Qualification Finder<\/title>\n\n<style>\n:root {\n --primary: #302793;\n --secondary: #ed2424;\n --dark: #012651;\n --radius: 16px;\n}\n\n#esb-qualification-finder {\n background: #f7f7f7;\n margin: 0;\n}\n\n#esb-qualification-finder * {\n box-sizing: border-box;\n font-family: inherit;\n}\n\n.container {\n max-width: 900px;\n margin: auto;\n padding: 20px;\n}\n\n.step {\n display: none;\n}\n\n.step.active {\n display: block;\n}\n\nh1, h2 {\n text-align: center;\n}\n\n.card-grid {\n display: grid;\n gap: 16px;\n}\n\n@media(min-width:600px) {\n .card-grid {\n grid-template-columns: repeat(3, 1fr);\n }\n}\n\n.card {\n background: #fff;\n border-radius: var(--radius);\n padding: 20px;\n text-align: center;\n cursor: pointer;\n border: 2px solid transparent;\n transition: 0.2s;\n}\n\n.card:hover {\n border-color: var(--dark);\n}\n\n.filter-group {\n margin: 20px 0;\n}\n\n.filter-buttons {\n display: flex;\n flex-wrap: wrap;\n gap: 10px;\n}\n\n.filter-btn {\n padding: 10px 14px;\n border-radius: 999px;\n border: 1px solid var(--primary);\n background: #fff;\n cursor: pointer;\n}\n\n.filter-btn.active {\n background: var(--primary);\n color: #fff;\n}\n\n.filter-btn.language.active {\n background: var(--secondary);\n border-color: var(--secondary);\n}\n\n.sticky-bar {\n position: sticky;\n bottom: 0;\n background: #fff;\n padding: 10px;\n display: flex;\n gap: 10px;\n justify-content: space-between;\n border-top: 1px solid #ddd;\n}\n\nbutton {\n padding: 12px;\n border-radius: 999px;\n border: none;\n cursor: pointer;\n}\n\n.primary {\n background: var(--primary);\n color: #fff;\n}\n\n.secondary {\n background: var(--secondary);\n color: #fff;\n}\n\n.clear {\n background: #eee;\n}\n\n.results {\n display: grid;\n gap: 16px;\n}\n\n.result-card {\n background: #fff;\n padding: 16px;\n border-radius: var(--radius);\n border: 1px solid #ddd;\n}\n\n.search-wrapper {\n position: relative;\n width: 100%;\n margin-bottom: 20px;\n}\n\n.search {\n width: 100%;\n padding: 10px;\n border-radius: 10px;\n border: 1px solid #ccc;\n}\n\n.search-icon {\n position: absolute;\n right: 12px;\n top: 50%;\n transform: translateY(-50%);\n font-size: 16px;\n color: #9ca3af; \/* subtle neutral *\/\n pointer-events: none; \/* never blocks typing or clicks *\/\n}\n\n\/* Ensure text doesn\u2019t overlap the icon *\/\n.search-wrapper .search {\n padding-right: 36px;\n}\n\n.section-heading {\n text-align: left;\n font-size: 1.4rem;\n font-weight: 700;\n margin: 25px 0 25px;\n padding: 15px 0px 15px 15px;\n background: #012651;\n color: #fff;\n}\n\nbutton:disabled {\n background-color: #d1d5db;\n color: #6b7280;\n cursor: not-allowed;\n opacity: 0.7;\n}\n\n.hint {\n text-align: center;\n font-size: 14px;\n color: #6b7280;\n}\n\n.modal-overlay {\n position: fixed;\n inset: 0;\n background: rgba(0, 0, 0, 0.55);\n display: none;\n align-items: center;\n justify-content: center;\n padding: 16px;\n z-index: 9999;\n overflow-y: auto;\n}\n\n.modal-overlay.open {\n display: flex;\n}\n\n.modal-panel {\n background: #fff;\n width: 100%;\n max-width: 650px;\n max-height: calc(100vh - 32px);\n margin: 32px auto;\n overflow-y: auto;\n padding: 32px;\n border-radius: 20px;\n position: relative;\n box-shadow: 0 20px 60px rgba(0,0,0,.2);\n}\n\n.modal-panel h4{\n margin-top:0;\n font-size:1.2rem;\n}\n\n\n#modalTitle {\n padding-right: 56px;\n word-break: break-word;\n line-height: 1.3;\n}\n\n#modalDescription {\n font-size: 0.9rem;\n line-height: 1.5;\n}\n\n.modal-panel ol{\n font-size: 0.9rem;\n padding-left:20px;\n margin:20px 0;\n}\n\n.modal-panel li{\n margin-bottom:10px;\n}\n\n.modal-close {\n position: absolute;\n top: 10px;\n right: 10px;\n width: 42px;\n height: 42px;\n border-radius: 50%;\n color: #ffff;\n background: #ed2424;\n display: flex;\n align-items: center;\n justify-content: center;\n font-size: 20px;\n line-height: 1;\n cursor: pointer;\n \ntransition: \n background-color 0.2s ease,\n transform 0.15s ease,\n box-shadow 0.15s ease;\n\n}\n\n.modal-close:hover {\n background: #c81e1e; \/* slightly darker red *\/\n transform: scale(1.05); \/* subtle lift *\/\n box-shadow: 0 4px 10px rgba(0,0,0,0.25);\n}\n\n\n\/* Active (click\/tap) *\/\n.modal-close:active {\n transform: scale(0.96);\n}\n\n\/* Keyboard accessibility *\/\n.modal-close:focus-visible {\n outline: none;\n box-shadow: 0 0 0 3px rgba(237, 36, 36, 0.4);\n}\n\n.result-card{\n text-align:left;\n transition:.2s;\n}\n\n.result-card:hover{\n transform:translateY(-2px);\n}\n\n.results {\n margin-bottom: 24px;\n}\n\n.qual-price {\n color: #ed2424;\n font-weight: 700;\n margin-right: 6px;\n white-space: nowrap;\n}\n\n.qual-badges {\n display: flex;\n gap: 8px;\n margin-bottom: 6px;\n}\n\n.qual-badge {\n width: 24px;\n height: 24px;\n border-radius: 50%;\n background: #f1f3f5;\n display: inline-flex;\n align-items: center;\n justify-content: center;\n font-size: 14px;\n line-height: 1;\n color: #555;\n}\n\n\/* Regulated *\/\n.qual-badge.regulated {\n background: rgba(1, 38, 81, 0.1);\n color: #012651;\n}\n\n\/* UCAS *\/\n.qual-badge.ucas {\n background: rgba(237, 36, 36, 0.1);\n color: #ed2424;\n}\n\n.qual-badge.pathway {\n background: rgba(45, 153, 255, 0.12);\n color: #1f6fd6;\n}\n\n.qual-badge.group {\n background: rgba(16, 185, 129, 0.12);\n color: #047857;\n}\n\n.modal-badges {\n display: flex;\n gap: 10px;\n margin-bottom: 8px;\n}\n\n@media (max-width: 520px) {\n\n .modal-panel {\n display: flex;\n flex-direction: column;\n }\n\n .modal-close {\n position: static;\n align-self: center; \/* \u2705 true visual centring *\/\n margin-bottom: 10px;\n }\n\n #modalTitle {\n padding-right: 0;\n text-align: center;\n }\n\n .modal-badges {\n justify-content: center;\n }\n}\n\n.modal-links {\n font-size: 0.9rem;\n display: flex;\n justify-content: space-between;\n align-items: center;\n margin-top: 18px;\n gap: 16px;\n}\n\n.modal-links a {\n font-weight: 700;\n font-size: 0.9rem;\n text-decoration: none;\n white-space: nowrap;\n color: #ed2424;\n}\n\n.modal-links a:hover {\n text-decoration: underline;\n}\n\n@media (max-width: 520px) {\n .modal-links {\n flex-direction: column;\n align-items: stretch;\n text-align: center;\n }\n}\n\n.spotlight-section {\n margin-top: 32px;\n}\n\n.spotlight-heading {\n text-align: center;\n margin-bottom: 16px;\n}\n\n.spotlight-container {\n display: grid;\n grid-template-columns: 1fr 1fr;\n gap: 24px;\n\n background: #fff;\n border-radius: var(--radius);\n padding: 20px;\n border: 1px solid #ddd;\n\n max-height: 350px;\n overflow: hidden;\n}\n\n.spotlight-left {\n display: flex;\n flex-direction: column;\n max-height: 350px;\n overflow-y: auto;\n padding-right: 8px;\n}\n\n.spotlight-title {\n margin-top: 0;\n margin-bottom: 12px;\n font-size: 1.25rem;\n color: var(--dark);\n}\n\n.spotlight-summary {\n font-size: 0.95rem;\n line-height: 1.5;\n margin-bottom: 16px;\n color: #374151;\n}\n\n.spotlight-features {\n font-size: 0.9rem;\n line-height: 1.5;\n padding-left: 20px;\n margin-bottom: 20px;\n}\n\n.spotlight-features li {\n margin-bottom: 8px;\n}\n\n.spotlight-actions {\n margin-top: auto;\n}\n\n.spotlight-quote-btn {\n display: inline-block;\n margin-top: 14px;\n margin-bottom: 14px;\n padding: 12px 14px;\n border-radius: 60px;\n background: #ed2424;\n color: #fff;\n font-size: 0.9rem;\n text-decoration: none;\n text-align: center;\n\n transition: background-color 0.2s ease, transform 0.15s ease;\n}\n\n.spotlight-quote-btn:hover {\n background: #241e73;\n transform: translateY(-1px);\n}\n\n.spotlight-quote-btn:active {\n transform: translateY(0);\n}\n\n.spotlight-right {\n height: 350px;\n overflow-y: auto;\n border-radius: 12px;\n border: 1px solid #e5e7eb;\n}\n\n.spotlight-iframe {\n width: 100%;\n height: 100%;\n border: none;\n}\n\n@media (max-width: 520px) {\n .spotlight-container {\n grid-template-columns: 1fr;\n max-height: none;\n }\n\n .spotlight-right {\n margin-top: 10px;\n }\n\n .spotlight-iframe {\n height: 250px;\n }\n}\n\n<\/style>\n<\/head>\n\n<body>\n<div id=\"esb-qualification-finder\">\n<div class=\"container\">\n\n\n<div class=\"step active\" id=\"step1\">\n <h2 class=\"section-heading\">What are you looking for?<\/h2>\n\n <div class=\"card-grid\">\n <div class=\"card\" data-type=\"oracy\">Oracy Qualifications<\/div>\n <div class=\"card\" data-type=\"language\">ESOL Skills for Life<\/div>\n <div class=\"card\" data-type=\"general\">I know what I want<\/div>\n <\/div>\n<\/div>\n\n\n<div class=\"step\" id=\"step2\">\n <h2 id=\"stepTitle\"><\/h2>\n\n <div id=\"filters\"><\/div>\n\n <p id=\"applyHint\" class=\"hint\">Select at least one filter to enable Apply<\/p>\n\n <div class=\"sticky-bar\">\n <button class=\"clear\" id=\"backBtn\">Back<\/button>\n <button class=\"secondary\" id=\"showAllBtn\">Show all<\/button>\n <button class=\"primary\" id=\"applyBtn\" disabled>Apply<\/button>\n <\/div>\n<\/div>\n\n\n<div class=\"step\" id=\"step3\">\n <h2>Results<\/h2>\n \n<div class=\"search-wrapper\">\n <input\n type=\"search\"\n class=\"search\"\n placeholder=\"Search qualifications\"\n id=\"searchBox\"\n \/>\n <span class=\"search-icon\" aria-hidden=\"true\">\ud83d\udd0d<\/span>\n<\/div>\n\n <div class=\"results\" id=\"results\"><\/div>\n\n <div class=\"sticky-bar\">\n <button class=\"clear\" id=\"restartBtn\">Restart<\/button>\n <\/div>\n<\/div>\n\n\n<section class=\"spotlight-section\">\n\n <h2 class=\"section-heading\">Qualification in the Spotlight<\/h2>\n\n <div class=\"spotlight-container\">\n\n \n <div class=\"spotlight-left\">\n <h3 id=\"spotlightTitle\" class=\"spotlight-title\"><\/h3>\n\n <div class=\"spotlight-actions\">\n <a id=\"spotlightQuoteLink\"\n class=\"spotlight-quote-btn\"\n target=\"_blank\">\n Get a quote \u2192\n <\/a>\n <\/div>\n\n <p id=\"spotlightSummary\" class=\"spotlight-summary\"><\/p>\n <ul id=\"spotlightFeatures\" class=\"spotlight-features\"><\/ul>\n <\/div>\n\n \n <div class=\"spotlight-right\">\n <iframe\n id=\"spotlightSpecFrame\"\n class=\"spotlight-iframe\"\n loading=\"lazy\"\n title=\"Qualification specification preview\">\n <\/iframe>\n <\/div>\n\n <\/div>\n\n<\/section>\n\n\n<\/div>\n\n<div id=\"qualModal\" class=\"modal-overlay\">\n <div class=\"modal-panel\">\n\n <button id=\"closeModal\" class=\"modal-close\">\n \u00d7\n <\/button>\n\n <h4 id=\"modalTitle\"><\/h4>\n\n <p id=\"modalDescription\">\n Placeholder summary text for this qualification.\n You can later replace this with qualification-specific\n descriptions, assessment method, learners, pricing or links.\n <\/p>\n\n <ol id=\"modalList\">\n <li>Placeholder qualification feature<\/li>\n <li>Placeholder assessment information<\/li>\n <li>Placeholder progression route<\/li>\n <\/ol>\n\n <div class=\"modal-links\">\n <a id=\"specLink\" href=\"#\" target=\"_blank\" class=\"spec-link\">\n Download specification \u2193<\/a>\n\n <a id=\"quoteLink\" href=\"#\" target=\"_blank\" class=\"quote-link\">\n Get a quote \u2192<\/a>\n<\/div>\n\n <\/div>\n<\/div>\n<\/div>\n\n<script>\n window.addEventListener('DOMContentLoaded', function () {\nconst steps = {\n step1: document.getElementById('step1'),\n step2: document.getElementById('step2'),\n step3: document.getElementById('step3')\n};\n\nconst filtersEl = document.getElementById('filters');\nconst resultsEl = document.getElementById('results');\n\nlet currentType = null;\nlet selectedFilters = {};\n\nconst ESOL_PRICES = {\n 'pre-entry': {\n speaking: '\u00a333.00'\n },\n 'entry 1': {\n reading: '\u00a315.00',\n writing: '\u00a315.00',\n speaking: '\u00a342.00'\n },\n 'entry 2': {\n reading: '\u00a315.00',\n writing: '\u00a315.00',\n speaking: '\u00a344.00'\n },\n 'entry 3': {\n reading: '\u00a315.00',\n writing: '\u00a315.00',\n speaking: '\u00a345.00'\n },\n 'level 1': {\n reading: '\u00a316.00',\n writing: '\u00a316.00',\n speaking: '\u00a349.00'\n },\n 'level 2': {\n reading: '\u00a316.00',\n writing: '\u00a316.00',\n speaking: '\u00a354.00'\n }\n};\n\nconst ORACY_PRICES = {\n earlySteps: {\n step1: '\u00a360.00',\n step2: '\u00a327.00'\n },\n\n preEntrySpeech: '\u00a333.00',\n\n entrySpeech: {\n 1: '\u00a334.00',\n 2: '\u00a335.00',\n 3: '\u00a336.00'\n },\n\n speechGrade: {\n 1: '\u00a337.00',\n 2: '\u00a338.00',\n 3: '\u00a339.00',\n 4: '\u00a340.00',\n 5: '\u00a341.00',\n 6: '\u00a342.00',\n 8: '\u00a344.00'\n },\n\n debating: {\n 1: '\u00a330.00',\n 2: '\u00a340.00',\n 3: '\u00a352.00'\n },\n\n groupSpeaking: {\n entry2: '\u00a367.00',\n entry3: '\u00a372.00',\n level1: '\u00a378.00'\n },\n\n ealSpeech: {\n entry1: '\u00a334.00',\n entry2: '\u00a335.00',\n entry3: '\u00a336.00'\n },\n\n professionalPresentation: '\u00a367.00',\n\n travelTourism: '\u00a350.00',\n\n \n sendDefault: '\u00a350.00',\n\n inspiringConfidenceEmployability: {\n entry1: '\u00a353.00',\n entry2: '\u00a353.00',\n entry3: '\u00a353.00'\n }\n\n};\n\nfunction getQualificationPrice(item) {\n const title = item.title.toLowerCase();\n\n \/\/ =====================\n \/\/ ESOL SKILLS FOR LIFE PRICE LOGIC\n \/\/ =====================\n if (item.type === 'language') {\n const level = title.match(\/pre-entry|entry \\d|level \\d\/)?.[0];\n let mode = 'speaking';\n\n if (title.includes('(reading)')) mode = 'reading';\n else if (title.includes('(writing)')) mode = 'writing';\n\n return ESOL_PRICES[level]?.[mode] || '';\n }\n\n\n \/\/ ORACY PRICE LOGIC\nif (item.type === 'oracy') {\n\n \/\/ Early Steps\n if (title.includes('early steps') && title.includes('step 1')) {\n return ORACY_PRICES.earlySteps.step1 || '';\n }\n if (title.includes('early steps') && title.includes('step 2')) {\n return ORACY_PRICES.earlySteps.step2 || '';\n }\n\n \/\/ Pre Entry Speech\n if (title.includes('pre-entry') && title.includes('speech')) {\n return ORACY_PRICES.preEntrySpeech || '';\n }\n\n \/\/ Entry Level Award in Speech\n const entrySpeechMatch = title.match(\/award in speech \\(entry (\\d)\\)\/);\n if (entrySpeechMatch) {\n return ORACY_PRICES.entrySpeech?.[entrySpeechMatch[1]] || '';\n }\n\n \/\/ Speech Grades\n const gradeMatch = title.match(\/\\(grade (\\d+)\\)\/);\n if (gradeMatch) {\n return ORACY_PRICES.speechGrade?.[gradeMatch[1]] || '';\n }\n\n \/\/ Debating (Level 1\u20133)\n const debatingMatch = title.match(\/level (\\d).*debating\/);\n if (debatingMatch) {\n return ORACY_PRICES.debating?.[debatingMatch[1]] || '';\n }\n\n \/\/ Group Speaking (Entry 2 \/ Entry 3 \/ Level 1)\n if (title.includes('group speaking')) {\n\n const entryMatch = title.match(\/\\(entry (\\d)\\)\/);\n if (entryMatch) {\n return ORACY_PRICES.groupSpeaking[`entry${entryMatch[1]}`] || '';\n }\n\n if (title.includes('level 1')) {\n return ORACY_PRICES.groupSpeaking.level1 || '';\n }\n }\n\n \/\/ \u2705 SEND oracy qualifications (CORRECTLY SCOPED)\n if (item.tags?.includes('SEND')) {\n\n \/\/ Inspiring Confidence in Employability (Entry 1\u20133)\n if (title.includes('inspiring confidence in employability')) {\n const entryMatch = title.match(\/\\(entry (\\d)\\)\/);\n if (entryMatch) {\n return ORACY_PRICES.inspiringConfidenceEmployability[`entry${entryMatch[1]}`] || '';\n }\n }\n\n \/\/ All other SEND oracy qualifications\n return ORACY_PRICES.sendDefault || '';\n }\n\n \/\/ EAL Speech (Graded Examinations)\n if (title.includes('eal') && title.includes('graded examinations')) {\n const ealMatch = title.match(\/\\(entry (\\d)\\)\/);\n if (ealMatch) {\n return ORACY_PRICES.ealSpeech?.[`entry${ealMatch[1]}`] || '';\n }\n }\n\n \/\/ Professional Presentation Skills\n if (title.includes('professional presentation')) {\n return ORACY_PRICES.professionalPresentation || '';\n }\n\n \/\/ Travel & Tourism\n if (title.includes('travel and tourism')) {\n return ORACY_PRICES.travelTourism || '';\n }\nreturn '';\n}\n}\n\nconst qualificationOrder = [\n \/\/ ORACY\n { category: 'oracy', match: \/graded examinations in speech\/i },\n { category: 'oracy', match: \/debating\/i },\n { category: 'oracy', match: \/(eal|english as an additional language)\/i },\n { category: 'oracy', match: \/group speaking\/i },\n { category: 'oracy', match: \/travel and tourism\/i },\n { category: 'oracy', match: \/professional presentation\/i },\n\n \/\/ ESOL SKILLS FOR LIFE\n{ category: 'language', match: \/pre-entry\/i },\n\n{ category: 'language', match: \/\\(reading\\).*entry 1\/i },\n{ category: 'language', match: \/\\(writing\\).*entry 1\/i },\n{ category: 'language', match: \/\\(speaking.*listening\\).*entry 1\/i },\n\n{ category: 'language', match: \/\\(reading\\).*entry 2\/i },\n{ category: 'language', match: \/\\(writing\\).*entry 2\/i },\n{ category: 'language', match: \/\\(speaking.*listening\\).*entry 2\/i },\n\n{ category: 'language', match: \/\\(reading\\).*entry 3\/i },\n{ category: 'language', match: \/\\(writing\\).