They should then recite a section of their book from memory (8-9 minutes).
3. Listening and Responding: Learners should answer questions from the assessor.

Fundamentals

The assessment is approximately 9 minutes, and consists of four sections:

1. Talk –Something special (25% of assessment): Learners talk about an item or picture that is special to them. They should bring in the item related to their talk and show it to the group and the assessor (2 minutes).
2. Speaking by Heart (25%): Learners speak by heart a poem which they enjoy. Learners begin by giving the title of their chosen poem and the poet’s name. They then recite their poem, sharing the content with the group and the assessor. (1 minute).
3. Reading Aloud (25%): Learners begin by giving the title and author of a favourite story, before reading a prepared passage of approximately 100 words. (1 minute).
4. Listening and Responding (25%): Learners participate in a group with their classmates who may be doing either ESB Graded Examinations in Speech EAL assessments, or an ESB Entry Level Award in Speech. Learners answer questions from the group and the assessor after their talk.

The assessment is approximately 10 minutes, and consists of four sections:

1. Talk ndash; Free choice (25% of assessment): Learners talk about an item or picture that is important to them. They should bring in the item related to their talk and show it to the group and the assessor (2-3 minutes).
2. Speaking by Heart (25%): Learners speak by heart a poem which they enjoy. Learners begin by giving the title of their chosen poem, the poet’s name and the reason for their choice. They then recite their poem, sharing the content with the group and the assessor. (1-2 minutes).
3. Reading Aloud (25%): Learners begin by giving the title and author of a favourite story, and say which character they would like to meet, before reading a prepared passage of approximately 200 words. (1 minute).
4. Listening and Responding (25%): Learners participate in a group with their classmates who may be doing either ESB Graded Examinations in Speech EAL assessments, or an ESB Entry Level Award in Speech. Learners answer questions from the group and the assessor after their talk.

The assessment is approximately 11 minutes, and consists of four sections:

1. Talk ndash; Free choice (25% of assessment): Learners talk about a topic of personal interest. Learners can refer to research and use audio/visual material, with practical demonstration where appropriate (2-3 minutes).
2. Speaking by Heart (25%): Learners speak by heart a poem or piece of drama which they enjoy. Learners begin by introducing their choice of poem or piece of drama and explaining why they have chosen it. They then present their memorised choice, sharing the content with the group and the assessor. (1-2 minutes).
3. Reading Aloud (25%): Learners begin by introducing a favourite story, persuading listeners to read it. They should then read a prepared passage of approximately 200-300 words. (1 minute).
4. Listening and Responding (25%): Learners participate in a group with their classmates who may be doing either ESB Graded Examinations in Speech EAL assessments, or an ESB Level 1 Award in Speech. Learners answer questions from the group and the assessor after their talk.

The assessment is approximately 31 minutes, completed in pairs and consists of four sections:

middot; Exchanging and presenting personal information.

middot; Giving a presentation and taking part in a discussion.

middot; Taking part in a role play.

middot; Listening to a text and taking part in a discussion.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 4 in the L1 Speaking and Listening Specification.

The assessment is approximately 29 minutes, completed in pairs and consists of four sections:

• Exchanging personal information.
• Giving an unprepared talk.
• Taking part in a role play.
• Listening to two texts and taking part in a discussion.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 4 in the E3 Speaking and Listening Specification.

The assessment is approximately 25 minutes, completed in pairs and consists of four sections:

middot; Exchanging personal information.

middot; Giving an unprepared talk.

middot; Describing people, places and things.

middot; Listening to two short texts and taking part in a discussion.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 4 in the E2 Speaking and Listening Specification.

The assessment is approximately 22 minutes, completed in pairs and consists of four sections:

middot; Exchanging personal information.

middot; Giving an unprepared talk.

middot; Describing people, places and things.

middot; Listening to two short texts and taking part in a discussion.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 4 in the E1 Speaking and Listening Specification.

The assessment is approximately 34 minutes, completed in pairs and consists of four sections:

middot; Exchanging and presenting personal information.

middot; Giving a presentation and taking part in a discussion.

middot; Taking part in a role play.

middot; Listening to two short texts and taking part in a discussion.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 4 in the L2 Speaking and Listening Specification.

The assessment is a 40-minute formal written examination paper which consists of three tasks. Tasks and assessment criteria are listed in the E1 Writing Specification.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 2 in the E1 Writing Specification.

The assessment is a 45-minute formal written examination paper which consists of three tasks. Tasks and assessment criteria are listed in the E2 Writing Specification.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 2 in the E2 Writing Specification.

