Classroom-Based Assessment 2: Oral Communication Task

Over the three years of junior cycle, students will have many opportunities to engage in tasks and activities to develop their communicative competence. As students engage in real-life tasks and experiences using the target language for the purpose of communication, they learn to interact with confidence in everyday situations across the personal, educational and public domains of language use. Communication is multi-modal and the development of oral language proficiency is vital in developing overall communicative competence. To this end, the development of oral language proficiency from the outset is crucial in supporting students’ overall language development.
For this CBA CBA
Classroom-Based Assessment the student will prepare and present an oral communication task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. to their peers and their teacher. The purpose of this CBA CBA
Classroom-Based Assessment is for the student to demonstrate their oral language proficiency in line with the learning outcomes of this specification and the Features of Quality for CBA CBA
Classroom-Based Assessment 2. In preparing for the Oral Communication Task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. , students will use knowledge and skills they have developed over time, including reading, writing, listening, and basic research. 
This CBA CBA
Classroom-Based Assessment builds on the developmental and progressive nature of language learning and students’ understanding of themselves as communicators. When students are given opportunities to interact in
the target language as part of normal classroom practice, they develop their confidence in using the target language for the purpose of communication. Opportunities may include but are not limited to short and simple tasks to achieve real-life goals, role plays, and/or presentations to an audience Audience
a group of people together in one place to watch or listen to a play, film, someone speaking. The audience of a written text refers to the person or group to whom the text is addressed. .
The SLP SLP
Student Language Portfolio will be an important resource which will provide students with the necessary ongoing practice and support in developing oral proficiency in preparation for the CBA CBA
Classroom-Based Assessment 2. Each student’s language portfolio will contain a range of texts including oral texts. Students should be encouraged to create very short and simple oral texts from the beginning of first year, and as their oral language proficiency increases, their texts will increase in length and complexity, in line with the learning outcomes of the specification and the student’s age and stage of development.

EVIDENCE OF LEARNING

For the second Classroom-Based Assessment, the student will prepare and present an oral communication task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. to their peers and their teacher. In completing CBA CBA
Classroom-Based Assessment 2, students demonstrate their communicative ability in real-life situations with fluency, accuracy and range of vocabulary in line with the learning outcomes of the specification, the Features of Quality for CBA CBA
Classroom-Based Assessment 2 and the student’s age and stage of development.
The focus of the Oral Communication Task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. can be an aspect of the target language countries/ communities or culture; or on a simulation of a real-life experience in a target language country; or on a topic or stimulus of personal interest.
Students may work individually, in pairs or in groups. However, where students have collaborated to complete the activity, the teacher should ensure that each student makes a meaningful individual contribution. In completing the Oral Communication Task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. , students may choose any one of the following formats: 

• an interview
• a role-play
• a presentation
• a conversation in response to stimulus material.

Each of the formats will include a number of straightforward unscripted follow-up questions by the teacher. The student can ask for repetition and some help with the formulation of their reply to manage these questions. While the student cannot repeat the same material or task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. for both Classroom-Based Assessments, they may consider items from their language portfolio as a stimulus when preparing for their second Classroom-Based Assessment.