Speech Making

Assessment Schedule

Interpersonal Speaking

LEVEL 3

Talk clearly in small and large groups about experiences, events, and ideas, organising material effectively and attending to others' responses. 

Key Indicators

In the delivery of the speech students will:

·	speak clearly so the audience can hear all that is said 
·	maintain the interest of the audience by speaking slowly and carefully, trying to change tone of voice, and by using pictures or other props 
·	become so familiar with their material that they have eye contact with the audience. 

LEVEL 4

Talk coherently in small and large groups about experiences, events, information, ideas, and opinions, organising material effectively, and questioning and supporting others. 

Key Indicators

In the delivery of the speech students will:

·	speak clearly so the audience can hear all that is said 
·	maintain the interest of the audience through the use of pauses, gesture and props (where appropriate) and by varying the pitch and pace of the delivery. 
·	organised their material effectively to make meaning for the audience 
·	become so familiar with the material that they have eye contact with the audience. 

Transactional Writing

LEVEL 3

Write instructions, explanations, and factual accounts, and express personal viewpoints, in a range of authentic contexts, sequencing ideas logically 

Key Indicators

Students will have used an:

Appetising Introduction:

·	It will contain an exciting question, or a "did you know..." statement 
·	It will also tell about the other things they will talk about in their speech. 

Layers:

·	Each layer of the speech will be about a different part of the speech topic. 
·	Each layer of the speech will flow to the next layer, because it "makes sense" to speak about it next. 

Conclusion:

·	Will remind the audience of what the speech has been about. <li>Will state what the speaker has gained from their topic study. 

LEVEL 4

Write instructions, explanations, and factual accounts, and express and explain a point of view, in a range of authentic contexts, organising and linking ideas logically and making language choices appropriate to the audience. 

Key indicators

Students will have used an:

Appetising Introduction:

·	It will contain thought stimulating questions, or an outrageous statement, or strange facts about the topic, or a related joke, ie something that tantalises the reader to read more and will have the same effect when spoken. 
·	It may also include the topic "layers" students wish to cover. 

Layers:

·	Each layer of the speech will be clearly different in content and will have a topic sentence. 
·	Each layer will flow into the next, in an order, often with a linking sentence. 

Conclusion:

·	Will reiterate the points covered. 
·	May affirm students personal learning and enjoyment of the topic. 

© Ministry of Education, Wellington, New Zealand (First published 1998)