Speech to Perform
This element develops the candidate's ability to use spoken language effectively for performance and communication. Learners will prepare and deliver a structured talk on a performing arts subject, incorporating supportive media, recite a piece of published literature from memory, and create an original spoken performance. The unit also fosters active listening and interactive dialogue, essential skills for collaborative and audience-engaged work in the performing arts.
Assessment criteria
Topic Overview
The ESB Level 1 Award in Speech (Grade 2) is a foundational qualification in the Dance & Performing Arts suite, designed to develop your oral communication and performance skills. This grade focuses on building confidence in speaking clearly, expressively, and with purpose. You will learn to structure a short talk, use your voice effectively, and engage an audience through eye contact and body language. The award is ideal for students aged 11+ who want to improve their public speaking, whether for school presentations, drama, or personal development.
In this grade, you will prepare and deliver a 2-3 minute talk on a topic of your choice, followed by a short Q&A session. You will also perform a piece of poetry or prose from memory, demonstrating your ability to interpret text and convey meaning. The assessment criteria emphasise clarity, pace, volume, and expression, as well as your ability to respond to questions thoughtfully. This qualification not only enhances your performance skills but also builds transferable skills for interviews, debates, and everyday communication.
Mastering Grade 2 prepares you for higher levels in the ESB Speech ladder, where you will tackle more complex topics and longer performances. It also complements other performing arts subjects like drama and dance by strengthening your vocal presence and stage confidence. Whether you aim to pursue further qualifications or simply want to become a more confident speaker, this award provides a solid foundation.
Key Concepts
Core ideas you must understand for this topic
- →Vocal Skills: Control of pace, volume, pitch, and clarity to keep the audience engaged and convey meaning effectively.
- →Structure: Organising your talk with a clear beginning, middle, and end, including an introduction, main points, and a conclusion.
- →Audience Awareness: Using eye contact, facial expressions, and body language to connect with listeners and maintain their interest.
- →Memory and Interpretation: Learning a poem or prose piece by heart and delivering it with appropriate emotion and emphasis to bring the text to life.
- →Q&A Technique: Listening carefully to questions, pausing before answering, and responding clearly and concisely.
Learning Objectives
What you need to know and understand
- Plan and deliver a coherent talk on a performing arts topic, using audio or visual aids to enhance communication.
- Perform a published creative text from memory with accurate recall and expressive vocal characterisation.
- Compose and present an original spoken piece that demonstrates creative language use and performance awareness.
- Demonstrate effective listening skills by asking relevant questions and offering constructive responses during group exchange.
- Apply appropriate vocal techniques, including pace, pitch, and pause, to convey meaning and engage an audience.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for a clearly structured talk with a recognizable introduction, development, and conclusion.
- Credit accurate and fluent recall of the memorised piece, with precise articulation.
- Look for deliberate use of vocal variation to interpret the published text’s mood and character.
- Reward seamless integration of audio/visual resources that genuinely support the talk's content rather than distract.
- Assess the originality and coherence of the self-created spoken piece, including imaginative language choice.
- Check for active listening evidence: the candidate responds directly to previous speakers and asks pertinent questions.
Assessment Guidance
Guidance for achieving higher grades
- 💡Rehearse with your chosen audio/visual aids multiple times to ensure smooth operation and timing.
- 💡Analyse the memorised piece thoroughly: understand every phrase so your delivery reflects its emotional arc.
- 💡For the original spoken piece, draft multiple versions and seek peer feedback to refine creativity and impact.
- 💡During the listening and response section, jot down brief notes to help formulate thoughtful questions.
- 💡Warm up your voice before the assessment to ensure clarity and projection throughout all performance elements.
- 💡Tip 1: Choose a topic you are genuinely passionate about. Your enthusiasm will naturally make your delivery more engaging and authentic.
- 💡Tip 2: Practise your poem or prose aloud multiple times, focusing on the emotional arc. Mark your script with cues for pauses, emphasis, and changes in volume to add depth.
- 💡Tip 3: During the Q&A, if you don't understand a question, it's okay to ask for clarification. This shows confidence and ensures you give a relevant answer.
Common Mistakes
Common errors to avoid in your coursework
- Over-reliance on audio/visual aids, treating them as a script rather than a supplement to spoken delivery.
- Rushing through the memorised piece, leading to loss of meaning and lack of vocal expression.
- Selecting a published text that is too complex or unfamiliar, resulting in stilted recitation.
- Failing to maintain eye contact with the audience or assessor during the talk, diminishing engagement.
- Providing only superficial comments when responding to others, indicating passive rather than active listening.
- Misconception: 'I need to speak very fast to sound confident.' Correction: Speaking too fast can make you unclear and nervous. Aim for a steady pace with pauses for effect.
- Misconception: 'I should memorise my talk word-for-word.' Correction: While knowing your content is important, a natural, conversational delivery is better. Use bullet-point notes if allowed, and focus on key ideas rather than scripted sentences.
- Misconception: 'Eye contact means staring at one person.' Correction: Distribute eye contact around the room, holding each person's gaze for a few seconds to make everyone feel included.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for ENGLISH SPEAKING BOARD (INTERNATIONAL) LTD Speech to Perform
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic literacy and the ability to read aloud with some expression.
- •Some experience of speaking in front of others, such as in class presentations or school assemblies.
- •Completion of ESB Level 1 Award in Speech (Grade 1) is helpful but not essential.
Coursework AI Review
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Key Terminology
Essential terms to know
- Integrated speech and media support
- Memorised literary recitation
- Creative original composition
- Active listening and response
- Vocal technique and expression
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