With generous support from Paul Hamlyn Foundation, we piloted the LAMDA Level 2 Award in Speaking and Listening Skills with 10 schools across England in autumn 2015. Their engagement and feedback has helped us create a qualification that is fit-for-purpose and easy to integrate within existing schemes of work.

Our Pilot Schools

John Henry Newman School, Stevenage, Hertfordshire
www.jhn.herts.sch.uk

Kensington Aldridge Academy, North Kensington, London
www.kensingtonaldridgeacademy.co.uk

Morpeth School, Bethnal Green, London
www.morpethschool.org.uk

Prendergast School, Lewisham, London
www.prendergast-school.com

Prendergast Vale School, Lewisham, London
www.prendergast-vale.com

Riddlesdown Collegiate, Purley, Surrey
www.riddlesdown.org 

Seven Kings School, Ilford, Essex
www.sevenkings.school

St Thomas Aquinas Catholic School, Birmingham, West Midlands
www.stacs.org

Tendring Technology College, Frinton-on-Sea, Essex
www.tendringtechnologycollege.org

William Hulme’s Grammar School, Manchester
www.whgs-academy.org

Case Study: Riddlesdown Collegiate, Purley, Surrey

FROM THE PRINCIPAL

“This qualification is really important to Riddlesdown Collegiate because it is giving our students the experience of being able to research ideas, present them and gain confidence in doing so. It is developing learners who are far more mature, capable and ready to face all sorts of different challenges in the future. We impress upon our students the importance of aiming high. We hope that working on this project will give them the confidence to aspire to be the best they can in the future.”

Soumick Dey

FROM THE TEACHERS

“Part of our school motto is about leadership and this qualification really complements the work we do in terms of students driving their own learning and becoming more resilient. They’ve learned that they can develop their own ideas and having the freedom of choice over subject matter has really motivated them. We stress the importance of valuing others’ contributions and the qualification puts a strong emphasis on developing this important skill. We teach students to aim high and through our work on the new LAMDA Award we’ve seen some outstanding progress.”

Philippa Bigden

“The time we spent on the Speaking and Listening Skills qualification has enabled me to get to know my class far better. They are all expected to speak, so you get contributions from your quieter students who perhaps aren’t so confident in the beginning. And now I know they enjoy working independently, I will try to allow them more freedom to explore this in the future.”

Joanne Gibson

FROM THE STUDENT

“It was great to write a speech on something I was passionate about.”

Sydney

Click here for more information about Riddlesdown Collegiate.

Case Study: William Hulme's Grammar School, Manchester

FROM THE PRINCIPAL

“Speaking and listening skills are essential for our children. We want to inculcate in them the abilities they need to thrive in later life and teach them not only how best to articulate their own ideas, but also how to listen to each other, synthesise arguments and have a constructive debate. We want our students to believe that when they go into interviews in the future or have to do presentations they can compete with anybody, whatever their educational background. This is one of the most fundamental values of our school and in this sense; this qualification could have a huge impact.”

Peter Mulholland

FROM THE TEACHERS

“These are essential skills that should be learned from the word 'go' in secondary schools. This qualification offers an opportunity for our students to engage in proper speaking and listening work that will actually lead to them gaining a useful qualification. These skills extend into so many subjects beyond English and into many real life situations.”

Jonathan Wise

“One of the strands of our whole-school strategy is enabling our students to become employable and prepared ready for life after school. The speaking and listening project has been instrumental in that, as students have actually had to think about the responses they give to questions. They are also coming up with their own questions in discussion and this is helping them become not only more resilient, but also more thoughtful and reflective. In addition, it’s enabling them to focus on Standard English and the way in which they use language to represent themselves as individuals, both in the classroom and beyond.”

Caithy Martin

Click here for more information on William Hulme's Grammar School.

Case Study: Seven Kings School, Ilford, Essex

FROM THE DEPUTY HEAD

"The idea of developing communication skills and articulacy is something I personally, and the school, are really passionate about. If we can develop those skills at Key Stage 3 then as students move up the school it will have a huge impact, not just in terms of academic outcomes, but also in terms of cultural capital and the doors it will open to them when they move into wider society."

Tanya Coleman

FROM THE HEAD OF ENGLISH

“I’ve seen students who are sometimes quite reticent to speak, people who are not natural leaders, now taking on a leadership role in discussion. They are following each other’s examples and developing the technique of inviting peers to speak and making sure everyone is contributing. I’ve also been surprised to see students taking on dramatic roles within a discussion, almost taking on a ‘persona’ to improve a discussion. I think that’s an important life skill you use in job interviews and presentations.”

Dean Amphlett

Click here for more information about Seven Kings.

Twitter News

Follow