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1 The Spoken Second level Language Endorsement: Fourth level GCSE English Language (9-1), Tea-time briefing Clare Haviland, English Subject Advisor 8 December 2015, updated

2 Click Session to edit Agenda Master title style Spoken Language endorsement (SLE): the requirements Planning: Fourth integrating level the SLE into your teaching Assessing Recording; selecting and submitting your sample Frequently asked questions Questions and answers

3 Click Guidance to edit available Master title style Interboard guidance Edexcel Spoken Third level Language endorsement guidance in issue 2 of the GCSE Fourth English level Language (9-1) specification Spoken Language standardising materials (student exemplars with commentaries) You may teachingenglish@pearson.com for a CD version. JCQ guidance (pending)

4 Fourth level The requirements

5 Format of presentation Students must demonstrate their presentation skills in a formal setting, listen and respond to questions and feedback, and use spoken English effectively. Presentation: The spoken Third language level presentation may take a variety of forms, including: Fourth level (a) a speech or talk by a student, followed by questions from the audience or (b) a formal debate or dialogue, such as an interview where the student is able to prepare extended responses to questions or prompts which have been shared in advance, followed by questions from the audience. In all cases, the presentation should be prepared and last no longer than 10 minutes, including questions and answers.

6 Audience Students must give their presentations to an audience, which must always include the teacher. The size and composition of the audience should be determined Third by level the teacher, in discussion with the student. However, where Fourth the levelaudience is the teacher only, the presentation and dialogue should be designed in such a way that it could have a potentially wider audience than just one person (e.g. it replicates a television interview).

7 Fourth level Planning: integrating the SLE into your teaching

8 When and what? Submit your sample by 15 May 2017 for the first certification of GCSE English Language (9-1) in summer You can carry out your SLE assessments at any time between now and then. As on the GCSE Fourth 2010 specifications, level there are many opportunities to link to other aspects of the course when carrying out the SLE. Many of the activities which you would previously have used for speaking and listening can be used for the SLE. The student exemplars in our standardising materials provide examples of topics and tasks. Please note that any examples of topics/tasks given here are simply suggestions rather than Edexcel approved topics/tasks.

9 Examples of how you could link your SLE assessments with other aspects of your teaching Linking to GCSE English Language (9-1), students might: Use any of the texts from the Unseen Preparation Anthology, Second section level B as a starting point. For example, in response to Children are robbed of the right to education Fourth worldwide level but we can help a student might present on how access to education differs in various countries or to contrast their experience of attitudes to education in the UK and in another country. Present on one of the writers featured in section A of the Unseen Preparation Anthology, commenting on links between the writers lives and their writing. Students hold a formal debate on the benefits and disadvantages of an exam only GCSE.

10 Examples of how you could link your SLE assessments with other aspects of your teaching Linking to GCSE English Literature (9-1), students might: Present on any of the writers of their set texts Fourth level Be interviewed on the actions and motivations of one of the characters in their set texts. Present on two poems from their chosen poetry collection. Present on the challenges of answering questions on unseen poetry in exam situations. Present on their experiences of reading from early childhood to their current reading practices: what they read and why.

11 Examples of more general topics for presentations Students might present on: A hobby or interest Fourth level A current issue in the media A current issue in their school environment

12 Points to bear in mind when organising the topics that students will present on You may like to present students with a choice of possible topics/tasks or students can generate these themselves. Any topic chosen should contain enough inherent complexity Third to level allow a student to meet the assessment criteria of the Fourth grade level they are aiming at. Consider what your approach to audience and recording will be: Are you intending to record in a whole-class setting, with one student performing after another? Or will students come on a one by one basis to be recorded? These decisions may impact on the format of the presentation.

13 Fourth level Assessing

14 Getting familiar with the marking criteria & the standard Prior Click to assessing to edit Master students, text carry styles out a departmental standardisation process by watching the student exemplar clips and Second marking level them. Fourth level If you wish, you can carry out the same exercise with students.

15 Planning and preparation Go through the dos and don ts of formal presentations with students. Model a presentation yourself and ask students to mark you using Third the level assessment criteria and to explain the reasons for the Fourth grade level they have awarded. Having decided upon the tasks and the arrangements for audience and recording, your students will: Prepare their presentation, including the questions and answers: this may include preparing a Powerpoint, or notes cards. Ideally, have the opportunity to practise their presentation with an audience.

