Table of Contents. Version 2, Nov17, CM Page 2 of 16

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2 Table of Contents Introduction... 3 Graded Examinations in Speech (EAL A1)... 4 EAL A Qualification Progression... 6 Glossary... 7 Assessment Guidance... 8 Qualification Criteria... 9 Guidance for Teachers EAL A1 Grading Criteria Page 2 of 16

3 Introduction ESB promotes and assesses spoken English in a wide range of educational centres: primary and secondary schools, further and higher education establishments, universities, prisons, adult learning centres and in the training sectors of industry and business. ESB offers a full range of progressive qualifications, recognised and mapped to the relevant common curriculum requirements. ESB is a charitable organisation which was founded in 1953 to pioneer the practice and assessment of oral communication and to recognise its fundamental importance to education. ESB has grown into an international organisation assessing extensively in the UK, Europe, the Far East and West Indies. Page 3 of 16

4 Graded Examinations in Speech (EAL -A1) Aim - The overall aim of the qualifications is to promote clear, effective, confident oral communication and responses within a participating group of at least 6 learners. Graded Assessments are mapped to the statutory requirements for Spoken Language in the National Curriculum. The graded speech qualifications (EAL) are mapped to the Common European Framework for Languages (CEFR). They are intended for learners who wish to take an examination in speech alongside their class colleagues. The aim of the EAL series of programmes is to provide a focus and framework for progressive mastery of Spoken English communication in English as an Additional Language, with the emphasis on presentation skills delivered in a group context. The skills assessed include listening to, speaking to and responding to an audience, and interpretation of stimulus material. Graded Examinations in Speech EAL -A1 Similar outcome to ESB Graded Examinations in Speech Junior Introductory Junior 1 Assessment method External Assessment Grading Pass, Good Pass (Endorsed), Merit, Merit Plus (Endorsed) Distinction Accreditation Information Ofqual Start Date: 01/10/16 Qualification number: 603/0553/8 Total Individual Time 9 Minutes Guided learning hours (GLH) 30 Total Qualification Time (TQT) 40 Target Group A learner who can understand and use familiar everyday expressions and very basic phrases CEFR A1 aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Page 4 of 16

5 EAL A1 The EAL and Graded Speech assessments are aligned for similarity of outcome in a class of native and non-native speakers of English where the age and cognitive development might be broadly the same. However, the EAL Schools qualifications allow for the different stages of linguistic development for non-native speakers of English for whom English is not the first language. The EAL series also allows for lateral and linear progression within the EAL qualifications and onto the mainstream schools syllabuses. EAL A1 All tasks take place in a participating group context of at least 6 learners. All tasks are mandatory and solo. EAL A1 9 Minutes Section 1: Talk Something Special 2 Minutes Show an item or picture and talk about it. Section 2: Speaking by Heart (not selfcomposition) Own choice 1 Minute Speak by heart a poem you enjoy. Say the title and the poet s name first. Section 3: Reading Aloud 1 Minute Read a prepared passage of about 100 words from a favourite story. Give the title and author. Section 4: Listening and Responding Answer questions from the assessor and the group after the talk. Page 5 of 16

6 Qualification Progression Graded Examinations in Speech EAL - Entry 1 CEFR - A1 Outcomes similar to Junior Introductory / Junior 1 Graded Examinations in Speech EAL - Entry 2 CEFR - A2 Outcomes similar to Junior 2 / Junior 3 Graded Examinations in Speech EAL - Entry 3 CEFR - B1 Outcomes similar to Junior Medallion Page 6 of 16

7 Glossary Glossary Level Level is an indication of the demand of the learning experience, the depth and/or complexity of achievement and independence in achieving the learning outcomes. There are 9 levels of achievement within the Regulated Qualifications Framework. Guided learning hours (GLH) GLH is an estimate of the time allocated to teach, instruct, assess and support learners throughout a unit. Learnerinitiated private study, preparation and marking of formative assessment is not taken into account. Total qualification time (TQT) Total Qualification Time is comprised of the following two elements: (a) The number of hours which an awarding organisation has assigned to a qualification for Guided Learning, and (b) An estimate of the number of hours a Learner will reasonably be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed by but, unlike Guided Learning, not under the Immediate Guidance or Supervision of a lecturer, supervisor, tutor, or other appropriate provider of education or training. Learning outcomes The learning outcomes are the most important component of the unit; they set out what is expected in terms of knowing, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning. Assessment criteria Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place. Indicative content Provides guidance and advice on the key words. Page 7 of 16