*entry 3\/i },\n{ category: 'language', match: \/\\(speaking.*listening\\).*entry 3\/i },\n\n{ category: 'language', match: \/\\(reading\\).*level 1\/i },\n{ category: 'language', match: \/\\(writing\\).*level 1\/i },\n{ category: 'language', match: \/\\(speaking.*listening\\).*level 1\/i },\n\n{ category: 'language', match: \/\\(reading\\).*level 2\/i },\n{ category: 'language', match: \/\\(writing\\).*level 2\/i },\n{ category: 'language', match: \/\\(speaking.*listening\\).*level 2\/i }\n];\n\nconst ORACY_FAMILY_ORDER = {\n 'early-steps-1': 0,\n 'early-steps-2': 1,\n 'pre-entry-speech': 2,\n 'entry-speech': 3,\n 'speech-grade': 4,\n 'debating': 5,\n 'eal': 6,\n 'group-speaking': 7,\n 'travel-tourism': 8,\n 'professional-presentation': 9\n};\n\nconst SPEECH_GRADE_ORDER = {\n 1: 0,\n 2: 1,\n 3: 2,\n 4: 3,\n 5: 4,\n 6: 5,\n 8: 6\n};\n\n const ESOL_LEVEL_ORDER = {\n 'pre-entry': 0,\n 'entry 1': 1,\n 'entry 2': 2,\n 'entry 3': 3,\n 'level 1': 4,\n 'level 2': 5\n};\n\nconst ESOL_MODE_ORDER = {\n 'reading': 0,\n 'writing': 1,\n 'speaking': 2\n};\n\nconst NON_REGULATED_TITLES = [\n 'esb pre-entry assessment in speaking and listening',\n 'esb early steps \u2013 step 1 (speaking together)',\n 'esb early steps \u2013 step 2 (speaking out)',\n 'esb pre-entry level award in speech',\n 'esb entry level award in speech (entry 1)',\n 'esb entry level award in speech (entry 2)',\n 'esb entry level award in speech (entry 3)',\n 'esb entry level award in group speaking (entry 2)',\n 'esb entry level award in group speaking (entry 3)'\n];\n\nfunction isRegulated(item) {\n return !NON_REGULATED_TITLES.includes(item.title.toLowerCase());\n}\n\nfunction hasUCAS(item) {\n return item.tags?.includes('ucas');\n}\n\nfunction renderQualificationBadges(item, wrapperClass = 'qual-badges') {\n const badges = [];\n const title = item.title.toLowerCase();\n\n \/\/ \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\n \/\/ REGULATED\n \/\/ \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\n if (isRegulated(item)) {\n badges.push(\n `<span class=\"qual-badge regulated\" title=\"Regulated qualification\">\ud83c\udfc5<\/span>`\n );\n }\n\n \/\/ \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\n \/\/ UCAS\n \/\/ \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\n if (hasUCAS(item)) {\n badges.push(\n `<span class=\"qual-badge ucas\" title=\"UCAS tariff points\">\ud83c\udf93<\/span>`\n );\n }\n\n \/\/ \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\n \/\/ QUALIFICATION PATHWAY\n \/\/ \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\n const isSpeechPathway =\n (title.includes('grade 2)') && title.includes('speech to')) ||\n (title.includes('grade 4)') && title.includes('speech to'));\n\n if (isSpeechPathway) {\n badges.push(\n `<span class=\"qual-badge pathway\" title=\"Qualification pathway\">\ud83e\udded<\/span>`\n );\n }\n\n \/\/ \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\n \/\/ GROUP QUALIFICATION\n \/\/ \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\n const isGroupQualification =\n title.includes('speaking together') ||\n title.includes('award in debating') ||\n title.includes('award in group speaking');\n\n if (isGroupQualification) {\n badges.push(\n `<span class=\"qual-badge group\" title=\"Group qualification\">\ud83d\udc65<\/span>`\n );\n }\n\n \/\/ \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\n \/\/ OUTPUT\n \/\/ \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\n if (!badges.length) return '';\n\n return `<div class=\"${wrapperClass}\">${badges.join('')}<\/div>`;\n}\n\nfunction getQualificationRank(item) {\n const title = item.title.toLowerCase();\n\n if (item.type === 'oracy') {\n const title = item.title.toLowerCase();\n\n \/\/ Early Steps\n if (title.includes('early steps') && title.includes('step 1')) {\n return ORACY_FAMILY_ORDER['early-steps-1'] * 100;\n }\n\n if (title.includes('early steps') && title.includes('step 2')) {\n return ORACY_FAMILY_ORDER['early-steps-2'] * 100;\n }\n\n \/\/ Pre-Entry Speech\n if (title.includes('pre-entry') && title.includes('speech')) {\n return ORACY_FAMILY_ORDER['pre-entry-speech'] * 100;\n }\n\n \/\/ Entry Level Award in Speech (Entry 1\u20133)\nconst entrySpeechMatch = title.match(\/award in speech \\(entry (\\d)\\)\/);\nif (entrySpeechMatch) {\n const entryLevel = parseInt(entrySpeechMatch[1], 10); \/\/ 1, 2, 3\n\n return (\n ORACY_FAMILY_ORDER['entry-speech'] * 100 +\n entryLevel\n );\n}\n\n \/\/ Speech Grades (Grade 1\u20136, 8)\n const gradeMatch = title.match(\/\\(grade (\\d)\/);\n if (gradeMatch) {\n const grade = parseInt(gradeMatch[1], 10);\n if (SPEECH_GRADE_ORDER[grade] !== undefined) {\n return (\n ORACY_FAMILY_ORDER['speech-grade'] * 100 +\n SPEECH_GRADE_ORDER[grade]\n );\n }\n }\n\n \/\/ Debating\n if (title.includes('debating')) {\n return ORACY_FAMILY_ORDER['debating'] * 100;\n }\n\n \/\/ EAL (explicitly after Debating)\n if (title.includes('eal') || title.includes('english as an additional language')) {\n return ORACY_FAMILY_ORDER['eal'] * 100;\n }\n\n \/\/ Group Speaking\n if (title.includes('group speaking')) {\n return ORACY_FAMILY_ORDER['group-speaking'] * 100;\n }\n\n \/\/ Travel & Tourism\n if (title.includes('travel and tourism')) {\n return ORACY_FAMILY_ORDER['travel-tourism'] * 100;\n }\n\n \/\/ Professional Presentation\n if (title.includes('professional presentation')) {\n return ORACY_FAMILY_ORDER['professional-presentation'] * 100;\n }\n\n return 9999;\n}\n\n \/\/ ESOL SKILLS FOR LIFE \u2014 structured ranking\n if (item.type === 'language') {\n const level =\n title.match(\/pre-entry|entry \\d|level \\d\/)?.[0] ?? '';\n\n let mode = 'speaking'; \/\/ default fallback\n if (title.includes('(reading)')) mode = 'reading';\n else if (title.includes('(writing)')) mode = 'writing';\n\n return (\n ESOL_LEVEL_ORDER[level] * 10 +\n ESOL_MODE_ORDER[mode]\n );\n }\n\n return 9999;\n}\n\nconst filterConfig = {\n oracy: [\n {\n title: \"Age group \/ Learner stage\",\n options: [\n { label: \"EYFS\", value: \"EYFS\" },\n { label: \"Key Stage 1\", value: \"keystage1\" },\n { label: \"Key Stage 2\", value: \"keystage2\" },\n { label: \"Key Stage 3\", value: \"keystage3\" },\n { label: \"Key Stage 4\", value: \"keystage4\" },\n { label: \"16+\", value: \"16+\" }\n ]\n },\n {\n title: \"What skills would you like to develop?\",\n options: [\n { label: \"Employability\", value: \"employability\" },\n { label: \"Research\", value: \"research\" },\n { label: \"Debating\", value: \"debating\" },\n { label: \"Group work\", value: \"group\" },\n { label: \"Informing\", value: \"informing\" },\n { label: \"Performing\", value: \"performing\" },\n { label: \"Presenting\", value: \"presenting\" },\n { label: \"Reading\", value: \"oracyreading\" },\n { label: \"Listening & Responding\", value: \"listenrespond\" },\n { label: \"EAL\", value: \"eal\"},\n { label: \"UCAS\", value: \"ucas\"}\n ]\n },\n {\n title: \"Are you interested in qualifications for learners with Significant Educational Needs?\",\n options: [\n { label: \"Yes\", value: \"SEND\" }\n ]\n }\n ],\n\n language: [\n {\n title: \"Level\",\n options: [\n { label: \"Pre-Entry\", value: \"pre-entry\" },\n { label: \"Entry 1\", value: \"entry1\" },\n { label: \"Entry 2\", value: \"entry2\" },\n { label: \"Entry 3\", value: \"entry3\" },\n { label: \"Level 1\", value: \"level1\" },\n { label: \"Level 2\", value: \"level2\" }\n ]\n },\n {\n title: \"Qualification Mode\",\n options: [\n { label: \"Speaking & Listening\", value: \"speakinglistening\" },\n { label: \"Reading\", value: \"reading\" },\n { label: \"Writing\", value: \"writing\" }\n ]\n }\n ]\n};\n\nconst data = [\n {\n title: \"ESB Entry Level Award in Developing Independent Communication Skills (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"SEND\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Developing Independent Communication Skills (Entry 1) is designed to promote learners\u2019 independence and confidence in interacting with others in a social situation. It is one of 14 qualifications in the ESB International Building Confidence in Communication product portfolio, which develop the oracy and communication of learners who do not have a qualification at Level 1 or above. These qualifications can be taught to learners over 16 years of age who have special educational needs and disabilities. These learners may have an Education, Health and Care (EHC) plan or receive Special Educational Needs (SEN) support and be based in either mainstream or specialist centres. The assessment takes place in a group of six learners, and is divided into four sections:\",\n\n keyFeatures: [\n\n \"Give a presentation about themselves \u2014 learners talk about something which is of interest to them, such as a hobby, family or favourite sport, speaking clearly and bringing their presentation to an appropriate ending.\",\n\n \"Talk about an activity \u2014 learners listen carefully to others and enter into conversation on a selected topic or activity, such as an annual residential, family holiday or college\/school production.\",\n\n \"Answer the telephone \u2014 learners answer a telephone call, respond to the caller\u2019s questions, and speak politely and clearly throughout while carrying out an authentic request.\",\n\n \"Join in a discussion \u2014 learners respond to simple questions from the group, speak politely and ask questions of other group members.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-70-ESB-Entry-Level-Award-in-Developing-Independent-Communication-Skills-Entry-1-v7.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Independent Communication Skills (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"SEND\",\n \"informing\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Independent Communication Skills (Entry 1) is designed to promote learners\u2019 independence and confidence in interacting with others in a social situation. It is one of 14 qualifications in the ESB International Building Confidence in Communication product portfolio, which develop the oracy and communication of learners who do not have a qualification at Level 1 or above. These qualifications can be taught to learners over 16 years of age who have special educational needs and disabilities. These learners may have an Education, Health and Care (EHC) plan or receive Special Educational Needs (SEN) support and be based in either mainstream or specialist centres. The assessment takes place in a group of six learners, and is divided into four sections:\",\n\n keyFeatures: [\n\n \"Give a presentation \u2014 learners prepare and deliver a presentation about a new skill or interest they have enjoyed, using supporting materials where appropriate, speaking clearly and including personal opinions.\",\n\n \"Take part in a discussion \u2014 learners contribute positively to a group discussion on a topic of shared interest, listening carefully, answering questions and communicating naturally with others.\",\n\n \"Receive a phone call \u2014 learners respond to a tutor\u2019s telephone call, pass on a simple message, relay an answer and demonstrate polite and appropriate telephone communication.\",\n\n \"Show support as a listener \u2014 learners respond to simple questions from the group, make eye contact where possible, speak politely and ask suitable straightforward questions.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-72-ESB-Entry-Level-Award-in-Independent-Communication-Skills-Entry-1-v6.pdf\"\n},\n\n{\n title: \"ESB Level 4 Award in Professional Presentation Skills\",\n\n type: \"oracy\",\n\n tags: [\n \"employability\",\n \"presenting\",\n \"16+\"\n ],\n\n summary:\n \"The ESB Level 4 Award in Professional Presentation Skills is designed for adults aged 18+, including those in work or training at supervisory level or above, graduates on employability programmes, and learners undertaking professional development or CPD. It supports learners to develop clear, confident and authoritative spoken communication for professional and workplace settings. Assessment takes place in groups, with a maximum of 12 learners per day and a minimum audience of five people to ensure meaningful interaction. Each learner is assessed individually by an ESB-trained assessor, with written feedback provided after assessment. The qualification is graded Pass, Merit or Distinction, uses a compensatory assessment model, and carries a credit value of 6, with 30 guided learning hours and 60 total qualification time.\",\n\n keyFeatures: [\n\n \"Professional Presentation (60%) \u2014 learners deliver a structured professional presentation on a researched topic of their choice, demonstrating planning, logical organisation, clear delivery, effective language use and audience awareness through verbal and non-verbal communication.\",\n\n \"Use of Visual Aids (10%) \u2014 learners select and integrate suitable visual or audio aids, such as slides, images or physical objects, and are assessed on how effectively these support the presentation and are handled confidently.\",\n\n \"Response and Interaction (30%) \u2014 learners respond thoughtfully to audience and assessor questions, handle differing viewpoints effectively, and contribute appropriately as participants by asking questions and engaging with others\u2019 presentations.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-29-ESB-Level-4-Award-in-Professional-Presentation-Skills-v1.pdf\"\n},\n\n{\n title: \"ESB Pre-Entry Assessment in Speaking and Listening\",\n\n type: \"language\",\n\n tags: [\n \"pre-entry\",\n \"speakinglistening\"\n ],\n\n summary:\n \"The ESB Pre-Entry Assessment in Speaking and Listening is an unregulated qualification designed for ESOL learners with very little or no prior experience of learning English, including those who may not have experienced formal education or external assessment before. It is suitable for learners aged 16+ who need English to manage everyday life in the UK. The assessment is conducted on site at approved ESB centres by trained, independent ESB assessors and is designed to create a positive, non-intimidating environment. Learners are assessed throughout the session and receive personalised written feedback, with results reported as Pass or Unsuccessful. Successful learners receive an ESB certificate. This qualification provides a clear progression route to the ESB Entry Level Award in ESOL Skills for Life (Entry 1) and supports learners to build confidence, develop basic spoken English and prepare for further ESOL study, training or employment.\",\n\n keyFeatures: [\n\n \"Personal Information (Task 1) \u2014 learners answer simple questions about familiar topics such as their name, languages, home, study, work and everyday activities, demonstrating the ability to give basic personal information and respond to straightforward questions.\",\n\n \"Expressing Likes and Dislikes Using Vocabulary (Task 2) \u2014 learners participate in a small-group conversation using photographs as prompts, responding to simple questions and expressing basic preferences while demonstrating vocabulary, understanding and spoken interaction.\",\n\n \"Following Single-Step Instructions (Task 3) \u2014 learners listen to and follow simple instructions using objects or pictures, demonstrating basic listening comprehension through verbal or non-verbal responses.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2026\/01\/ESB-SPEC-C51-ESB-Pre-Entry-Assessment-in-Speaking-Listening-v4.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Introducing Oral Skills for Interviews (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"SEND\",\n \"employability\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Introducing Oral Skills for Interviews (Entry 1) is designed to promote learners\u2019 independence and confidence in the context of work and employment by developing their speaking and listening skills. It is one of 14 qualifications in the ESB International Building Confidence in Communication product portfolio, which develop the oracy and communication of learners who do not have a qualification at Level 1 or above. These qualifications can be taught to learners over 16 years of age who have special educational needs and disabilities. These learners may have an Education, Health and Care (EHC) plan or receive Special Educational Needs (SEN) support and be based in either mainstream or specialist centres. The assessment takes place in a group of six learners and is divided into four sections:\",\n\n keyFeatures: [\n\n \"Tell about previous work experience \u2014 learners give a short presentation about any voluntary or paid work experience they have had, using visual aids where appropriate to support their presentation.