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issues and/or hearing needs  \nDeveloped jointly with BATOD, The Communication Trust, NDCS and RNIB  \nGCSE English Language-first teaching from September 2015  \nSpoken Language Endorsement  \nGuidance for teachers of learners with communication issues and/or hearing needs  \nGCSE English Language SLE-CI-HI-VI guidance-v2.docx  \nA. Introduction  \nThis document has been produced by the awarding bodies for England to support learners with communication and/or hearing needs in the Spoken Language Endorsement for GCSE English Language. It has been developed jointly with representatives from the British Association of Teachers of the Deaf, The Communication Trust , National Deaf Children’s Society and the Royal National Institute of Blind People. It should be read in conjunction with the GCSE English Language specification from your awarding body and the common assessment criteria.  \nThe aim of this document is to encourage access to the Endorsement for as many learners as possible and to provide practical guidance and support for their teachers.  \nThis document focuses on the arrangements for the assessment element of the Spoken Language Endorsement. However, it is important to ensure that, throughout the GCSE course and particularly for learners with communication and/or hearing needs, there is continuing language development work that is over and above any of the requirements specifically related to the Endorsement.  \nB. Access to the Endorsement  \nFor Heads of Centre the most important responsibility in relation to the Endorsement is to ensure that as many learners as possible are offered full access to the opportunities that the Endorsement will give. While exemption may be appropriate for some learners with protected characteristics (as defined in the Equality Act 2010), for most it will not be. In these latter cases it is the responsibility of the Head of Centre to ensure that all such learners have the opportunity to take the Endorsement.  \nHeads’ responsibilities in this area will be supported in two main ways:  \n􀁸 They will have to sign the annual Head of Centre declaration.  \n􀁸 There will be an annual monitoring exercise undertaken by the awarding bodies to identify and  \nunderstand patterns of centre behaviour where surprisingly large numbers of Exemptions/Not Classified results occurred.  \nC. Flexibility of the Requirements  \nTo support full access, Ofqual’s requirements for the Endorsement contain considerable flexibility around provision for individual learners. Of special interest to teachers of learners with communication and/or hearing needs are the following:  \n􀁸 Format  \nVarious formats of presentation are allowed, including talks, debates, speeches and dialogues. The most common format in mainstream centres is likely to be the formal individual ‘talk’, in front of an audience followed by questions, but there are other ways in which learners can perform. Sample assessment materials, for example, show learners in an individual dialogic format, where they are interviewed by a teacher as part of a media type presentation.  \nIt is suggested that discussions are held with the learner and any specialist professional (e.g. speech and language therapists) and/or any specialist teachers (e.g. Teachers of the Deaf) to consider the most appropriate format.  \n􀁸 The Requirement for Audibility and Intelligibility  \nThe Assessment Criteria require as a starting point that the learner should be audible and intelligible.  \nThe interpretation of ‘audible’ for the purposes of the endorsement means the learner is audible to the person undertaking the assessment and any audience present. Prompts can be given to  \nencourage/remind the learner to speak louder.  \nSome learners can only be clearly understood by peers and staff who have become accustomed to their speech. Therefore, ‘intelligibility’ for the purposes of this endorsement requires t","cbCaihUEbNQ5IHMg","https://ap.wps.com/l/cbCaihUEbNQ5IHMg","pdf",197527,"English","# A. Introduction\n# B. Access to the Endorsement\n# C. Flexibility of the Requirements\n## Format\n## The Requirement for Audibility and Intelligibility\n## Presentation skills\n## Recording\n## Timings\n## Notes, aids, amplification systems\n## Acoustics and room layout","[{\"question\":\"What is the document’s main purpose for the Spoken Language Endorsement?\",\"answer\":\"It aims to encourage access to the Endorsement for as many learners as possible and to provide practical guidance and support for their teachers.\"},{\"question\":\"What responsibilities do Heads of Centre have regarding access?\",\"answer\":\"They must ensure full access to the opportunities the Endorsement provides, sign an annual Head of Centre declaration, and participate in annual monitoring to understand patterns where many exemptions or not classified results occur.\"},{\"question\":\"What does “audible” and “intelligible” mean for the Endorsement assessment?\",\"answer\":\"“Audible” means the learner can be heard by the assessor and any audience present, with prompts allowed to encourage louder speech. “Intelligibility” means the learner can be understood by the assessor, who becomes accustomed to the learner’s speech over time.\"}]","GCSE English Language-Spoken Language Endorsement - Spoken Language Endorsement - Guidance for teachers | PDF",1792467954]