8 Assessment Guidance This qualification is externally assessed and quality assured by ESB. This assessment is based on each individual meeting the learning outcomes and assessment criteria, including the ability of the speaker to participate in turn as part of the listening, responding audience. The assessment process and outcome is independent but the tutor is encouraged to sit in as part of the audience. Each candidate should present to a minimum audience of 5 to allow for full interaction. There may be occasions where not all members of the audience are entrants for Graded Examinations in Speech (EAL - A1) or entrants for the same ESB assessment syllabus. The assessment process works most effectively with a small group as audience, rather than the whole class. The assessment group should be seated in a horseshoe with the assessor at one end and the speaker in the mouth of the horseshoe. This allows for easy eye contact across the group and ensures the assessor is part of the audience. The assessor assesses each candidate in turn, in the presence of the group. The assessor Qualification criteria provides general oral feedback to the group at assessment. The ESB assessor also provides a specific written report for each candidate on each aspect of the assessment, with guidance where needed for future progress. These reports are returned to the centre following assessment. Page 8 of 16

9 Qualification Criteria Learning Outcomes The learner will: 1 Plan and present a talk of one minute s duration 2 Speak in front of a small group and an assessor 3 Recite a short poem (not a selfcomposition) from memory 4 Read aloud a chosen passage from a favourite book/article 5 Speak clearly enough for the listeners to hear Assessment Criteria The learner can: 1.1 Show evidence of planning 1.2 Prepare a talk with essential vocabulary 2.1 Describe chosen item/picture without learning by heart 3.1 Make a personally apt choice 3.2 Introduce the poem 3.3 Commit the words to memory 3.4 Share the poem enthusiastically 4.1 Make an appropriate choice 4.2 Share the piece enthusiastically 5.1 Speak using an audible voice 5.2 Speak clearly, to be understood by a sympathetic listener 6 Answer questions 6.1 Respond in a short sentence or single word 7 Listen quietly to the presentation of others 7.1 Sit still 7.2 Look at other speakers 7.3 Behave positively and courteously throughout 8 Ask a simple question 8.1 Ask a question about one other presentation Page 9 of 16

10 Guidance for Teachers 1. The learner will be able to plan a talk of one minute s duration The learner should choose something special to them, which they can describe. They may wish to talk about colour, size. The learner should be able to: construct a very short, simple talk prepare the talk using essential basic vocabulary and fixed expressions greet the group and introduce themselves and the talk give the talk to the group without learning by heart or reading give the talk using cue cards or other prompt to maintain the flow and order speak clearly communicate with understanding allowing for some hesitation and errors make some eye contact at the beginning and end of the talk keep to the time limit invite questions from the group answer simple questions from the group and assessor. 2. Speak in front of a small group and an assessor Practise working in small groups. If candidates work in groups of 6, they can discuss and help each other. Working with native speakers will be particularly helpful to EAL learners. 3. Recite a short poem from memory Learners should choose something that they really like (not a self-composition). It should not include too many linguistic challenges in terms of pronunciation or intonation difficulties. The poem should be short so that learners do not have to sustain concentration on pronunciation for too long. Page 10 of 16

11 4. Read aloud a chosen passage from a favourite book or article The short passage should take no more than one minute. Candidates should be able to: stand or sit as appropriate and hold the text firmly recite, read or sing the piece to the group audibly pronounce the words in the prepared text correctly pause at a full stop make eye contact at the beginning or end of the reading/text. 5. Speak clearly enough for the listeners to hear Encourage candidates to speak clearly. Pauses are important to give the listeners time to take in the information. 6. Answer questions briefly Answers can be one word answers or short sentences. Candidates should also make use of body language and gesture. 7. Listen quietly to the presentations of others Listening encouragingly is a skill which is vital to language learners. Encourage candidates to support each other and to act courteously and respectfully at all times. Page 11 of 16

12 EAL A1 Grading Criteria Section 1 Presenting Pass Good pass Merit Merit plus Distinction Time: 2 minutes Structure There is little sense of order in the show and tell. There is attempt to order thoughts in the show and tell. There is some logic to the structure but there may be some repetition or hesitancy. The structure is mainly logical. There is a clear and logical structure to the show and tell. Style Speech Shows personal interest in topic. Topic is learned by heart. Quiet speech restricts communication. Pronunciation of sounds makes the presentation difficult to understand. Personal interest shown, topic is learned by heart. Speech is quiet in places but can be heard. Some first language interference in pronunciation requires listener to make an effort to understand. Personal interest shown. Speech is generally audible. Key words pronounced correctly/clearly. Personal interest shown with some enthusiasm and natural language (which may contain grammatical errors). Speech is audible throughout. Most key words are pronounced correctly/clearly. Evidence of enthusiasm and natural language (which may contain grammatical errors). Speech audible throughout. All common words pronounced correctly/clearly. Content General explanation. Use of single unconnected words restricts communication. General explanation with some elements of clear detail. Beginning to connect words into phrases. Mostly clear detail. Uses some clear short phrases. Clearly detailed but with little or no reference to personal experience. Uses clear phrases most of the time. Detailed explanation, with individuality and reference to personal experience. Connects words into phrases and simple sentences. Visual aids Has prepared a visual aid. Refers to chosen object at least once. Refers to and shows visual aid. Talk is built around visual aid. Use visual aid confidently and competently. Communication Some audience awareness. Limited range of vocabulary for topic restricts communication. Some audience awareness. Limited range of vocabulary but communication is not restricted. Some audience awareness. Uses essential vocabulary which may be repetitive. Some audience awareness. Uses appropriate range of vocabulary. Some audience awareness. Use a good range of vocabulary for topic. Page 12 of 16