\",\n\n \"Make a phone call about an interview \u2014 learners make a short telephone call to check practical details of an upcoming interview, demonstrating clear, polite and purposeful communication.\",\n\n \"Interact appropriately in an interview situation \u2014 learners participate in a short interview, showing awareness of formal communication, answering questions and explaining their interest in a job role.\",\n\n \"Show support as a listener \u2014 learners demonstrate active listening as audience members, showing attention to others\u2019 presentations and asking simple questions.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-67-ESB-Entry-Level-Award-in-Introducing-Oral-Skills-for-Interviews-Entry-1-v3.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Oral Communication with Others (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"SEND\",\n \"group\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Oral Communication with Others (Entry 1) is designed to promote learners\u2019 independence and confidence in interacting with others in a social situation. It is one of 14 qualifications in the ESB International Building Confidence in Communication product portfolio, which develop the oracy and communication of learners who do not have a qualification at Level 1 or above. These qualifications can be taught to learners over 16 years of age who have special educational needs and disabilities. These learners may have an Education, Health and Care (EHC) plan or receive Special Educational Needs (SEN) support and be based in either mainstream or specialist centres. The assessment takes place in a group of six learners and is divided into four sections:\",\n\n keyFeatures: [\n\n \"Respond to a greeting \u2014 learners make a positive response to a greeting through speech, gesture, sign, non-verbal communication or eye contact where possible.\",\n\n \"Tell a group about something of personal interest \u2014 learners talk about something meaningful to them, such as a hobby, family or favourite activity, sharing an object or visual support and responding to simple questions.\",\n\n \"Join a group activity \u2014 learners take part in a prepared group activity, demonstrating turn-taking, communication, participation and working with others, with support where required.\",\n\n \"Respond to a farewell \u2014 learners respond verbally or non-verbally to a farewell at the end of the assessment.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-73-ESB-Entry-Level-Award-in-Oral-Communication-with-Others-Entry-1-v6.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Group Speaking (Entry 2)\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage1\",\n \"group\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Group Speaking (Entry 2) is targeted at learners between Year 1 and Year 3 and is designed to encourage an imaginative and enjoyable exploration of verse and prose in a group setting. Although there is a minimum requirement of six learners, there is no upper limit and ESB encourages whole class entries of different ages and abilities. This is a group assessment. Each successful group receives one report form from the assessor and one certificate per group of learners, with the option of individual learner certificates. The assessment takes place in groups over approximately 15 minutes and consists of three sections:\",\n\n keyFeatures: [\n\n \"Speaking from memory \u2014 groups introduce their chosen poem by giving its title, naming the poet and explaining why they selected it, before performing the poem from memory.\",\n\n \"Telling a story \u2014 groups introduce a chosen book, explain what makes the story interesting and recite a section from memory, demonstrating expression and shared storytelling.\",\n\n \"Listening and Responding \u2014 learners answer questions from the assessor, demonstrating attentive listening and responding appropriately as a group.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C22-ESB-Entry-Level-Award-in-Group-Speaking-Entry-2-v3.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Group Speaking (Entry 3)\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage2\",\n \"group\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Group Speaking (Entry 3) is targeted at learners between Year 2 and Year 5 and is designed to encourage an imaginative and enjoyable exploration of verse and prose in a group setting. Although there is a minimum requirement of six learners, there is no upper limit and ESB encourages whole-group entries of different ages and abilities. This is a group assessment. Each successful group receives one report form from the assessor and one certificate per group of learners, with the option of individual learner certificates. The assessment takes place in groups over approximately 18 minutes and consists of three sections:\",\n\n keyFeatures: [\n\n \"Speaking from memory \u2014 groups introduce their chosen poem by giving its title, naming the poet and explaining why they selected it, before performing the poem from memory.\",\n\n \"Telling a story \u2014 groups introduce a chosen book, explain what makes the story interesting and recite a section from memory, demonstrating expression and shared storytelling.\",\n\n \"Listening and Responding \u2014 learners answer questions from the assessor, demonstrating attentive listening and responding appropriately as a group.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C23-ESB-Entry-Level-Award-in-Group-Speaking-Entry-3-v3.pdf\"\n},\n\n{\n title: \"ESB Level 1 Award in Group Speaking\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage3\",\n \"group\"\n ],\n\n summary:\n \"The ESB Level 1 Award in Group Speaking is targeted at learners between Year 5 and Year 9 and is designed to encourage an imaginative and enjoyable exploration of verse and prose in a group setting. Although there is a minimum requirement of six learners, there is no upper limit and ESB encourages whole-group entries of different ages and abilities. This is a group assessment. Each successful group receives one report form from the assessor and one certificate per group of learners, with the option of individual learner certificates. The assessment takes place in groups over approximately 18 minutes and consists of three sections:\",\n\n keyFeatures: [\n\n \"Speaking from memory \u2014 groups introduce their chosen poem by giving its title, naming the poet and explaining why they selected it, before performing the poem from memory.\",\n\n \"Telling a story \u2014 groups introduce a chosen book, explain what makes the story interesting and recite a section from memory, demonstrating expression and shared storytelling.\",\n\n \"Listening and Responding \u2014 learners answer questions from the assessor, demonstrating attentive listening and responding appropriately as a group.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-24-ESB-Level-1-Award-in-Group-Speaking-v1.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Graded Examinations in Speech (Entry 1) (EAL-A1)\",\n\n type: \"oracy\",\n\n tags: [\n \"eal\",\n \"keystage2\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Graded Examinations in Speech (Entry 1) (EAL-A1) is for learners who speak English as an Additional Language and are beginning their oracy journey. It develops confidence in speaking, reading, listening and responding. The target learner group is Year 3 (ages 7\u20138). The qualification is designed to reference the descriptions of language proficiency at A1 in the Common European Framework of Reference for Languages (CEFR). The four sections of the qualification are mapped to National Curriculum requirements in Spoken Language and Reading at Key Stages 1 and 2 and provide opportunities for cross-curricular learning. Preparation is typically around one term, though this can be adapted to learners\u2019 needs. Assessments take place individually within a group setting and can be delivered face-to-face or online with an ESB-trained assessor. The assessment is approximately 9 minutes and consists of four sections:\",\n\n keyFeatures: [\n\n \"Talk \u2014 Something Special (25%) \u2014 learners talk about an item or picture that is special to them, sharing it with the group and assessor while demonstrating early spoken communication skills.\",\n\n \"Speaking by Heart (25%) \u2014 learners introduce and recite a chosen poem from memory, demonstrating expression, confidence and recall.\",\n\n \"Reading Aloud (25%) \u2014 learners introduce a favourite story and read a prepared passage of approximately 100 words, demonstrating developing reading fluency.\",\n\n \"Listening and Responding (25%) \u2014 learners answer questions from the group and assessor after their talk, demonstrating listening skills and spoken interaction.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C76-ESB-Entry-Level-Award-in-Graded-Examinations-in-Speech-Entry-1-EAL-A1-v4.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Graded Examinations in Speech (Entry 2) (EAL-A2)\",\n\n type: \"oracy\",\n\n tags: [\n \"eal\",\n \"keystage2\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Graded Examinations in Speech (Entry 2) (EAL-A2) is for learners who speak English as an Additional Language and are developing their oracy journey. It supports confidence in speaking, reading, listening and responding. The target learner group is Year 4 (ages 8\u20139). The qualification references the A2 descriptors of the Common European Framework of Reference for Languages (CEFR). Its four sections are mapped to National Curriculum requirements in Spoken Language and Reading at Key Stages 1 and 2 and provide opportunities for cross-curricular learning. Preparation is typically around one term, though delivery can be adapted to learner needs. Assessments take place individually within a group setting and can be delivered face-to-face or online with an ESB-trained assessor. The assessment is approximately 10 minutes and consists of four sections:\",\n\n keyFeatures: [\n\n \"Talk \u2014 Free Choice (25%) \u2014 learners talk about an item or picture important to them, sharing it with the group and assessor while demonstrating developing spoken communication and confidence.\",\n\n \"Speaking by Heart (25%) \u2014 learners introduce and recite a chosen poem from memory, including the poet\u2019s name and reasons for their choice, demonstrating expression and recall.\",\n\n \"Reading Aloud (25%) \u2014 learners introduce a favourite story, discuss a character they would like to meet, and read a prepared passage of approximately 200 words, demonstrating growing reading fluency.\",\n\n \"Listening and Responding (25%) \u2014 learners answer questions from the group and assessor after their talk, demonstrating listening skills and spoken interaction.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C77-ESB-Entry-Level-Award-in-Graded-Examinations-in-Speech-Entry-2-EAL-A2-v4.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Graded Examinations in Speech (Entry 3) (EAL-B1)\",\n\n type: \"oracy\",\n\n tags: [\n \"eal\",\n \"keystage3\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Graded Examinations in Speech (Entry 3) (EAL-B1) is for learners who speak English as an Additional Language and have begun their oracy journey. It develops learners\u2019 presentational skills and builds confidence in speaking, reading, listening and responding. The target learner group is Year 5 or 6 (ages 10\u201311). The qualification references the B1 descriptors of the Common European Framework of Reference for Languages (CEFR). Its four sections are mapped to National Curriculum requirements in Spoken Language and Reading at Key Stages 1 and 2 and provide opportunities for cross-curricular learning. Preparation is typically around one term, though delivery can be adapted to learner needs. Assessments take place individually within a group setting and can be delivered face-to-face or online with an ESB-trained assessor. The assessment is approximately 11 minutes and consists of four sections:\",\n\n keyFeatures: [\n\n \"Talk \u2014 Free Choice (25%) \u2014 learners deliver a talk on a topic of personal interest, drawing on research and, where appropriate, using audio or visual materials or practical demonstration to support their presentation.\",\n\n \"Speaking by Heart (25%) \u2014 learners introduce and present a memorised poem or piece of drama, explaining why they have chosen it and demonstrating expression, confidence and recall.\",\n\n \"Reading Aloud (25%) \u2014 learners introduce a favourite story, persuade listeners to read it and then read a prepared passage of approximately 200\u2013300 words, demonstrating developing fluency and expressive reading.\",\n\n \"Listening and Responding (25%) \u2014 learners answer questions from the group and assessor after their talk, demonstrating listening skills, spoken interaction and thoughtful response.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C78-ESB-Entry-Level-Award-in-Graded-Examinations-in-Speech-Entry-3-EAL-B1-v4.pdf\"\n},\n\n{\n title: \"ESB Level 1 Award in ESOL Skills for Life (Speaking and Listening)\",\n\n type: \"language\",\n\n tags: [\n \"level1\",\n \"speakinglistening\"\n ],\n\n summary:\n \"The ESB Level 1 Award in ESOL Skills for Life (Speaking and Listening) is designed for learners aged 16+ who live, study or work in the United Kingdom and who already have a strong foundation in English. The qualification supports learners in developing confident spoken communication for everyday, study and workplace contexts. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 4 in the Level 1 Speaking and Listening specification. The assessment is externally assessed, completed in pairs, lasts approximately 31 minutes and consists of four sections:\",\n\n keyFeatures: [\n\n \"Exchanging and presenting personal information \u2014 learners communicate personal information clearly and appropriately, demonstrating confident spoken interaction.\",\n\n \"Giving a presentation and taking part in a discussion \u2014 learners deliver a presentation and contribute effectively to a structured discussion, showing clarity, organisation and interaction skills.\",\n\n \"Taking part in a role play \u2014 learners participate in a practical role-play task, demonstrating functional spoken communication in realistic contexts.\",\n\n \"Listening to a text and taking part in a discussion \u2014 learners demonstrate listening comprehension and respond appropriately through discussion.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C49-ESB-Level-1-Award-in-ESOL-Skills-for-Life-Speaking-Listening-v3.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in ESOL Skills for Life (Speaking and Listening) Entry 3\",\n\n type: \"language\",\n\n tags: [\n \"entry3\",\n \"speakinglistening\"\n ],\n\n summary:\n \"The ESB Entry Level Award in ESOL Skills for Life (Entry 3) is designed for learners aged 16+ who live, study or work in the United Kingdom and who have a good knowledge of or experience in English. The qualification supports learners in developing spoken communication for everyday, study and workplace contexts. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 4 in the Entry 3 Speaking and Listening specification. The assessment is externally assessed, completed in pairs, lasts approximately 29 minutes and consists of four sections:\",\n\n keyFeatures: [\n\n \"Exchanging personal information \u2014 learners communicate personal information clearly and appropriately, demonstrating effective spoken interaction.\",\n\n \"Giving an unprepared talk \u2014 learners deliver a short spontaneous talk, demonstrating confidence, organisation and spoken fluency.\",\n\n \"Taking part in a role play \u2014 learners participate in a practical role-play task, demonstrating functional spoken communication in realistic contexts.\",\n\n \"Listening to two texts and taking part in a discussion \u2014 learners demonstrate listening comprehension and respond appropriately through discussion.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C48-ESB-Entry-Level-Award-in-ESOL-Skills-for-Life-Speaking-Listening-Entry-3-v3.