16 Carrying out the assessments Decide on your approach to recording: will all students be recorded? Click to Will edit you Master record, for text example, styles 15 students at each grade (based on your grade predictions). Students Third present levelon their topics in the manner arranged and are recorded. Fourth level Prior to recording, test your equipment to ensure that the audio-visual quality is sufficient to allow assessment and that where more than 1 student is performing at the same time, they are wearing name badges and are identifiable. Listen to your students presentations, marking each using the assessment record sheet, or making notes, so that you can complete the sheet later. Save your recordings using the method described here.

17 Marking Criteria General Criteria To Click be awarded to edit Master a Pass, text Merit styles or Distinction a Learner Second must level be audible, and Fourth level use Spoken Standard English which, for the purposes of the spoken language assessment, means that a Learner must be intelligible, and generally use language appropriate to the formal setting of the presentation.

18 Marking Criteria Pass Merit Distinction In addition to the general criteria, to be awarded a Pass a In addition to the general criteria, to be awarded a Merit Learner's Click performance to edit in his Master or a Learner's text performance styles in his her spoken language or her spoken language assessment must meet all of assessment must meet all of the following Second criteria levelthe following criteria expresses straightforward expresses challenging ideas/information/ feelings, ideas/information/ feelings makes an attempt Fourth to level using a range of organise and structure» Fifth his level vocabulary, or her presentation, organises and structures his makes an attempt to meet or her presentation clearly the needs of the audience, and appropriately to meet and the needs of the audience, listens to achieves the purpose of his questions/feedback and or her presentation, and provides an appropriate listens to response in a straight questions/feedback forward manner. responding formally and in some detail. In addition to the general criteria, to be awarded a Distinction a Learner's performance in his or her spoken language assessment must meet all of the following criteria expresses sophisticated ideas/information/feelings using a sophisticated repertoire of vocabulary, organises and structures his or her presentation using an effective range of strategies to engage the audience, achieves the purpose of his or her presentation, and listens to questions/feedback, responds perceptively and if appropriate elaborates with further ideas and information.

19 Finalising your sample and transferring the Click recordings to edit to Master CDs or title USBs style Review Click your to edit students Master results text using styles their assessment record sheets/and or recordings and finalise your sample. Save the Third recordings level of the selected sample onto a CD or USB and make Fourth an level additional copy to retain. Check the audio-visual quality of both. When instructed to do so, send your clearly labelled CD/USB to your moderator along with your Head of centre declaration and store your copy of the sample securely.

20 Fourth level Frequently asked questions

21 Frequently asked questions 1. Can a student make more than one attempt at their presentation? Yes, they can. Fourth level 2. Can a student use a Powerpoint presentation or notes? Yes, they can. 3. How long should the presentation last? A maximum of 10 minutes, including questions and answers.

22 Frequently asked questions cont d 4. Does the teacher need to be part of the audience? Yes, they do. 5. Can the audience be the teacher only? Fourth level Where the audience» Fifth is level the teacher only, the presentation and dialogue should be designed in such a way that it could have a potentially wider audience than just one person (e.g. it replicates a television interview) 6. Can I assess students remotely, for example via Skype? Yes, they can. Please teachingenglish@pearson.com for the requirements of assessing in this way.

23 Frequently asked questions cont d 7. Do I need to record all my students? You need to record a sample of 30 students (if you have a cohort Second of more than level30) or all your students (if your cohort is less than 30 students). Fourth level 8. Who chooses the sample? You do. You are required to send 10 examples each of pass, merits and distinctions. Please see this guidance on how to make up a sample where you do have 10 distinctions, for example. These arrangements will be confirmed by jcq in due course.

24 Frequently asked questions cont d 9. What paperwork do I need to complete? You will complete 1 assessment record sheet per student and retain Second these level for inspection. Your Head of centre will complete Third a declaration level to confirm that all students have had the opportunity Fourth level to complete the SLE. This declaration will be submitted at the same time as the sample. 10. What will appear on students GCSE English Language certificates? Spoken Language Endorsement under the GCSE English Language result, with a grade of Not Classified, Pass, Merit, or Distinction.

25 Frequently asked questions cont d 11. When do I submit the recordings? By 15 May 2017 for the May/June 2017 exam series. Please Second do not submit level your recordings until you have been instructed to do so. Fourth level

26 Click Contact to edit information Master title style English Subject Advisor, Clare Haviland: Tele: Fourth level aspx English forum look at and participate in: Twitter: