For Teachers

Plain English Speaking in the School Curriculum
VCE English/ESL
VCAL Literacy Oral communication
VCAL Personal Development Skills
Victorian Essential Learning Standards (VELS)
Participation of Reluctant Public Speakers

Plain English Speaking in the School Curriculum

The Plain English Speaking Award provides opportunities for students to build self-confidence and extend their skills in researching, speechwriting and public speaking.

Entry in the competition supports student learning and assessment in VCE English/ESL by providing further opportunity to learn the key knowledge and practise the key skills required in either Area of Study 1 or Area of Study 3 in Units 1 and 3, in relation to Outcome 1 or Outcome 3. Participation in the Plain English Speaking Award also supports learning and assessment in VCAL Literacy (Oral Communication) and VCAL Personal Development Skills.

The Award supports learning and assessment in the Prep to Year 10 curriculum, in a range of Level 6 Victorian Essential Learning Standards (VELS) learning domains.

VCE, VCAL and VELS links to the Plain English Speaking Award are detailed below.

VCE English/ESL

Students' success in the Award depends on their ability to use the same kinds of key knowledge and skills as those described in the VCE English/ESL Study Design in Areas of Study 1 and 3, in relation to achievement of Outcomes 1 and 3:

Unit 3, Area of Study 1

key elements of oral language conventions and usage in a range of text types
features of spoken texts which successfully engage audiences
apply oral language conventions in a chosen oral text type

Unit 3, Area of Study 3.

strategies for constructing a sustained, coherent and logical argument [either orally on in writing]
gather, organise, analyse and synthesise information and ideas into a sustained, coherent and logical argument [oral or written]

In preparing and assessing students for VCE English/ESL Units 1 and 3 Outcome 3, teachers can use the Plain English Speaking Award as a context for task-oriented, authentic activities.

In preparing students for public speaking, teachers can involve the whole class in a range of related activities such as brainstorming ideas for speeches, delivering speeches in various class formats, and listening for a speaker's effectiveness.

Those students who may be reluctant public speakers can participate in significant supportive ways by providing 'critical friends' for speakers and by assisting in research and the writing of speeches.

VCAL Literacy Oral communication

In this unit learners will be able to use and respond to spoken language across a broad range of contexts.

The Plain English Speaking Award could be used to meet a number of the learning outcomes form either the Intermediate or Senior Literacy Oral Communication unit, in particular learning outcomes 1 and 3.

The research and writing of the presenter’s speech may also meet Literacy Reading and Writing learning outcomes.

VCAL Personal Development Skills

The purpose of the Personal Development Skills strand is to develop skills, knowledge and attitudes that lead toward:

social responsibility
building communities
civic responsibility
improved self-confidence and self-esteem
valuing civic participation in a demographic society.

The Plain English Speaking Award could also be used to meet outcomes from Intermediate Unit 1 Personal Development Skills or Senior Unit 2 Personal Development Skills.

Victorian Essential Learning Standards (VELS)

Students participating in the Award are able to demonstrate their knowledge, skills and understanding in various learning domains of the Victorian Essential Learning Standards, particularly in learning domains such as English, Communication, Interpersonal Development and Thinking Processes.

While public speaking is the main focus of the Award, students also practise and demonstrate research skills, observe and apply the strategies of effective speakers, refine their thinking and reflect on the benefits of working together.

English

The Level 6 Speaking and Listening dimension of VELS English describes knowledge, skills and behaviours closely related to the preparation and delivery of formal speeches:

students analyse critically the relationship between texts, contexts, speakers and listeners in a range of situations
they compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue
in their presentations, they make effective use of the structures and features of spoken language to deal with complex subject matter
they draw on a range of strategies to listen to and present spoken texts.

Communication

The Level 6 Listening, viewing and responding and Presenting dimensions of VELS Communication both describe knowledge, skills and behaviours closely related to the preparation and delivery of formal speeches.

