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Specification Summary Unit 3: Speaking and Listening This unit is assessed through controlled assessment and is worth 20%. Content Students must be assessed in three activities: an individual presentation and interaction, a discussion, and a role play. The range of speaking and listening activities they undertake should give them the opportunity to respond in a variety of formal and informal situations. Final assessment is based on a student’s three best assessments. Content Learning Outcomes Students should be able to: Individual communicate clearly and effectively; Presentation present information and ideas; use standard English as appropriate; structure and sustain talk; choose and adapt language appropriate to an audience; respond appropriately to questions and views of others; Discussion interact with others; make a range of effective contributions; express ideas clearly, accurately and appropriately; listen and respond to others’ ideas and perspectives; challenge what they hear where appropriate; shape meaning through asking questions and making comments and suggestions; use a variety of techniques as appropriate; Role Play create and sustain different roles; participate in a range of real-life contexts; and experiment with language to engage the audience. Assessment Objectives The Assessment Objectives for this unit are: AO1 Speaking and Listening (i) Speak to communicate clearly and purposefully; structure and sustain talk, adapting it to different situations and audiences; use standard English and a variety of techniques as appropriate. (ii) Listen and respond to speakers’ ideas and perspectives, and how they construct and express meanings. (iii) Interact with others, shaping meanings through suggestions, comments and questions and drawing ideas together. (iv) Create and sustain different roles. Assessment Candidates must be assessed in the context of an individual presentation and interaction, a discussion, and a role play. The level of control for task setting is limited. Sample activities are suggested below. An individual presentation and interaction Deliver a presentation on a topic that interests you, followed by a question and answer session. A discussion In a group of two or more, discuss the difficulties facing homeless people. A role play Example 1: Individual role play – You are a youth worker. At the monthly local Council meeting, present your argument requesting funding for your youth club. Example 2: Group role play – You are members of the local Council. Taking individual roles as Councillors, discuss whether you should provide funding for a local youth club. Centres have the opportunity to adapt, contextualise and design activities to better suit their specific circumstances. Controls for Assessment Areas of Control Detail of Control Authenticity Candidates can carry out preparation under limited supervision. Responsibility for planning each of the three activities for assessment lies entirely with candidates. They must complete the activities for final assessment under formal supervision. Teachers must be able to authenticate the work. Feedback We encourage teachers to give feedback during the preparation process on the following: the activities to be completed; and how performance will be marked according to the assessment criteria. Time Limit Each activity can last up to 30 minutes. The suggested duration for the individual presentation prior to questions is 5 minutes. Collaboration The work of candidates may be informed by working with others, but candidates must be assessed on an individual response. Resources Candidates’ access to resources is determined by those available to the centre. Marking Teachers mark the controlled assessment tasks using the following assessment criteria. Use professional judgement to select and apply the criteria in each successive mark band appropriately and fairly to candidates’ work. Follow a ‘best fit’ approach when selecting a candidate’s mark, making allowance for balancing strengths and weaknesses within each response. Assessment Criteria for Unit 3: Level & Communicating and Adapting Interacting and Responding Creating and Sustaining Marks Language Roles 0 Candidates have made no creditworthy response. Candidates briefly express points of view, Candidates respond to what they hear, Candidates draw on obvious 1 ideas and feelings. showing some interest, including non- and sometimes stereotypical They sometimes develop detail to add verbal reactions. ideas to create simple characters. 1–5 interest to accounts, narratives and They make brief, occasional marks information, supported by appropriate contributions and general statements in They react to situations in non-verbal features. discussion. predictable but appropriate They use straightforward vocabulary and They follow central ideas and ways, demonstrating some grammar, showing awareness of some possibilities in what they hear and raise understanding of main features of standard English. straightforward questions. relationships and familiar ideas. Candidates convey straightforward Candidates respond positively to what Candidates show 2 information and ideas, coherent accounts they hear, including helpful requests for understanding of characters and narratives in extended turns. explanation and further detail. by creating straightforward roles using speech, gesture 6–10 They begin to adapt talk and non-verbal They make specific, relevant and movement. marks features to meet the needs of different contributions to discussion. audiences. They allow others to express ideas or They engage with situations They use a variety of vocabulary and points of view that may differ from their and ideas, showing structures for different purposes, including own and respond appropriately. understanding of issues and appropriate features of standard English relationships. with reasonable accuracy. Candidates effectively communicate Candidates listen closely and attentively, Candidates develop and 3 information, ideas and feelings, promote engaging with what is heard through sustain roles and characters issues and points of view. perceptive responses. through appropriate language and effective 11–15 They adapt talk to a variety of situations They make significant contributions that gesture and movement. marks and audiences, using non-verbal features to move discussions forward. add to impact. They engage with others’ ideas and They make contributions to They use a range of well-judged vocabulary feelings, recognising obvious bias or the development of and sentence structures to achieve prejudice and referring to precise detail. situations and ideas, showing different purposes, including competent understanding and insight and appropriate use of standard English. into relationships and significant issues. Candidates confidently convey and Candidates challenge, develop and Candidates create convincing 4 interpret information, ideas and feelings, respond to what they hear in thoughtful characters and roles using a emphasising significant points and issues. and considerate ways, seeking range of carefully selected clarification through apt questions. verbal and non-verbal 16–20 They adapt and shape talk and non-verbal techniques. marks features to meet the demands of different They analyse and reflect on others’ ideas situations, contexts and purposes. to clarify issues and assumptions and They respond skilfully and They make appropriate, controlled, develop the discussion. sensitively in different effective use of standard English They identify useful outcomes and help situations and scenarios, to vocabulary and grammar. structure discussion through purposeful explore ideas and issues and contributions. relationships. Candidates highlight priorities and essential Candidates sustain concentrated Candidates create complex 5 detail when communicating complex and listening, showing understanding of characters and fulfil the demanding subject-matter. complex ideas through interrogating demands of challenging roles what is said. through insightful choice of 21–25 They use a sophisticated repertoire of dramatic approaches. marks strategies to meet challenging contexts and They shape direction and content of purposes. talk, responding with flexibility to devel- They explore and respond to They show an assured choice and flexible op ideas and challenge assumptions. complex ideas issues and use of standard English vocabulary and They initiate, develop and sustain relationships in varied formal grammar in appropriate situations. discussion through encouraging and informal scenarios. participation and interaction, resolving differences and achieving positive outcomes.
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