0522 presentation slides edited march 2014 - justus learning€¦ · coursework/speaking test...

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© Cambridge International Examinations 2014

March 2014

Getting Started: London

IGCSE First Language English (0500/0522)

Housekeeping

• Health & Safety

• Fire alarms

• Fire safety

• Start-finish, breaks

• Washrooms

• Refreshments

• Plan of the day

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Cambridge International Examinations

the world’s largest provider of international qualifications for 5 – 19 year olds

develops successful learners in over 160 countries

valued by over 9,000 schools worldwide

part of the University of Cambridge –renowned worldwide for excellence in education

Ofqual Exam Boards Seminars Report

Ofqual has recently released reviewed seminarsled by examination boards.

For this reason we are now audio recording all seminars.

Please respect the position of your trainer, the confidentiality of the examination process and also the importance of teaching the full syllabus.

Thank you!

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Why Cambridge?

Cambridge Secondary 1

Cambridge Checkpoint

Cambridge ICT Starters

Cambridge IGCSE®

Cambridge O Level

Cambridge International AS and A Level

Cambridge Pre-U

Cambridge Secondary 111 to 14 years*

Cambridge Secondary 214 to 16 years*

Cambridge Advanced16 to 19 years*

Cambridge Primary

Cambridge Primary Checkpoint

Cambridge ICT Starters

Cambridge Primary5 to 11 years*

*Age ranges are for guidance only

Progressive and flexible

• Taken in 140 countries

• 3,700 schools

• Wide variety of different contexts

• 500,000 subject entries

• June 2013 examination series: +27% growth

• 2013 marks the 25th anniversary of Cambridge IGCSE

Cambridge IGCSE – Worldwide

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• Over 1,300 UK schools offer Cambridge IGCSE:900+ state schools 400+ independent schools

• Until 2010 all syllabuses only available to independent sector schools

• Syllabuses approved and funded for UK state schools are known as Cambridge International Level 1 / Level 2 Certificates

• Subject entries >115% growth in 2013

Cambridge IGCSE in the UK

First Language English* French

English Literature German

English as a Second Language (count - in oral)

Greek

Mathematics Italian

Biology Mandarin Chinese

Chemistry Spanish

Physics Hindi as a Second Language

History Art and Design

Geography Music

Business Studies ICT

Enterprise

* Some differences between Ofqual-approved Certificates and IGCSEs

Ofqual-approved subjects

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English syllabuses

• Cambridge International Level 1 / Level 2 Certificate First Language English (0522) IS accredited and DOES COUNT towards performance tables

• Cambridge IGCSE First Language English (0500) is NOT accredited and does NOT COUNT towards performance tables

0522

• Accredited by Ofqual

• Counts towards performance tables

• Can be offered in state and independent schools

• Speaking and listening component counts towards final grade

• Weighting of papers is slightly different to that of 0500 but the content is the same

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0500

• Not accredited by Ofqual

• Does not count towards performance tables

• Can be offered in independent schools

• Speaking and listening component does not count towards final grade

• Weighting of papers is slightly different to that of 0522 but the content is the same

Useful informationQualification in English for the purposes of ‘5 A*-C including Maths and English’ and English Baccalaureate

• To gain a qualification in English for the purposes of the ‘5 A*-C including Maths and English’ headline measure and the English Baccalaureate, students must attain grade A*-C in any accredited First Language English syllabus and must also enter for any accredited English Literature syllabus, although they can attain any grade from A*-U for English Literature.

• English as a Second Language does not count as a qualification in English for the purposes of the ‘5 A*-C including Maths and English’ headline measure or for the English Baccalaureate.

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Useful informationOfqual consultation on separate certification of Speaking and Listening for GCSE English

• The announcement from Ofqual regarding a consultation on changes to GCSE English and English Language states that from Summer 2014 Speaking and Listening assessment results will no longer count towards the overall grade. Instead, exam boards will be required to report speaking and listening achievement separately on the GCSE certificate.

• Cambridge IGCSE First Language English 0522 syllabus (known as Cambridge International Level 1 / Level 2 Certificate on Ofqual’s Register of Regulated Qualifications) includes a compulsory speaking and listening component.

