Speaking in Public

LAMDA is recognised to award qualifications on the Regulated Qualifications Framework (RQF) in England by the Office of Qualifications and Examinations Regulation (Ofqual), in Wales by Qualifications Wales (QiW), and in Northern Ireland by the Council for the Curriculum, Examinations and Assessment (CCEA). 

All Speaking in Public exams are available online. Find out how to book here. 

Type of exam: Solo

Time allowance: 10 minutes 

• Delivering a prepared speech from memory, on a set subject
• Answering questions about how the speech was prepared 
• A conversation with the examiner (the learner will present the examiner with a choice of two topics) 

Please see the LAMDA Communication Graded Examinations Syllabus (2019).

Type of exam: Solo 

Time allowance: 15 minutes 

• Delivering a prepared speech from memory, on a set subject (at Grades 2 and 3 non-PowerPoint visual aids must be used and referred to)
• A conversation with the examiner (the learner will present the examiner with a choice of topics)
• Answering questions on speech preparation

Please see the LAMDA Communication Graded Examinations Syllabus (2019) for full details.

Type of exam: Solo 

Time allowance: 20 minutes 

• One prepared speech on a set subject 
• One prepared speech on an own choice subject 
• Visual aids must be used and referred to for at least one of the two speeches
• A conversation with the examiner about a topic (the examiner will present the learner with a choice of three) 
• Answering questions on speech preparation

Please see the LAMDA Communication Graded Examinations Syllabus (2019) for full details.

Type of exam: Solo 

Time allowance: 

Grades 6 & 7: 40 minutes (this includes 15 minutes for the Learner to prepare their impromptu speech)
Grade 8: 45 minutes (this includes 15 minutes for the learners to prepare their impromptu speech)

• One prepared speech on a set subject 
• One prepared speech on an own choice subject 
• Visual aids must be used and referred to for at least one of the two speeches
• One impromptu speech on a set topic (the examiner will provide the learner with a choice of three topics)
• Answering questions related to the speeches and technical terminology

Please see LAMDA Communication Graded Examinations Syllabus (2019) for full details.

All our syllabi are available for download, or you can purchase our full range of publications from our online shop.

You will need: 

• Communication Syllabus from August 2024 (for examinations from 1 August 2024)                       

These might also be useful:

• Teacher support material graded examinations in Communication
• Knowledge Matters Volume 3  
• Speaking Matters Volume 3 

Any equipment required must be brought to the exam by the learner: e.g. flip boards, laptops for PowerPoint presentations, etc. LAMDA are not able to guarantee that there will be any equipment at the exam centre, all equipment required is the responsibility of the learner. 

The set up required for any equipment is the responsibility of the learner and must be included in the time allowance of the examination as a whole. No extra time will be allowed for the setting up of visual aids.

Visual aids, when used appropriately, can enhance a speech and help bring it to life for an audience. When presenting a speech with visual aids, the learner should ensure that the visual aids are incorporated into the speech and that they are not just used as a 'backdrop'. If pictures, text or posters are used, they should be large enough to be visible to the imagined audience. If the learner is taking an examination in an unfamiliar room, it is sometimes helpful to attach the visual aids to a portable display board or similar for use in the examination. For ROA exams screen sharing is not permissible, and alternative screens or flip boards will need to be set up. 

No, the use of PowerPoint (or similar) presentations at Level 1 is prohibited. They can however be used for level 2/3 exams. If this option is chosen, we highly recommend that learners familiarise themselves with any equipment being used prior to the exam. 

For Level 3 Speaking in Public examinations (Grades 6 to 8), the Learner is required to present an impromptu speech. The choice of three topics will be provided to the Learner at the start of their examination. The Learner will then have 15 minutes in the examination room to prepare the speech. 

Please note: the Learner cannot use the internet to help with the preparation of their impromptu speech. If they are using an electronic device to prepare the notes for their speech, then they must ensure that they demonstrate to the Examiner that their device is in Airplane Mode, and they must remain in the view of the Examiner throughout their preparation.         
                                                                                                                                                                                                                                                                                                                     The learner may take a watch (analogue or digital) into the Examination room with them; however, it must not be a smart watch or a stopwatch. 

The Examiner will act as an invigilator during the impromptu preparation time and will let the learner know at regular intervals how much time they have left to prepare their impromptu speech. 

For example, they could use a visual aid to highlight a main point, to demonstrate something of interest or to engage the audience. It should be directly linked to the topic of the speech, and it should not detract from the speech itself. If pictures, text or posters are used, they should be large enough to be visible to the imagined audience. If the Learner is taking an examination in an unfamiliar room, it is sometimes helpful to attach the visual aids to a portable display board or similar for use in the examination. It is important for the Learner to remember that the use of visual aids does not always refer to pictures/posters but can refer to the use of objects, such as musical instruments or a football, to illustrate a speech about a hobby or personal interest. 

If a visual aid is small and may not be fully visible in the performance space, consider how that aid could still be used and could still be engaging for the audience. Could it be passed around, a picture of it enlarged and printed for display on a poster? 

Please note that if technical equipment is required for the use of visual aids, the Learner must provide their own equipment for use in the examination room. The set up and operation required for any technical equipment is the responsibility of the Learner and must be included in the time allowance of the examination as a whole. No extra time will be allowed for the setting up of visual aids. For ROA exams, digital visual aids must be presented on a different device to that used for the Zoom. 

We consider contemporary to be within the last 12 months and historical to be anything beyond the last 12 months.  

This may be classed as a hook and would be permitted if it supported the presentation - we would suggest that the clip is no longer than 30 seconds within the whole speech.  

As the awarding body we are not permitted to share our potential exam topics. The topics have been carefully selected to ensure that Learners do not need technical knowledge in order to create the speech and to give everyone a fair opportunity. The assessment criteria also do not require the Learner to have any technical knowledge. 

It is important that Teachers work with Learners to develop impromptu speech preparation skills prior to their examination to ensure they are fully ready. Learners should understand the structure of a speech and be able to use this structure to create a clear speech that is directly linked to the topic and that can be confidently delivered. They need to understand that the focus of the assessment is on the structure, development and delivery and not the technical knowledge contained within. 

We therefore recommend that Learners are given plenty of opportunity to practice impromptu speech development, ensuring their speeches have a clear structure, a strong beginning and a point of impact at the end. The Learner should always make sure that the link to the chosen title is not tenuous. It may be useful to use topics in the syllabus from other grades to practive with. 

For the performance section can this section/questions be moved to the resources section: https://www.lamda.ac.uk/lamda-exams/our-exams/performance/acting 

Notes are not permitted for the knowledge section of the exam.  

The Learner is required to state the key characteristics of the imagined audience to whom their speeches are given. This enables the Examiner to understand the context in which the speech has been written and it informs their understanding of the delivery. 

When planning a speech, the learner will need to prepare the speech with their intended audience in mind as this will govern the vocabulary they use, their body language and general style of presentation. By understanding the characteristics of this audience, the Learner can more effectively plan their speech, making their delivery more engaging and interesting for that audience. 

The Learner should be encouraged to be creative when thinking about their imagined audience – for example, it could be a group of their peers at school, a group of younger children, a youth club, a panel of local council members, or a neighbourhood committee. It is recommended that the Learner chooses a different imagined audience for each of their speeches as this will encourage contrast in content and delivery, as well as allowing the Learner to display a range of skills to the Examiner.