CCEA Draft GCSE Specification in Child Development by 8963qQe


									                                Specification Summary
                             Unit 3: Speaking and Listening

This unit is assessed through controlled assessment and is worth 20%.
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
                      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
(ii) Listen and respond to speakers’ ideas and perspectives, and how they construct and express
(iii) Interact with others, shaping meanings through suggestions, comments and questions and
      drawing ideas together.
(iv) Create and sustain different roles.
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

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
                      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


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
      ideas and feelings.                             showing some interest, including non-         and sometimes stereotypical
      They sometimes develop detail to add            verbal reactions.                             ideas to create simple
 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
      Candidates convey straightforward               Candidates respond positively to what         Candidates show
      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
      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
      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
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
      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

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