Speech Performance Grade 1 — English Speaking Board (International) Ltd QCF Dance & Performing Arts Revision

    In the ESB Level 1 Award in Speech (Grade 1) Speech Performance element, learners demonstrate fundamental vocal techniques such as articulation, projection

    Topic Synopsis

    In the ESB Level 1 Award in Speech (Grade 1) Speech Performance element, learners demonstrate fundamental vocal techniques such as articulation, projection, pace, and pitch to deliver a prepared text. The focus is on interpreting the content, mood, and structure of the material to communicate meaning effectively to an audience. This practical application develops personal confidence and foundational performance skills essential for further study in the performing arts.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Speech Performance Grade 1

    ENGLISH SPEAKING BOARD (INTERNATIONAL) LTD
    vocational

    In the ESB Level 1 Award in Speech (Grade 1) Speech Performance element, learners demonstrate fundamental vocal techniques such as articulation, projection, pace, and pitch to deliver a prepared text. The focus is on interpreting the content, mood, and structure of the material to communicate meaning effectively to an audience. This practical application develops personal confidence and foundational performance skills essential for further study in the performing arts.

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    Learning Outcomes
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    Assessment Guidance
    3
    Key Skills
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    Key Terms
    3
    Assessment Criteria

    Assessment criteria

    ESB Level 1 Award in Speech (Grade 1)

    Topic Overview

    The ESB Level 1 Award in Speech (Grade 1) is an introductory qualification designed to build foundational skills in spoken communication. It focuses on developing clarity, confidence, and expression when speaking to an audience. Students prepare a short talk or presentation on a topic of their choice, learn to structure their ideas, and practise using eye contact, gesture, and vocal variety to engage listeners. This award is part of the English Speaking Board's graded examination series, which progresses through higher levels to refine public speaking and performance skills.

    This qualification matters because effective oral communication is essential in education, careers, and daily life. By mastering basic speech techniques early, students gain the confidence to express themselves clearly in interviews, group discussions, and academic presentations. The Grade 1 syllabus also encourages creativity and personal expression, allowing students to choose topics they are passionate about, which makes learning enjoyable and relevant.

    Within the wider subject of Dance & Performing Arts, this award complements performance skills by emphasising the spoken word. While dance focuses on physical expression, speech training develops the voice as an instrument, teaching students to project, articulate, and convey emotion through tone and pace. Together, these disciplines build a well-rounded performer who can communicate effectively both physically and vocally.

    Key Concepts

    Core ideas you must understand for this topic

    • →Structure: A clear beginning, middle, and end. The talk should have an introduction that grabs attention, a main body with key points, and a conclusion that summarises or leaves a lasting impression.
    • →Vocal skills: Volume, pace, pitch, and clarity. Students must learn to speak loudly enough to be heard, vary their speed for emphasis, use pitch to avoid monotony, and articulate words clearly.
    • →Non-verbal communication: Eye contact, facial expressions, and gestures. These help to engage the audience and reinforce the message. For example, smiling when happy or using hand gestures to indicate size or direction.
    • →Audience awareness: Tailoring content and delivery to suit the listeners. This includes choosing appropriate language, considering what the audience already knows, and adapting to their reactions.

    Learning Objectives

    What you need to know and understand

    • employ appropriate vocal resources to engage the audience through performance, respond to the quality, form and content of the material being presented, adopt and sustain a role

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clear articulation and audible projection, ensuring every word is heard and understood.
    • Award credit for employing vocal variety (pace, pitch, tone, volume) to reflect the meaning and emotion of the text.
    • Award credit for sustained audience engagement through consistent eye contact, expressive facial cues, and confident posture.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Thoroughly analyse the text’s meaning, structure, and emotional journey before memorising; let the words’ natural rhythm guide your delivery.
    • 💡Rehearse in front of a mirror or record yourself to assess facial expressiveness and vocal clarity, making conscious adjustments.
    • 💡Take a moment to breathe and centre yourself before beginning; a deliberate, poised start sets a professional tone for the entire performance.
    • 💡Practise your talk in front of a mirror or record yourself. This helps you see your facial expressions and body language, and hear your vocal variety. Adjust anything that looks or sounds unnatural.
    • 💡Choose a topic you genuinely care about. Your enthusiasm will naturally make your delivery more engaging. Examiners can tell when a speaker is passionate, and it makes the talk more memorable.
    • 💡Don't memorise every word. Instead, know your main points and practise linking them smoothly. This allows you to adapt if you forget something and makes your delivery more conversational.

    Common Mistakes

    Common errors to avoid in your coursework

    • Reciting the piece in a monotone without vocal variation, failing to convey the mood or meaning.
    • Rushing through the performance with a uniform rapid pace, neglecting natural phrasing and pauses.
    • Avoiding eye contact with the examiner/audience, which diminishes connection and suggests lack of confidence.
    • Misconception: Reading a script word-for-word is acceptable. Correction: Examiners expect the talk to be delivered from brief notes or memory. Reading directly from a script reduces eye contact and makes the speech sound rehearsed rather than natural.
    • Misconception: Speaking fast shows confidence. Correction: Speaking too quickly can make you hard to understand and appear nervous. Pausing between key points gives the audience time to absorb information and shows control.
    • Misconception: Gestures must be planned and exaggerated. Correction: Gestures should be natural and spontaneous, not forced. Overly theatrical movements can distract from the message. The key is to let gestures arise from what you are saying.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •No formal prerequisites are required for this entry-level award. However, students benefit from having basic literacy skills to prepare notes and a willingness to speak in front of others.
    • •Some prior experience of group discussion or show-and-tell activities in school can be helpful, but the course is designed for beginners.

    Key Terminology

    Essential terms to know

    • employ appropriate vocal resources to engage the audience through performance, respond to the quality, form and content of the material being presented, adopt and sustain a role

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