Discussions Honest discussions - even and perhaps especially on topics about which we disagree - can help us resist hypocrisy and arrogance. Read more at html#BUsWh9WRzCIdfZJb.99 html#BUsWh9WRzCIdfZJb.99 -Discuss

Aim of the presentation To inform tutors of all they ever wanted to know about the new speaking and listening qualifications based on what I can remember … and some There will be activities and ideas There will be light refreshments There will be a musical interlude There will be birds singing (somewhere)

Don’t panic – Be prepared Speaking and listening is now assessed at all levels There is no exam We must provide a little silver trail of evidence

Functional Skills Level 1: take part in a discussion (familiar subject) and then take part in another discussion (unfamiliar subject) Level 2: Take part in an informal discussion about an unfamiliar subject and make a formal presentation about a familiar subject These will be assessed by tutors (new forms) The specifications are available at cityandguilds.com

Familiar and unfamiliar topics Individual/group choiceTutor to introduce

Minimum Requirements Design FS speaking and listening courses with a view to using the skills in other contexts Challenge learners: where do you use spoken language differently? How many name tags does everyone have? It is not enough just to stage a discussion The EV will want to see: planning (SOW/session plans), official forms with detailed contents (see the examples), learner notes/questionnaires/ILPs

Speaking and listening in sessions Let the learners do the legwork Challenge them to spontaneously role-play scenes chosen at random (doctor-patient) Use topic cards for the above Random word debates: Respect – Discuss Continually encourage discussion amongst the learners: peer work and peer assessment help learners to develop independence and gain confidence Vocabulary building and spelling can be combined with speaking and listening; let go of old habits and allow them to manage the spelling lists

Make discussion part of all sessions Allow set periods of time for speech (observe) Music reviews activity Multi-sensory bingo Mock calls; responding appropriately Speaking games Gesture, body language and mime activities Translate transcripts into play formats, direct or indirect speech

Speaking and Writing Integrate speaking exercises into the writing process Show the group an image or photograph and ask them all to write down brief thoughts Each learner will reveal their thoughts in turn Encourage constructive comments Research online Use the ideas as the basis of written work Make this type of exercise a feature and vary the format: what are your memories when you see this?

Musical prompts Use musical prompts/audio/old fashioned wireless recordings/snippets of DVDs or videos/You Tube… you name it Listen to the following TV themes What are your earliest memories associated with television? Reminiscences are often a good way to engage a group Talking books are a good resource See the attached idea for music reviews Smellpots

The discussion process in a nutshell Learner self-checks as evidence and useful to inform ILPs Supporting materials/handouts Definitions of key terms Ground rules Sorting and grouping Speed debating; pause to consider the rules Jargon/register: discuss the language used by C and Gs and ask the learners to match the criteria against their own ground rules

Staging an assessed discussion Recap Display the ground rules Provide an unfamiliar topic; such as BBC news articles and a questionnaire (see examples) Learners to make notes (evidence) Reiterate the rules They have minutes to discuss the topic Make a transcript (audio)

Paperwork Use the official forms (new versions) Explain what was contributed supported by examples and the notes on the questionnaire Ask the learner to read and sign the paperwork Compile a folder of evidence for submission Factor the C and G standards into plans; adapt and use the plans with different groups don’t duplicate – communicate (share good practice) Moodle speaking and listening zone

In conclusion Moodle area to be developed Comments from the floor Q and A