Useful informationOfqual consultation on separate certification of Speaking and Listening for GCSE English

• To date we have not received any advice from Ofqual to say that we must separately certificate the speaking and listening component. Furthermore we have just received re-accreditation for our syllabus which contains a compulsory Speaking and Listening component. As a result of this recent re-accreditation we have no plans at the moment to make changes to the syllabus.

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Useful informationCambridge IGCSE November session

• Cambridge offers two exam sessions each year - June and November.

• Candidates can take their Cambridge IGCSE exams in either session.

• Candidates can also re-take their Cambridge IGCSE exams in either session.

• It is important to remember that Cambridge IGCSE examinations are linear and therefore it is not possible to enter for individual exam modules. If candidates choose to re-take their Cambridge IGCSE exams they will need to re-take all components.

• Coursework components are the only exception as the coursework marks can be carried forward from a previous session.

Useful informationCambridge IGCSE November session

• Please note: In September 2013 the Department for Education announced that only a student’s first entry to GCSE or accredited IGCSE examinations in any one subject will count towards school performance tables.

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Useful information

Accreditation for marking Cambridge IGCSE coursework and speaking and listening tests from June 2014

Send us a full and detailed CV which should include:

• positions held and the roles carried out whilst in that position.

• qualifications

• teaching experience (including examination boards and syllabuses)

• experience of coursework, moderation and moderation training

• any further relevant experience*

* If your experience is not considered suitable for accreditation it will be necessary to complete a Coursework/Speaking Test Training Handbook. Please note that there is a charge of £26.50 for the assessment and processing of each accreditation application by the product manager.

Useful informationSpeaking and Listening Test and Speaking and Listening Coursework

• There is no requirement for teachers to be accredited in order to administer the Speaking and Listening Test or the Speaking and Listening Coursework

• To make it easier to keep a common standard, there should be only one teacher/examiner per Centre

• Before the start of the examination period, Centres with large numbers of candidates (more than 30) must get agreement from Cambridge to use additional teachers/examiners

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Summary of the features of a Cambridge specification

• Links between topics

• Continuous coverage of all the assessment objectives

• Opportunities for formative assessment

• Plenty of time for revision

Linear specifications:

• Content is viewed as a whole – there is a more holistic approach

• Content will usually be divided into different sections but these will not be totally self-contained

• Links between topics are emphasised and encouraged

• The key concepts and skills normally underpin the entire course

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Who am I? Romy Short

• English Teacher

• Head of Department

• Principal Examiner

Session to offer

• Overview 0522 (0500) syllabus and options

• Question types and skills required

• Understanding assessment criteria and standards

• Teaching strategies and example tasks

• Suggested teaching resources

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Course materials

• Powerpoint

• Question papers

• Mark Schemes

• Exemplar scripts

• Sample coursework folder(s)

• Syllabus

Candidates take either: Or:

Paper 1: Reading Passage (Core)

1 hour 45 minutes

Candidates answer two questions on one passage of 700 –800 words.Eligible for Grades C–G.

40% of total marks.

Paper 2: Reading Passages (Extended)

2 hours

Candidates answer three questions on two passages of 600 –700 words each, linked by a common theme.

Eligible for Grades A*–E on this component.**

40% of total marks.

And either: Or:

Paper 3: Directed Writing and Composition

2 hours

Candidates answer one question on a passage or passages totaling 700 –800 words.

Candidates also answer one composition task from a choice of 6 titles.

Eligible for Grades A*–G on this component.**

40% of total marks.

Component 4: Coursework Portfolio

Candidates submit three assignments, each of

500 –800 words.

Eligible for Grades A*–G on this component.**

40% of total marks.

Cambridge International Level 1/Level 2 Certificate* First Language English (0522)

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Cambridge International Level 1/Level 2 Certificate* First Language English (0522)

And either: Or:

Component 5: Speaking and Listening

Approx. 10 –12 minutes

Individual Task and Discussion.

20% of total marks.

