At GCSE level, many lower-ability students struggle with the amount of writing required on examinations, particularly with the introduction of new more rigorous specification where extended writing questions are more prevalent. This is particularly obvious in the new GCSE Religious Studies where students are now required to complete 4x12 mark questions on each of the two exam papers.
Working with a group of lower-ability students I have found that by getting them to explain their responses to me, before putting pen to paper, usually allows them the time to think through their response and give a higher-quality response rather than immediately writing down without any prior thought.
My proposal is to therefore investigate techniques whereby lower-ability students can develop their exam technique through oracy. I aim to start this by comparing written responses to oral responses. I aim to use technology to record (audio or video) pupils responding to exam question and compare the quality of their answers to written responses. My theory is that when using oracy, pupils responses will be of a higher quality as a result of the dialogue process.
From here, I then want to explore how students might use techniques such as these in exam conditions. Can students continue to use oral langaage techniques, whilst under exam conditions. Furthermore, for those students who are allocated a scribe, would this method help them in dictating their response?
I will evidence my findings through sharing audio/video recordings and comparing to written exam responses.