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Provides structured support for understanding requirements, identifying the topic, planning, rehearsal, performance, questioning, and links to further materials on recording audio-visual evidence and related documents.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/spoken-language-endorsement-guidance-for-teachers-version-12-october-2025/622905/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/spoken-language-endorsement-guidance-for-teachers-version-12-october-2025/622905.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What assessment tasks do students have to complete for the spoken language endorsement?","Question",{"text":63,"@type":64},"Students must deliver a formal extended individual presentation and respond to questions. 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Additional guidance can be found in the Lead Verifier’s reports which are available through the Centre Services section of the AQA website, whilst other documents on the NEA section provide information about the process and administration.  \nInstructions for conducting and recording audio visual evidence can be found in the appendices.  \n\n| Contents | Page |\n| --- | --- |\n| What is the assessment? | 3 |\n| The place of spoken language in the English Curriculum | 4 |\n| 1. Understanding the requirements | 6 |\n| 2. Identifying the topic | 10 |\n| 3. Planning the talk | 19 |\n| 4. Rehearsal and revision | 23 |\n| 5. Performance, questioning and assessment | 24 |\n| References | 28 |\n| Appendices | 30 |\n\nVersion 1.2 October 2025  \nWhat is the assessment?  \nAll students are required to deliver a formal extended individual presentation and respond to questions.  \nIt is worth considering the significance of the terms used:  \n\n| Formal | •\u003Cbr>•\u003Cbr>• | planned and organised\u003Cbr>using Standard spoken English\u003Cbr>to an audience including the teacher (and recorded on video) |\n| --- | --- | --- |\n| Extended | •\u003Cbr>• | ideas on a specific topic developed in detail\u003Cbr>substantial in content/length |\n| Individual | •\u003Cbr>• | independent choice of topic\u003Cbr>prepared and presented individually |\n| Presentation | •\u003Cbr>• | direct communication\u003Cbr>performance to engage the audience |\n| Respond to questions | •\u003Cbr>•\u003Cbr>• | multiple, from different audience members\u003Cbr>arising out of the talk\u003Cbr>to show knowledge and understanding and thinking |\n\nThe specification sets a maximum of 10 minutes for the presentation and questioning to reflect the status of the task.  \n• It is the final assessment of the student’s learning journey in spoken language communication and is an important milestone in a student’s educational career as its separate reporting emphasises.  \n• It is a summative assessment and as such, the expectation is that it will be completed during the final year of the GCSE programme allowing maximum time and experience for students to develop their maturity, skills and confidence.  \nAs will be evidenced through this guidance, there is significant commonality of skills to be assessed in the non-literary examination whilst the opportunity to develop cognitive skills through speaking, listening and questioning can only be of benefit to students’ personal growth and independence.  \nPreparation and completion of the presentations offers a valuable opportunity to explore different topics, building knowledge, experience and confidence to express opinions and ideas with influence and impact whilst offering an alternative to the necessary, if stressful, written practice which typically forms part of exam revision in Year 11.  \nThe place of spoken language in the English Curriculum  \nThe teaching of oracy, the art and skill of spoken language communication, is empowering all to find their voice thus equipping them to function effectively not only in school but also in wider society whether by engaging with friends in conversation, complaining in a shop, contributing to a team discussion, asking for a pay rise or speaking in a public forum. Discursive teaching is a key starting point to building this confidence and the English curriculum naturally invites such an approach. There is interesting research on the value of metacognitive talk and dialogic teaching across the curriculum in terms of how it can foster independent confidence in learners to question, enquire and reason and focused discussion activities are deemed to be central to this.1  \nWe need to be mindful that confidence in spoken langua","cbCaimqOyItf1CDn","https://ap.wps.com/l/cbCaimqOyItf1CDn","pdf",496666,45,"English","# What is the assessment?\n## The place of spoken language in the English Curriculum\n## 1. Understanding the requirements\n## 2. Identifying the topic\n## 3. Planning the talk\n## 4. Rehearsal and revision\n## 5. Performance, questioning and assessment\n## References\n## Appendices","[{\"question\":\"What assessment tasks do students have to complete for the spoken language endorsement?\",\"answer\":\"Students must deliver a formal extended individual presentation and respond to questions. The presentation and questioning reflect the maximum time allocation set by the specification.\"},{\"question\":\"How does the guidance explain the role of spoken language within the English curriculum?\",\"answer\":\"It frames oracy as empowering students to find their voice and function effectively beyond school, and highlights dialogic, metacognitive discussion as central to developing independent confidence.\"},{\"question\":\"What are the four key areas of skill in the oracy framework referenced in the guidance?\",\"answer\":\"The guidance cites physical, linguistic, cognitive, and social and emotional skills. It also aligns these with assessment objectives for presenting information, responding to spoken language, and using Spoken Standard English.\"}]","Spoken Language Endorsement Guidance for Teachers - Version 1.2 - October 2025 | PDF",1792467295,113]