The assessment is a 70-minute formal written examination paper which consists of three tasks. Tasks and assessment criteria are listed in the E3 Writing Specification.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 3 in the E3 Writing Specification.

The assessment is a 90-minute formal written examination paper which consists of three tasks. Tasks and assessment criteria are listed in the L1 Writing Specification.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 3 in the L1 Writing Specification.

The assessment is a 100-minute formal written examination paper which consists of three tasks. Tasks and assessment criteria are listed in the L2 Writing Specification.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 3 in the L2 Writing Specification.

The assessment is a 30-minute formal examination paper which consists of three tasks. There are 16 questions in the paper. Question types, text types and assessment criteria are listed in the E1 Reading specification.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 4 in the E1 Reading specification.

The assessment is a 45-minute formal examination paper which consists of three tasks. There are 21 questions in the paper. Question types, text types and assessment criteria are listed in the E2 Reading specification.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 4 in the E2 Reading specification.

The assessment is a 60-minute formal examination paper which consists of three tasks. There are 21 questions in the paper. Question types, text types and assessment criteria are listed in the E3 Reading specification.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 4 in the E3 Reading specification.

The assessment is a 60-minute formal examination paper which consists of three tasks. There are 18 questions in the paper. Question types, text types and assessment criteria are listed in the L1 Reading specification.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 3 in the L1 Reading specification.

The assessment is a 60-minute formal examination paper which consists of three tasks. There are 21 questions in the paper. Question types, text types and assessment criteria are listed in the L2 Reading specification.

To achieve a Pass, learners are required to achieve all the assessment criteria listed under Learning Outcomes 1 to 3 in the L2 Reading specification.

This qualification consists of five sections:

• Introducing Oral Skills for Interviews: This is an externally assessed, mandatory unit worth 3 credits.
• Employment: Each unit is internally assessed and is worth 2 credits.
• Essential employability: Each unit is internally assessed and is worth 2 credits.
• Preparing yourself for employability: Each unit is internally assessed and is worth 2 credits.
• Enterprise: Each unit is internally assessed and is worth 2 credits.

Learners must take the mandatory Introducing Oral Skills for Interview unit and one unit either from the Employment or Enterprise sections and any three units from the Essential Employability Skills and Prepare Yourself for Employability sections. The learner must achieve 11 credits in total.

This qualification consists of five sections:

• Introducing Oral Skills for Interviews: This is an externally assessed, mandatory unit worth 3 credits.
• Employment: Each unit is internally assessed and is worth 2 credits.
• Essential employability: Each unit is internally assessed and is worth 2 credits.
• Preparing yourself for employability: Each unit is internally assessed and is worth 2 credits.
• Enterprise: Each unit is internally assessed and is worth 2 credits.

Learners must take the mandatory Introducing Oral Skills for Interview unit and one unit either from the Employment or Enterprise sections and any three units from the Essential Employability Skills and Prepare Yourself for Employability sections. The learner must achieve 11 credits in total.

This qualification consists of five sections:

• Introducing Oral Skills for Interviews: This is an externally assessed, mandatory unit worth 3 credits.
• Employment: Each unit is internally assessed and is worth 2 credits.
• Essential employability: Each unit is internally assessed and is worth 2 credits.
• Preparing yourself for employability: Each unit is internally assessed and is worth 2 credits.
• Enterprise: Each unit is internally assessed and is worth 2 credits.

Learners must take the mandatory Introducing Oral Skills for Interview unit and one unit either from the Employment or Enterprise sections and any three units from the Essential Employability Skills and Prepare Yourself for Employability sections. The learner must achieve 11 credits in total.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Be able to participate in a greeting song ndash; Learners can listen, sing, move their hands, heads, or any body parts to communicate a greeting with their peers.

2. Be able to select and play or respond to a percussion instrument ndash; Learners can select any percussion instrument (voluntarily or with help) to keep in time to the music or stimulus. The voice can also be used as an instrument, or the learner can clap or beat time.

3. Be part of an audience/band and show awareness and appreciation of a musical activity ndash; Learners take part in a musical activity and show their interest by singing, beating, clapping, signing, or showing a positive awareness of the performance taking place e.g. a percussion band, a signing choir etc.

4. Be able to indicate that they are aware that someone has said a musical ldquo;Goodbyerdquo; to them ndash; Learners can listen, sing, move their hands, heads, or any body parts to communicate their ldquo;Goodbyesrdquo; to tutors, teachers, support staff and their peers.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Respond to a greeting ndash; Learners make a positive response to a greeting. This can be a handshake, smile, wave, sign, non-verbal signal or simple word, and where possible they can make eye contact.

