Communication Skills Syllabus, 2nd Edition

7/28/2019 Communication Skills Syllabus, 2nd Edition

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Communication Skills

Trinity Guildhall89 Albert EmbankmentLondon SE1 7TP UK

T +44 (0)20 7820 6100F +44 (0)20 7820 6161E [email protected]

Patron HRH The Duke o Kent KG

Executive Director & Head o Academic Governance (Perorming & Creative Arts)Mark Stringer GMusRNCM(Hons) FTCL ARCM ARCO(CHM) PGCE HonLRSL FRSA

Chie Examiner in Drama & Speech SubjectsJohn Gardyne MA BA(Hons) Dip Theatre Studies

Copyright 2009 Trinity College LondonPublished by Trinity College LondonSecond edition, December 2010

Graded Examinations, Proessional Certicates

Syllabus rom 2010


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Contents

ContentsForeword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . 5

Some suggested pathways . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . 6

Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . 9

Introduction to Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 11

A note on language . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 11

Learning outcomes and assessment criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Attainment descriptors or Communication Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Guidance or candidates on individual examinations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Communication Skills (individual) (InitialGrade 8). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Proessional Certicate in Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Guidance or candidates on group examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Communication Skills (group) (Grades 18) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Options or urther study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 24

Appendices

Appendix 1 Inormation and regulations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Appendix 2 Health and saety guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Appendix 3 Communication Skills Changes rom 2006 syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Trinity Guildhall examinations are oered and delivered by Trinity College London, the international

examinations board.

Trinity College London is an awarding body recognised in the United Kingdom by the Oce o Qualicationsand Examinations Regulation (Oqual) in England, the Welsh Assembly Government (WAG) and the Northern

Ireland Council or Curriculum, Examinations and Assessment (CCEA). Trinitys qualications are accredited by

these authorities within the Qualications Framework. Various arrangements are in place with governmental

education authorities worldwide.


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Foreword

ForewordIt gives me great pleasure to introduce the new Trinity Guildhall syllabuses or Grade and Certicate

qualications in Drama & Speech subjects, applicable to all examinations rom 1 January 2010.

I am condent that no other awarding body in the world oers such breadth o choice or students and

teachers o the perorming arts at all levels o experience and ability.

Such is the range o study options now available, Grade, Certicate and Diploma qualications are now

presented in six separate publications as ollows:

w Young Perormers Certicates

w Grade and Certicate Examinations in Acting and Speaking

w Grade and Certicate Examinations in Musical Theatre and Perormance Arts

w Grade and Certicate Examinations in Communication Skills (this syllabus)

w Diplomas in Drama & Speech Subjects

w Speech Communication Arts (limited availability).

It is a measure o the academic rigour and integrity o our qualications that the learning outcomes,

assessment criteria and attainment descriptors that have applied over the last ve years remain

virtually unchanged.

In reviewing the requirements or examinations we have, however, made various changes to those in

the previous edition o the syllabus and a summary o these can be ound in Appendix 3. Changes have

been made with the intention o oering candidates additional opportunities to develop, display and

integrate their skills, knowledge and understanding in their chosen eld o study.

I sincerely hope that teachers and students alike will nd the exploration o our syllabuses a stimulating,

challenging and educative activity in itsel, and that it will provide a practical and inspirational ramework

or creative learning and teaching. The standards and expectations are high but the rewards in terms osatisaction and personal development are considerable.

Copies o all syllabuses listed above and additional guidance and inormation can be downloaded

rom our website www.trinityguildhall.co.uk/drama. While preparing or examinations, teachers and

candidates are encouraged to visit the website regularly and to share ideas, opinions and experiences

with others worldwide via the orum acility.

I wish you well in your endeavours.

John Gardyne MA BA(Hons) Dip Theatre Studies

Chie Examiner in Drama & Speech Subjects

Please note:

This second edition refects minor changes in the Communication Skills syllabus. Please see page 34 or a summary o

the changes.


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Overview

OverviewAll Trinity Guildhall Grade examinations in Drama & Speech subjects or individuals and pairs are

accredited in England, Wales and Northern Ireland by Oqual, WAG and CCEA respectively and also

have recognition in a number o other countries.

Examinations are categorised at three attainment levels which are benchmarked as ollows to the

Levels o the National Qualications Framework (NQF)* in England, Wales and Northern Ireland:

w Foundation (Grades 13) Level 1

w Intermediate (Grades 45) Level 2

w Advanced (Grades 68) Level 3.

Grades 13 typically relate to work at a standard comparable to that done in the UK in primary schools

and the initial years o secondary schools, depending on the learner.

Grades 45 typically relate to work at a standard comparable to that done in the UK in secondary

schools by students aged approximately 1215 in preparation or relevant GCSE examinations.

Grades 68 typically relate to work at a standard comparable to that done in the UK in secondary

schools by students aged approximately 1518 working towards relevant A level examinations in

preparation or higher education study in the perorming arts.

In the UK, solo and pair Grade examinations accredited at Level 3 o the NQF carry points or university

entry on the UCAS tari system.

While there are no minimum age limits imposed or entry at any grade, teachers should ensure that

potential candidates have achieved an appropriate level o physical, vocal, emotional and intellectual

maturity to meet the published learning outcomes and assessment criteria or the relevant attainment

band prior to registration or examination.

While candidates may enter at any grade they choose, the syllabus is designed to provide a structuredramework or progressive development o skills over time. Some suggested study pathways are

illustrated in the diagram overlea.

* The NQF is being superseded by the Qualications and Credit Framework (QCF) during 2010/11. Trinity GuildhallGraded examinations are included within this new Framework.


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Overview

Young PerormersCertifcate

BronzeSilverGold

Initial

Initial

Musical Theatre

Grades 13

Musical Theatre

Grades 45

FoundationPerormanceCertifcate

Perormance Arts

Grades 13

Perormance Arts

Grades 45

CommunicationSkills

Grades 13

CommunicationSkills

Grades 45

Acting andSpeaking subjects

Grades 13


Grades 45

NQF Entry Level

Acting and Speaking

NQF Level 1 NQF Level 2

Communication Skills(this syllabus)

Musical Theatre/Perormance Arts

Some suggested study pathways


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Overview

Musical Theatre

Grades 68

IntermediatePerormanceCertifcate

AdvancedPerormanceCertifcate

ProessionalCertifcate in

CommunicationSkills

Perormance Arts

Grades 68

CommunicationSkills

Grades 68

Diplomas:

Public SpeakingTeaching


Grades 68

Diplomas:

TeachingPerormingDirecting

Diplomas:

TeachingPerormingDirecting

NQF Level 3 NQF Levels 47


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C

omm

unicationS

kills


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Introduction to Communication SkillsTrinity Guildhall Grade examinations in Communication Skills are designed to allow candidates to

develop and rene expertise in dierent registers o communication through spoken English.

Examinations or individuals assess a candidates ability to engage with analytical and critical concepts,

to persuade, to negotiate, to summarise and to communicate inormation, ideas and opinions in a

variety o contexts.

Examinations or groups additionally oer candidates opportunities to develop skills in group discussion,

interaction and teamwork.