Component 6: Speaking and Listening

Coursework

Individual activity, Pair-based activity, Group activity.

20% of total marks.

Cambridge IGCSE First Language EnglishSyllabus code 0500

Candidates take either: Or:

Paper 1: Reading Passage (Core)

1 hour 45 minutes

Candidates answer two questions on one passage of 700–800 words.

Eligible for Grades C–G.

50% of total marks.

Paper 2: Reading Passages (Extended)

2 hours

Candidates answer three questions on two passages of 600–700 words each, linked by a common theme.

Eligible for Grades A*–E on this component.*

50% of total marks.

And either: Or:

Paper 3: Directed Writing and Composition

2 hours

Candidates answer one question on a passage or passages totalling 700–800 words.

Candidates also answer one composition task from a choice of 6 titles.

Eligible for Grades A*–G on this component.*

50% of total marks.

Component 4: Coursework Portfolio

Candidates submit three assignments, each of500–800 words.

Eligible for Grades A*–G on this component.*

50% of total marks.

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Centres may also choose to enter candidates for Speaking and Listening or for Speaking and Listening Coursework. Marks for these optional components do not contribute to the overall grade candidates receive for the written components. Instead, where candidates perform to an appropriate standard, certificates record achievement of grades 1 (high) to 5 (low).

Optional Optional

Component 5: Speaking and Listening (Optional)

Approx. 10 –12 minutes

Individual Task and Discussion.

Separately endorsed.

Component 6: Speaking and Listening Coursework (Optional)

Individual activity, Pair-based activity, Group activity.

Separately endorsed.

Assessment Objectives for Speaking & Listening

S1 Understand, order and present facts, ideas and opinions

S2 Articulate experience and express what is thought, felt and imagined

S3 Communicate clearly and fluently

S4 Use language and register appropriate to audience and context

S5 Listen to and respond appropriately to the contributions of others

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Assessment Objectives for Writing

W1 Articulate experience and express what is thought, felt and imagined

W2 Order and present facts, ideas and opinions

W3 Understand and use a range of appropriate vocabulary

W4 Use language and register appropriate to audience and context

W5 Make accurate and effective use of paragraphs, grammatical structures,

sentences, punctuation and spelling

Assessment Objectives for Reading

• R1 Understand and collate explicit meanings

• R2 Understand, explain and collate implicit meanings and attitudes

• R3 Select, analyse and evaluate what is relevant to specific purposes

• R4 Understand how writers achieve effects

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Key Documents

Question Papers

Adobe .pdf copies of these can be found on:

• Teacher support website

• Cambridge International Examinations website

• Syllabus Support CD ROM

Also available in hard copy via publications list

Key Documents

Reading Booklet Insert






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Key Documents

Mark Schemes






Looking at Paper Two Tasks & Responses

June 2013 0522 03

Reading extended

• Question paper

• Insert

• Mark scheme

• Sample scripts

Response to reading

Writer’s effects

Summary

34

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Question One Examples include:

letter

formal report

journal

speech

news report

magazine article

dialogue

interview

(20 marks) requires candidates to respond to passage 1 only.

It tests Reading Objectives R1 R2 and R3 (15 marks).

In addition, 5 marks are available for Writing Objectives W1-W5.

Candidates will be given direction on Content, Audience and Purpose.Answers will be assessed for use of ideas and detail from the text, and for general appropriateness of structure/style for the

response genre

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Response to reading

You are Tom Vincent advising recent newcomers to Calumet Camp.

Write the words of your talk to the newcomers.

In your talk you should:• tell the newcomers about your recent hazardous walk• explain the skills and knowledge needed to survive in this environment• share what you learned about yourself from this experience.

Base your talk on what you have read in Passage A. Address all three bullet points. Be careful to use your own words.Begin your talk: ‘My name is Tom Vincent and I have something important to tell you!’

Write between 1½ and 2 sides, allowing for the size of your handwriting.

Up to 15 marks are available for the content of your answer, and up to 5 marks for the quality of your writing.

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Classroom activities ……to develop skills for this type of task?

