What do I need to prepare for the Grade 1 spoken English exam?

For Grade 1, you typically need to prepare a short prepared talk or poem (about 1 minute long) on a simple topic like 'my favourite hobby' or 'a pet'. You'll also be asked to take part in a brief conversation with the examiner about everyday topics, such as your school or family. Practice speaking clearly and with expression, and make sure you know your piece well enough to maintain eye contact.

How is the UWLQ Level 1 Double Award in Spoken English graded?

The exam is graded based on four key criteria: clarity of speech (pronunciation and articulation), voice projection and control, use of expression and emotion, and overall communication (including eye contact and pace). You'll receive a pass, merit, or distinction. The double award means you get two certificates—one for the exam and one for the broader skills demonstrated.

Can I use props or gestures in the exam?

Yes, simple props or gestures can enhance your performance, but they should not distract from your speech. For example, holding a picture of your pet while talking about it is fine. However, the focus is on your spoken English, so avoid relying on props to carry the presentation. Practice using natural gestures to emphasise points.

What if I get nervous and forget my lines?

Nerves are normal! If you forget, take a breath, pause, and try to recall the next part. You can also paraphrase—the examiner is not testing your memory, but your ability to communicate. It's better to say something simple and clear than to stand silently. Practice recovery strategies like taking a sip of water or looking at your notes (if allowed).

How does this qualification help in performing arts?

Spoken English skills are vital for performers. Clear speech ensures your audience understands dialogue or narration. Good projection means you can be heard even in large theatres. Expressive delivery brings characters to life. This qualification builds a foundation for acting, presenting, or even singing, as it develops breath control and vocal confidence.

Is there a written part to this exam?

No, the UWLQ Level 1 Double Award in Graded Examination in Spoken English is purely oral. There is no written test. However, you may be asked to read a short passage aloud as part of the assessment. The focus is entirely on your spoken communication skills.

Performance and Presentation Skills Grade 1

UNIVERSITY OF WEST LONDON

vocational

This element cultivates fundamental performance and presentation abilities in spoken English at Grade 1 level. Candidates demonstrate memorisation and recitation of a chosen piece, conveying meaning through vocal expression and clear articulation. They also deliver a short presentation on a personal picture or object, fostering descriptive communication skills and the confidence to speak spontaneously to an audience.

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 in Dance & Performing Arts who need to develop clear, confident spoken communication. This award focuses on foundational skills such as pronunciation, voice projection, and basic expressive techniques, which are essential for performing arts contexts like monologues, group discussions, and presentations. By mastering these skills, students build the confidence to articulate ideas effectively, whether on stage or in everyday interactions.

This qualification is part of a vocational pathway that integrates spoken English with performance. It prepares students for more advanced grades by establishing a strong vocal foundation. In the performing arts, clear speech is not just about being heard—it's about conveying emotion, character, and narrative. Grade 1 introduces students to these concepts through simple exercises and assessments, ensuring they can speak with clarity and purpose in front of an audience.

Understanding spoken English at this level is crucial for any performer. It helps students overcome common barriers like mumbling, monotone delivery, or lack of eye contact. The double award structure means students receive a broader recognition of their skills, which can support progression to higher-level qualifications or practical performance work. Ultimately, this course empowers students to use their voice as a powerful tool for artistic expression.

Key Concepts

Core ideas you must understand for this topic

→Pronunciation and Articulation: The ability to produce sounds clearly and accurately, avoiding common errors like dropping consonants or slurring words.
→Voice Projection: Using breath support and resonance to ensure the voice carries to the back of a room without shouting, maintaining vocal health.
→Pace and Pause: Controlling the speed of speech and using pauses effectively to add emphasis or allow the audience to absorb information.
→Basic Expression: Conveying simple emotions (e.g., happiness, sadness, excitement) through tone, pitch, and volume changes.
→Audience Awareness: Making eye contact, facing the audience, and adapting delivery based on the size and nature of the group.

Learning Objectives

What you need to know and understand

Recite a chosen English piece from memory with accurate pronunciation and appropriate pacing.
Deliver a structured presentation talk on a personal picture or object, incorporating descriptive vocabulary.
Demonstrate effective use of eye contact, gesture, and body language to engage the examiner.
Respond coherently to follow-up questions about the presentation topic.
Apply vocal variety (tone, pitch, volume) to enhance meaning and maintain listener interest.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for flawless memorisation with no prompts or breaks in flow.
Expect clear articulation and consistent audibility throughout the recitation and talk.
Reward intentional use of intonation and stress to highlight key words or emotions.
Look for a logical structure in the presentation (e.g., introduction, description, personal significance, conclusion).
Consider appropriate and natural use of facial expressions and gestures to support communication.
Assess the ability to maintain a brief conversation if the examiner asks questions about the picture or object.

Assessment Guidance

Guidance for achieving higher grades

💡Practise the piece out loud repeatedly to build muscle memory and confident recall.
💡Time your presentation talk to ensure it fits within the expected duration without rushing.
💡Choose a picture or object that is personally meaningful and easy to describe vividly.
💡Maintain genuine eye contact with the examiner, imagining you are speaking to a friend.
💡Use strategic pauses instead of filler words (e.g., ‘um’, ‘like’) to appear composed.
💡Prepare a simple mental outline: what the object is, where it came from, why it matters.
💡Tip 1: Practice your piece in front of a mirror or record yourself. Focus on one aspect at a time—first clarity, then projection, then expression. This builds muscle memory and confidence.
💡Tip 2: Use your breath! Before speaking, take a deep breath from your diaphragm. This supports your voice and helps you control nerves. Exhale slowly as you speak.
💡Tip 3: Make eye contact with the examiner or audience, but don't stare. Look at different people in the room to create a connection. This shows you are engaging, not just reciting.

Common Mistakes

Common errors to avoid in your coursework

Rushing through the piece, causing mumbled words and loss of clarity.
Reading from or relying on prompts, which reduces eye contact and natural delivery.
Providing a talk that lacks organisation, jumping between ideas without a clear sequence.
Delivering the performance in a monotonous voice without expressive variation.
Selecting a piece that is too long or linguistically challenging, leading to nervous hesitation.
Bringing an inappropriate or overly complex object that limits descriptive opportunities.
Misconception: Speaking loudly is the same as projecting. Correction: Projection uses controlled breath and resonance, not just increased volume. Shouting can strain the voice and reduce clarity.
Misconception: Pauses mean you've forgotten your lines. Correction: Pauses are a deliberate tool to add impact or allow the audience to reflect. They show confidence, not hesitation.
Misconception: You should speak at the same pace throughout. Correction: Varying pace keeps the audience engaged. Slowing down for key points and speeding up for excitement adds dynamism.

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 texts aloud without stumbling.
•Some experience of speaking in front of others, e.g., in class or at home.
•A willingness to practice vocal exercises, such as tongue twisters or breathing drills.

Key Terminology

Essential terms to know

Memorisation and recall
Vocal expression and clarity
Presentation structure
Descriptive language use
Audience engagement
Confidence building

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Performance and Presentation Skills Grade 1

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Topic Overview

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Common Mistakes

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Before You Start

Key Terminology

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Performance and Presentation Skills Double Award Grade 1