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in ESOL Skills for Life (Speaking and Listening) Entry 2\",\n\n type: \"language\",\n\n tags: [\n \"entry2\",\n \"speakinglistening\"\n ],\n\n summary:\n \"The ESB Entry Level Award in ESOL Skills for Life (Speaking and Listening) Entry 2 is designed for learners aged 16+ who live, study or work in the United Kingdom and who have some knowledge of, or experience in, English. The qualification supports learners in developing spoken communication for everyday, study and workplace contexts. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 4 in the Entry 2 Speaking and Listening specification. The assessment is externally assessed, completed in pairs, lasts approximately 25 minutes and consists of four sections:\",\n\n keyFeatures: [\n\n \"Exchanging personal information \u2014 learners communicate personal information clearly and appropriately, demonstrating developing spoken interaction skills.\",\n\n \"Giving an unprepared talk \u2014 learners deliver a short spontaneous talk, demonstrating confidence and developing spoken fluency.\",\n\n \"Describing people, places and things \u2014 learners describe familiar subjects using appropriate language and detail to demonstrate practical spoken communication.\",\n\n \"Listening to two short texts and taking part in a discussion \u2014 learners demonstrate listening comprehension and respond appropriately through discussion.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C47-ESB-Entry-Level-Award-in-ESOL-Skills-for-Life-Speaking-Listening-Entry-2-v3.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in ESOL Skills for Life (Speaking and Listening) Entry 1\",\n\n type: \"language\",\n\n tags: [\n \"entry1\",\n \"speakinglistening\"\n ],\n\n summary:\n \"The ESB Entry Level Award in ESOL Skills for Life (Speaking and Listening) Entry 1 is designed for learners aged 16+ who live, study or work in the United Kingdom and who have little knowledge of or experience in English. The qualification supports learners in developing spoken communication for everyday, study and workplace contexts. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 4 in the Entry 1 Speaking and Listening specification. The assessment is externally assessed, completed in pairs, lasts approximately 22 minutes and consists of four sections:\",\n\n keyFeatures: [\n\n \"Exchanging personal information \u2014 learners communicate basic personal information clearly and appropriately, demonstrating early spoken interaction skills.\",\n\n \"Giving an unprepared talk \u2014 learners deliver a short spontaneous talk, demonstrating developing confidence and spoken fluency.\",\n\n \"Describing people, places and things \u2014 learners describe familiar subjects using appropriate language and simple detail to demonstrate practical spoken communication.\",\n\n \"Listening to two short texts and taking part in a discussion \u2014 learners demonstrate listening comprehension and respond appropriately through discussion.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C46-ESB-Entry-Level-Award-in-ESOL-Skills-for-Life-Speaking-Listening-Entry-1-v3.pdf\"\n},\n\n{\n title: \"ESB Level 2 Award in ESOL Skills for Life (Speaking and Listening)\",\n\n type: \"language\",\n\n tags: [\n \"level2\",\n \"speakinglistening\"\n ],\n\n summary:\n \"The ESB Level 2 Award in ESOL Skills for Life (Speaking and Listening) is designed for learners aged 16+ who live, study or work in the United Kingdom and who have an excellent knowledge of or experience in English. The qualification supports learners in developing advanced spoken communication skills for everyday, study and professional contexts. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 4 in the Level 2 Speaking and Listening specification. The assessment is externally assessed, completed in pairs, lasts approximately 34 minutes and consists of four sections:\",\n\n keyFeatures: [\n\n \"Exchanging and presenting personal information \u2014 learners communicate information clearly, fluently and appropriately, demonstrating confident spoken interaction.\",\n\n \"Giving a presentation and taking part in a discussion \u2014 learners deliver a structured presentation and contribute effectively to a discussion, demonstrating clarity, organisation and audience awareness.\",\n\n \"Taking part in a role play \u2014 learners participate in a practical role-play task, demonstrating flexible and effective spoken communication in realistic contexts.\",\n\n \"Listening to two short texts and taking part in a discussion \u2014 learners demonstrate strong listening comprehension and respond appropriately and thoughtfully through discussion.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C50-ESB-Level-2-Award-in-ESOL-Skills-for-Life-Speaking-Listening-v3.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in ESOL Skills for Life (Writing) Entry 1\",\n\n type: \"language\",\n\n tags: [\n \"entry1\",\n \"writing\"\n ],\n\n summary:\n \"The ESB Entry Level Award in ESOL Skills for Life (Writing) Entry 1 is designed for learners aged 16+ who live, study or work in the United Kingdom and who have little literacy knowledge or experience in English. The qualification supports learners in developing basic writing skills for everyday contexts. The assessment is a 40-minute formal written examination consisting of three tasks. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 2 in the Entry 1 Writing specification.\",\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C41-ESB-Entry-Level-Award-in-ESOL-Skills-for-Life-Writing-Entry-1-v4.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in ESOL Skills for Life (Writing) Entry 2\",\n\n type: \"language\",\n\n tags: [\n \"entry2\",\n \"writing\"\n ],\n\n summary:\n \"The ESB Entry Level Award in ESOL Skills for Life (Writing) Entry 2 is designed for learners aged 16+ who live, study or work in the United Kingdom and who have some literacy knowledge or experience in English. The qualification supports learners in developing practical writing skills for everyday contexts. The assessment is a 45-minute formal written examination consisting of three tasks. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 2 in the Entry 2 Writing specification.\",\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C42-ESB-Entry-Level-Award-in-ESOL-Skills-for-Life-Writing-Entry-2-v4.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in ESOL Skills for Life (Writing) Entry 3\",\n\n type: \"language\",\n\n tags: [\n \"entry3\",\n \"writing\"\n ],\n\n summary:\n \"The ESB Entry Level Award in ESOL Skills for Life (Writing) Entry 3 is designed for learners aged 16+ who live, study or work in the United Kingdom and who have a good literacy knowledge or experience in English. The qualification supports learners in developing effective writing skills for everyday, study and workplace contexts. The assessment is a 70-minute formal written examination consisting of three tasks. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 3 in the Entry 3 Writing specification.\",\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C43-ESB-Entry-Level-Award-in-ESOL-Skills-for-Life-Writing-Entry-3-v4.pdf\"\n},\n {\n title: \"ESB Level 1 Award in ESOL Skills for Life (Writing)\",\n\n type: \"language\",\n\n tags: [\n \"level1\",\n \"writing\"\n ],\n\n summary:\n \"The ESB Level 1 Award in ESOL Skills for Life (Writing) is designed for learners aged 16+ who live, study or work in the United Kingdom and who have a very good literacy knowledge or experience in English. The qualification supports learners in developing confident and effective writing skills for everyday, study and workplace contexts. The assessment is a 90-minute formal written examination consisting of three tasks. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 3 in the Level 1 Writing specification.\",\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C44-ESB-Level-1-Award-in-ESOL-Skills-for-Life-Writing-v4.pdf\"\n},\n \n{\n title: \"ESB Level 2 Award in ESOL Skills for Life (Writing)\",\n\n type: \"language\",\n\n tags: [\n \"level2\",\n \"writing\"\n ],\n\n summary:\n \"The ESB Level 2 Award in ESOL Skills for Life (Writing) is designed for learners aged 16+ who live, study or work in the United Kingdom and who have an excellent literacy knowledge or experience in English. The qualification supports learners in developing advanced and confident writing skills for everyday, study and professional contexts. The assessment is a 100-minute formal written examination consisting of three tasks. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 3 in the Level 2 Writing specification.\",\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C45-ESB-Level-2-Award-in-ESOL-Skills-for-Life-Writing-v4.pdf\"\n},\n {\n title: \"ESB Entry Level Award in ESOL Skills for Life (Reading) Entry 1\",\n\n type: \"language\",\n\n tags: [\n \"entry1\",\n \"reading\"\n ],\n\n summary:\n \"The ESB Entry Level Award in ESOL Skills for Life (Reading) Entry 1 is designed for learners aged 16+ who live, study or work in the United Kingdom and who have little literacy knowledge or experience in English. The qualification supports learners in developing basic reading skills for everyday contexts. The assessment is a 30-minute formal examination consisting of three tasks and 16 questions. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 4 in the Entry 1 Reading specification.\",\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C36-ESB-Entry-Level-Award-in-ESOL-Skills-for-Life-Reading-Entry-1-v4.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in ESOL Skills for Life (Reading) Entry 2\",\n\n type: \"language\",\n\n tags: [\n \"entry2\",\n \"reading\"\n ],\n\n summary:\n \"The ESB Entry Level Award in ESOL Skills for Life (Reading) Entry 2 is designed for learners aged 16+ who live, study or work in the United Kingdom and who have some literacy knowledge or experience in English. The qualification supports learners in developing practical reading skills for everyday contexts. The assessment is a 45-minute formal examination consisting of three tasks and 21 questions. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 4 in the Entry 2 Reading specification.\",\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C37-ESB-Entry-Level-Award-in-ESOL-Skills-for-Life-Reading-Entry-2-v4.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in ESOL Skills for Life (Reading) Entry 3\",\n\n type: \"language\",\n\n tags: [\n \"entry3\",\n \"reading\"\n ],\n\n summary:\n \"The ESB Entry Level Award in ESOL Skills for Life (Reading) Entry 3 is designed for learners aged 16+ who live, study or work in the United Kingdom and who have a good literacy knowledge or experience in English. The qualification supports learners in developing effective reading skills for everyday, study and workplace contexts. The assessment is a 60-minute formal examination consisting of three tasks and 21 questions. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 4 in the Entry 3 Reading specification.\",\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C38-ESB-Entry-Level-Award-in-ESOL-Skills-for-Life-Reading-Entry-3-v4.pdf\"\n},\n {\n title: \"ESB Level 1 Award in ESOL Skills for Life (Reading)\",\n\n type: \"language\",\n\n tags: [\n \"level1\",\n \"reading\"\n ],\n\n summary:\n \"The ESB Level 1 Award in ESOL Skills for Life (Reading) is designed for learners aged 16+ who live, study or work in the United Kingdom and who have a very good literacy knowledge or experience in English. The qualification supports learners in developing confident and effective reading skills for everyday, study and workplace contexts. The assessment is a 60-minute formal examination consisting of three tasks and 18 questions. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 3 in the Level 1 Reading specification.\",\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C39-ESB-Level-1-Award-in-ESOL-Skills-for-Life-Reading-v4.pdf\"\n},\n\n{\n title: \"ESB Level 2 Award in ESOL Skills for Life (Reading)\",\n\n type: \"language\",\n\n tags: [\n \"level2\",\n \"reading\"\n ],\n\n summary:\n \"The ESB Level 2 Award in ESOL Skills for Life (Reading) is designed for learners aged 16+ who live, study or work in the United Kingdom and who have an excellent literacy knowledge or experience in English. The qualification supports learners in developing advanced and confident reading skills for everyday, study and professional contexts. The assessment is a 60-minute formal examination consisting of three tasks and 21 questions. To achieve a Pass, learners must meet all assessment criteria across Learning Outcomes 1 to 3 in the Level 2 Reading specification.\",\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C40-ESB-Level-2-Award-in-ESOL-Skills-for-Life-Reading-v4.pdf\"\n},\n {\n title: \"ESB Entry Level Award in Inspiring Confidence in Employability (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"employability\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Inspiring Confidence in Employability (Entry 1) is designed to promote learners\u2019 independence and confidence while developing their communication skills. It is part of the Foundation Learning portfolio and is suitable for learners working towards employability and personal development goals. Learners must complete the mandatory Introducing Oral Skills for Interviews unit and select additional units from Employment, Enterprise, Essential Employability Skills and Preparing Yourself for Employability sections, achieving a total of 11 credits.\",\n\n keyFeatures: [\n\n \"Introducing Oral Skills for Interviews \u2014 a mandatory externally assessed unit worth 3 credits, focusing on communication in interview contexts.\",\n\n \"Employment \u2014 internally assessed units worth 2 credits each, developing understanding of workplace roles and expectations.\",\n\n \"Essential Employability Skills \u2014 internally assessed units worth 2 credits each, focusing on core skills such as communication, teamwork and reliability.\",\n\n \"Preparing Yourself for Employability \u2014 internally assessed units worth 2 credits each, supporting learners in developing confidence and readiness for work.\",\n\n \"Enterprise \u2014 internally assessed units worth 2 credits each, introducing basic enterprise and business awareness.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/12\/ESB_Entry_Level_Award_In_Inspiring_Confidence_in_Employability_Entry_1_v5_Nov17_CM.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Inspiring Confidence in Employability (Entry 2)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"employability\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Inspiring Confidence in Employability (Entry 2) is designed to promote learners\u2019 independence and confidence while developing their communication skills. It is part of the Foundation Learning portfolio and is suitable for learners working towards employability and personal development goals. Learners must complete the mandatory Introducing Oral Skills for Interviews unit and select additional units from the Employment, Enterprise, Essential Employability Skills and Preparing Yourself for Employability sections, achieving a total of 11 credits.\",\n\n keyFeatures: [\n\n \"Introducing Oral Skills for Interviews \u2014 a mandatory externally assessed unit worth 3 credits, focusing on communication in interview contexts.\",\n\n \"Employment \u2014 internally assessed units worth 2 credits each, developing understanding of workplace roles and expectations.\",\n\n \"Essential Employability Skills \u2014 internally assessed units worth 2 credits each, focusing on core skills such as communication, teamwork and reliability.\",\n\n \"Preparing Yourself for Employability \u2014 internally assessed units worth 2 credits each, supporting learners in developing confidence and readiness for work.\",\n\n \"Enterprise \u2014 internally assessed units worth 2 credits each, introducing basic enterprise and business awareness.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/12\/ESB_Entry_Level_Inspiring_Confidence_in_Employability_Entry_2_v2_Nov17_CM.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Inspiring Confidence in Employability (Entry 3)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"employability\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Inspiring Confidence in Employability (Entry 3) is designed to promote learners\u2019 independence and confidence while developing their communication skills. It is part of the Foundation Learning portfolio and is suitable for learners working towards employability and personal development goals. Learners must complete the mandatory Introducing Oral Skills for Interviews unit and select additional units from the Employment, Enterprise, Essential Employability Skills and Preparing Yourself for Employability sections, achieving a total of 11 credits.