At most grades candidates are required to respond to a range o imagined scenarios and employ

verbal and non-verbal skills and responses appropriate to them. Candidates levels o success in these

examinations depend on their ability to recognise and employ the dierent communication skills

appropriate or each task.

In assessing candidates or both individual and group examinations, examiners will pay equal attention

to the content o talks and presentations and to the eectiveness o their delivery.

As examiners will be directly engaged with the candidate throughout the examination it may be

inappropriate or them to complete their report orms while the candidate is in the room. For this

reason examiners may sometimes release candidates beore the maximum time allowed or the

examination in order to complete the report.

Teachers and candidates are advised to read this booklet careully prior to preparing or examinations.

A note on languageExaminations are conducted in English.

It is accepted that candidates rom many parts o the world with English as a second or oreign

language may have distinctive eatures o pronunciation, grammar and/or vocabulary which conorm

to the model prevalent in their own linguistic or cultural group.

There is no requirement or candidates to conorm linguistically to all eatures o British Standard

English or Received Pronunciation. However, candidates oral communication must be rooted in an

internationally accepted model o English which does not impose diculty o comprehension or

undue strain or the listener.

Introduction to Communication Skills


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Learning outcomes andassessment criteria

Foundation (Grades 13, NQF Level 1)

Learning outcomesThe learner will:

Assessment criteriaThe learner can:

1. employ an appropriaterange o verbal andnon-verbal skills in avariety o situations

1.1 demonstrate a developing ability to present a persuasive argument and showsome sensitivity in interpersonal communication

1.2 show some awareness o the importance o oral communication and the useso vocal variety in spoken language

1.3 demonstrate an understanding o the dierences between ormal andinormal situations

2. interact with individualsand/or groups

2. converse with the examiner and/or ellow group members and develop somediscourse along guided lines

3. present inormation,

ideas and opinionscoherently

3.1 demonstrate elementary competence in the preparation and delivery o talks

3.2 speak audibly and clearly3.3 demonstrate an ability to adapt verbal and non-verbal skills appropriately to

meet audience needs

Intermediate (Grades 45, NQF Level 2)



1. employ an appropriateand eective range overbal and non-verbalskills in a variety osituations

1.1 show a vital awareness o interpersonal communication skills and use verbaland non-verbal expression with ease and condence

1.2 show evidence o understanding the importance o oral communication andthe uses o vocal variety in spoken language

1.3 demonstrate competence in interactive speaking in both inormal and

simulated ormal situations

2. interact with individuals,groups and/or simulatedaudiences

2. initiate and participate in discussion with the examiner and/or ellowgroup members

3. present and summariseinormation, ideas andopinions coherently

3.1 demonstrate an ability to prepare, design and deliver inormative talks in aclear and relevant manner

3.2 demonstrate a use o language that is imaginative, fuid and shows a senseo spontaneity

3.3 demonstrate an understanding o structure, logic and where appropriatenarrative when communicating in a range o settings

Advanced (Grades 68, NQF Level 3)



1. employ withcompetence andunderstanding anappropriate range overbal and non-verbalskills in a wide varietyo specied situations

1.1 show considerable competence in interpersonal communication skills anduse verbal and non-verbal expression with ease and condence

1.2 integrate consciously knowledge, understanding and skills in a secure andsustained perormance

1.3 demonstrate a high degree o competence in interactive speaking in bothinormal and simulated ormal situations

2. interact with individuals,groups and/or speciedsimulated audiences

2.1 initiate and participate eectively in discussion with the examiner and/orellow group members

2.2 demonstrate condence, perceptiveness and appropriatelistening skills

3. present and summarisea range o inormation,ideas, concepts andopinions rom a varietyo sources

3.1 demonstrate an ability to prepare, design and deliver inormative talks withauthority and competence, using audio and visual aids as appropriate

3.2 demonstrate a use o language that is vivid and poweruland meets the demands o specic situations

3.3 employ a range o communication skills and tools with sophistication andunderstanding to present and engage with complex and challenging ideas

Learning outcomes and assessment criteria


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Attainment descriptors or Communication Skills

Attainment descriptors orCommunication Skills

The ollowing table describes the levels o attainment required or the allocation o marks in theDistinction, Merit, Pass and Below Pass bands.

Foundation level(Grades 13)

Intermediate level(Grades 45)

Advanced level(Grades 68)

Distinction

Work in which ideas andnarratives are presented fuentlyand with enthusiasm and witha sense o ownership o thematerial. Verbal and non-verbalpresentation will enable the

listener to ollow the thoughtprocesses being presented.The candidate will respond toquestions aptly and accurately.

Distinction

Work in which there is a strongsense o lively communicationand conviction. Material will bewell prepared and presented withauthority and some fair. Therewill be evident use o complex

language structures to conveycomplicated ideas and a senseo fuency and ease inconversation. Presentationskills will be well developed.

Distinction

Work that shows an ability tohandle the most complex ideasand diverse communicationtasks with ease and rigour. Therewill be a satisying integration ocommunication skills and a sense

o total ownership o the materialand control o the situation.Presentation skills will be highlydeveloped and yet all work willbe exemplied by naturalnessand fuency.

Merit

Work that shows a genuineattempt to engage and interestthe listener. There will be asense o vitality and an ability tocommunicate ideas both in ormaland inormal situations. There willbe a sound level o preparation

and an imaginative i somewhatuneven level o presentation.

Merit

Work in which communicationskills are well integrated and thematerial presented is secure. Theremay be some lapses in the use olanguage and the ability to respondto all questions, but the overallimpression will be one o successul

engagement with the listener.

Merit

Work in which complex ideas arepresented with authority andfair and in a way that engagesthe listener. Vocal variety andnon-verbal communication willadd to the sense o fuency andease and the candidate will adapt

successully to dierent situations.There may be some lack ospontaneity and arguments maynot always be ully developed.

Pass

Work that shows some skill incommunication although it maylack fair. Presentations andconversation will be clear andaudible and there will be someability to respond to questionsfuently. Work is adequatelyprepared.

Pass

Work in which there is evidence osome preparation and some abilityto convey inormation and mounta persuasive argument. Verbal andnon-verbal skills will be sucientto ensure audibility and someinterest or the listener. Therewill be evidence o interpersonalsensitivity and an ability to relate

to other people.

Pass

Work in which complex ideasare handled with some skill andthere is an adequate responseto conversation and questioning.Work will show some imaginationin preparation and there will besound use o verbal and non-verbalresources. Various visual and otheraids will be used to some eect

but the presentations may beadequate rather than stimulating.

Below Pass

Work in which the languagemastery is insucient to makemeanings clear. Talks and otherprepared spoken materialmay be largely inaudible andinterpersonal communicationhesitant and insecure. Poorpreparation and inadequatepresentation may be evident.

Below Pass

Work in which there is a sense oconusion and lack o condence.Verbal and non-verbal skills maybe inadequate and the materialpresented may lack organisation.Response to questions mayreveal insucient mastery othe material or situation.

Below Pass

Work in which complex ideasare inadequately handled andthere is little sense o authority.Lack o condence andfuency may prevent eectivecommunication and there may bepoor interpersonal skills. Verbaland non-verbal skills may not beemployed with a sucient degreeo condence and there may bean overall sense o conusion.