2. Answer questions ndash; Learners bring to the assessment any item of personal significance, e.g. a photograph, game, piece of jewellery or article of clothing, and listen to and answer questions from the assessor or tutor, with or without spoken language.

3. Take part in an activity ndash; Learners join in with a prepared activity (with support if required) and show that they can wait their turn. The activity can take any form, e.g. an action song, game, response to a musical stimulus, or playing a percussion instrument. The activity should show cohesion within the group, require some communication skills, demonstrate turn-taking and working with others, and can be led by the tutor.

4. Respond to a farewell ndash; Learners respond to a farewell from the assessor at the end of the assessment, either verbally or non-verbally.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Talk about planning a performance ndash; Learners tell the assessor and the group about how they would help to plan a performance. They may select and talk about three of the following: selecting a show, casting, rehearsals, dress rehearsals, make-up, or costume.

2. Design, produce and talk about a poster for a show ndash; Learners create a poster and explain to the assessor and the group why they chose to use the words, graphics, colours, and design.

3. Take part in a group performance ndash; Learners perform together. The performance can be any genre – mime, drama, music, song, or dance.

4. Show support to others in a group ndash; Learners ask and answer questions together. They listen to other members of the group and support and encourage each other.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Communicate about living independentlyndash;Learners prepare to tell the group about how they have learned to live with increasing independence i.e. travelling alone, cooking for themselves, shopping, or making decisions.They may show visual aids, e.g. real world objects, posters they have made or images on PowerPoint presentations.

2A Read a short text out loud ndash; Learners should introduce a prepared reading of about 100 to 150 words, and then answer questions about it from the group.

OR

2B. Take part in a discussion ndash; Learners discuss a topic of interest with the group, asking and answering questions, sharing opinions and making a positive contribution to the topic.

3.Make a telephone call to the emergency services ndash; Learners listen carefully as the assessor sets the scene. They then make an Emergency Call to the tutor, who will act as operator. Learners must listen carefully to the information and decide which service they should ask for, dial the correct number and respond to the questions of the emergency operator.

4. Support the communication of others in the group ndash; Learners should show good listening skills, asking and answering straightforward questions in an appropriate manner.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Talk about an aspect of working life ndash; Learners give a presentation about a job or course they are interested in, and how the skills and experience they have will be useful for that. They should integrate some visual aids into the presentation.

2. Present a CV ndash; Learners present their CV and explain how they produced it. They answer questions to elaborate on the content.

3. Interact appropriately in an interview situation ndash; Learners take part in an interview, demonstrating awareness of the more formal situation in terms of greeting and farewells, and other communicative norms. They will answer some questions, asking for clarification if required, ask some questions of their own, and explain their interest in the job.

4. Show support of the whole group ndash; Learners show that they can also play their part as members of an audience in presentations, listening to the speakers, showing attention and asking simple questions.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Read a children’s story aloud to a group ndash; Learners select a story and read it aloud for an audience (within a given time scale), using a range of expressions to communicate mood and engage them.

2. Make good use of the illustrations in a children’s book ndash; Learners use the illustrations in the story to enhance the audience’s understanding of the story. By making connections between the text and the images, they use them as a prompt for asking and answering questions.

3. Describe an event or occasion in some detail ndash; Learners use an image (e.g. a photo) as a prompt to describe an event, using a logical sequence and descriptive language to help their audience understand what happened.

4. Take part in a conversation with others ndash; Learners listen actively and show interest in what others are saying, asking and answering questions and supporting each other in their communication.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Take part in a drama/warm-up ndash; Learners take part in any type of drama warm-up activity or game. These can be vocal warm-up exercises, breathing exercises or in any warm-up games e.g. rolling a ball and introductions, crossing a circle, or movement warm-up games.

2. Improvisation ndash; Learners take part in a group or solo improvisation and tell the group about it, e.g., at the beach, at the college disco, going shopping, a character or an animal. They may then answer questions about their improvisation.

3. Take part in a prepared drama activityndash; Learners play an active role in a performance piece that they have rehearsed with others. They may then answer questions about their experience. It could be a role-play, short play, or mime. The activity can be led by either a tutor or support worker, and members of the group should take turns.

4. Take part in a formal theatrical farewell ndash; Learners take part in an individual or group bow or curtsey, which acknowledges the whole audience and uses verbal or non-verbal actions.