13 Section 2 Speaking by Heart Pass Good Pass (Endorsed) Merit Merit Plus (Endorsed) Distinction Time: 1 minute Clarity of speech Quiet speech Speech is quiet in restricts places but can be communication. heard. Pronunciation of First language sounds and words interference in restricts listeners pronunciation comprehension. requires listener to make an effort to understand. Speech is generally audible. Key words pronounced correctly and clearly although some first language interference in pronunciation requires listener to make an effort to understand. Introduction Gives title. Gives title clearly. Gives title and poet. Memory Needs occasional prompts. Needs one prompt. Speech is audible throughout. Most key words are pronounced correctly/clearly. Gives title and poet clearly. Words generally Words secure secure, no with clear prompts required, concentration. but some hesitation. Speech audible throughout. All common words pronounced correctly/clearly. Gives title and poet with some additional detail. Words totally secure. Voice/Delivery Audible voice. Audible voice. Clarity is developing. Choice and Interpretation Pauses for meaning Choice allows candidate to speak clearly and with understanding. Continuous speech impedes listeners comprehension. Choice allows candidate to develop the rhythm and structure. One or two pauses are used. Clear, audible voice. Choice allows candidate to begin to convey the mood. Some pauses are used effectively. Audible with some variation of pitch, pace or tone. Voice has vitality and candidate uses facial expression. Choice allows Choice allows candidate to catch candidate to the mood of the convey mood with piece mostly. understanding. Pauses are Pauses used beginning to show accurately to meaning. support meaning. Page 13 of 16

14 Section 3 Reading Aloud Time: 1 minute Choice of book and passage/pages Pass Choice allows candidate to make a good start on the passage. Good Pass (Endorsed) A choice of suitable length to allow candidate to maintain accuracy of pronunciation. Merit A choice of suitable length to allow candidate to maintain accuracy of pronunciation and intonation. Merit Plus (Endorsed) Distinction A choice of suitable A choice of length to allow suitable length to candidate to allow candidate maintain accuracy to maintain and add variety of accuracy and tone for at least one variety of tone. phrase. Introduction Gives title. Gives title clearly. Gives title and author. Gives title and author clearly. Gives title and author with some additional detail and enthusiasm. Communication Shows awareness of assessor or teacher. Voice/Delivery Voice can be heard with some effort from the listener. Some audience awareness. Audible voice. Looks up at beginning and end. Audible voice. Clarity is developing. Glances up from time to time. Regular eye contact with the audience. Clear, audible voice. Clear and audible with some variation of pitch, pace or tone. Page 14 of 16

15 Section 4 Listening and Responding Pass Good Pass (Endorsed) Merit Merit Plus (Endorsed) Distinction Listening Listens politely, paying attention most of the time. Visibly finds some points difficult to follow. Listens politely. Misses opportunity to clarify. Listens attentively. Shows understanding on one occasion through verbal or non-verbal means. Asks for clarification when needed. Listens attentively. Shows understanding on more than one occasion. Listens attentively. Comments show understanding. Asks for clarification when needed. Responding Minimal responses. Limited understanding of conversations. Minimal responses. Understands most of the conversation. Relevant contribution to conversations using connected words. Relevant contribution to the conversation using at least one phrase or sentence. Relevant contributions to conversations using phrases and simple sentences. Taking part in the group Conveys some interest in others. Makes a brief contribution when reminded. Makes a brief contribution without being reminded. Takes part mostly appropriately. Always ready to take part within limitations of language. General Misses opportunity to use social language, e.g. greetings/ thanking etc. Generally passive member of the group. Conveys interest in others taking one opportunity to use social language. Some engagement with the group. Simple social language is used when there is an opportunity. Positive, helpful or courteous to rest of group. Some social language is used when appropriate. Encouraging attitude to rest of group. A range of social language for level is used confidently when there is an opportunity. Page 15 of 16

16 English Speaking Board (International) Ltd. 9 Hattersley Court, Ormskirk Lancashire L39 2AY Tel: (+44) Fax: (+44) Web: admin@esbuk.org English Speaking Board (International) Ltd ESB reserves the right to change products and services periodically. Every effort has been made to ensure that information contained in publications is fully accurate at the time of going to press, however, our latest versions of all publications / policies are to be found on our website Registered in England Company No Registered as a Charity No