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Guidance or candidateson individual examinations

Candidates are required to arrive at the examination centre 15 minutes beore the scheduled timeo their examination.

Where the syllabus oers an EITHER/OR option or a task the choice is made by the candidate.

Approximate timings or prepared material are provided or each grade and these should not be

signicantly exceeded. The examiner may ask a candidate to curtail an excessively long talk or

presentation in order to ensure that there is sucient time to complete all remaining sections

o the examination.

The structure o graded examinations or individuals

All Communication Skills examinations or individuals ollow the same general pattern and include

several specic types o task as below.

Introduction

This is an inormal, spontaneous and natural conversation intended to put candidates at their ease.

In this conversation the examiner may make reerence to the ormat and content o the examination,

the candidates current situation in education and/or work, the conditions under which the examination

is being held and so on. The candidate should aim to engage in a spontaneous exchange with the

examiner, rather than giving a prepared ormal introduction.

At Initial and Foundation grades candidates are awarded marks or this task.

Candidates will normally sit during this task.

Interactive task

At Initial and some Foundation grades candidates either tell a story and/or describe an event or the

signicance o an object or objects. The candidate may then be required to respond to questions about

this rom the examiner.

From Grade 3 upwards candidates attempt to persuade the examiner to do something (e.g. give them

a job, lend them an object, go on holiday). At Grade 7 candidates engage in a radio/TV-type interview

with the examiner. At Grade 8 the candidate and examiner negotiate in order to resolve a confict.

In all these tasks there is an element o role play. The examiner will represent someone such as a

riend, an employer or a potential supporter o a charity. In preparing these tasks, candidates should

give careul thought to who they wish the examiner to represent. So or example at Grade 5 (The

candidate will attempt to persuade a dened person to support a charity or good cause) the examiner

will ask Who do you wish me to represent? Possible responses might be: The President o the United

States or Madonna or my headmaster or a total stranger whom I have just walked up to in the

street. The choice will o course infuence the way in which the candidate approaches the task and the

examiners responses.

The examiner will within reason accept any premise oered by the candidate and interact

accordingly. In some cases the examiner may sketch in an appropriate character but will not give

a complete acted perormance o, or example, a young child.

The examiner will interact with the candidate throughout the task. It is quite possible that the

examiner will express reservations about ideas and suggestions oered by the candidate and/or

suggest alternative views or approaches. As part o the preparation or the examination the candidate

should consider possible objections and/or reservations and be prepared to deal with them. However,

candidates should not think in terms o winning or losing an argument, but rather in engaging

successully in an interactive manner with the examiner.

Guidance or candidates on individual examinations


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Although there will inevitably have been some degree o preparation or these tasks, candidates should

aim to speak as spontaneously as possible and engage in an interactive discussion with the examiner

throughout. Over-reliance on prompt cards may hamper the candidates ability to do this eectively.

Candidates will normally be encouraged to sit or these tasks.

Talk

Candidates give a talk on an appropriate subject, using visual and/or audio aids as appropriate. This is a

more ormal scenario and candidates should stand to present their talks as i to an imaginary audience.

From Grade 7 upwards candidates must speciy the audience to whom they are speaking. This could be

quite straightorward (e.g. my class at school) or more ambitious (e.g. a group o potential employees or

my frm, a group o one hundred senior policemen, the General Medical Council).

Candidates should project their voices to address an imagined audience, o which the examiner is but

one member.

These talks should avoid giving the impression o repeating an essay or inormation learned

parrot-ashion. The style o delivery should be fuent and suitably relaxed, demonstrating apersonal engagement with the (imaginary) audience and awareness o techniques that may be

employed to engage and sustain their interest.

While prompt cards may be used, the talk should not be written out in ull nor read verbatim rom a

script. These examinations do not assess the skill o reading aloud. Oral communication diers rom

the language o written prose and candidates are expected to demonstrate their understanding o this.

For talks and presentations in which audio and/or visual aids are used, candidates should remember

that these are primarily an aid to good communication and never a replacement or personal skill.

Great thought should be given to the presentation, design and positioning o any visual aid in relation

to the speaker and listener(s). It is the candidates responsibility to set up and remove any such aids

within the time allowed or the examination, and to ensure that any computer or other technical

equipment is ully operational beore the examination begins.

Summary task

In Grades 48 candidates are required to summarise an article read aloud by the examiner. The length

and subject matter o each article is listed in the grade requirements listed overlea.

The examiner reads the article aloud at a moderate pace, during which candidates may take notes.

Candidates intending to take notes during this task must bring a notepad and pencil or pen into the

examination with them.

Candidates will be given a ew moments to review their notes, and then be asked to give a verbal

summary o the content. At Grades 7 and 8 the summary is ollowed by a short discussion in which

candidates may be asked to express some views on the content.

One o the purposes o this task is to encourage careul and selective listening. Candidates should not

attempt to write down as i rom dictation every word o the article and then repeat it back verbatim.

Rather they should listen careully to the argument and/or views expressed in the article and note

down those details that appear to be relevant. In reviewing their notes, they may wish to alter the order

in which inormation is presented in the article. An eective verbal summary may be quite brie.

This is an inormal task and candidates will normally be invited to sit beore the examiner starts to read.

Guidance or candidates on individual examinations


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Communication Skills (individual)


Grade Communication Skills (individual) Marks

Initialmaximum8 minutes

1. The examiner will welcome the candidate. A ew introductory remarkswill be exchanged (approximately 1 minute).

10

2. The candidate will talk about a small object he or she has brought tothe examination room (approximately 2 minutes).

40

3. The candidate willEITHER introduce and tell a brie storyOR recount a memorable event.A brie conversation will ollow (approximately 3 minutes).

50

Foundation

Grade 1maximum10 minutes

1. The examiner will welcome the candidate. A ew introductory remarkswill be exchanged (approximately 1 minute).

10

2. The candidate will bring two small objects to the examination room and

EITHER use them to tell a storyOR explain their value and signicance (approximately 2 minutes).A brie conversation will ollow (approximately 1 minute).

40

3. The candidate will give a talk about a remarkable person, mybest riend, my most exciting holiday, or my avourite activity.Simple visual aids may be used (approximately 3 minutes). A brieconversation will ollow (approximately 1 minute).

50


1. The examiner will welcome the candidate. A ew introductoryremarks will be exchanged (approximately 1 minute).

10

2. The candidate will describe the planning and preparation or a specialevent (approximately 3 minutes). A brie conversation will ollow(approximately 1 minute).

40

3. The candidate will give a talk about a book or a lm/movie. Simple

visual aids may be used (approximately 4 minutes).A related conversation will ollow (approximately 1 minute).

50


1. The examiner will welcome the candidate. A ew introductory remarkswill be exchanged (approximately 2 minutes).

10

2. The candidate will attempt to persuade a riend EITHER to goon holiday OR to go on an outing OR to participate in an activity.The examiner will represent the riend and interact accordingly(approximately 4 minutes).

40

3. The candidate will give a talk about a current news item. Simple visualaids may be used i desired (approximately 4 minutes). A relateddiscussion will ollow (approximately 2 minutes).

50

Intermediate


1. Ater a brie introductory exchange, the candidate will attemptto persuade a riend to lend him/her a highly valued object.The examiner will represent the riend and interact accordingly(approximately 4 minutes).