\",\n\n keyFeatures: [\n\n \"Introducing Oral Skills for Interviews \u2014 a mandatory externally assessed unit worth 3 credits, focusing on communication in interview contexts.\",\n\n \"Employment \u2014 internally assessed units worth 2 credits each, developing understanding of workplace roles and expectations.\",\n\n \"Essential Employability Skills \u2014 internally assessed units worth 2 credits each, focusing on core skills such as communication, teamwork and reliability.\",\n\n \"Preparing Yourself for Employability \u2014 internally assessed units worth 2 credits each, supporting learners in developing confidence and readiness for work.\",\n\n \"Enterprise \u2014 internally assessed units worth 2 credits each, introducing basic enterprise and business awareness.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/12\/ESB_Entry_Level_Inspiring_Confidence_in_Employability_Entry_3_v2_Nov17_CM.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Communicating with Music (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"group\",\n \"performing\",\n \"listenrespond\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Communicating with Music (Entry 1) is designed to promote learners\u2019 independence and confidence in a social context by developing their speaking and listening skills through the medium of music. It is part of the ESB International Building Confidence in Communication portfolio and is suitable for learners aged 16+ who have special educational needs and disabilities, including those with an Education, Health and Care (EHC) plan or receiving SEN support in mainstream or specialist settings. The assessment takes place in groups of up to six learners and is divided into four sections.\",\n\n keyFeatures: [\n\n \"Participate in a greeting song \u2014 learners respond to and take part in a musical greeting using voice, movement or gesture.\",\n\n \"Select and play or respond to a percussion instrument \u2014 learners choose and use an instrument (or body percussion\/voice) to respond to rhythm or musical stimulus.\",\n\n \"Take part in a group musical activity \u2014 learners demonstrate awareness and appreciation as part of an audience or ensemble through participation such as singing, clapping or signing.\",\n\n \"Respond to a musical goodbye \u2014 learners show awareness of and respond to a musical farewell using sound, movement or gesture.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-65-ESB-Entry-Level-Award-in-Communicating-with-Music-Entry-1-v6.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Communicating with Others (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"group\",\n \"listenrespond\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Communicating with Others (Entry 1) is designed to promote learners\u2019 independence and confidence in interacting with others in social situations. It is part of the ESB International Building Confidence in Communication portfolio and is suitable for learners aged 16+ who have special educational needs and disabilities, including those with an Education, Health and Care (EHC) plan or receiving SEN support in mainstream or specialist settings. The assessment takes place in groups of up to six learners and is divided into four sections.\",\n\n keyFeatures: [\n\n \"Respond to a greeting \u2014 learners make a positive response to a greeting using verbal or non-verbal communication such as a smile, gesture or simple word, with eye contact where possible.\",\n\n \"Answer questions \u2014 learners bring an item of personal significance and respond to simple questions from the assessor or tutor, using spoken or non-verbal communication.\",\n\n \"Take part in an activity \u2014 learners join a group activity, demonstrating turn-taking, participation and interaction with others, with support if required.\",\n\n \"Respond to a farewell \u2014 learners respond appropriately to a farewell from the assessor, either verbally or non-verbally.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-69-ESB-Entry-Level-Award-in-Communicating-with-Others-Entry-1-v5.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Preparing for Performing Within a Team (Entry 2)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"group\",\n \"performing\",\n \"presenting\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Preparing for Performing Within a Team (Entry 2) is designed to promote learners\u2019 independence and confidence in a social context by developing their speaking and listening skills through drama and shared performance. It is part of the ESB International Building Confidence in Communication portfolio and is suitable for learners aged 16+ who have special educational needs and disabilities, including those with an Education, Health and Care (EHC) plan or receiving SEN support in mainstream or specialist settings. The assessment takes place in groups of up to six learners and is divided into four sections.\",\n\n keyFeatures: [\n\n \"Talk about planning a performance \u2014 learners describe how they would contribute to planning a performance, such as choosing a show, casting, rehearsals, costume or staging.\",\n\n \"Design and present a poster \u2014 learners create a poster for a performance and explain their design choices, including words, images and colours.\",\n\n \"Take part in a group performance \u2014 learners perform together in a chosen format such as drama, mime, music, song or dance.\",\n\n \"Support others in a group \u2014 learners listen, ask and answer questions, and demonstrate encouragement and cooperation within the group.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-62-ESB-Entry-Level-Award-in-Preparing-for-Performing-within-a-Team-Entry-2-v5.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Oral Communication in the Community (Entry 2)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"group\",\n \"listenrespond\",\n \"presenting\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Oral Communication in the Community (Entry 2) is designed to promote learners\u2019 independence and confidence in interacting with others in social situations. It is part of the ESB International Building Confidence in Communication portfolio and is suitable for learners aged 16+ who have special educational needs and disabilities, including those with an Education, Health and Care (EHC) plan or receiving SEN support in mainstream or specialist settings. The assessment takes place in groups of up to six learners and is divided into four sections.\",\n\n keyFeatures: [\n\n \"Communicate about living independently \u2014 learners describe aspects of independent living such as travelling, cooking, shopping or decision-making, using visual aids where appropriate.\",\n\n \"Read aloud or take part in a discussion \u2014 learners either introduce and read a short prepared text and answer questions, or contribute to a group discussion by sharing ideas and responding to others.\",\n\n \"Make a telephone call to emergency services \u2014 learners respond to a given scenario, select the appropriate service, and communicate clearly with an operator.\",\n\n \"Support the communication of others \u2014 learners demonstrate listening skills by asking and answering questions and contributing appropriately within the group.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-74-ESB-Entry-Level-Award-Oral-Communication-in-the-Community-Entry-2-v6.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Oral Interview Skills (Entry 3)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"employability\",\n \"presenting\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Oral Interview Skills (Entry 3) is designed to promote learners\u2019 independence and confidence in the context of work and employment by developing their speaking and listening skills. It is part of the ESB International Building Confidence in Communication portfolio and is suitable for learners aged 16+ who have special educational needs and disabilities, including those with an Education, Health and Care (EHC) plan or receiving SEN support in mainstream or specialist settings. The assessment takes place in groups of up to six learners and is divided into four sections.\",\n\n keyFeatures: [\n\n \"Talk about an aspect of working life \u2014 learners deliver a presentation on a job or course of interest, explaining relevant skills and experience and using visual aids.\",\n\n \"Present a CV \u2014 learners present their CV, explain how it was created, and respond to questions about its content.\",\n\n \"Take part in an interview \u2014 learners participate in a formal interview, demonstrating appropriate communication, answering questions, asking for clarification and expressing interest in the role.\",\n\n \"Support others in the group \u2014 learners listen to others\u2019 presentations, show engagement and ask appropriate questions.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-68-ESB-Entry-Level-Award-in-Oral-Interview-Skills-Entry-3-v6.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Reading to a Child (Entry 3)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"oracyreading\",\n \"group\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Reading to a Child (Entry 3) is designed to promote learners\u2019 independence and confidence in interacting with others in a social situation. It is part of the ESB International Building Confidence in Communication portfolio and is suitable for learners aged 16+ who have special educational needs and disabilities, including those with an Education, Health and Care (EHC) plan or receiving SEN support in mainstream or specialist settings. The assessment takes place in groups of up to six learners and is divided into four sections.\",\n\n keyFeatures: [\n\n \"Read a children\u2019s story aloud \u2014 learners select and read a story to an audience, using expression and tone to engage listeners.\",\n\n \"Use illustrations to support understanding \u2014 learners refer to images in the book to enhance meaning and support interaction through questions and responses.\",\n\n \"Describe an event or occasion \u2014 learners use an image as a prompt to describe an event in a clear and structured way using descriptive language.\",\n\n \"Take part in a conversation \u2014 learners listen actively, show interest in others and ask and answer questions to support communication.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-75-ESB-Entry-Level-Award-Reading-to-a-Child-Entry-3-v6.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Communicating with Drama (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"group\",\n \"performing\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Communicating with Drama (Entry 1) is designed to promote learners\u2019 independence and confidence in a social context by developing their speaking and listening skills through drama activities. It is part of the ESB International Building Confidence in Communication portfolio and is suitable for learners aged 16+ who have special educational needs and disabilities, including those with an Education, Health and Care (EHC) plan or receiving SEN support in mainstream or specialist settings. The assessment takes place in groups of up to six learners and is divided into four sections.\",\n\n keyFeatures: [\n\n \"Take part in a drama warm-up \u2014 learners participate in vocal, movement or group warm-up activities to prepare for performance.\",\n\n \"Take part in improvisation \u2014 learners engage in a group or solo improvisation and describe their activity, responding to questions where appropriate.\",\n\n \"Take part in a prepared drama activity \u2014 learners perform in a rehearsed piece such as a role-play, short play or mime, contributing as part of a group.\",\n\n \"Take part in a theatrical farewell \u2014 learners perform a formal ending such as a bow or gesture to acknowledge the audience.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-64-ESB-Entry-Level-Award-in-Communicating-with-Drama-Entry-1-v6.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Communicating with Art (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"group\",\n \"performing\",\n \"presenting\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Communicating with Art (Entry 1) is designed to promote learners\u2019 independence and confidence in a social context by developing their speaking and listening skills through art-based activities. It is part of the ESB International Building Confidence in Communication portfolio and is suitable for learners aged 16+ who have special educational needs and disabilities, including those with an Education, Health and Care (EHC) plan or receiving SEN support in mainstream or specialist settings. The assessment takes place in groups of up to six learners and is divided into four sections.\",\n\n keyFeatures: [\n\n \"Identify shapes and colours \u2014 learners describe the shape and\/or colour of familiar items in the environment using simple language.\",\n\n \"Create and talk about a piece of art \u2014 learners produce an artwork that communicates a message and briefly describe it to others.\",\n\n \"Talk about an art technique \u2014 learners describe a familiar technique such as painting, drawing or working with materials.\",\n\n \"Respond to a farewell \u2014 learners respond appropriately to a closing interaction using verbal or non-verbal communication.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-63-ESB-Entry-Level-Award-in-Communicating-with-Art-Entry-1-v6.pdf\"\n},\n\n{\n title: \"ESB Level 3 Award in Travel and Tourism Oral Communication Skills for Overseas Resort Representatives\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"employability\",\n \"presenting\",\n \"informing\",\n \"listenrespond\",\n \"group\"\n ],\n\n summary:\n \"The ESB Level 3 Award in Travel and Tourism Oral Communication Skills for Overseas Resort Representatives is designed to develop professional spoken communication skills for working with customers in the travel and tourism sector. It focuses on presentation, customer interaction and event promotion, and supports learners in developing confidence and effectiveness in real-world workplace scenarios. The assessment takes place over approximately 15 minutes and consists of four sections.\",\n\n keyFeatures: [\n\n \"(40% of assessment) Welcome and promote a resort \u2014 learners deliver a presentation welcoming visitors, providing relevant information and promoting excursions.\",\n\n \"(20% of assessment) Deliver microphone communication \u2014 learners provide a coach transfer commentary, communicating clearly to a group of visitors.\",\n\n \"(20% of assessment) Handle customer complaints \u2014 learners respond to a simulated complaint, demonstrating appropriate customer service and communication skills.\",\n\n \"(20% of assessment) Take part in group interaction \u2014 learners respond to questions and contribute to a group discussion with relevant comments and questions.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2026\/05\/ESB-SPEC-52-ESB-Level-3-Award-in-Travel-Tourism-Oral-Communication-Skills-for-Overseas-Resort-Representatives-v1.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Developing Oral Interview Skills (Entry 2)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"employability\",\n \"presenting\",\n \"listenrespond\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Developing Oral Interview Skills (Entry 2) is designed to promote learners\u2019 independence and confidence in the context of work and employment by developing their speaking and listening skills. It is part of the ESB International Building Confidence in Communication portfolio and is suitable for learners aged 16+ who have special educational needs and disabilities, including those with an Education, Health and Care (EHC) plan or receiving SEN support in mainstream or specialist settings. The assessment takes place in groups of up to six learners and is divided into four sections.\",\n\n keyFeatures: [\n\n \"Tell how to prepare for an interview \u2014 learners present how they would prepare for an interview, including aspects such as self-care, appearance, travel planning and documentation, supported by visual aids where appropriate.