The assessment is approximately 15 minutes, and consists of four sections:

1. Welcome Promotion (40% of assessment): Learners should welcome English-speaking visitors to their resort, give relevant information about accommodation and local information, and promote specific excursions (6-8 minutes).
2. Microphone communication (20%): Learners should give a coach transfer commentary to a group of visitors on a daytime transfer from airport to hotel at the start of their stay (4 minutes).
3. Face-to-face customer complaints (20%): Learners should receive and handle a complaint from the assessor, who is acting as an unsatisfied customer.
4. Group interaction (20%): Learners should respond to questions from the assessor and group. They should also participate in a group discussion, joining in with comments and questions.

The assessment is approximately 25 minutes, and consists of four sections:

1. Professional Presentation (40% of assessment): Learners should give a well-researched and structured presentation on an aspect of a professional subject, using visual material. A written report should also be provided on key aspects (6-8 minutes).
2. Reading and presenting (20%): Learners should give a brief summary of their researched material. In doing so, they should select an extract and comment on it (4 minutes).
3. Interview (20%): Learners should take part in an interview with the assessor, outlining their skills and experience. Learners should also ask the assessor one or two questions about the job/placement (4-5 minutes).
4. Listening and responding (20%): Learners should respond to questions from the assessor and group. They should also participate in a group discussion, joining in with comments and questions.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Indicate shapes and colours ndash; Learners tell the assessor and the group about the shape and/or colour of two items which are in the classroom e.g. a square, a rectangle, red, blue, etc.

2. Create and talk about a piece of art ndash; Learners create a piece of art that communicates a message and briefly talk about it to the assessor and the group.

3. Talk about an art technique ndash; Learners briefly talk about an art technique that they are familiar with e.g. painting, drawing, colouring, clay work, marbling, etc.

4. Respond to a farewell ndash; Learners respond to a farewell from the assessor at the end of the assessment, either verbally or non-verbally.

The assessment takes place in a group of six learners, and is divided into four sections:

1. Tell about how they prepare for an interview ndash; Learners give a presentation about how they might prepare for an interview, including self-care, appearance, planning travel, preparing paper-work etc. They can use some visual aids to support the presentation.

2. Make a telephone call about an interview ndash; Learners listen carefully to the assessor’s instructions and then make a short phone call to check some details of an upcoming interview (e.g. time, travel arrangements etc.). The tutor will play the part of the workplace staff member.

3. Interact appropriately in an interview situation ndash; Learners take part in an interview, demonstrating awareness of the more formal situation in terms of greeting and farewells, and other communicative norms. They will answer some questions, asking for clarification if required, and explain their interest in the job.

4. Show support to their group membersndash; Learners show that they can also play their part as members of an audience in presentations, listening to the speakers, showing attention and asking simple questions.

The assessment takes place in a group of six learners, and is divided into four sections:

1.Acknowledge a greetingndash; Learners show through verbal or non-verbal means that they have understood that they are being greeted.

2.Communicate personal interestndash; Learners bring an object to the assessment that means something to them, and talk about it to the assessor. This could be a piece of clothing, jewellery, a picture or any other object. They should give some information and answer some simple questions, using verbal or non-verbal means.

3.Be part of a group activity ndash;Learners join in an activity (e.g. a game, or any collaborative activity, such as a musical activity).

4.Acknowledging a farewellndash; Learners respond to a farewell from the assessor at the end of the assessment, either verbally or non-verbally.

The assessment is a participation award, divided into three group activities, and is teacher-led. The total assessment time for a group is approximately 15 minutes. The three activities are:

1. Hello and Goodbye: Greet the assessor together at the beginning, thank him/her for coming and say ‘Goodbye’ when you finish (3 minutes).
2. Join-in the Game: Join in a group action-rhyme or song led by your teacher, keeping together all the way through. Show the assessor how to join in too (5 minutes).
3. Join-in the Story: Listen to a story read by your teacher and join in with the sounds, repeated phrases, or chorus (8 minutes).

The assessment is a participation award, and is divided into four activities ndash; two group activities and two individual activities. The total assessment time is approximately 45 minutes. The four activities are:

1. Joining-In: Join in a group action-rhyme, game or song led by your teacher, keeping together all the way through. Show the assessor how to join in too (Group activity ndash; 5 minutes).
2. Circle Time ndash; Speaking by Heart: Say your name, and then on your own, speak from memory a rhyme, of at least 4 lines, that you enjoy. Make sure everyone can hear the words (Individual activity ndash; 1 minute).
3. Circle Time ndash; Something Special Talk: Bring a photograph or favourite toy to show the group, and tell the group three things about it. Choose facts that the group cannot see for themselves (Individual activity ndash; 1 minute).
4. Interacting with others: The assessor will initiate conversations and interaction during the assessment, but particularly after the ‘Talking about Something Special’ activity.