30

2. The examiner will read aloud a descriptive passage o 200250 words.The candidate may take notes i desired. The candidate will then givea verbal summary o the main points (approximately 3 minutes).

30

3. The candidate will give a talk on a memorable experience. Visualaids may be used (approximately 5 minutes). Relevant discussion willollow (approximately 2 minutes).

40


1. Ater a brie introductory exchange, the candidate will attempt topersuade a dened person to support a charity or good cause. Theexaminer will represent the person to be persuaded (see guidanceon page 14) (approximately 4 minutes).

30

2. The examiner will read aloud an inormative passage o 250300words. The candidate may take notes i desired. The candidate will thengive a verbal summary o the main points (approximately 4 minutes).

30

3. The candidate will give an inormative talk on a personal interest,challenge or achievement. Visual aids may be used (approximately6 minutes). Relevant discussion will ollow (approximately 2 minutes).

40


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Grade Communication Skills (individual) Marks

AdvancedGrade 6maximum20 minutes

1. The candidate will present a prepared CV or a specied job ohis or her choice. The examiner will represent a potential employerand conduct an appropriate interview (approximately 5 minutes).

30

2. The examiner will read aloud a current news article o 300350 words.The candidate may take notes i desired. The candidate will then give averbal summary o the main points (approximately 4 minutes).

30

3. The candidate will give a presentation thatEITHER explains a processOR introduces a product or business enterprise(approximately 7 minutes).Appropriate discussion will ollow (approximately 2 minutes).

40

Grade 7

maximum23 minutes

1. The candidate will give a two-minute introduction to a local, regional

or national issue that requires immediate action. The examiner willthen conduct a radio/TV-type interview to probe the issues arisingrom this (approximately 6 minutes).

30

2. The examiner will read aloud a passage o 350400 words on travel,history or biography. The candidate may take notes i desired. Thecandidate will then give a verbal summary o the main points. A briediscussion will ollow in which candidates may be asked to expresssome views on the content (approximately 5 minutes).

30

3. The candidate will give a presentation on a social, medical ormoral issue to an imagined, dened audience o at least 20 people(see guidance on page 15) Audio and/or visual aids may be used(approximately 8 minutes). Appropriate discussion will ollow(approximately 2 minutes).

40


1. The candidate introduces a proessional, educational or social confictthat will require negotiation to be resolved, clearly stating a personalstandpoint and agenda. The examiner will adopt an opposing agenda.The candidate and examiner will then seek to resolve the confict ina manner which will be satisactory to both parties. Some agreementmust be reached within the time limit (approximately 6 minutes).

30

2. The examiner will read aloud a passage o 400500 words on science,technology, environmental issues, business or nance. The candidatemay take notes i desired. The candidate will then give a verbalsummary o the main points. A brie discussion will ollow in whichcandidates may be asked to express some views on the content(approximately 6 minutes).

30

3. The candidate will give a presentation to an imagined, denedaudience o at least 20 people on some aspect o the communicationprocess in advertising, politics, education or religion. This mayinclude a critical evaluation o communication tools such as: styles odelivery; vocabulary, structure and syntax; semiotics and non-verbalcomponents. Audio and/or visual aids may be used (approximately 8minutes). Appropriate discussion will ollow (approximately 3 minutes).

40


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Proessional Certicate in Communication Skills

Proessional Certicate inCommunication Skills

The Proessional Certicate in Communication Skills is intended to provide a ramework relevant to allproessional situations in which the need or clear and eective spoken communication in a variety o

contexts may be o paramount importance.

The examination comprises ve sections:

w Presentation Skills

w Speaking in Public

w Problem Solving and Confict Resolution Skills

w Summary and Feedback Skills

w Discussion.

The presentation task should not be considered as a role play scenario in which candidates adoptan imaginary character or role to which they aspire in the uture. Rather, the presentation should be

rooted in candidates current social, educational, work or proessional situation and background and

refect personal interests, experience and aspirations.

Candidates should reer to the relevant sections o notes on Grade examinations or individuals or

urther guidance on other sections.

Learning outcomes, assessment criteria and attainment descriptors or Advanced level grades in

Communication Skills apply to this qualication (see pages 12 and 13).

The Proessional Certicate is marked out o 100. The pass mark is 70. There is no Merit or Distinction.


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Proessional Certicate in Communication Skills Marks

1. PresentationThe candidate will give a presentation related to personal aspirations, job or career intentionsand/or interests to a dened, imagined audience o at least 20 people.Audio and/or visual aids may be used.

Maximum time 18 minutes

40

2. Speaking in Public

Fiteen minutes beore the examination begins, the examiner will provide the candidate withthree scenarios in which a public address will be required. Typical situations might include:introducing or thanking a speaker; opening or closing an event or ceremony; giving anaddress at a wedding or other ormal unction. The candidate will select one o the scenariosand give an appropriate verbal response. Brie notes on a single card are permitted.


20

3. Problem Solving and Confict Resolution Skills

The candidate will describe a real or imagined social or work-based problem that mayinvolve confict. The candidate will suggest some possible solutions and discuss with theexaminer how these might be presented to the relevant parties.


20

4. Summary and Feedback Skills

The examiner will read aloud an article or report o approximately 400 words. The candidatemay take notes i desired. The candidate will then give a verbal summary o the main points.A brie discussion will ollow in which candidates may be asked to express some views onthe content.


10

5. Discussion

The examiner and candidate will discuss some o the issues arising rom both the content

and delivery o the previous tasks.Maximum time 5 minutes

10

Maximum time allowed or examination: 40 minutes.



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Guidance or candidates on group examinations

Guidance or candidateson group examinations

Graded examinations or groupsGroup examinations are undertaken by groups o three or our candidates who are examined

simultaneously. Normally candidates will know each other and have worked together prior to the

examination, although this is not essential or Grades 15.

Grade examinations or groups progressively develop candidates ability to respond to questions,

to address a small group on a prepared subject, to give a persuasive address, to work with other

candidates to prepare and deliver presentations, to listen careully and summarise articles read

aloud and to participate in group discussion.

All candidates must wear name tags throughout the examination.

While prompt cards may be used, talks and presentations should not be written out in ull nor read

verbatim rom a script. These examinations do not assess the skill o reading aloud. Oral communicationdiers rom the language o written prose and candidates are expected to demonstrate their

understanding o this.

The style o delivery should be fuent and suitably relaxed, demonstrating a personal engagement

with the other group members and the examiner and awareness o techniques that may be employed

to engage and sustain their interest.

All Grade examinations or groups comprise two tasks.

Foundation level (Grades 13)

At this level candidates sit in a group with the examiner throughout the examination.

In Task 1 the examiner asks candidates in turn questions on a specied subject.

In Task 2 the examiner initiates a group conversation about a subject appropriate to the candidates

ages, cultural background and interests. The examiner will acilitate the discussion. All group members

are required to make an approximately equal contribution to the discussion.

Intermediate level (Grades 45)

At the start o the examination the examiner will sit in a group with the candidates.

In Task 1 candidates in turn address the group on a specied subject. I they wish, candidates may

stand to give their talks.