In Listening, viewing and responding:

students identify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication
they use complex verbal and non-verbal cues, subject-specific language.

In Presenting:

(students) use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information
they provide constructive feedback to others and use feedback and reflection in order to inform their future presentations.

Interpersonal Development

The Level 6 dimension of VELS Interpersonal Development describes knowledge skills and behaviours related to social values and audience awareness in public speaking:

students demonstrate awareness of complex social conventions, behaving appropriately when interacting with others. They describe how local and global values and beliefs determine their own and others’ social relationships.

Thinking Processes

The Reasoning, processing and inquiry dimension in the Level 6 Thinking Processes domain describes knowledge skills and behaviours related to the ways students construct, authenticate and sequence their speeches:

(students) discriminate in the way they use a variety of sources. They generate questions that explore perspectives
they employ appropriate methodologies for creating and verifying knowledge in different disciplines.

The VELS Discipline-based domains in the Plain English Speaking Award

Student speeches in the Plain English Speaking Award frequently reflect learning gained in the Discipline-based domains. Due to the focus on social awareness in the Plain English Speaking Award, perspectives gained from Civics and Citizenship are prominent. Speeches also draw on students' knowledge of:

History
Geography
Economics
The Arts
Science

Participation of Reluctant Public Speakers

Many people are reluctant and fearful of having to speak in public. It is often said that next to death, giving speeches is the most feared event.

In any public speaking activities in schools, teachers consider the needs of all students and provide positive, alternative roles or 'comfort zone' speaking situations for students who are fearful of speaking in some public situations.

In relation to the Plain English Speaking Award, reluctant speakers will obviously not benefit from being coerced or cajoled into a public speaking role. However, all students can be involved in some way in the event by providing input for preparatory activities such as group discussions and research. Participation of all students in writing and editing speeches can also be encouraged.

Some reluctant speakers are encouraged to speak and gain confidence when they see that thorough preparation and practice makes a difference, and when they see their peers improving and gaining confidence in highly supportive settings.