• Speaking & Listening • Writing

Preparing candidates for Paper 2 Q.1

• Familiarise candidates with a range of genres, styles and their conventions: prepare a departmental set of these as models.

• Practise structuring material: give sequencing and linking exercises.

• Give opportunity to write for different purposes, adopt different voices, and target different audiences: set real tasks.

• Provide writing structures for the response genres.

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Approach for Paper 2 Q.1

• show complete understanding of text

• follow the rubric

• use the direction and support given

• infer and develop ideas from text

• select and use detail effectively

• select and organise content for purpose

• adopt suitable tone / style for genre, audience and persona

Examples include:

How does the writer show x about x?

How does the writer create a feeling/atmosphere/mood of x? (This may be author’s own feelings or those of a character.)

How does the writer make the passage effective?

How do the words and phrases used by the writer create x / an effect of x?

Question 2 (10 marks)

is a two-part question requiring candidates to

analyse parts of passage 1 for writer’s effects.

It tests Reading Objective R4 only.

Shows knowledge of how language works

Writer’s effects

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2 Re-read the descriptions of:

(a) the intense cold in paragraph 3, beginning ‘He had set off…’;(b) the lighting of the fire in paragraph 5, beginning ‘It is impossible…’.

Select words and phrases from these descriptions, and explain how the writer has created effects by using this language.

Write between 1 and 1½ sides, allowing for the size of your handwriting.

Up to 10 marks are available for the content of your answer.

Responding to effects – an approachBreak the process down: Use the onion method

5 “layers”:1.Literal meaning of words

2.Strength and shades

3.Associations of words

4.Sensory effect

5.Emotional effect

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Discuss the precise literal meaning of words usedLayer 1

• Play matching, pre-fix and dictionary games.• Do or make crosswords• Drama activities directing precise action

Look at strength and shades of meaningLayer 2

• Find synonyms and similar words; use a

thesaurus.• Rank order them e.g. How would you put these

words in order: emaciated, skinny, thin, slender, willowy?

• Introduce a new one e.g. Where would you place ‘slim’ in the line-up, and why?

Consider associations of words

Layer 3

• Visualisation• Illustration• Drama snapshots of images• Iceberg technique

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The city skyline loomed over them like a great mountain range.

What does the choice of language suggest about the skyline and its effect on the passengers?

weed

uncultivated, unwanted pulled up, thrown away

strangle, take over the garden

useless and ugly, threat to beautyresilient, indefatigable enemy, nature’s power

futility of human endeavour

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Sensory effectLayer 4• Give me five • Colour highlighting each sense

Emotional effectLayer 5• What feelings are evoked – finding the evidence

to support• How does it make you feel?• Colour highlighting for intensity

Layer 4: Sensory effect of words

Give me 5!If you were holding a baby what would you:

1. See

2. Hear

3. Smell

4. Taste

5. Touch

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Moving on from meaning….

• Meaning

• Links

• Feelings

• Leads you……

Assessment Criteria for Paper 2 Q.2

Look at the generic mark scheme for Paper 2 Question 2 – Writer’s Effects

Underline the key wordsLook at the difference in band descriptors

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3 Summarise:

(a) the hardships of the living conditions, as described in Passage B;

(b) the dangers of walking in Alaska, as described in Passage A.

Your summary must be in continuous writing (full sentences; not note form). Use your own words as far as possible.

Aim to write no more than one side in total, allowing for the size of your handwriting. Write your response on the lines provided on page 9.

Up to 15 marks are available for the content of your answer, and up to 5 marks for the quality of your writing.

The second passage will be non-fiction.

It will be linked thematically to the first passage.

Candidates should not read it until they have finished questions 1 & 2.

Candidates are not required to compare passages, and should deal with them

separately.

Question 3 (20 marks)

requires candidates to summarise separately aspects of passage 1 and passage 2.

It tests Reading Objectives R1 R2 and R3 (15 marks).

In addition, 5 marks are available for Writing Objectives

W1-W5.

Summary

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What is a selective summary?

• A precis involves a general response which covers the whole passage and condenses like items into their family groups or categories e.g. fresh produce and bottled items.