At Grade 4 candidates introduce a avourite book, lm or TV programme, suggesting reasons why

other group members might enjoy it. Candidates should not simply give a summary o the plot/ormatbut express some opinions about it. Other group members will ask appropriate questions.

At Grade 5 candidates are required to attempt to persuade group members to support a charity or

good cause. Again, other group members will ask appropriate questions and are encouraged to oer

alternative views/approaches.

In Task 2 the examiner initiates a group discussion on some o the issues arising rom Task 1 or on

another subject appropriate to the group. Candidates will usually remain seated throughout this task.


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Guidance or candidates on group examinations

Advanced level (Grades 68)

In Task 1 the candidates give a prepared presentation on a specied subject.

In these presentations there may be an element o role play, but this should not predominate.

Candidates may take personal responsibility or delivering certain elements o the presentation

but should not give elaborate perormances or enact imaginary personalities.

Candidates prepare and design their presentation or a specic (imaginary) audience o which the

examiner represents but one member. Candidates must inorm the examiner o the size and nature

o the audience. However, candidates are advised to design their presentations or a specic interest

group rather than an individual. So while at Grade 6 they might design a presentation or a group o

potential investors in our business proposal they should not design it or Bill Gates. The choice will

o course infuence the way in which the candidates prepare and deliver the presentation.

The examiner will within reason accept any premise oered by the group and interact accordingly

in role at the question and answer session that ollows the presentation.

Candidates may choose to change the layout o the examination room and stand or sit as they wish

during the presentation. It is the groups responsibility to make any changes to the layout o urniture,equipment, etc. and to set up and remove any audio visual aids and equipment within the time allowed

or the examination. It is also their responsibility to ensure that any computer or other technical

equipment is ully operational beore the examination begins.

For talks and presentations in which audio and/or visual aids are used, candidates should remember

that these are primarily an aid to good communication and never a replacement or personal skill.

Great thought should be given to the presentation, design and positioning o any visual aid in relation

to the speaker and listener(s).

In Task 2 candidates are required to respond to an article read aloud by the examiner. The length and

subject matter o each article is listed in the grade requirements listed overlea.

The examiner will read the article aloud at a moderate pace, during which candidates may take notes.

Candidates intending to take notes during this task must bring a notepad and pencil or pen into theexamination with them.

The candidates will be given a ew moments to review their notes. The examiner will then ask the

candidates in turn or a verbal response on the content, which will then lead onto a group discussion

on related issues. At Grade 7 candidates are additionally required to oer some opinion on the issues

raised in the article and at Grade 8 also to make suggestions on how a range o communication

tools might be used in a related presentation. Candidates will normally be seated in a group with the

examiner throughout the discussion.


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Communication Skills (group)For all group examinations candidates should wear name tags. Groups will consist o three orour candidates.

For all group examinations candidates should wear

name tags. Groups will consist o 3 or 4 candidates.

Grade Communication Skills (group) Marks

Foundation


1. The candidates will sit in a group with the examiner. The examiner willshow a picture or object and ask questions about it to the candidatesin turn (approximately 4 minutes).

50

2. The examiner will initiate a group conversation about a subjectappropriate to the candidates. All group members are required tomake an approximately equal contribution (approximately 4 minutes).

50

Grade 2maximum

12 minutes

1. The candidates will sit in a group with the examiner. The examinerwill ask the candidates in turn questions about aspects o

organising a successul party, celebration or event (approximately5 minutes).

50

2. The examiner will initiate a group conversation about a subjectappropriate to the candidates. All group members are required tomake an approximately equal contribution (approximately 5 minutes).

50


1. The candidates will sit in a group with the examiner. The examiner willask the candidates in turn questions about their personal avouriteplace. Candidates will respond giving reasons or their choices(approximately 7 minutes).

50

2. The examiner will initiate a group discussion about a subjectappropriate to the candidates. All group members are required tomake an approximately equal contribution (approximately 5 minutes).

50

IntermediateGrade 4maximum16 minutes

1. The candidates will in turn briefy introduce a avourite book, TVprogramme or lm/movie, giving reasons why other group membersmight enjoy it. Other group members will ask appropriate questions(approximately 2 minutes per candidate).

50

2. The examiner will initiate a group discussion either on issues arisingrom Task 1 or on another subject appropriate to the group. All groupmembers are required to make an approximately equal contribution(approximately 5 minutes).

50


1. The candidates will in turn briefy introduce a charity or good causeand attempt to persuade the rest o the group to support it. Othergroup members will ask appropriate questions (approximately

3 minutes per candidate).

50

2. The examiner will initiate a group discussion either on issuesarising rom Task 1 or on another subject appropriate to the group(approximately 6 minutes).

50

Communication Skills (group)


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Grade Communication Skills (group) Marks

Advanced


1. The group gives a presentation thatEITHER explains a processOR introduces a product or business enterprise.Each member o the group must make an approximately equalcontribution. Audio and/or visual aids may be used. The examinerwill then ask related questions (approximately 7 minutes or the

presentation and 2 minutes or questions).

50

2. The examiner will read aloud a current news article o approximately

250300 words. Candidates may take notes i desired. Candidates inturn will be asked to respond to the content. A group discussion onrelated issues will ollow (approximately 9 minutes).

50


1. The group gives a presentation on a local, regional or national issuethat requires immediate action. Each member o the group mustmake an approximately equal contribution. Audio and/or visual aidsmay be used. The examiner will then ask related questions to probethe issues arising rom the presentation (approximately 8 minutes orthe presentation and 3 minutes or questions).

50

2. The examiner will read aloud an article or report o approximately350400 words. Candidates may take notes i desired. Candidates inturn will be asked to respond to the content and oer some opinionon the issues raised. A group discussion will ollow (approximately10 minutes).

50


1. The group gives a presentation on the planning, strategy anddelivery o a proposed advertising campaign. Each member o thegroup must ocus on a specic aspect o the campaign (e.g. use odierent media, target audience, graphic design, visual imagery, etc.)The examiner will then ask related questions to probe the validity othe proposal (approximately 9 minutes or the presentation and

3 minutes or questions).

50

2. The examiner will read aloud an article or report o approximately400500 words. Candidates in turn will be asked to respond tothe content, oer some opinion on the issues raised and makesuggestions on how a range o communication tools might be used ina related presentation. A group discussion will ollow (approximately11 minutes).

50



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Options or urther studyDiplomas in Communication Skills (Public Speaking)

Trinity Guildhall oers two diploma-level qualications in Public Speaking.

ATCL Communication Skills (Public Speaking)

This qualication encourages candidates to prepare and perorm a programme o public speaking

tasks appropriate to a range o contexts. They will have the opportunity to achieve standards which

are comparable to other qualications available in the UK at Level 4 in the National Qualications

Framework or to the rst year o degree-level study.

There are no ormal requirements or this qualication but candidates are advised to have gained

a pass at Grade 8 in Communication Skills or the Trinity Guildhall Proessional Certicate in

Communication Skills or equivalent qualications/experience.

This is a single unit qualication. Candidates undertake a 45-minute examination in which they give ve

oral presentations intended or contrasting audiences. A viva and some related practical tasks will ollow.