The assessment is approximately 10 minutes, and consists of four sections:

1. Talk ndash; Show and Explain (40% of assessment): Learners talk about an object, model or game and explain how it works or is used. They should bring in the item related to their talk and show it to the group and the assessor (2 minutes).
2. Speaking by Heart (20%): Learners begin by giving the title of their chosen poem, the poet’s name, and saying why they like it. They should then recite their poem, sharing the content with the group and the assessor and (1 minute).
3. Reading Aloud (20%): Learners begin by introducing their chosen book and saying why they like it, before reading a prepared passage of approximately 100 ndash; 150 words (2 minutes).
4. Listening and Responding (20%): Learners respond to questions from the group and the assessor. They should also participate in a group discussion, joining in with comments and questions.

The assessment is approximately 11 minutes, and consists of four sections:

1. Talk ndash; Show and Explain (40% of assessment): Learners talk about an object, model, picture or piece of equipment in some detail, explaining its importance. They should support their talk by using a relevant visual aid (3 minutes).
2. Speaking by Heart (20%): Learners begin by giving the title of their chosen poem, the poet’s name, and a detailed reason for their choice. They should then recite their poem to the group and the assessor, sharing the content enthusiastically (2 minutes).
3. Reading Aloud (20%): Learners should prepare 4-5 pages (containing dialogue) of a book, from which the assessor will choose an extract to be read aloud. They must also introduce the book, stating which character they would like to talk to. (2 minutes).

Listening and Responding (20%): Learners answer questions from the group and the assessor after any section. They should also participate in a group discussion, joining in with comments and questions.

The assessment is approximately 12 minutes, and consists of four sections:

1. Talk – Explaining How (40% of assessment): Learners talk about something they have achieved, made, grown or learned about. They should support their talk by using a relevant visual aid (3 minutes).

2. Speaking by Heart (20%): Learners begin by giving the title of their chosen poem or piece of drama, the author’s name, and a detailed reason for their choice. They should then recite their poem or piece of drama, sharing the content with the group and the assessor (2 minutes).

3. Reading Aloud (20%): Learners should practise 6-12 pages (containing dialogue) of a book from which the assessor will choose an extract to be read aloud. They must also introduce the book, placing their chosen section within the wider context of the story (2 minutes).

4. Listening and Responding (20%): Learners answer questions from the group and the assessor after any section. They should also participate in a group discussion, joining in with comments and questions.

The assessment is approximately 10 minutes, and consists of four sections:

1. Talk ndash; Something Special (40% of assessment): Learners bring in and show listeners a favourite toy or item and tell them about it (2 minutes).
2. Speaking by Heart (20%): Learners begin by saying the title of their chosen poem and the poet’s name. They should then recite their poem, sharing the content with the group and the assessor (1 minute).
3. Reading Aloud (20%): Learners begin by saying the title of their chosen book and the author’s name. They should then read a prepared passage of approximately 100 words from this story (1 minute).
4. Listening and Responding (20%): Learners answer questions from the group and the assessor after their talk. They should also participate in a group discussion, joining in with comments and questions.

The assessment is approximately 25 minutes, and consists of four sections:

1. Oral Presentation (40% of assessment): Learners deliver a presentation on a researched subject of own choice using audio/visual material. In doing so, they use both quantitative and qualitative evidence, and present personal conclusions. They should support their talk with a digital presentation (5 minutes).
2. Newspaper Review (20%): Learners lead a discussion based on an article from a quality online or paper-based news source. They give an introductory summary, identify the style, bias and issues raised, and offer an opinion on those issues. They conclude by summarising the opinions of the group (10 minutes).
3. Literary Recommendation (20%): Learners provide a literary recommendation of a novel, biography, drama, poetry or public address. They then give a reading or deliver the piece/an extract from memory (4 minutes).
4. Questions and Discussion (20%): Learners respond to questions and feedback from the group and the assessor about any section. They should be prepared to contribute ideas and opinions to develop others’ discussions.