• A selective summary uses the passage selectively and mentions specific facts in answer to a specific question e.g. bananas and tomatoes are types of fruit.

Preparing for Summary

• Practise scanning for specific data and highlighting relevant material.

• Practise paraphrasing (oral and written) and re-ordering .

• Outlaw opinions, examples, quotations, imagery, repetition, comment, inference.

• Practise grouping points,forming complex sentences containing several related points.

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Comparing to Paper 1 Core (40%)1 h 45 minutes Grades C to G available

• Question 1 (30 marks) is divided into a series of sub-questions requiring answers of different lengths.

These are based on the passage.

It tests all Reading Objectives R1 - R4.

• Question 2 (20 marks) requires a piece of writing in response to the passage.

It tests Reading Objectives R1 - R3 (10 marks).

In addition, 10 marks are available for Writing Objectives W1-W5.

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Looking at Paper One Tasks & Responses

Nov 11 0500 12

Reading (core)

• Question paper

• Insert

• Mark scheme

• Sample scripts

Sub-divided

Summary

Writer’s effect

Directed writing

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Skill weightings and mark allocationsREADING WRITING SPEAKING AND

LISTENING

P 1 (core) 40 10 ---

P 2 (ext) 40 10 ---

P 3 10 40 ---

P 4 (cwk) 10 40 ---

P 5 30

P 6 30

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Key Documents

Looking at Paper Three Tasks & Responses

June 0500 31

• Question paper

• Insert

• Mark scheme

• Sample scripts

Directed Writing

Composition

62

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Similar to p2 q2. However:

Question 1 Directed Writing (25 marks)

Candidates read one or more short texts printed on the question paper.

This question tests Writing Objectives W1 - W5

(15 marks).

In addition, 10 marks are available for Reading Objectives R1-R3.

Use and transform given information into another genre

(e.g. report, letter,speech)

• The emphasis is on writing not reading (15 W/10 R marks.)

• The text(s) will be non-fiction, and shorter.

• There may be two texts, one continuous prose and one a box or list.

• Collation of material may be necessary.

• Response should try to use all rather than selected material.

• The candidate may be asked to respond in their own persona.

Directed writing

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Process for Directed Writing Paper 3

• Extract data from one or more sources.• Organise material for required genre structure and

purpose. • Find textual detail for support.• Integrate material to create a new text in appropriate

style for the genre.• Be clear about V A R P (voice, audience, register,

purpose)

Following the process1. First skim read the passage for gist.

2. Read question carefully and underline key words and note number of components.

3. Return to text and scan for relevant material; underline/highlight it.

4. Jot down notes into a plan in own words.

5. Expand relevant ideas with inference from text, but remain closely ‘tethered’ to it.

6. Select supporting detail from the text.

7. Combine and organise points into logical order (route through)

8. Write response in appropriate style.

9. Check work, and improve clarity / precision.

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Practising Directed Writing

• Use role play to switch same information to a different purpose, persona, voice, or audience.

• Do sequencing exercises to practise logical and coherent use of material for a specific purpose.

• Set sentence building exercises to join 3 simple sentences into one complex one, using a variety of orders and methods (connectives and participles).

Developing skills

Activities which require students to use and transform given information into another genre could include:

• Role play... oral / written

• Read and react... offering opinion based on evidence

• Think again… offering contradictory evidence half way through the activity

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Building skills: Example Activity • Students collect /are given two contrasting views of the same place.

For example, a website review of a restaurant/attraction/resort.Using charts of positives and negatives, they should balance up the evidence on both sides for

a given perspective and offer their response (written/oral). For example, on the basis of the evidence they have, would they recommend taking an elderly relative to this place and why; or a family with teenagers and why; a group of friends etc..

Extension:

• To encourage use of own words, ask for response as a telephone message left for the given audience (e.g. aunt with teenage children), then follow up with the improvised conversation as aunt rings for more details…

• Imagine you have been to the place described and did not enjoy the experience. Write a letter of complaint / script your call to a radio phone in session with a related theme (e.g. encouraging visitors to the area)

Using samples in the classroom

• Match marks/comments to scripts

• Rank order responses

• Compare/contrast part of each script, select strongest, then write the next / previous paragraphs together.