LTCL Communication Skills (Public Speaking)

This qualication encourages candidates to bring aspects o proessional competence to their public

speaking. Perormance standards are comparable to other qualications available in the UK at Level 6 in

the National Qualications Framework or to the nal year o an undergraduate degree. Candidates are

encouraged to be thoughtul, refective speakers able to respond to direction, to interpret and to innovate.

Candidates are required to have gained an ATCL in Communication Skills (Public Speaking) or

Perorming (Speech and Drama, Musical Theatre or Perormance Arts) or a comparable qualication

or Approved Prior Learning.

There are three units to this qualication which may be taken in any order and must be completedwithin three years rom the date o the rst submission.

w Unit 1 Supporting Theory Public Speaking

Candidates sit a written paper o two and a hal hours in examination conditions. This unit is

oered twice yearly, normally in May and November.

w Unit 2 Refective Practice

Candidates submit an essay o approximately 4,000 words on the topic o oral communication,

refecting insights gained through our dierent examples o rst-hand experience.

w Unit 3 Perormance

Candidates undertake a 50-minute examination in which they give six oral presentations intended

or contrasting audiences. Followed by a viva and some related practical tasks.

Full details o requirements or all Trinity Guildhall diploma-level qualications, regulations or entry,

methods o assessment, assessment criteria, attainment descriptors and supporting inormation

are published in the current Trinity Guildhall syllabus or Diplomas in Drama & Speech Subjects.

Options or urther study


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Diplomas in Teaching Communication Skills/Education Studies

Trinity Guildhall oers two diploma-level qualications in Teaching (Communication Skills) and one

in Education Studies (Communication Skills).

ATCL Teaching (Communication Skills)This qualication is evidence that the candidate can plan and deliver a taught programme or a specic

learner or group o learners in a given setting and refect upon its eectiveness. The qualication is o

particular value to those working with individuals and small groups in studios and colleges. Assessment

standards are comparable to those o other qualications available at Level 4 in the National

Qualications Framework or to the rst year o degree-level study.

The minimum age or this qualication is 18 on date o registration. There are no ormal requirements but

candidates are advised to have gained a pass at Grade 8 in Communication Skills or the Trinity Guildhall

Proessional Certicate in Communication Skills or an ATCL in Communication Skills (Public Speaking)

or equivalent qualications/experience.

There are three units to this qualication which may be taken in any order and must be completed

within three years rom the date o the rst submission.

w Unit 1 Principles o Teaching

Candidates sit a written paper o two hours in examination conditions. This unit is oered twice

yearly, normally in May and November.

w Unit 2 Teaching Experience

Candidates submit a written project o approximately 3,000 words comprising two Case Studies

ocusing on the candidates teaching o one pupil and one group o pupils (minimum three pupils)

over a combined minimum o 20 hours veried teaching time. A 500-word Materials Project must

also be submitted.

w Unit 3 Practical Applications

Candidates lead an observed 30-minute teaching session or either an individual pupil or group opupils. Followed by a 15-minute viva.

LTCL Teaching (Communication Skills)

This qualication is evidence that the candidate can plan and deliver taught programmes or a range o

learners, learner groups and settings and evaluate their eectiveness. It is suitable or candidates who

will take responsibility or planning and teaching Communication Skills in schools, colleges and private

studios. Assessment standards are comparable to those o other qualications available at Level 6 in

the National Qualications Framework or to the nal year o degree-level study.

The minimum age or this qualication is 19 on date o registration. Candidates are required to

hold an ATCL in Perorming or Teaching or an equivalent vocational qualication or have Approved

Prior Learning.

There are three units to this qualication which may be taken in any order and must be completed

within three years rom the date o the rst submission.

w Unit 1 Principles o Teaching

Candidates sit a written paper o two and a hal hours in examination conditions. This unit is

oered twice yearly, normally in May and November.

w Unit 2 Teaching Experience

Candidates submit a written project o approximately 5,000 words comprising three Case Studies

ocusing on the candidates teaching o three groups o students over a combined minimum o

30 hours veried teaching time. A 1,500-word Scheme o Work must also be submitted.

w Unit 3 Practical ApplicationsCandidates lead an observed 40-minute teaching session or a class o 10 or more students.

Followed by a 20-minute viva.


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FTCL Education Studies (Communication Skills)

This qualication is evidence that the candidate can, on the basis o amiliarity with a range o

educational contexts, refect critically on personal practice and that o others, relate it to theory and

bring this experience to bear on the planning and implementation o programmes o teaching and

learning. In the UK this diploma is accredited at Level 7 o the National Qualications Framework.The minimum age or this qualication is 21 on date o registration. Candidates should be at a standard

comparable to at least LTCL Teaching and must have at least two years ull-time or our years

part-time veried teaching experience in the relevant eld.

There are two units to this qualication which must be completed within ve years rom the date o

the rst submission. Unit 1 must be approved beore the candidate can progress to Unit 2.

w Unit 1 Development Skills Teaching

Candidates carry out academic and/or action research on an approved topic based on an authentic

learning environment and submit a dissertation o approximately 12,000 words.

w Unit 2 Principles and Practice

Candidates give a ormal presentation on the dissertation and issues arising rom it. Followed by a30-minute viva.

Teaching diplomas are also oered in range o other subject-specic options. Full details o requirements

or these qualications, regulations or entry, methods o assessment, assessment criteria, attainment

descriptors and supporting inormation are published in the current Trinity Guildhall syllabus or

Diplomas in Drama & Speech Subjects.


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Appendix 1

Inormation and regulationsExamination centres

Examinations are conducted both at local public centres and at pre-registered school/educationalcentres. In the UK and Ireland, where there is no convenient public centre, Trinity Guildhall is happy to

arrange an Examiner Visit providing there are enough candidates to achieve the minimum ee level.

Those wishing to arrange an Examiner Visit should contact Trinity Guildhall directly. A guide to entering

candidates can also be downloaded rom the website at www.trinityguildhall.co.uk/drama

Outside the UK, local Centre Representatives may be able to arrange or an examiner to visit your school

or chosen venue. Please discuss your requirements with your Trinity Guildhall Centre Representative

well beore the examination centres closing date or entries (details o your Centre Representative can

be obtained rom Trinitys London oce and online at www.trinityguildhall.co.uk/drama).

Examination dates

Examinations are conducted throughout the year on dates agreed between Trinity Guildhall and itscentres. Public centres publish their approximate examination dates in advance. While Trinity Guildhall

will normally adhere to these published dates, circumstances may dictate that alterations are made and

Trinity Guildhall reserves the right to alter published examination dates as necessary.

Examination entries

Grade and Certicate examinations are open to everyone, irrespective o age. Candidates may enter at

any level without previously having taken any other examination in the same subject.

Applications or examination will be accepted by Trinity Guildhall on the condition that candidates will

be examined according to the requirements o the current syllabus.

All entries or examinations must be made on an ocial Trinity Guildhall entry orm. Each entry ormmust be accompanied by the correct entry ee as listed on the ee sheet enclosed with the orm. The

entry orm and ee must reach the Centre Representative by the published closing date. Do not send

entry orms or public centre examinations to Trinitys London oce except by prior arrangement.

Failure to complete the entry orm correctly or to submit it to the Centre Representative by the closing

date may result in the entry being reused. An additional ee will be charged i Trinity Guildhall agrees

to accept a late entry. Details o surcharges or late entries are given on the next page.