The assessment is approximately 13 minutes, and consists of four sections:

1. Talk ndash; Free Choice (40% of assessment): Learners present a topic of personal interest. They should support their talk using relevant visual/audio material (4 minutes).
2. Speaking by Heart (20%): Learners begin by introducing their choice of poem or piece of drama, explaining what it means to them. They then present their memorised choice, sharing the content with the group and the assessor (2 minutes).
3. Reading Aloud (20%): Learners should prepare 12-15 pages (containing dialogue) of a book, from which the assessor will choose an extract to be read aloud. They must also introduce the book, explaining its appeal (2 minutes).
4. Listening and Responding (20%): Learners respond to questions from the group and the assessor at any time. They should also participate in a group discussion, joining in with comments and questions.

The assessment is approximately 13-14 minutes, and consists of four sections:

1. Prepared Talk (40% of assessment): Learners deliver a structured talk on any topic, with evidence of personal research/enquiry. They should support their talk using relevant visual/audio material (4 minutes).
2. Speaking by Heart (20%): Learners should their piece of poetry, drama or prose by outlining what factors determined their choice, or explaining its context. They should then present their memorised choice, sharing the content with the group and the assessor (2 minutes).
3. Reading to Listeners (20%): Learners should prepare 12-15 pages (containing dialogue) of a book, from which the assessor will choose an extract to be read aloud. They must also introduce the book, placing their chosen section of the book within the wider context of the story (2 minutes).
4. Open Exchange of Ideas (20%): Learners respond to questions from the group and the assessor at any time. They should also participate in a group discussion, joining in with comments and questions.

The assessment is approximately 18 minutes, and consists of four sections:

1. Presenting a Case (40% of assessment): Learners research and deliver a talk about a contemporary issue. Learners discuss different viewpoints about the subject and explain their opinions. They should support their talk using relevant audio/visual material (5 minutes).
2. Explaining and presenting a published text (20%): Learners begin by introducing their chosen poem, extract from a published novel or short story. In doing so, they provide information about the writer, the use of language, and the context of the work. They then interpret the piece from memory (3 minutes).
3. Communicating a Character (20%): Learners choose a character from any text not selected for Section 2. They briefly introduce the character, and provide a summary of his/her role within the work. Learners then communicate their chosen character by putting themselves in the ‘hot seat’. In doing so, they should respond in character to questions from the listening group. The aim is to communicate an understanding of the character’s thoughts, feelings, and reactions.
4. Open Exchange of Ideas (20%): Learners respond to questions and feedback from the group and the assessor about any section. They should be prepared to contribute ideas and opinions to develop others’ discussions.

The assessment is approximately 18 minutes, and consists of four sections:

1. Presenting a Case (40% of assessment): Learners research and deliver a talk about a contemporary issue. Learners discuss different viewpoints about the subject and explain their opinions. They should support their talk using relevant audio/visual material (5 minutes).
2. Explaining and presenting a published text (20%): Learners begin by introducing their chosen poem, extract from a published novel or short story. In doing so, they provide information about the writer, the use of language, and the context of the work. They then interpret the piece from memory (3 minutes).
3. Analyse a Real Life Speech (20%): Learners choose a recent or historical speech from real life. They begin by introducing its writer or the person who delivered it. In doing so, they give its context and significance, and comment on its style and delivery (this should take at least half the time allocated for task). They then read the speech, or an extract from it, for the group (5 minutes).
4. Open Exchange of Ideas (20%): Learners respond to questions and feedback from the group and the assessor about any section. They should be prepared to contribute ideas and opinions to develop others’ discussions.

The assessment is approximately 18 minutes, and consists of four sections:

1. Oral Presentation (40% of assessment): Learners research and deliver a presentation about a piece of equipment or IT application. In doing so, they explain how it works and its effect on society. They should support their talk with a digital presentation (5 minutes).
2. Literature Interpretation and Analysis (20%): Learners begin by introducing a poem, prose extract or scene from a play, drawn from world literature. In doing so, they discuss the author, the use of language and the context of the work. They should then give a reading or memorised delivery from their chosen text (3 minutes).
3. Critical Review (20%): Learners provide a critical review of a film, live theatrical production, television programme, podcast or video game. In doing so, they evaluate its strengths and weaknesses and assess its personal impact (3 minutes).
4. Questions and Discussion (20%): Learners respond to questions and feedback from the group and the assessor about any section. They should be prepared to contribute ideas and opinions to develop other’s discussions.

The assessment is takes place in groups of 3 or 4 over approximately 40 minutes. Teams prepare a debate on an agreed motion (own choice) and each member of the team has 4 minutes to build and deliver arguments that support or oppose the motion. Each member should also reply (rebut) or respond (point of information) to arguments from the other team.

