How long should my prepared talk be for Grade 1 Spoken English?

For Grade 1, your prepared talk should last about 1-2 minutes. The key is to keep it simple and well-structured. Focus on a single topic you know well, and include a clear beginning, middle, and end. Practise timing yourself to ensure you stay within the limit without rushing.

Can I use props or notes during the exam?

Yes, you are allowed to use cue cards with bullet points or key words, but avoid reading full sentences. Props like a photograph or a small object can help illustrate your talk, but they should not distract from your spoken words. The examiner wants to see your speaking skills, not your prop-handling.

What happens in the conversation part of the exam?

After your talk, the examiner will ask you a few questions related to your topic. This is a two-way conversation where you can share more ideas. The examiner may also ask about your interests or experiences. Listen carefully, answer in full sentences, and try to give examples to show deeper thinking.

How is the Double Award different from a single award?

The Double Award means you complete two components: a prepared presentation and a conversation, each assessed separately. You receive two GCSE-equivalent grades (e.g., A*A* to GG). This recognises a broader range of skills and provides more evidence of your spoken English ability. It's ideal for students who want a stronger foundation.

What if I forget what to say during my talk?

Don't panic! Pause, take a breath, and glance at your cue cards. You can say something like 'Let me think about that for a moment.' The examiner understands nerves. It's better to pause than to fill with 'um' or 'er.' Remember, the exam is about communication, not perfection.

How can I practise for the conversation part at home?

Ask a family member or friend to listen to your talk and then ask you questions about it. Practise answering with full sentences and adding extra details. You can also record yourself answering common questions like 'Why did you choose this topic?' or 'What did you learn?' This builds confidence and fluency.

Performance and Presentation Skills Double Award Grade 1

UNIVERSITY OF WEST LONDON

vocational

This subtopic assesses the candidate's ability to deliver a memorised spoken English piece with expressive vocal techniques and clear articulation, alongside an impromptu presentation about a personal picture or object, demonstrating foundational presentation skills and confident communication.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

UWLQ Level 1 Double Award in Graded Examination in Spoken English (Grade 1)

Topic Overview

The UWLQ Level 1 Double Award in Graded Examination in Spoken English (Grade 1) is an introductory qualification designed for students aged 7-11 who are beginning their journey in spoken communication. This award focuses on building foundational skills in speaking clearly, listening attentively, and expressing ideas with confidence. Students learn to structure simple talks, respond to questions, and engage in basic discussions, all within a supportive performing arts context. The double award means students receive two GCSE-equivalent grades, reflecting the breadth of skills assessed across two components: prepared presentation and conversation.

This qualification is part of the University of West London's vocationally-related suite, linking directly to real-world communication demands in dance, drama, and performance. By mastering spoken English at this level, students develop essential life skills such as clarity, coherence, and audience awareness. The grade 1 syllabus emphasises personal expression and creativity, encouraging students to choose topics they are passionate about. Success here builds a strong foundation for progression to higher grades and other performing arts qualifications, fostering self-esteem and effective communication in academic and social settings.

In the wider subject of Dance & Performing Arts, spoken English is a critical tool for performers to convey narrative, emotion, and character. This qualification complements physical performance by teaching students how to use their voice as an instrument. It also prepares them for collaborative work, such as group discussions and rehearsals, where clear communication is key. Ultimately, this award helps students become more articulate, confident individuals who can express themselves effectively in any context.

Key Concepts

Core ideas you must understand for this topic

→Clarity and projection: Using a clear voice and appropriate volume so the audience can hear and understand every word.
→Structure: Organising a short talk with a clear beginning, middle, and end, including a simple introduction and conclusion.
→Audience awareness: Adapting language, tone, and pace to suit the listeners, and making eye contact to engage them.
→Listening and responding: Demonstrating active listening by answering questions relevantly and building on others' comments.
→Expression and emotion: Using facial expressions, gestures, and vocal variety (e.g., pitch, pace, pause) to convey meaning and interest.

Learning Objectives

What you need to know and understand

Perform your chosen English piece from memory for the examiner. Give your presentation talk to the examiner on the picture or object that you have brought with you.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for complete memorisation with no visible hesitation or dependence on prompts during the performance.
Reward clear articulation, appropriate pace, and vocal projection that ensures every word is audible to the examiner.
Expect expressive use of tone, pitch, and pauses to convey meaning and engage the listener throughout the chosen piece.
For the presentation, credit should be given for a well-structured talk that clearly describes the picture or object and explains its personal significance.
Look for effective eye contact and a natural, open posture that demonstrates confidence and connection with the examiner.

Assessment Guidance

Guidance for achieving higher grades

💡Practise the memorised piece in diverse environments to build resilience against distractions and ensure the words become second nature.
💡Warm up your voice before the exam with gentle humming and tongue twisters to enhance clarity and control.
💡For the presentation, prepare a mental structure: introduction, three key points about the item, and a concluding statement on its significance.
💡Use natural hand gestures to complement your words, but avoid repetitive movements that can distract from your message.
💡Tip 1: Choose a topic you genuinely enjoy. Your enthusiasm will naturally make your talk more engaging and help you remember key points without rigid memorisation.
💡Tip 2: Practise your talk in front of a mirror or record yourself. Notice your body language and vocal variety. Aim to use at least two different tones or speeds to keep the audience interested.
💡Tip 3: In the conversation, listen carefully to the examiner's question. If you don't understand, ask for clarification. It's better to ask than to give an irrelevant answer. Use phrases like 'Could you repeat that?' or 'Do you mean...?'

Common Mistakes

Common errors to avoid in your coursework

Relying on notes or looking away to recall lines, undermining the illusion of a seamless performance.
Speaking too quickly due to nerves, which compromises clarity and reduces the impact of the memorised piece.
Providing a superficial description of the picture or object without linking it to a personal anecdote or reason for choosing it.
Maintaining a fixed gaze on a single point rather than engaging the examiner, making the delivery seem robotic.
Misconception: 'I just need to memorise my talk word-for-word.' Correction: Examiners value natural delivery over rote learning. It's better to know your key points and speak spontaneously, using cue cards if needed.
Misconception: 'Talking fast shows I'm confident.' Correction: Speaking too quickly can make you unclear and nervous. Pacing yourself with pauses shows control and helps the audience follow your ideas.
Misconception: 'I don't need to prepare for the conversation part.' Correction: The conversation is a key assessed component. Prepare by thinking about possible questions on your topic and practising how to extend your answers with examples.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic literacy: Ability to read simple sentences and write short phrases to prepare notes.
•Confidence to speak in front of a small group: Prior experience in show-and-tell or class presentations is helpful but not essential.
•Understanding of turn-taking in conversation: Basic awareness of how to listen and wait for others to finish speaking.

Key Terminology

Essential terms to know

Perform your chosen English piece from memory for the examiner. Give your presentation talk to the examiner on the picture or object that you have brought with you.

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Performance and Presentation Skills Double Award Grade 1

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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