The person making the application (whether teacher, parent/guardian or adult student) must sign

and date the entry orm which constitutes an agreement to abide by Trinity Guildhalls regulations.

Correspondence will only be conducted with this person.

The names o candidates as shown on the entry orm will be those used to produce certicates. Any

errors in the original submission or changes o style which may be requested ater the certicate hasbeen issued will be subject to an additional charge.

A candidate who has entered or an examination at one centre is not entitled to transer the entry

to another centre, nor to deer the entry to a later session. I the candidate wishes to postpone

the examination or to take it at a dierent centre, he or she must make a new entry and pay the

appropriate ee. No reund o the original ee can be made.

An entry which has been made in the name o one candidate may not be transerred to another candidate.

Examination entry ees will not be reunded.

Trinity Guildhall reserves the right to reuse or cancel the entry o any candidate i such action is

considered to be necessary. When such a decision is taken by Trinity Guildhall, any entry ees submitted

will normally be reunded and the reason or the reusal or cancellation given.

Separate entry orms are needed or group & pair and or diploma examinations. These can be obtained

rom Centre Representatives or rom Trinitys London oce.

Candidates may not enter or dierent grades o the same syllabus strand in the same examination session.


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Appendix 1

Completing the entry orm

Please complete the entry orm in BLOCK CAPITALS except or the signature.

Each Grade entry orm includes space or 14 candidates. Where you have more than 14 candidates,

additional orms must be used and all orms stapled together. Each orm must be signed by the person

making the entry and the total ees on each orm must be written in the space provided on each orm.You may make one payment to cover all orms.

Separate Grade entry orms must be used:

w when a separate examination day is requested or dierent candidates

w or each teacher or school.

Do not ax entries under any circumstances.

Step-by-step guidance notes or completing the entry orm appear on the orm.

Fees

Examination ees are printed on a separate ee sheet enclosed with each entry orm. I the ee sheet ismissing, another copy can be obtained either rom your local Trinity Guildhall Centre Representative or

rom Trinitys London oce.

Closing dates and late entries

Details o closing dates are available rom your Centre Representative or Trinitys London oce. Those

completing entry orms are strongly encouraged to submit them in good time to meet the closing

dates. Entries received by Centre Representatives on or beore the closing date are accepted at the

published ees. Anyone wishing to make a late entry must contact the Centre Representative rst

beore completing the entry orm do not contact Trinitys London oce (except in the case o an

Examiner Visit entry). Late entries can be accepted only at the discretion o the Centre Representative

(not Trinitys London oce) and are subject to the ollowing surcharges:w Day ater closing date to 21 days beore the examination date: + 50% o published ee.

w 20 to 14 days beore the examination date: + 100% o published ee.

No entries can be accepted less than two weeks beore the examination date.

Trinity Guildhall and its representatives make no guarantee that acceptance o a late entry will result in

the examination taking place. I a late entry has been accepted but the examination cannot take place,

the ee will be reunded at Trinity Guildhalls discretion but the surcharge will be retained to cover costs

o administration o the late entry.

Examination appointments

The Centre Representative sends each candidate an appointment slip or examinations which mustbe brought to the examination and shown to the examiner. The appointment slip will give the date,

time and place o the examination together with the name o the candidate and the level or which

the candidate is entered.

Any errors on the appointment slip made by Trinity Guildhall must be notied to the Centre Representative

immediately. Candidates who have been mistakenly entered or the wrong grade by the person

completing the entry orm cannot change the grade on the day o the examination.

Candidates must attend on the date and time shown on the appointment slip. Wherever possible,

Trinity Guildhall and its representatives will try to meet requests or specic dates and times i these

requests are clearly shown on the entry orm. No guarantee is given by Trinity Guildhall that such

requests will be satised. No alteration to the date and time arranged can be made once appointment

slips have been issued.Candidates are required to be at the venue 15 minutes beore their time o examination. Trinity Guildhall

can make no allowance or lateness, whatever the reason. Candidates who arrive late may be required

to return at another time or date in order not to inconvenience other candidates who are punctual. In

such an event Trinity Guildhall reserves the right to charge an additional ee.


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Appendix 1

Examination procedures

Regulations concerning the duration o examinations and o sections within them must be adhered to.

Examiners may stop a candidate i an item signicantly exceeds the stated time-limit in order to ensure

that there is sucient time to complete all the remaining tasks.

I a candidate inringes examination regulations on a task, the examiner will continue to conduct theremainder o the examination without comment in order not to jeopardise the candidates perormance

o the subsequent tasks. The Examination report orm will then be returned by the examiner to

Trinity Guildhall at the end o the examination, rather than being issued to the Centre Representative, so

that a decision can be taken about the validity o the examination by the Chie Examiner. Trinity Guildhall

reserves the right to award no marks or invalid items. The outcome o reerred examinations will be

conveyed to the Centre Representative as soon as possible ater the matter has been considered.

For training, moderation and standardisation o marking standards, it may sometimes be necessary

or Trinity Guildhall to send more than one examiner to an examination session. Occasionally sample

examinations are recorded, although this is only ever done with the candidates prior agreement. Any

recordings are used solely or training and moderation exercises, and will not be released or any orm

o public broadcast and display.

Candidates with special educational needs/disabilities

Trinity Guildhall welcomes entries rom candidates with special needs/disabilities. The specic special

need(s) and any request(s) or special tests should be clearly notied on a Special Needs Request

orm and sent via the Centre Representative to Trinitys London oce beore entry is made so there

is adequate time or the provision o special tests. The condition and request or special tests, i

appropriate, should also be notied clearly in the appropriate section on the entry orm. Candidates

who require wheelchair access to centres should notiy the Centre Representative. All provision or

candidates with special needs is tailored to the particular needs o each candidate. In order to be most

benecial to candidates, as ull an explanation as possible o the nature o the condition should be given.

It is particularly important or candidates with special needs that their entries and ull details o the

condition are received on or beore the closing date or the examination. The time between the closing

date and the examination is used to prepare the appropriate materials examiners do not carry special

tests as a matter o course. Due to the extra preparation time required to provide individual tests or

candidates with special needs, late entries or entry orms which do not contain ull details o the nature

o the condition are very unlikely to be accepted.

Visually impaired candidates

Braille certicates are available or visually impaired candidates at no extra charge. Requests or Braille

certicates should be made at the time o entry.

Hearing impaired candidates

Hearing impaired candidates may use a sign-language interpreter who may be in the examination roomonly when his or her services are required. The interpreter must not be the candidates teacher or a relative.

Dyslexic candidates

Dyslexic candidates requesting special provision must supply a report rom an educational psychologist

(a chartered educational psychologist, a ull or aliate member o the Association o Educational

Psychologists or a person employed by a local education authority as an educational psychologist).

Reports rom psychologists o other disciplines (e.g. clinical) or non-psychologists are not acceptable.

Extra time or candidates with special needs

Extra time may be allowed on an individual basis according to the nature o the condition.

General notes

Please note that the same standards o assessment apply to all candidates. Only in the conduct o the

examination is allowance made, where appropriate, or a candidates condition.