Learners are assessed in the following four areas:

• Content ndash; the way in which a learner demonstrates evidence of research and understanding.
• Style ndash; the way in which a learner communicates, both verbally and non-verbally.
• Structure ndash; the way in which a learner structures their contribution to the debate (e.g. introductions, conclusions, linking etc.).
• Listening and Responding – the way in which a learner listens and responds to developments in the debate (rebuttal, points of information, etc.).

The assessment is takes place in groups of 3 or 4 over approximately 40 minutes. Teams prepare a debate on an agreed motion (own choice) and each member of the team has 4 minutes to build and deliver arguments that support or oppose the motion. Each member should also reply (rebut) or respond (point of information) to arguments from the other team.

Learners are assessed in the following four areas:

• Content ndash; the way in which a learner demonstrates evidence of research and understanding.
• Style ndash; the way in which a learner communicates, both verbally and non-verbally.
• Structure ndash; the way in which a learner structures their contribution to the debate (e.g. introductions, conclusions, linking etc.)
• Listening and responding ndash; the way in which a learner listens and responds to developments in the debate (rebuttal, points of information, etc.).

The assessment is takes place in groups of 3 or 4 over approximately 50 minutes. Teams prepare a debate on an agreed motion (own choice) and each member of the team has 5 minutes to build and deliver arguments that support or oppose the motion. Each member should also reply (rebut) or respond (point of information) to arguments from the other team.

Learners are assessed in the following four areas:

• Content ndash; the way in which a learner demonstrates evidence of research and understanding.
• Style ndash; the way in which a learner communicates, both verbally and non-verbally.
• Structure ndash; the way in which a learner structures their contribution to the debate (e.g. introductions, conclusions, linking etc.).
• Listening and responding – the way in which a learner listens and responds to developments in the debate (rebuttal, points of information, etc.).

The assessment is approximately 15 minutes, and consists of four sections:

1. Biographical Talk (40% of assessment):Learners research and deliver a talk on a famous or interesting person, outlining their achievements and importance. They should support their talk using relevant visual/audio material (4 minutes).
2. Speaking by Heart (20%):Learners begin by introducing their chosen piece of poetry, prose or drama on the theme of a place or person. In doing so, they explain its particular qualities. They then interpret the piece from memory (2-3 minutes).
3. Commentary on Prepared Reading (20%):Learners introduce their chosen reading by commenting on the characters and their place within the plot. They should then read a prepared extract (2-3 minutes).
4. Listening, Responding and Exchanging Views (20%):Learners listen and respond to questions from the group and the assessor in relation to the first three activities. They should also actively contribute to the group discussion by asking questions and offering comments.

The assessment is approximately 15 minutes, and consists of four sections:

1. Curriculum Talk (40%):Learners research and deliver a talk on any personal interest or a Key Stage 3-4 national curriculum topic. They should support their talk using relevant visual/audio material (4 minutes)
2. Reviewing a News Item (20%):Learners examine a news item from an online or paper-based source, commenting on the importance of the issue(s) raised (2-3 minutes).
3. Persuasive Speaking (20%): Learners attempt to persuade the group and the assessor to their way of thinking on a social, political, economic or environmental issue, which has more than one viewpoint (2-3 minutes).
4. Listening, Responding and Exchanging Views (20%): Learners listen, and respond, to questions from the group and the assessor in relation to the first three activities. They should also actively contribute to the group discussion by asking questions and offering comments (5 minutes).

The assessment is approximately 15 minutes, and consists of four sections:

1. Performance Talk (40% of assessment): Learners deliver a 4-minute talk with knowledge and enthusiasm on a performance piece (dance, drama, music, theatre, opera, mime or performance art) that is of personal interest. The learner may present from an artistic perspective or with a focus on the technical aspects of the production (4 minutes).
2. Performing a Published Work (20%) Learners begin by introducing a creative, published piece from a recognised writer (poetry, prose, monologue or song lyrics). Learners then perform their memorised choice to the group and the assessor (2-3 minutes).
3. Performing a Self-Composition (20%): Learners perform their own spoken word composition on a meaningful and substantial theme, with or without the aid or notes/text. This may be a poem/lyrics (own choice); storytelling (own choice); or a piece of devised drama (2-3 minutes).
4. Listening, Responding and Exchanging Views (20%): Learners listen, and respond, to questions from the group and assessor in relation to the first three activities. They should also actively contribute to the group discussion by asking questions and offering comments (5 minutes).