\",\n\n \"Make a telephone call about an interview \u2014 learners follow instructions and make a call to check interview details such as time and travel arrangements, interacting appropriately with the caller.\",\n\n \"Take part in an interview \u2014 learners participate in a formal interview, demonstrating appropriate communication, answering questions, asking for clarification and expressing interest in a role.\",\n\n \"Support group members \u2014 learners listen to others\u2019 presentations, show engagement and ask simple questions to support communication within the group.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-66-ESB-Entry-Level-Award-in-Developing-Oral-Interview-Skills-Entry-2-v7.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in First Steps in Communicating with Others (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"group\",\n \"listenrespond\",\n \"SEND\"\n ],\n\n summary:\n \"The ESB Entry Level Award in First Steps in Communicating with Others (Entry 1) is designed to promote learners\u2019 independence and confidence in interacting with others in social situations. It is part of the ESB International Building Confidence in Communication portfolio and is suitable for learners aged 16+ who have special educational needs and disabilities, including those with an Education, Health and Care (EHC) plan or receiving SEN support in mainstream or specialist settings. The assessment takes place in groups of up to six learners and is divided into four sections.\",\n\n keyFeatures: [\n\n \"Acknowledge a greeting \u2014 learners demonstrate understanding of a greeting using verbal or non-verbal communication.\",\n\n \"Communicate personal interests \u2014 learners bring an item of personal significance and share simple information about it, responding to basic questions.\",\n\n \"Take part in a group activity \u2014 learners participate in a shared activity, demonstrating basic interaction and engagement with others.\",\n\n \"Acknowledge a farewell \u2014 learners respond appropriately to a farewell using verbal or non-verbal communication.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-71-ESB-Entry-Level-Award-in-First-Steps-in-Communicating-with-Others-Entry-1-v6.pdf\"\n},\n\n{\n title: \"ESB Early Steps \u2013 Step 1 (Speaking Together)\",\n\n type: \"oracy\",\n\n tags: [\n \"EYFS\",\n \"group\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Early Steps \u2013 Step 1 (Speaking Together) qualification is designed to build confidence in speaking and listening for Early Years learners. It supports communication and language development in line with the Statutory Framework for the Early Years Foundation Stage across the UK. The assessment is a teacher-led participation award, delivered through group activities over approximately 15 minutes.\",\n\n keyFeatures: [\n\n \"Hello and goodbye (3 minutes) \u2014 learners greet the assessor together, thank them and say goodbye at the end of the session.\",\n\n \"Join in a game (5 minutes) \u2014 learners take part in a group action rhyme or song, following the teacher and demonstrating participation.\",\n\n \"Join in a story (8 minutes) \u2014 learners listen to a story and participate by repeating sounds, phrases or choruses.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C09-ESB-Early-Steps-Step-1-Speaking-Together-v3.pdf\"\n},\n\n{\n title: \"ESB Early Steps \u2013 Step 2 (Speaking Out)\",\n\n type: \"oracy\",\n\n tags: [\n \"EYFS\",\n \"group\",\n \"presenting\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Early Steps \u2013 Step 2 (Speaking Out) qualification is designed to build confidence in speaking and listening for Early Years learners. It supports communication and language development in line with the Statutory Framework for the Early Years Foundation Stage across the UK. The assessment is a participation award combining group and individual activities over approximately 45 minutes, encouraging learners to speak independently and interact with others.\",\n\n keyFeatures: [\n\n \"Joining in (group activity \u2013 5 minutes) \u2014 learners take part in a group action rhyme, game or song, following the teacher and demonstrating coordinated participation.\",\n\n \"Speaking by heart (individual activity \u2013 1 minute) \u2014 learners say their name and recite a short rhyme from memory, ensuring clarity and audibility.\",\n\n \"Something special talk (individual activity \u2013 1 minute) \u2014 learners present a personal item such as a photograph or toy and share three pieces of information about it with the group.\",\n\n \"Interacting with others \u2014 learners respond to questions and engage in simple conversations initiated by the assessor, particularly following their individual presentation.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C10-ESB-Early-Steps-Step-2-Speaking-Out-v3.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Speech (Entry 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage2\",\n \"presenting\",\n \"performing\",\n \"oracyreading\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Speech (Entry 1) is designed for learners beginning their oracy journey and supports the development of speaking, reading, listening and responding skills. It is typically aimed at Year 3 learners and aligns with National Curriculum requirements for Spoken Language and Reading at Key Stages 1 and 2. Assessments are conducted in groups, with each learner assessed individually through a structured set of tasks.\",\n\n keyFeatures: [\n\n \"Show and explain (40% of assessment) \u2014 learners present an object, model or game, explaining how it works or is used, supported by a visual aid (2 minutes).\",\n\n \"Speaking by heart (20%) \u2014 learners introduce and recite a chosen poem, including the title, poet and reason for their choice (1 minute).\",\n\n \"Reading aloud (20%) \u2014 learners introduce a chosen book and read a prepared passage of approximately 100\u2013150 words (2 minutes).\",\n\n \"Listening and responding (20%) \u2014 learners answer questions and take part in a group discussion, contributing comments and questions.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C11-ESB-Entry-Level-Award-in-Speech-Entry-1-v4.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Speech (Entry 2)\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage2\",\n \"presenting\",\n \"oracyreading\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Speech (Entry 2) is designed for learners developing their oracy skills and builds confidence in speaking, reading, listening and responding. It is typically aimed at Year 4 learners and aligns with National Curriculum requirements for Spoken Language and Reading at Key Stages 1 and 2. Learners are assessed individually within a group setting through a structured programme of tasks.\",\n\n keyFeatures: [\n\n \"Show and explain (40% of assessment) \u2014 learners present an object, model, picture or piece of equipment in detail, explaining its importance and using a relevant visual aid (3 minutes).\",\n\n \"Speaking by heart (20%) \u2014 learners introduce and recite a chosen poem, including the title, poet and a detailed reason for their choice, demonstrating confident and enthusiastic delivery (2 minutes).\",\n\n \"Reading aloud (20%) \u2014 learners introduce a chosen book, identify a character of interest, and read an assessor-selected extract from a prepared section containing dialogue (2 minutes).\",\n\n \"Listening and responding (20%) \u2014 learners answer questions and take part in a group discussion, contributing comments and questions across the assessment.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C12-ESB-Entry-Level-Award-in-Speech-Entry-2-v4.pdf\"\n},\n\n{\n title: \"ESB Entry Level Award in Speech (Entry 3)\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage2\",\n \"presenting\",\n \"performing\",\n \"oracyreading\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Entry Level Award in Speech (Entry 3) is designed for learners developing their oracy skills and builds confidence in speaking, reading, listening and responding. It is typically aimed at Year 5 learners and aligns with National Curriculum requirements for Spoken Language and Reading at Key Stages 1 and 2. Learners are assessed individually within a group setting through a structured programme of tasks.\",\n\n keyFeatures: [\n\n \"Explaining how (40% of assessment) \u2014 learners present something they have achieved, made, grown or learned about, using a relevant visual aid to support a clear and structured explanation (3 minutes).\",\n\n \"Speaking by heart (20%) \u2014 learners introduce and recite a chosen poem or piece of drama, including the title, author and a detailed reason for their choice (2 minutes).\",\n\n \"Reading aloud (20%) \u2014 learners introduce a chosen book, explain where their extract fits within the wider story, and read an assessor-selected passage from a prepared section (2 minutes).\",\n\n \"Listening and responding (20%) \u2014 learners answer questions and take part in a group discussion, contributing comments and questions throughout the assessment.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C13-ESB-Entry-Level-Award-in-Speech-Entry-3-v4.pdf\"\n},\n\n{\n title: \"ESB Pre-Entry Level Award in Speech\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage1\",\n \"presenting\",\n \"performing\",\n \"oracyreading\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Pre-Entry Level Award in Speech is designed for learners beginning their oracy journey and supports the development of speaking, reading, listening and responding skills. It is typically aimed at Year 2 learners and aligns with National Curriculum requirements for Spoken Language and Reading at Key Stages 1 and 2. Learners are assessed individually within a group setting through a structured programme of introductory tasks.\",\n\n keyFeatures: [\n\n \"Something special (40% of assessment) \u2014 learners present a favourite toy or item and talk about it, showing it to the group and assessor (2 minutes).\",\n\n \"Speaking by heart (20%) \u2014 learners introduce and recite a chosen poem, including the title and poet\u2019s name (1 minute).\",\n\n \"Reading aloud (20%) \u2014 learners introduce a chosen book and read a prepared passage of approximately 100 words (1 minute).\",\n\n \"Listening and responding (20%) \u2014 learners answer questions and take part in a group discussion, contributing simple comments and responses.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C21-ESB-Pre-Entry-Level-Award-in-Speech-v4.pdf\"\n},\n\n{\n title: \"ESB Level 3 Certificate in Speech (Grade 8)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"presenting\",\n \"research\",\n \"informing\",\n \"oracyreading\",\n \"listenrespond\",\n \"ucas\"\n ],\n\n summary:\n \"The ESB Level 3 Certificate in Speech (Grade 8) is designed for advanced learners and supports the development of high-level oracy skills in speaking, reading, listening and responding. It is typically aimed at Year 13 learners and provides strong preparation for academic progression and enrichment. The qualification carries UCAS Tariff points (24 Pass, 27 Merit, 30 Distinction), supporting entry to Higher Education. Learners are assessed individually within a group setting through a structured programme of tasks.\",\n\n keyFeatures: [\n\n \"Oral presentation (40% of assessment) \u2014 learners deliver a researched presentation using audio or visual materials, incorporating evidence and presenting reasoned conclusions (5 minutes).\",\n\n \"Newspaper review (20%) \u2014 learners lead a discussion on a selected news article, summarising content, analysing bias and issues, and drawing together group viewpoints (10 minutes).\",\n\n \"Literary recommendation (20%) \u2014 learners present and recommend a literary work, followed by a reading or performance of an extract (4 minutes).\",\n\n \"Questions and discussion (20%) \u2014 learners respond to questions and contribute to discussion, demonstrating critical thinking and engagement with others\u2019 ideas.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-20-ESB-Level-3-Certificate-in-Speech-Grade-8-v4.pdf\"\n},\n\n{\n title: \"ESB Level 1 Award in Debating\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage3\",\n \"group\",\n \"debating\",\n \"presenting\",\n \"informing\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Level 1 Award in Debating is designed for learners in Key Stage 3 and develops essential oracy skills through structured debate. Learners build and deliver arguments, respond to opposing viewpoints and work collaboratively within a team. The qualification supports the development of critical thinking, communication and employability skills, with assessment taking place in small teams over approximately 40 minutes.\",\n\n keyFeatures: [\n\n \"Content \u2014 learners demonstrate research, understanding and the ability to construct relevant arguments to support or oppose a motion.\",\n\n \"Style \u2014 learners communicate ideas clearly using appropriate verbal and non-verbal techniques, showing confidence and audience awareness.\",\n\n \"Structure \u2014 learners organise their contributions effectively, including introductions, linking points and conclusions.\",\n\n \"Listening and responding \u2014 learners engage with the debate by responding to opposing arguments through rebuttal and points of information.\"\n\n ],\n\n specLink: \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-06-ESB-Level-1-Award-in-Debating-v1.pdf\",\n\n quoteLink: \"https:\/\/hub.esbuk.org\/get-a-quote\/courses?b=Debating%20skills&stages=Key%20Stage%202\"\n},\n\n{\n title: \"ESB Level 2 Award in Debating\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage4\",\n \"group\",\n \"debating\",\n \"informing\",\n \"presenting\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Level 2 Award in Debating is designed for learners in Key Stage 4 and develops advanced oracy skills through structured debate. Learners build and deliver well-reasoned arguments, respond critically to opposing viewpoints and work collaboratively within a team. The qualification supports the development of critical thinking, communication and employability skills, with assessment taking place in small teams over approximately 40 minutes.\",\n\n keyFeatures: [\n\n \"Content \u2014 learners demonstrate research, understanding and the ability to construct relevant, well-developed arguments to support or oppose a motion.\",\n\n \"Style \u2014 learners communicate ideas effectively using appropriate verbal and non-verbal techniques, showing confidence, clarity and audience awareness.\",\n\n \"Structure \u2014 learners organise their contributions coherently, including clear introductions, logical development of ideas and effective conclusions.\",\n\n \"Listening and responding \u2014 learners engage actively with the debate by responding to opposing arguments through rebuttal and points of information.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-07-ESB-Level-2-Award-in-Debating-v1.pdf\"\n},\n\n{\n title: \"ESB Level 3 Award in Debating\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"group\",\n \"debating\",\n \"presenting\",\n \"listenrespond\",\n \"employability\",\n \"ucas\"\n ],\n\n summary:\n \"The ESB Level 3 Award in Debating is designed for learners in Year 12 and Year 13 and develops advanced oracy skills through structured debate. Learners build and deliver sophisticated arguments, respond critically to opposing viewpoints and demonstrate effective teamwork. The qualification supports the development of critical thinking, communication and employability skills, with assessment taking place in small teams over approximately 50 minutes. This qualification carries UCAS Tariff Points: Pass\/Good Pass = 4, Merit\/Merit Plus = 8, Distinction = 12.\",\n\n keyFeatures: [\n\n \"Content \u2014 learners demonstrate detailed research, critical understanding and the ability to construct well-developed and persuasive arguments to support or oppose a motion.\",\n\n \"Style \u2014 learners communicate with confidence and precision, using effective verbal and non-verbal techniques to engage the audience.\",\n\n \"Structure \u2014 learners organise their contributions logically and coherently, using clear introductions, well-sequenced arguments and effective conclusions.\",\n\n \"Listening and responding \u2014 learners engage dynamically with the debate, responding to opposing arguments through effective rebuttal and points of information.