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Reasonable adjustments and special consideration

By regularly reviewing the way in which we provide our examinations services, or example through

audits covering instances o disability, illness, accident or bereavement, Trinity Guildhall aims to identiy

the barriers or impediments to access.

Absence through sickness

A candidate who is sick and cannot take the examination may apply to the Centre Representative or

a re-entry permit, enclosing a medical certicate and the appointment slip. Applications or re-entry

permits must be made within 30 days o the examination date. The Centre Representative will orward

the medical certicate and appointment slip to Trinitys London oce who will issue a re-entry permit

or an examination at the same level in the same subject, which can be used or an examination within

12 months o the original examination date on payment o hal the current entry ee. I a re-entry

permit is used towards entry or a higher-level examination, the dierence in ee is also payable,

i.e. the ull ee o the higher-level examination less hal the ee o the lower level examination.

It is not normally possible to apply or a hal-ee re-entry permit or non-medical reasons, although

Trinity will be sympathetic to bona de cases in which appropriate evidence is provided.

Examiners are not permitted to accept either notice o withdrawal or medical certicates.

When sickness prevents a group member rom perorming, the examination can continue with a

substitute to read in or the missing person. The substitute perormer will not be assessed.

All examinations are assessed on the basis o the perormance given on the day o the examination

without regard to any external circumstances.

Results, marks and certicates

Examiners issue Examination report orms to the Centre Representative at the end o their complete

period o work at a centre (or on a ortnightly basis in larger centres). On occasion, it may be necessary

or the examiner to take the reports away or completion. The examiner will then orward the reports

to the Centre Representative at the next available opportunity. In turn, Centre Representatives issue

report orms to the person who signed the application orm. Examiners and Centre Representatives are

not allowed to give details o reports in any other way or to any other person. Centre Representatives

are not permitted to give examination results over the telephone.

Duplicates o lost Examination report orms cannot be provided, although a summary o the marks

obtained can be provided upon payment o a search ee. Such enquiries should be accompanied by the

candidates reerence number, the date and centre at which the examination was taken, the grade and

subject o examination, and the ee.

Examinations at Initial and Grades 18 are marked out o 100. Marks are awarded on the basis o the

ollowing attainment bands:

w 85 marks or more = Pass with Distinction

w 7584 marks = Pass with Merit

w 6574 marks = Pass.

The Proessional Certicate examination is marked out o 100 and the pass mark is 70. There is no

Merit or Distinction mark.

Successul candidates will receive a certicate showing the subject and level they have passed, as

well as the name o their teacher and school i this has been requested on the entry orm. For group

examinations, a certicate will be issued or each perormer.

Trinity Guildhall does not accept responsibility or the non-arrival o any Examination report orm,

marksheet or certicate ater it has been posted. A duplicate o a certicate which has been destroyedor lost in the post can usually be provided or examinations passed within the last 15 years. A ee is

payable or each replacement, and applications or replacement certicates should quote the centres

name, date o examination, candidates name and number, and include the ee.

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Certicates o special merit

Candidates who have passed Grades 18 solo and/or pair examinations either in a single syllabus strand

(e.g. Individual Acting Skills) or any combination o Drama & Speech syllabus strands, can apply or a

Certicate o Special Merit. Those who have achieved a Distinction at every grade will have the words

with Distinction added to their Certicate o Special Merit.To apply or a Certicate o Special Merit, send originals (not copies) o every certicate or report orm

to Trinitys London oce.

Appeals procedure

A new appeals procedure will come into eect rom 1 April 2011. For details o current procedures

please see www.trinitycollege.co.uk/appeals or contact Trinitys London oce.

Customer service

Trinity Guildhall strives constantly to update and improve its syllabuses. Amendments and additions are

published on the website at www.trinityguildhall.co.uk/dramaThe website is also the source o general inormation about Trinity Guildhall and its services.

A Customer Service Statement is available on the website.

Data protectionTrinity College London is registered as a Data Controller with the Inormation Commissioners Oice

in the UK under the Data Protection Act 1998. Please see the Trinity College London website

www.trinitycollege.co.uk or the most up-to-date inormation about our data protection procedures

and policies.

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Health and saety guidelinesWhen preparing or these examinations, every precaution must be taken to provide a sae environment

with adequate ventilation and light.

Floor suraces must be even and clean with no sharp projections.

Any urniture and presentation equipment such as fipcharts and whiteboards must be saely

positioned and have no dangerous edges.

When electrical equipment is used cables must be secure and not trailing across the presentation or

audience area.

Candidates should ensure that voice and body are warmed up beore an examination. They should not

place undue strain on their voices when speaking.

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Communication Skills Changes rom 2006 syllabus

The overall timings or some Grade exams have been modied to standardise requirements with otherDrama & Speech subject examinations oered by Trinity Guildhall.

Timings o some individual tasks have been modied to acilitate the writing o candidate reports.

Approximate word counts or the pieces used in the summary tasks (Grades 48) have been added.

The phrasing o some tasks has been claried.


Grade 2

Task 1: A ew introductory remarks will be exchanged replaces and discuss his or her interests.

Grade 3Task 1: A ew introductory remarks will be exchanged replaces and discuss one o his or her interests,

or example sport, music or books.

Task 3: The candidate is no longer required to comment on the news item. The candidate is no longer

required to bring the news item into the examination room.

Grade 4

Task 1: The examiner will conduct a brie introductory exchange beore commencing Task 1. No marks

are awarded or this element o the examination. The separate introductory task is no longer required.

An additional 10 marks are available or Task 2.

Task 3: The subject o the talk is now a memorable experience rather than some orm o

entertainment or experience which [the candidate] has or has not enjoyed.

Grade 5

Task 1: The examiner will conduct a brie introductory exchange beore commencing Task 1. No marks

are awarded or this element o the examination. The separate introductory task is no longer required.

An additional 10 marks are available or Task 2. The candidate must now attempt to persuade a dened

person rather than someone (see guidance on page 14).

Grade 6

Task 1: The separate introductory task has been removed. The examiner will exchange some words o

greeting with the candidate beore the examination begins but this is not assessed.

Task 2: The term presentation replaces demonstration talk.

Grade 7



Task 2: The subject or debate task has been replaced. The candidate is now required to introduce a local

regional or national issue that requires immediate action. A radio/TV-type interview on the issue ollows.

Grade 8



Task 2: The court case task has been replaced. The candidate is now required to introduce aproessional, educational or social confict that will require negotiation to be satisactorily resolved

and then seek to resolve the confict with the examiner. Some agreement must be reached within the

time allowed.

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Section 2: The section title Speaking in Public replaces Social and Reactive Speaking.

Section 3: The section title Problem Solving and Confict Resolution Skills replaces Problem

Solving Skills.


Grade 2

Task 1: This task has been re-designed.

Grade 3

Task 1: This task has been re-designed.

Grade 4

Tasks 1 and 2: These tasks have been re-designed.

Grade 6


Grade 7


Grade 8


Changes rom previous edition o the 2010 syllabus


Grade 3

Task 2: Now oers urther topic options.

Grade 8

Task 2: The topics or the passage read aloud have changed.

Appendix 3


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Notes


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Notes

Communication Skills Syllabus, 2nd Edition

Documents

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