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		For Teachers Plain English Speaking in the School Curriculum VCE English/ESL VCAL Literacy Oral communication VCAL Personal Development Skills Victorian Essential Learning Standards (VELS) Participation of Reluctant Public Speakers Back to Top Plain English Speaking in the School Curriculum The Plain English Speaking Award provides opportunities for students to build self-confidence and extend their skills in researching, speechwriting and public speaking. Entry in the competition supports student learning and assessment in VCE English/ESL by providing further opportunity to learn the key knowledge and practise the key skills required in either Area of Study 1 or Area of Study 3 in Units 1 and 3, in relation to Outcome 1 or Outcome 3. Participation in the Plain English Speaking Award also supports learning and assessment in VCAL Literacy (Oral Communication) and VCAL Personal Development Skills. The Award supports learning and assessment in the Prep to Year 10 curriculum, in a range of Level 6 Victorian Essential Learning Standards (VELS) learning domains. VCE, VCAL and VELS links to the Plain English Speaking Award are detailed below. Back to Top VCE English/ESL Students' success in the Award depends on their ability to use the same kinds of key knowledge and skills as those described in the VCE English/ESL Study Design in Areas of Study 1 and 3, in relation to achievement of Outcomes 1 and 3: Unit 3, Area of Study 1 key elements of oral language conventions and usage in a range of text types features of spoken texts which successfully engage audiences apply oral language conventions in a chosen oral text type Unit 3, Area of Study 3. strategies for constructing a sustained, coherent and logical argument [either orally on in writing] gather, organise, analyse and synthesise information and ideas into a sustained, coherent and logical argument [oral or written] In preparing and assessing students for VCE English/ESL Units 1 and 3 Outcome 3, teachers can use the Plain English Speaking Award as a context for task-oriented, authentic activities. In preparing students for public speaking, teachers can involve the whole class in a range of related activities such as brainstorming ideas for speeches, delivering speeches in various class formats, and listening for a speaker's effectiveness. Those students who may be reluctant public speakers can participate in significant supportive ways by providing 'critical friends' for speakers and by assisting in research and the writing of speeches. Back to Top VCAL Literacy Oral communication In this unit learners will be able to use and respond to spoken language across a broad range of contexts. The Plain English Speaking Award could be used to meet a number of the learning outcomes form either the Intermediate or Senior Literacy Oral Communication unit, in particular learning outcomes 1 and 3. The research and writing of the presenter’s speech may also meet Literacy Reading and Writing learning outcomes. Back to Top VCAL Personal Development Skills The purpose of the Personal Development Skills strand is to develop skills, knowledge and attitudes that lead toward: social responsibility building communities civic responsibility improved self-confidence and self-esteem valuing civic participation in a demographic society. The Plain English Speaking Award could also be used to meet outcomes from Intermediate Unit 1 Personal Development Skills or Senior Unit 2 Personal Development Skills. Back to Top Victorian Essential Learning Standards (VELS) Students participating in the Award are able to demonstrate their knowledge, skills and understanding in various learning domains of the Victorian Essential Learning Standards, particularly in learning domains such as English, Communication, Interpersonal Development and Thinking Processes. While public speaking is the main focus of the Award, students also practise and demonstrate research skills, observe and apply the strategies of effective speakers, refine their thinking and reflect on the benefits of working together. English The Level 6 Speaking and Listening dimension of VELS English describes knowledge, skills and behaviours closely related to the preparation and delivery of formal speeches: students analyse critically the relationship between texts, contexts, speakers and listeners in a range of situations they compare ideas, build on others’ ideas, provide and justify other points of view, and reach conclusions that take account of aspects of an issue in their presentations, they make effective use of the structures and features of spoken language to deal with complex subject matter they draw on a range of strategies to listen to and present spoken texts. Communication The Level 6 Listening, viewing and responding and Presenting dimensions of VELS Communication both describe knowledge, skills and behaviours closely related to the preparation and delivery of formal speeches. In Listening, viewing and responding: students identify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication they use complex verbal and non-verbal cues, subject-specific language. In Presenting: (students) use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information they provide constructive feedback to others and use feedback and reflection in order to inform their future presentations. Interpersonal Development The Level 6 dimension of VELS Interpersonal Development describes knowledge skills and behaviours related to social values and audience awareness in public speaking: students demonstrate awareness of complex social conventions, behaving appropriately when interacting with others. They describe how local and global values and beliefs determine their own and others’ social relationships. Thinking Processes The Reasoning, processing and inquiry dimension in the Level 6 Thinking Processes domain describes knowledge skills and behaviours related to the ways students construct, authenticate and sequence their speeches: (students) discriminate in the way they use a variety of sources. They generate questions that explore perspectives they employ appropriate methodologies for creating and verifying knowledge in different disciplines. The VELS Discipline-based domains in the Plain English Speaking Award Student speeches in the Plain English Speaking Award frequently reflect learning gained in the Discipline-based domains. Due to the focus on social awareness in the Plain English Speaking Award, perspectives gained from Civics and Citizenship are prominent. Speeches also draw on students' knowledge of: History Geography Economics The Arts Science Back to Top Participation of Reluctant Public Speakers Many people are reluctant and fearful of having to speak in public. It is often said that next to death, giving speeches is the most feared event. In any public speaking activities in schools, teachers consider the needs of all students and provide positive, alternative roles or 'comfort zone' speaking situations for students who are fearful of speaking in some public situations. In relation to the Plain English Speaking Award, reluctant speakers will obviously not benefit from being coerced or cajoled into a public speaking role. However, all students can be involved in some way in the event by providing input for preparatory activities such as group discussions and research. Participation of all students in writing and editing speeches can also be encouraged. Some reluctant speakers are encouraged to speak and gain confidence when they see that thorough preparation and practice makes a difference, and when they see their peers improving and gaining confidence in highly supportive settings.
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