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C08-ESB-Level-3-Award-in-Debating-v2.pdf\"\n},\n\n{\n title: \"ESB Level 1 Award in Speech (Grade 1)\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage2\",\n \"presenting\",\n \"performing\",\n \"oracyreading\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Level 1 Award in Speech (Grade 1) is designed for learners in Year 6 and develops presentational skills while building confidence in speaking, reading, listening and responding. The qualification is mapped to National Curriculum Spoken Language and Reading requirements at Key Stages 1 and 2, supporting cross-curricular learning. Learners are assessed individually within a group setting, with preparation typically taking around one term.\",\n\n keyFeatures: [\n\n \"Talk \u2013 Free Choice (40% of assessment): learners present a topic of personal interest, supported by relevant visual or audio material (4 minutes).\",\n\n \"Speaking by Heart (20%): learners introduce and perform a memorised poem or piece of drama, explaining its meaning or significance (2 minutes).\",\n\n \"Reading Aloud (20%): learners introduce a chosen book and read an assessor-selected extract from a prepared section, demonstrating clarity and engagement (2 minutes).\",\n\n \"Listening and Responding (20%): learners respond to questions from the group and assessor and participate in discussion, contributing comments and questions.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C14-ESB-Level-1-Award-in-Speech-Grade-1-v4.pdf\"\n},\n\n{\n title: \"ESB Level 1 Award in Speech (Grade 2) \u2013 Speech to Connect\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage3\",\n \"presenting\",\n \"oracyreading\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Level 1 Award in Speech (Grade 2) \u2013 Speech to Connect pathway is designed for learners in Year 7 and develops confidence in presentational skills and interpersonal communication. The qualification is mapped to National Curriculum requirements in Spoken English, Reading and Writing at Key Stage 3 and supports cross-curricular learning. Learners are assessed individually within a group setting, with preparation typically taking around one term.\",\n\n keyFeatures: [\n\n \"Personal Interest Talk (40% of assessment): learners deliver a talk with knowledge and enthusiasm on a topic or activity of personal interest, supported by relevant visual or audio material (4 minutes).\",\n\n \"Speaking by Heart (20%): learners introduce and perform a memorised piece of poetry, spoken song lyric, prose or drama, explaining the reasons for their choice (2 minutes).\",\n\n \"Reading to Listeners (20%): learners introduce a chosen book and read an assessor-selected extract from a prepared section of 12\u201313 pages, placing it within the wider context of the story (2 minutes).\",\n\n \"Listening, Responding and Exchanging Views (20%): learners respond to questions from the group and assessor and contribute actively to discussion by asking questions and offering comments (5 minutes).\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C53-ESB-Level-1-Award-in-Speech-Grade-2-Speech-Pathways-v5.pdf\"\n},\n\n{\n title: \"ESB Level 1 Award in Speech (Grade 2) \u2013 Speech to Inform\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage3\",\n \"presenting\",\n \"informing\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Level 1 Award in Speech (Grade 2) \u2013 Speech to Inform pathway is designed for learners in Year 7 and develops confidence in presentational skills and interpersonal communication through informative speaking tasks. The qualification is mapped to National Curriculum requirements in Spoken English, Reading and Writing at Key Stage 3 and supports cross-curricular learning. Learners are assessed individually within a group setting, with preparation typically taking around one term.\",\n\n keyFeatures: [\n\n \"Curriculum Talk (40% of assessment): learners deliver a talk with knowledge and enthusiasm on a curriculum topic from any subject, supported by relevant visual or audio material (4 minutes).\",\n\n \"Present a News Story (20%): learners take on the role of a television reporter \u2018on the scene\u2019 and present a real news story, past or present (2 minutes).\",\n\n \"Present an Argument (20%): learners present a structured argument on a topical local, national or global issue, communicating their ideas clearly to the group and assessor (2 minutes).\",\n\n \"Listening, Responding and Exchanging Views (20%): learners respond to questions from the group and assessor and contribute actively to discussion by asking questions and offering comments (5 minutes).\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C53-ESB-Level-1-Award-in-Speech-Grade-2-Speech-Pathways-v5.pdf\"\n},\n\n{\n title: \"ESB Level 1 Award in Speech (Grade 2) \u2013 Speech to Perform\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage3\",\n \"presenting\",\n \"performing\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Level 1 Award in Speech (Grade 2) \u2013 Speech to Perform pathway is designed for learners in Year 7 and develops confidence in performance, presentational skills and interpersonal communication. The qualification is mapped to National Curriculum requirements in Spoken English, Reading and Writing at Key Stage 3 and supports cross-curricular learning. Learners are assessed individually within a group setting, with preparation typically taking around one term.\",\n\n keyFeatures: [\n\n \"Performance Talk (40% of assessment): learners deliver a talk on an aspect of the performing arts with knowledge and enthusiasm, supported by relevant visual or audio material (4 minutes).\",\n\n \"Perform a Published Work (20%): learners introduce and perform a memorised creative piece from a recognised writer (e.g. poetry, prose, monologue or song lyrics) (2 minutes).\",\n\n \"Create and Present a Spoken Piece (20%): learners create and present their own spoken piece, which may be read or recited (e.g. poem, lyrics, storytelling or devised drama) (2 minutes).\",\n\n \"Listening, Responding and Exchanging Views (20%): learners respond to questions from the group and assessor and contribute actively to discussion by asking questions and offering comments (5 minutes).\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C53-ESB-Level-1-Award-in-Speech-Grade-2-Speech-Pathways-v5.pdf\"\n},\n\n{\n title: \"ESB Level 1 Award in Speech (Grade 2) \u2013 Speech for Employability\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage3\",\n \"presenting\",\n \"employability\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Level 1 Award in Speech (Grade 2) \u2013 Speech for Employability pathway is designed for learners in Year 7 and develops confidence in interview and communication skills. The qualification is mapped to National Curriculum requirements in Spoken English, Reading and Writing at Key Stage 3 and supports cross-curricular learning, including opportunities to meet Gatsby benchmarks through employability-focused tasks. Learners are assessed individually within a group setting, with preparation typically taking around one term.\",\n\n keyFeatures: [\n\n \"Employability Talk (40% of assessment): learners deliver a talk with knowledge and enthusiasm about a successful person in business or a job or career of interest, supported by relevant visual or audio material (4 minutes).\",\n\n \"Take Part in an Interview (20% of assessment): learners participate in a supportive interview with the assessor based on their CV, responding positively to questions (2 minutes).\",\n\n \"Prepare and Deliver a Pitch (20%): learners prepare and deliver a business pitch for an existing or invented product or service, supported by audio or visual material where appropriate (2 minutes).\",\n\n \"Listening, Responding and Exchanging Views (20%): learners respond to questions from the group and assessor and contribute actively to discussion by asking questions and offering comments (5 minutes).\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C53-ESB-Level-1-Award-in-Speech-Grade-2-Speech-Pathways-v5.pdf\"\n},\n\n{\n title: \"ESB Level 1 Award in Speech (Grade 3)\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage3\",\n \"presenting\",\n \"oracyreading\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Level 1 Award in Speech (Grade 3) is designed for learners in Year 8 and develops presentational skills while building confidence in self-expression. The qualification is mapped to National Curriculum requirements in Spoken English, Reading and Writing at Key Stage 3 and supports cross-curricular learning. Learners are assessed individually within a group setting, with preparation typically taking around one term.\",\n\n keyFeatures: [\n\n \"Prepared Talk (40% of assessment): learners deliver a structured talk on a topic of their choice, demonstrating evidence of personal research or enquiry and supported by relevant visual or audio material (4 minutes).\",\n\n \"Speaking by Heart (20%): learners introduce a chosen piece of poetry, drama or prose by explaining the reasons for their choice or its context, before performing their memorised piece (2 minutes).\",\n\n \"Reading to Listeners (20%): learners introduce a chosen book and read an assessor-selected extract from a prepared section of 12\u201315 pages, placing it within the wider context of the story (2 minutes).\",\n\n \"Open Exchange of Ideas (20%): learners respond to questions from the group and assessor and participate in discussion, contributing comments and questions throughout.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C16-ESB-Level-1-Award-in-Speech-Grade-3-v4.pdf\"\n},\n\n{\n title: \"ESB Level 2 Certificate in Speech (Grade 4) Speech to Connect\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage4\",\n \"presenting\",\n \"listenrespond\",\n \"oracyreading\"\n ],\n\n summary:\n \"The ESB Level 2 Certificate in Speech (Grade 4) Speech to Connect pathway enhances learners\u2019 presentational skills and interpersonal communication. It is designed for learners in Key Stages 3 and 4 and supports the development of spoken language through structured speaking, reading and discussion activities. The qualification provides opportunities for cross-curricular learning and helps learners build confidence in expressing ideas, interpreting texts and engaging with others in a group setting.\",\n\n keyFeatures: [\n\n \"Biographical Talk (40% of assessment): learners research and deliver a structured talk on a famous or interesting person, outlining their achievements and significance, supported by relevant visual or audio material (4 minutes).\",\n\n \"Speaking by Heart (20%): learners introduce and perform a memorised piece of poetry, prose or drama on the theme of a place or person, explaining its qualities and demonstrating interpretation (2\u20133 minutes).\",\n\n \"Commentary on Prepared Reading (20%): learners introduce a chosen text by commenting on characters and their role in the plot before reading a prepared extract aloud (2\u20133 minutes).\",\n\n \"Listening, Responding and Exchanging Views (20%): learners respond to questions from the group and assessor and actively contribute to discussion through comments and questions.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C05-ESB-Level-2-Certificate-in-Speech-Grade-4-Speech-Pathways-v4.pdf\"\n},\n\n{\n title: \"ESB Level 2 Certificate in Speech (Grade 4) Speech to Inform\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage4\",\n \"presenting\",\n \"informing\",\n \"listenrespond\",\n \"research\"\n ],\n\n summary:\n \"The ESB Level 2 Certificate in Speech (Grade 4) Speech to Inform pathway enhances learners\u2019 presentational skills and interpersonal communication. Designed for learners in Key Stages 3 and 4, it supports the development of spoken language through research-based speaking, critical engagement with current affairs and persuasive communication. The qualification offers strong cross-curricular links and helps learners build confidence in structuring information, analysing issues and contributing to group discussion.\",\n\n keyFeatures: [\n\n \"Curriculum Talk (40% of assessment): learners research and deliver a structured talk on a personal interest or Key Stage 3\u20134 curriculum topic, supported by relevant visual or audio material (4 minutes).\",\n\n \"Reviewing a News Item (20%): learners examine a news item from an online or paper-based source, commenting on the importance of the issues raised (2\u20133 minutes).\",\n\n \"Persuasive Speaking (20%): learners present a persuasive argument on a social, political, economic or environmental issue with multiple viewpoints, aiming to influence the audience (2\u20133 minutes).\",\n\n \"Listening, Responding and Exchanging Views (20%): learners respond to questions from the group and assessor and actively contribute to discussion through questions and comments (5 minutes).\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C05-ESB-Level-2-Certificate-in-Speech-Grade-4-Speech-Pathways-v4.pdf\"\n},\n\n{\n title: \"ESB Level 2 Certificate in Speech (Grade 4) Speech to Perform\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage4\",\n \"performing\",\n \"presenting\"\n ],\n\n summary:\n \"The ESB Level 2 Certificate in Speech (Grade 4) Speech to Perform pathway enhances learners\u2019 confidence in performance, presentational skills and interpersonal communication. Designed for learners in Key Stages 3 and 4, it supports the development of expressive speaking through performance-based activities, interpretation of texts and original composition. The qualification offers opportunities for creative exploration alongside structured communication and collaborative discussion.\",\n\n keyFeatures: [\n\n \"Performance Talk (40% of assessment): learners deliver a talk with knowledge and enthusiasm on a performance piece or aspect of the performing arts, which may focus on artistic or technical elements (4 minutes).\",\n\n \"Performing a Published Work (20% of assessment): learners introduce and perform a memorised piece from a recognised writer, such as poetry, prose, monologue or song lyrics (2\u20133 minutes).\",\n\n \"Performing a Self-Composition (20% of assessment): learners perform their own original spoken word piece on a meaningful theme, which may include poetry, storytelling or devised drama (2\u20133 minutes).\",\n\n \"Listening, Responding and Exchanging Views (20% of assessment): learners respond to questions from the group and assessor and actively contribute to discussion through comments and questions (5 minutes).\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C05-ESB-Level-2-Certificate-in-Speech-Grade-4-Speech-Pathways-v4.pdf\"\n},\n\n{\n title: \"ESB Level 2 Certificate in Speech (Grade 4) Speech for Employability\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage4\",\n \"employability\",\n \"presenting\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Level 2 Certificate in Speech (Grade 4) Speech for Employability pathway enhances learners\u2019 interview and communication skills. Designed for learners in Key Stages 3 and 4, it supports the development of spoken language through employability-focused tasks such as presentations, interviews and real-world communication scenarios. The qualification aligns with Gatsby benchmarks and helps learners build confidence in professional communication, self-presentation and interaction within workplace contexts.\",\n\n keyFeatures: [\n\n \"Employability Talk (40% of assessment): learners research and deliver a talk on a job, career, course of study or business idea, using a CV to explain their interests and supporting their presentation with relevant visual or audio material (4 minutes).\",\n\n \"Taking Part in an Interview (20% of assessment): learners participate in an interview with the assessor based on their talk and CV, responding to questions in a formal and positive manner (2\u20133 minutes).\",\n\n \"Making a Telephone Call (20% of assessment): learners complete a mock telephone call based on an employability-related scenario, demonstrating the ability to give, receive and recall information (2\u20133 minutes).\",\n\n \"Listening, Responding and Exchanging Views (20% of assessment): learners respond to questions from the group and assessor and actively contribute to discussion through comments and questions (5 minutes).