Report Forms
PowerPoint
Cue Cards
Results
Parents as Observers
Reasonable Adjustments
Choice of Material
UCAS Tariff Points
Changes to Bookings
Dyslexia
Choosing Poetry
ACSE

Report Forms
What do I have to fill in on the report forms?
The examiners need to have candidates' names, numbers and choices completed before they begin. See the Results List of names for Examination Reference Number (ERF) and Candidate number (CRF). The start of the exam may have to be delayed if this has not been done beforehand.

PowerPoint
Is the use of PowerPoint allowed for assessments as a visual aid?
The use of PowerPoint is perfectly acceptable for Senior 2 exams and above, although we recommend that at junior school levels the talks are too short to warrant its general use. PowerPoint just for pictures or diagrams may be used for Junior 4, Senior Introductory and Senior 1. Tutors will of course be giving students advice over its best use, so that they do not read talks from it, or face the screen to limit their communication with the audience. Obviously, you will need to take the positioning of the screen into consideration for the room set-up too, and we find that students who have their presentation on a pen drive manage to accomplish a speedy changeover between candidates.

Cue Cards
Are candidates allowed to use cue cards?
We have no specific criteria for candidates on this, although we find that in Junior grades candidates find it easier to handle items such as props, or use posters/other items pinned up without struggling with cards as well. Thus we recommend that Juniors should really avoid cue cards, using their props or a visual board with enlarged photos etc instead. At higher grades neat and unobtrusive use of any prompts, including cards if used, is included in the Pass criteria. Any cue cards should only have brief headings at any level, and candidates will lose marks if they read their talk. The use of cue cards (and / or PowerPoint used as a cue) is perfectly acceptable at Senior Schools or similar level, although we also recommend avoiding cue cards if possible at Senior Introductory grade because the talk there is so short. You obviously already fully appreciate that we are looking for 'correct' use - as reminders and prompts, rather than being heavily dependent on them or even reading from them. Sometimes there may be apparently conflicting feedback from assessors because some students gaze diligently at their notes with nerves. You may know, but the assessor would not, that they have hardly anything written on them!  Please ask for further advice if necessary.

Results
Can I have my results on the day because it is the end of term?
Results are never possible on the day. All reports have to be checked and standardised before being returned to you within 5 working days. All results are provisional until the certificates are issued.

Parents as Observers  
Are parents allowed to be present for exams?
Although we are aware that several of our centres have always had parents in to observe, we must remember that this is an exam situation, and it is the children who are being assessed. Please warn ESB in advance and also remind parents that they should hold back from asking questions - the children are marked on listening skills and the questions they ask, and time is short. There must be a school representative there if parents are (tutor / librarian / learning support etc) because children are more likely to be nervous and upset when parents are watching. There have been difficult issues with divorced parents too. Why not arrange a separate Demonstration event to show off what the children can achieve instead?

Reasonable Adjustments
I have been sent a Form SAA. What is it for?
In our non-specialist exams we used to rely on the teacher's word over candidates' need for adjustment to the way that we assess e.g. for dyslexia, or hearing impairment. Now we need documentary evidence to back this up, supplied for each individual and returned to the ESB office at registration with Form SAA. Examiners cannot give extra time or allow candidates to choose their own reading passages without this. (Download the SAA Form  - see right). For candidates with specific learning or behavioural difficulties please see our Entry level OCS syllabuses.
 
Choice of Material
I haven't taught ESB before. I don't know what my students should choose as topics or books?
There is a list of suggested topics and suitable 'own choice' options with each Schools grade. For other syllabuses, the training course or particular interest of the student is the best guide. If unsure, do email the relevant syllabus address for advice.

UCAS Tariff Points
Can I get UCAS Tariff points for my ESB Advanced Schools assessment?
Yes, ESB Advanced Exams (Senior Proficiency, ASCE or ACLA) are all listed on the UCAS Tariff Tables with the same values as other graded Speech and Drama exams (see the post GCSE page left or Speech and Drama table at http://www.ucas.com/students/ucas_tariff/tarifftables/#speech ) The higher the grade achieved, the more points - a Distinction is worth more UCAS points than a Pass.                                                                                      

Changes to Bookings
Can I make changes to my booking?
We pride ourselves on being as flexible as possible, and recognise that there will always be the need to make alterations even after names and details have been passed to ESB. Please contact the office for advice if this is the case for you. Prior to the exam date we will make every effort to accommodate change, although significant changes that involve reassignment of assessors may not be possible and an administration fee may be levied.
Please note however that assessors have no authority to make changes and cannot enter candidates 'on the day', or change the level at which they have been entered. Once candidate registration numbers have been assigned, the audit trail is then in the system and cannot change.

Dyslexia
Some of my students are dyslexic. Do you make any dispensation for them?
Yes, but you need to complete the Reasonable Adjustments Form. We need documentary evidence to back this up, supplied for each individual and returned to the ESB office at registration with the form. Then we can inform the examiner in advance. Examiners will offer extra time for a reading task or allow candidates to choose their own reading passages so long as the form has been completed. The candidate should prepare about the same length of passage as that expected at that grade for the other candidates. Ask the office for advice if you are unsure.  (Download the SAA Form right)

Choosing Poetry
Can students write their own poetry or scenes or do they have to be from recognised writers?
All these memorised pieces should be from a recognised writer, because part of the rationale for the exam is to give students exposure to a range of published literature, both from reading poems or plays so that they can choose for themselves and from hearing each others' work, as they practise and memorise the pieces they have decided upon. This is particularly the case with the accredited grades (Junior 4 Medallion to Advanced levels), where the repertoire is part of the progressive difficulty.  If you have any problem with finding suitable ones for a particular grade or age, do email us - we would be very happy to make some suggestions.
Don't be afraid to guide children over this too - allowing a 'lazy' choice of doggerel, or something too short or too young (or sometimes too old and not understood) won't give them the chance to do themselves justice. Since they have to commit it to memory, it might as well be worth the space in their brain!

ACSE Choices
For Section 3 do students have to memorise a whole page of text or are they allowed to read while looking up regularly? I am unclear on the length of text required.

They definitely don’t need to memorise a whole page of text! For a reading, it should be well practised so that there can be plenty of confident eye contact, and it needs to be vividly read to bring the text off the page.  You probably need to work on approximately 250 words maximum – bear in mind that the reading is intended to exemplify the recommendation (if the introduction says the author’s writing uses very original descriptions, or is quirky and funny, an extract showing this needs to be chosen etc.) Make sure the choice reflects what is said in the recommendation.
 
ACSE Assessment Criteria Query
One of my students is talking about guitar music and plays the instrument at points during his speech which means at times he is sitting down. Is this appropriate? It is engaging and informative. However in the criteria it appears conclusions must be drawn, though this is rather hard with a more informative rather than discursive/persuasive presentation.
It will be fine to sit and play the guitar. ‘Conclusions’ may be broadly interpreted – for example, with the guitar extracts, presumably he is using them to make or show particular points, i.e. drawing conclusions in that way. Suggest to him that he makes this explicit (“ so you can hear from this extract, how …….. is developed / used etc”). Just one caution: he does need to ensure that sufficient depth of content is maintained within the time limit, notwithstanding the playing: he should not extend the time limit because some of it is playing time.
 
I do hope these answers help – if there is anything else we can help with, do please email or ring.
 
With all good wishes for successful assessments.
 
Lesley Cook
 
Chief Examiner