• Find examples / tracing steps up in descriptors

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Skills ladder

• Perceptive/Convincing point

• Good point which could have gone further

• A point reproduced from the passage

• A point taken literally from the passage

• A point wrongly used

Rooted in text

Point offered in answer

Evidence for that in text

Impression / effect created

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CompositionQuestion 2,3 or 4

Composition (25 marks)Candidates write on one title only

Two argumentative/discursive, two descriptive and two narrative titles are

set.

This section tests Writing Objectives W1 -W5.

A mark out of 13 will be given for contentand a mark out of 12 given for style

Candidates are advised to write between 350 and 450 words.

• Whatever the type of composition, candidates should plan before they start to write and allow time to edit/check/change

• Whichever type they choose, it should be deliberately structured.

• Whichever type they choose, it should have range of vocabulary, and detail for support / interest.

• The reproduction of a ‘pre-packaged’ standard essay or previously used one is usually obvious to the examiner. It is likely to be poorly focused on the specific title, and may therefore score low on content.


Argumentative / Discursive Writing

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Developing argumentative writing• Remember the PEE… Chain (Point + Expansion, Exploration,

Explanation, Exemplification…)

• Sequencing and linking activities, planning routes through

• Use different coloured highlighters e.g. to distinguish fact and opinion in texts (Notice how opinions are made to sound like facts)

• Use marks out of 5 to identify relative strengths of points offered and identify where development is needed

• Identify, evaluate and practise use of emotive language and rhetorical devices in texts (written/oral)

• Writing frames and structures

The hamburger method of argument/discursive essay planning

Top bun = introductory sentence linking with title or previous point

Burger = relevant next point in the argument or discussion

Garnish = evidence in the form of quotation or statistic or example

Onion = further exploration, elaboration and extension of point

Bottom bun = summing up sentence to conclude point

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The skeleton method of argument/discursive essay planning

• Candidates should list the points they wish to make.They should imagine that every point is a ‘bone’.

• They need to consider the necessary sequence and joints for the ‘bones’.

• Then they need to add ‘flesh’ to each bone by adding proof and illustrative details.

• Finally they should add ‘skin’ to hold the body together – introduction and conclusion.


Narrative Writing

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• Explore and experiment with different types of opening

• Continue the narrative in a given style

• Redraft same narrative for first person or third person; different time and/or place

• Turning points/twists in the tale

• Experiment with timings: limit/extend duration; with or without time jumps – flashback/flash-forward

• Shared writing, modelling, writing frames, peer assessment

Developing narrative


Descriptive Writing

3 (a) Describe the most disappointing gift you have received and your reactions at the time [25]

OR

(b) You are in a place which you feel may be haunted. Describe the place, and your feelings and reactions [25]

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Developing Description

• Explore and evaluate language in own texts and those of others (link with writer’s effect work e.g. Give Me Five)

• Visual/auditory resources as stimulus e.g. postcards/sound effects

• Consider/experiment with word choice within a text e.g. cloze exercises/ use of drop down feature in Word

• Provide spatial or chronological frameworks (can be done through use of writing frames in class)

e.g. “The town” viewed from the top of the hill just outside, travelling down towards it, through into the midst of the hustle and bustle and emerging out the other side with a final look back.

Alternatively centre of town from midnight, through dawn until dusk or before the war and after the war etc..

Use the descriptors with students to consider responses

Common composition strands

Content

• Stages/Sequence/Links

• Detail

• Engagement of reader

• Relevance to question

• Climax or conclusion

Style

• Sentence variety

• Sentence structure

• Range of vocabulary

• Paragraphing

• Accuracy

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Looking at Coursework Tasks & Responses

• Band Descriptions

• Sample folders

informative

analytical

argumentative

imaginative

descriptive

narrative

response to a text

or texts

Candidates are required to submit a portfolio of three assignments, each of 500-800 words. The final mark for the Coursework Portfolio is out of 50 (40 W + 10 R in assignment 3).