\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C05-ESB-Level-2-Certificate-in-Speech-Grade-4-Speech-Pathways-v4.pdf\"\n},\n\n{\n title: \"ESB Level 2 Certificate in Speech (Grade 5A: Drama-Focused)\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage4\",\n \"performing\",\n \"presenting\",\n \"listenrespond\"\n ],\n\n summary:\n \"The ESB Level 2 Certificate in Speech (Grade 5A: Drama-Focused) enhances learners\u2019 presentational and performance skills. Designed for learners in Key Stage 4, it supports the development of spoken language through critical discussion, text interpretation and character-based performance. The qualification provides opportunities for cross-curricular learning while building confidence in analysis, expressive communication and participation in group discussion.\",\n\n keyFeatures: [\n\n \"Presenting a Case (40% of assessment): learners research and deliver a structured talk on a contemporary issue, exploring different viewpoints and presenting their own perspective, supported by relevant audio or visual material (5 minutes).\",\n\n \"Explaining and Presenting a Published Text (20% of assessment): learners introduce a chosen poem or prose extract, discussing the writer, language and context before performing the piece from memory (3 minutes).\",\n\n \"Communicating a Character (20% of assessment): learners introduce a character from a different text and respond in role (\u2018hot seating\u2019) to questions from the group, demonstrating understanding of the character\u2019s thoughts, feelings and motivations.\",\n\n \"Open Exchange of Ideas (20% of assessment): learners respond to questions and feedback from the group and assessor and contribute ideas and opinions to develop discussion.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C17-ESB-Level-2-Certificate-in-Speech-Grade-5a-v4.pdf\"\n},\n\n{\n title: \"ESB Level 2 Certificate in Speech (Grade 5B: Presentation-Focused)\",\n\n type: \"oracy\",\n\n tags: [\n \"keystage4\",\n \"presenting\",\n \"informing\",\n \"oracyreading\",\n \"listenrespond\",\n \"research\"\n ],\n\n summary:\n \"The ESB Level 2 Certificate in Speech (Grade 5B: Presentation-Focused) enhances learners\u2019 presentational and analytical communication skills. Designed for learners in Key Stage 4, it supports the development of spoken language through research-led presentations, textual interpretation and analysis of real-world speeches. The qualification provides strong cross-curricular links while building confidence in critical thinking, structured communication and participation in discussion.\",\n\n keyFeatures: [\n\n \"Presenting a Case (40% of assessment): learners research and deliver a structured talk on a contemporary issue, exploring different viewpoints and presenting their own perspective, supported by relevant audio or visual material (5 minutes).\",\n\n \"Explaining and Presenting a Published Text (20% of assessment): learners introduce a chosen poem or prose extract, discussing the writer, language and context before performing the piece from memory (3 minutes).\",\n\n \"Analyse a Real Life Speech (20% of assessment): learners introduce and analyse a historical or contemporary speech, explaining its context, significance, style and delivery before reading an extract aloud to the group (5 minutes).\",\n\n \"Open Exchange of Ideas (20% of assessment): learners respond to questions and feedback from the group and assessor and contribute ideas and opinions to develop discussion.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-C18-ESB-Level-2-Certificate-in-Speech-Grade-5b-v4.pdf\"\n},\n\n{\n title: \"ESB Level 3 Certificate in Speech (Grade 6)\",\n\n type: \"oracy\",\n\n tags: [\n \"16+\",\n \"presenting\",\n \"informing\",\n \"oracyreading\",\n \"listenrespond\",\n \"research\",\n \"ucas\"\n ],\n\n summary:\n \"The ESB Level 3 Certificate in Speech (Grade 6) enables learners to demonstrate advanced oracy skills through structured presentations, critical analysis and discussion. Designed for post-16 learners, the qualification supports academic development and enrichment by building confidence in research, interpretation and evaluative communication. It is recognised by UCAS and contributes tariff points towards Higher Education entry.\",\n\n keyFeatures: [\n\n \"Oral Presentation (40% of assessment): learners research and deliver a presentation on a piece of equipment or IT application, explaining how it works and its impact on society, supported by a digital presentation (5 minutes).\",\n\n \"Literature Interpretation and Analysis (20% of assessment): learners introduce and analyse a text from world literature, discussing the author, language and context before delivering a reading or memorised extract (3 minutes).\",\n\n \"Critical Review (20% of assessment): learners present a critical evaluation of a film, theatrical production, television programme, podcast or video game, assessing strengths, weaknesses and personal impact (3 minutes).\",\n\n \"Questions and Discussion (20% of assessment): learners respond to questions and feedback from the group and assessor and contribute ideas and opinions to develop discussion.\"\n\n ],\n\n specLink:\n \"https:\/\/esbuk.org\/wp-content\/uploads\/2025\/11\/ESB-SPEC-19-ESB-Level-3-Certificate-in-Speech-Grade-6-v4.pdf\"\n}\n];\n\nfunction showStep(id) {\n Object.values(steps).forEach(s => s.classList.remove('active'));\n steps[id].classList.add('active');\n}\n\n\/\/ STEP 1 selection\n\ndocument.querySelectorAll('.card').forEach(card => {\n card.addEventListener('click', () => {\n currentType = card.dataset.type;\n\n if (currentType === 'general') {\n renderResults();\n showStep('step3');\n} else {\n buildFilters();\n showStep('step2');\n document.getElementById('applyBtn').disabled = true;\n selectedFilters = {};\n updateUIState();\n}\n\n buildFilters();\n showStep('step2');\n document.getElementById('applyBtn').disabled = true;\n selectedFilters = {};\n updateUIState();\n });\n});\n\nfunction getFilteredResultsCount() {\n let scopedData = (currentType && currentType !== 'general')\n ? data.filter(item => item.type === currentType)\n : data;\n\n const activeGroups = Object.values(selectedFilters).filter(arr => arr.length);\n\n \/\/ \u2705 Detect SEND selection (same as renderResults)\n const isSENDSelected = Object.values(selectedFilters)\n .flat()\n .includes('SEND');\n\n \/\/ \u2705 Apply SEND exclusion for Oracy\n if (currentType === 'oracy' && !isSENDSelected) {\n scopedData = scopedData.filter(item => !item.tags.includes('SEND'));\n }\n\n const filtered = activeGroups.length\n ? scopedData.filter(item =>\n activeGroups.every(groupValues =>\n groupValues.some(value => item.tags.includes(value))\n )\n )\n : scopedData;\n\n return filtered.length;\n}\n\nfunction updateUIState() {\n const hasFilters = Object.values(selectedFilters).some(arr => arr.length > 0);\n const applyBtn = document.getElementById('applyBtn');\n const hint = document.getElementById('applyHint');\n\n applyBtn.disabled = !hasFilters;\n\n if (!hasFilters) {\n hint.innerText = \"Select at least one filter to enable Apply\";\n } else {\n const count = getFilteredResultsCount();\n hint.innerText = `Showing ${count} result${count === 1 ? '' : 's'}`;\n }\n}\n\nfunction buildFilters() {\n filtersEl.innerHTML = '';\n document.getElementById('stepTitle').innerText = currentType;\n\n filterConfig[currentType].forEach(group => {\n const div = document.createElement('div');\n div.className = 'filter-group';\n\n const title = document.createElement('h3');\n title.innerText = group.title;\n\n const buttons = document.createElement('div');\n buttons.className = 'filter-buttons';\n\n group.options.forEach(opt => {\n const btn = document.createElement('button');\n btn.className = 'filter-btn ' + (currentType === 'language' ? 'language' : '');\n btn.innerText = opt.label;\n\n btn.onclick = () => {\n const groupKey = group.title; \/\/ unique per group\n\n \/\/ initialise group if needed\n if (!selectedFilters[groupKey]) {\n selectedFilters[groupKey] = [];\n }\n\n btn.classList.toggle('active');\n\n if (selectedFilters[groupKey].includes(opt.value)) {\n selectedFilters[groupKey] = selectedFilters[groupKey].filter(f => f !== opt.value);\n } else {\n selectedFilters[groupKey].push(opt.value);\n }\n \n updateUIState();\n };\n\n buttons.appendChild(btn);\n});\n\n div.appendChild(title);\n div.appendChild(buttons);\n filtersEl.appendChild(div);\n });\n}\n\n\/\/ APPLY FILTERS\n\ndocument.getElementById('applyBtn').onclick = () => {\n renderResults();\n showStep('step3');\n};\n\n\/\/ SHOW ALL IN FLOW\n\ndocument.getElementById('showAllBtn').onclick = () => {\n selectedFilters = {};\n renderResults();\n showStep('step3');\n};\n\n\/\/ BACK\n\ndocument.getElementById('backBtn').onclick = () => {\n selectedFilters = {};\n updateUIState();\n showStep('step1');\n};\n\n\/\/ RESTART\n\ndocument.getElementById('restartBtn').onclick = () => {\n selectedFilters = {};\n updateUIState();\n showStep('step1');\n};\n\nfunction renderResults() {\n resultsEl.innerHTML = '';\n\n \/\/ FIRST: filter by flow (oracy \/ language \/ general)\n let scopedData = (currentType && currentType !== 'general')\n ? data.filter(item => item.type === currentType)\n : data;\n\n \/\/ Check if SEND is selected\n const isSENDSelected = Object.values(selectedFilters)\n .flat()\n .includes('SEND');\n\n \/\/ ONLY apply SEND exclusion to ORACY flow\n if (currentType === 'oracy' && !isSENDSelected) {\n scopedData = scopedData.filter(item => !item.tags.includes('SEND'));\n }\n const activeGroups = Object.values(selectedFilters).filter(arr => arr.length);\n\n const filtered = (activeGroups.length\n ? scopedData.filter(item =>\n activeGroups.every(groupValues =>\n groupValues.some(value => item.tags.includes(value))\n )\n )\n : scopedData\n).sort((a, b) => {\n if (a.type !== b.type) {\n return a.type === 'oracy' ? -1 : 1;\n }\n return getQualificationRank(a) - getQualificationRank(b);\n});\n\n filtered.forEach(item => {\n const button = document.createElement('button');\n\n button.className = 'result-card';\n button.type = 'button';\n\n const price = getQualificationPrice(item);\n const badges = renderQualificationBadges(item);\n\n button.innerHTML = `\n ${badges}\n ${price ? `<span class=\"qual-price\">${price}<\/span>` : ''}\n ${item.title}\n `;\n\n button.addEventListener('click', () => {\n openQualificationModal(item);\n });\n\n resultsEl.appendChild(button);\n});\n\n}\n\nconst modal = document.getElementById('qualModal');\nconst modalTitle = document.getElementById('modalTitle');\nconst closeModalBtn = document.getElementById('closeModal');\nconst specLink = document.getElementById('specLink');\nconst quoteLink = document.getElementById('quoteLink');\nconst modalDescription = document.getElementById('modalDescription');\n\nfunction openQualificationModal(item){\n\n const price = getQualificationPrice(item);\nmodalTitle.innerHTML = price\n ? `<span class=\"qual-price\">${price}<\/span> ${item.title}`\n : item.title;\n\n\/\/Pulls info from const data\nconst modalList = document.getElementById('modalList');\n\nif (item.keyFeatures && item.keyFeatures.length) {\n modalList.innerHTML = item.keyFeatures\n .map(point => `<li>${point}<\/li>`)\n .join('');\n modalList.style.display = 'block';\n} else {\n modalList.innerHTML = '';\n modalList.style.display = 'none';\n}\n\n modalDescription.textContent = item.summary;\n\n specLink.href = item.specLink || \"#\";\n\n \nif (item.quoteLink) {\n quoteLink.href = item.quoteLink;\n quoteLink.style.display = 'inline';\n} else {\n quoteLink.href = 'https:\/\/hub.esbuk.org\/get-a-quote';\n quoteLink.style.display = 'inline';\n}\n\n modal.classList.add('open');\n\n const badges = renderQualificationBadges(item, 'modal-badges');\n\nmodalTitle.innerHTML = `\n ${badges}\n ${price ? `<span class=\"qual-price\">${price}<\/span>` : ''}\n ${item.title}\n`;\n}\n\nfunction closeQualificationModal(){\n modal.classList.remove('open');\n}\n\ncloseModalBtn.addEventListener(\n 'click',\n closeQualificationModal\n);\n\nmodal.addEventListener('click', function(e){\n if(e.target === modal){\n closeQualificationModal();\n }\n});\n\n\n\/\/ SEARCH\n\ndocument.getElementById('searchBox').oninput = e => {\n const val = e.target.value.toLowerCase();\n\n document.querySelectorAll('.result-card').forEach(card => {\n card.style.display = card.innerText.toLowerCase().includes(val)\n ? 'block'\n : 'none';\n });\n};\n\nfunction renderSpotlightQualification(item) {\n\n const titleEl = document.getElementById('spotlightTitle');\n const summaryEl = document.getElementById('spotlightSummary');\n const featuresEl = document.getElementById('spotlightFeatures');\n const quoteLinkEl = document.getElementById('spotlightQuoteLink');\n const specFrameEl = document.getElementById('spotlightSpecFrame');\n\n if (\n !titleEl ||\n !summaryEl ||\n !featuresEl ||\n !quoteLinkEl ||\n !specFrameEl\n ) {\n console.warn('Spotlight DOM elements missing');\n return;\n }\n\n titleEl.textContent = item.title;\n\n summaryEl.textContent = item.summary || '';\n\n featuresEl.innerHTML = '';\n\n if (item.keyFeatures?.length) {\n item.keyFeatures.forEach(feature => {\n const li = document.createElement('li');\n li.textContent = feature;\n featuresEl.appendChild(li);\n });\n }\n\n quoteLinkEl.href =\n item.quoteLink ||\n 'https:\/\/hub.esbuk.org\/get-a-quote';\n\n if (item.specLink) {\n specFrameEl.src = item.specLink;\n specFrameEl.style.display = 'block';\n } else {\n specFrameEl.style.display = 'none';\n }\n}\n\nfunction pickWeightedRandom(items) {\n const expanded = [];\n\n items.forEach(item => {\n const weight = item.spotlightWeight || 1;\n for (let i = 0; i < weight; i++) {\n expanded.push(item);\n }\n });\n\n return expanded[Math.floor(Math.random() * expanded.length)];\n}\n\nfunction selectSpotlightQualification(excludeTitle = null) {\n const oracy = data.filter(\n item => item.type === 'oracy' && item.title !== excludeTitle\n );\n\n const esol = data.filter(\n item => item.type === 'language' && item.title !== excludeTitle\n );\n\n if (!oracy.length && !esol.length) return null;\n\n const useOracy = Math.random() < 0.5;\n\n if (useOracy) {\n if (oracy.length) {\n return pickWeightedRandom(oracy);\n }\n}\n\nif (!useOracy) {\n if (esol.length) {\n return pickWeightedRandom(esol);\n }\n}\n\n return pickWeightedRandom(oracy.length ? oracy : esol);\n}\n\nconst SPOTLIGHT_KEY = 'qualificationSpotlight';\nconst ROTATION_DAYS = 3;\nconst ROTATION_MS = ROTATION_DAYS * 24 * 60 * 60 * 1000;\n\nfunction loadOrRotateSpotlight() {\n const stored = localStorage.getItem(SPOTLIGHT_KEY);\n const now = Date.now();\n\n let lastTitle = null;\n\n if (stored) {\n try {\n const parsed = JSON.parse(stored);\n lastTitle = parsed.title;\n\n if (now - parsed.timestamp < ROTATION_MS) {\n const existing = data.find(q => q.title === parsed.title);\n if (existing) {\n renderSpotlightQualification(existing);\n return;\n }\n }\n } catch {\n \/\/ corrupted storage \u2192 regenerate\n }\n }\n\n const selected = selectSpotlightQualification(lastTitle);\n if (!selected) return;\n\n localStorage.setItem(\n SPOTLIGHT_KEY,\n JSON.stringify({\n title: selected.title,\n timestamp: now\n })\n );\n\n renderSpotlightQualification(selected);\n}\n\nloadOrRotateSpotlight();\n\n});\n\n\n<\/script>\n\n\n<\/body>\n<\/html>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Qualification Finder What are you looking for? Oracy Qualifications ESOL Skills for Life I know what I want Select at least one filter to enable Apply Back Show all Apply Results \ud83d\udd0d Restart Qualification in the Spotlight Get a quote \u2192 \u00d7 Placeholder summary text for this qualification. You can later replace this with qualification-specific […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"wp-custom-template-esb-template","meta":{"footnotes":""},"class_list":["post-39","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/esbuk.org\/index.php\/wp-json\/wp\/v2\/pages\/39","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/esbuk.org\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/esbuk.org\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/esbuk.org\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/esbuk.org\/index.php\/wp-json\/wp\/v2\/comments?post=39"}],"version-history":[{"count":34,"href":"https:\/\/esbuk.org\/index.php\/wp-json\/wp\/v2\/pages\/39\/revisions"}],"predecessor-version":[{"id":19702,"href":"https:\/\/esbuk.org\/index.php\/wp-json\/wp\/v2\/pages\/39\/revisions\/19702"}],"wp:attachment":[{"href":"https:\/\/esbuk.org\/index.php\/wp-json\/wp\/v2\/media?parent=39"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}