The assessment is approximately 15 minutes, and consists of four sections:

1. Employability Talk (40% of assessment): Learners research and deliver a talk on a job, career, course of study or make a business pitch. They should provide a CV and use it to explain their interest in career area. They should support their talk using relevant visual/audio material (4 minutes).
2. Taking Part in an Interview (20%): Learners take part in an interview with the assessor, based on their Section 1 talk and CV. Learners will need to provide the assessor with a hard copy of their CV, and should respond to questions formally and positively (2-3 minutes).
3. Making a telephone call (20%): Learners make a mock telephone call to a teacher/tutor based on a planned employability-related scenario. They choose one of five scenarios, which are made available in advance of the assessment. During the mock telephone call, learners will need to give, receive and recall information (2-3 minutes).
4. Listening, Responding and Exchanging Views (20%): Learners listen, and respond, to questions from the group and the assessor in relation to the first three activities. They should also actively contribute to the group discussion by asking questions and offering comments (5 minutes).

The assessment is approximately 13 minutes, and consists of four sections:

1. Personal Interest Talk (40% of assessment): Learners deliver a talk with knowledge and enthusiasm on an activity or topic of personal interest. They should support their talk using relevant visual/audio material (4 minutes).
2. Speaking by Heart (20%): Learners begin by introducing their choice of poetry, spoken song lyric, prose, or drama. In doing so, they explain the reason(s) for their choice. They should then present their memorised choice, sharing the content with the group and the assessor (2 minutes).
3. Reading to Listeners (20%): Learners should prepare 12-13 pages (containing dialogue) of a book, from which the assessor will choose an extract to be read aloud. They also introduce the book, placing their chosen section within the wider context of the story (2 minutes).
4. Listening, Responding and Exchanging Views (20%): Learners listen and respond to questions from the group and the assessor in relation to the first three activities. They should also actively contribute to the group discussion by asking questions and offering comments (5 minutes).

The assessment is approximately 13 minutes, and consists of four sections:

1. Curriculum Talk (40% of assessment): Learners deliver a talk with knowledge and enthusiasm on a curriculum topic in any subject. They should support their talk using relevant visual/audio material (4 minutes).
2. Present a News Story (20%): Learners adopt the role of a television reporter ‘on the scene’ and present a real news story, past or present (2 minutes).
3. Present an Argument (20%): Learners present an argument about a topical local, national or global issue and communicate it to the group and the assessor (2 minutes).
4. Listening, Responding and Exchanging Views (20%): Learners listen and respond to questions from the group and the assessor in relation to the first three activities. They should also actively contribute to the group discussion by asking questions and offering comments (5 minutes).

The assessment is approximately 13 minutes, and consists of four sections:

1. Performance Talk (40% of assessment): Learners deliver a 4-minute talk, with knowledge and enthusiasm, on any aspect of the performing arts. They should support their talk using relevant visual/audio material (4 minutes).
2. Perform a Published Work (20%): Learners begin by introducing a creative, published piece from a recognised writer (poetry, prose, monologue or song lyrics). Learners should then perform their memorised choice to the group and the assessor (2 minutes).
3. Create and Present a Spoken Piece (20%): Learners create their own spoken piece in a form of their choice, which may be read or recited. This may be a poem/lyrics (own choice); storytelling (own choice); or a piece of devised drama (2 minutes).
4. Listening, Responding and Exchanging Views (20%): Learners listen and respond to questions from the group and the assessor in relation to the first three activities. They should also actively contribute to the group discussion by asking questions and offering comments (5 minutes).

The assessment is approximately 13 minutes, and consists of four sections:

1. Employability Talk (40% of assessment): Learners deliver a talk, with knowledge and enthusiasm about a famous or successful person in business or about a job or career that is of interest to them. They should support their talk using relevant visual/audio material (4 minutes).
2. Take Part in an Interview (20% of assessment): Learners take part in a friendly and supportive interview with the assessor based on their CV. Learners need to provide the assessor with a hard copy of their CV and should respond to questions positively (2 minutes).
3. Prepare and Deliver a Pitch (20%): Learners prepare a business pitch and deliver it. This could be for an existing or an invented product or service. They can use audio/visual material to support their pitch (2 minutes).
4. Listening, Responding and Exchanging Views (20%): Learners listen and respond to questions from the group and the assessor in relation to the first three activities. They should also actively contribute to the group discussion by asking questions and offering comments (5 minutes).