Coursework Folder

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Info

rmat

ive

• Inform • Explain• Describe

Ana

lytic

al

• Analyse• Review• Comment

Arg

umen

tativ

e

• Argue• Persuade• Advise

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Imag

inat

ive

• explore

Des

crip

tive

• imagine

Nar

rativ

e

• entertain

Dir

ecte

d W

riti

ng

•Argue•Persuade A

nal

yse

• Evaluate• Comment

Res

po

nse

to

Rea

din

g

• Understand• Explain• Collate• Analyse• Evaluate

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Coursework administration

• internally assessed, externally moderated

• accreditation required (training pack/CV)

• forms and cover sheets in syllabus booklet

• marks can be carried forward

• detailed feedback to centres

• potential for cross-over Lit/Lang assignment task

• one draft must be included

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Setting Coursework assignments 1

• Portfolio should contain a variety of genres

• Portfolio should demonstrate a range of skills

• Tasks should allow achievement of top band

• Candidates’ interests should be considered

• Avoid titles which can be plagiarised

• Assignments should be planned in class

• Require candidates to submit a bibliography

Setting Coursework assignments 2

• Make sure there is enough continuous writing to be assessed i.e. avoid diaries and leaflets.

• Don’t go significantly over the length guideline.

• Stress final version should be different from draft.

• Do more than the minimum 3 (ideally 3 of each).

• Don’t do all coursework at beginning of course.

• Be careful with choice of text for assignment three.

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A – G 0522 count in 20% 0500 separately endorsedNo question paper - choice according to relevance, ability and interest

Test period prior to main examination series / cwk throughout the course ..date for return

Assessment objective 3: Speaking and Listening

Core All candidates should:

Extended In addition to what is required in the Core, candidates following the Extended curriculum should:

• understand and convey both simple and detailed information

• present facts, ideas and opinions in an orderly sequence

• make relevant comments on what is heard, seen or read

• describe experience in simple terms and express intelligibly what is thought and imagined

• recognise and give statements of opinion and attitude

• speak audibly and intelligibly with appropriate tone, intonation and pace.

• understand and convey more complex information in an interesting and authoritative way

• consciously order and present facts, ideas and opinions for a particular audience

• evaluate and reflect on what is heard, seen or read

• describe and reflect on experience, and express effectively what is thought and imagined

• discuss statements of opinion and attitude, discerning underlying assumptions and points of view.

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Component 5 Speaking and listening

Individual task

Band 1 9–10 marks

Full and well organised use of content; lively delivery sustaining audience interest; employs a wide range of language devices (e.g. tone, irony, emphasis) accurately and sometimes eloquently.

Band 2 7–8 marks

Sound use of content; delivery may occasionally be stilted, but audience interest is generally maintained; employs a good range of language devices soundly.

Band 3 5–6 marks

Adequate use of content; delivery is secure but at times unimaginative, resulting in some loss of audience interest; language devices are used safely and appropriately.

Band 4 3–4 marks

Content is thin or perhaps inconsistently used; delivery is not secure, resulting in significant loss of audience interest; limited employment of language devices with some inaccuracy.

Band 5 1–2 marks

Content is mostly undeveloped and/or very thin; delivery is weak and the audience is generally lost; not able to use language devices or devices used with serious error.

Band 6 0 marks

Does not meet the above criteria.

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Theme Audience Purpose – interesting delivery

• Interest - pitch for backing e.g. new school club, idea for Dragon’s Den, film suitable for end of term

• Place/venue - proposed visit, tour guide

• Hobby - taster session or “Day One” introductory talk

• Local issue - hospital radio, parents’ evening

Component 5: try being the examiner… developments/extensions/ likely follow on discussion? E.g. film suitable for end of term… censorship

Discussion / Pairs Speaking Listening

Band 1 Extends the subject matter and elicits responses from the listener; speaks on equal terms with the listener. Employs a wide range of language devices (e.g. tone, irony, emphasis) accurately and sometimes eloquently.

Band 1 Responds fully to questions and develops prompts; deals confidently and sometimes enthusiastically with alterations in the direction of the conversation.

Band 2 Subject matter is organised and expressed competently; attempts to speak on equal terms with the listener but with a varying degree of success. Employs a good range of language devices soundly.

Band 2 Responds appropriately and in some detail to questions and prompts; deals appropriately with most of the changes in direction of the conversation.

Band 3 Deals with the subject matter adequately; the listener is generally but not always prominent. Language devices are used safely and appropriately.

Band 3 Responds to questions adequately but deals less effectivelywith prompts; changes in the direction of the conversation are occasionally dealt with.

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Discussion/pairsTest

• Each category out of 10

• Follows on from individual presentation

• Teacher/pupil

Coursework

• Each category out of 5

• Distinct task – any order

• Pupil/pupil

Component 5 Facilitating role – working with the candidate,but not solely responsibleComponent 6 Distinct in style and approach from task 3 group discussionConsider possible cross curricular links e.g. literature – characters from a novel / play role playAllow for full range of achievement in both categories for each participants

Group discussion

Band 1 9–10 marks

Can argue ideas and opinions in persuasive detail without dominating the rest of the group; adept at acting as group leader; usefully refers back to previous points; always looks to suggest new approaches and to move forward; listens sympathetically and considers the views of others fully.

Band 2 7–8 marks

Can argue ideas and opinions soundly but may at times overshadow other members of the group; is capable of leading the group but with only partial assurance; refers back to previous points soundly but not entirely successfully; recognises the need to suggest new approaches but implements this only partially; listens with a degree of sympathy for others’ views but has a tendency to interrupt at times.

Band 3 5–6 marks

Frequent but generally brief contributions are made; generally accepts a position of group member rather than facilitator/leader; makes occasional reference to previous points; may help to support new approaches but rarely initiates them; listens carefully and responds briefly but appropriately to others.

Band 4 3–4 marks

Brief and infrequent contributions are made; plays a limited part in the group; cannot make use of previous points; follows the general drift of the discussion but struggles to support new approaches; listens inconsistently and may even drift away from the discussion.

Band 5 1–2 marks

May only make one or two contributions or may offer mostly inappropriate contributions; plays no real role in group membership; is largely ignorant of previous points; does not offer support for new approaches; may appear to listen but shows little evidence of listening.

Band 6 0 marks

Does not meet the above criteria.

• Use for skills building

during the course – peer

observation/observers in

group tasks

• Record keeping / target

setting

• Areas of communal interest

• Differentiated activities /

ability groupings

• Practicalities -assessment

distinct from “practice”

activities, absentees

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Organising the course Linear structure

Skills based

Units / topics / themes (cross curricular)

Planning departmental / teacher

Resources

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Other Cambridge International Examinations Publications

• Syllabus

• Standards Booklet (new version 2010)

• Coursework Training Handbook

Key DocumentsExaminer reports

Adobe .pdf copies of these can be

found on:





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On-line resources for Teachers • Online texts: www.bibliomania.com

• Guardian articles from 1899 – 1999: www.guardiancentury.co.uk

• British library pictures, biographies, written and spoken records of historical events: www.bl.uk/learning/index.html

• Video extracts: www.bbc.co.uk/videonation• Teaching sites:

www.teachit.co.uk; http://www.chalkface.com; http://www.english-to-go.com; http://www.webenglishteacher.com; http://www.english-teaching.co.uk; http://www.englishonline.co.uk; www.learn.co.uk;

http://www.bbc.co.uk/schools/gcsebitesize/english/

teachers.cie.org.uk

A site for teachers at registered centres which contains:• Current and future syllabus specifications• Past exam papers• Mark schemes• Examiner reports• Schemes of work • Teaching resources• Details of online and face-to-face training opportunities• Online discussion forum / Ask the Examiner sessions• http://www.cie.org.uk/images/163028-cambridge-

lear...cse-first-language-english.pdf

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• www.cie.org.uk/cambridge-for/learners-and-parents/study-resources/

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Reminders

• For more information about future courses please go to the training events calendar at www.cie.org.uk

• Any further information please contact [email protected]