Please see the table below for the chnages to Communication Skills. These are effective as of 1 April 2025.
Grade and Task
Old Version
New Version
Rationale for change
Initial, Task 1 – Conversation
(Individual)
The candidate engages in a brief conversation led by the examiner on one or two of the following topics (the examiner chooses the topic(s)):
The topics for conversation have been updated and are now:
The conversation topics have been updated to ensure they are relevant and suitable for all participants. The new topics are designed to encourage candidates to engage easily in conversation.
Grade 1, Task 1 – Conversation
(Individual)
The candidate engages in a brief conversation led by the examiner on one or two of the following topics (the examiner chooses the topic(s)):
The topics for conversation have been updated and are now:
The conversation topics have been updated to ensure they are relevant and suitable for all participants. The new topics are designed to promote candidates’ further engagement including justifying responses.
Grade 2, Task 1 – Conversation
(Individual)
The candidate engages in a brief conversation led by the examiner on one or two of the following topics (the examiner chooses the topic(s)):
The topics for conversation have been updated and are now:
The conversation topics have been updated to ensure they are relevant and suitable for all participants. The new topics are designed to encourage an open conversation and to prompt candidates to make and discuss personal choices.
Grade 2, Task 3
(Individual)
The candidate gives a talk describing the planning and preparation of a special event.
The candidate gives a talk describing an event they have attended (eg birthday party, family event, festival, school trip, concert).
A description of the event rather than the planning is deemed more appropriate at this level.
Grade 3, Task 1 – Conversation
(Individual)
The candidate engages in a brief conversation led by the examiner on one or two of the following topics (the examiner chooses the topic(s)):
The topics for conversation have been updated and are now:
The conversation topics have been updated to ensure they are relevant and suitable for all participants. The new topics are designed to encourage an open conversation and the candidates to make some considered choices.
Grades 4 & 5, Task 3
(Individual)
Grades 4 & 5 Task 2
(Group)
The examiner engages the candidate in a discussion about the presentations. The discussion focuses on how the candidate prepared for the presentations and how vocal skills were used to communicate ideas, including the use of pause, emphasis and variations in phrasing and pace.
Two small updates to the wording “their ideas…” and “their use of pause…”.
This is to clarify that the focus of the discussion is on the candidate’s own preparation and use of skills in their presentations.
Grades 4 & 5, Task 1
(Group)
The candidates give a presentation. The examiner engages the candidates in a short discussion to gather further information.
The examiner will no longer ask questions about this presentation during the task. The questions will instead be saved for Task 2 – the Reflective Discussion.
For clarity and to reduce overlap between tasks.
Grade 5, Task 2
(Individual)
The candidate delivers a current news story as if for radio, podcast or TV.
The examiner asks questions from the perspective of different audiences
The candidate delivers TWO current news stories as if for broadcast (e.g. TV, radio, or social media) that contrast in subject and tone. The candidate should state who the intended audiences are before they begin.
[There is also a point of guidance for this task that candidates can read from a script.]
By requiring candidates to deliver two contrasting news stories, this allows candidates to showcase a wider range of skills. This includes the ability to adapt their tone and delivery to suit different types of news demonstrating their versatility and understanding of varied broadcast styles. Also, in the current media landscape, professionals often need to manage multiple stories and shift tones quickly.
The examiner will now ask questions about this task in Task 3 of this exam – the Reflective Discussion.
Grade 6, Task 2
(Individual)
The candidate presents a prepared CV for a job or training course/opportunity. The candidate should state the title of the job, course or work experience placement. The role should be relevant to the candidate’s own interests, experience and aspirations.
The examiner asks interview questions related to the role.
The candidate is interviewed by the examiner for a job, course, internship or work experience placement. The role chosen by the candidate should be realistic to their age experience and interests (eg a summer holiday job, a college course, an industry work placement) The examiner asks interview questions related to the role.
Some wording change for clarity.
The candidate no longer has to provide a copy of their CV in the Face-to-Face version (this is to align what happens in this format with the VC version).
Grade 6, Task 3
(Individual)
Grade 6, Task 2 (Group)
Face-to-Face (F2F): The candidate discusses with the examiner the content and delivery of the text of a speech, the text of which is provided by the examiner 15 minutes before the exam.
Digital (VC): The candidate discusses with the examiner the content and delivery of the text of a speech. The text will be chosen by the examiner from a selection provided in the support guide .
F2F and VC: The candidate discusses with the examiner the content and delivery of an advertisement. The text will be chosen by the examiner from a selection provided in the support guide .
The discussion focuses on the methods and tools used to communicate the possible intended message of the advertisement to an audience, including visuals, audio, and the medium for relaying the advertisement.
This task has been swapped with a similar task at Grade 7. This is to align the task better to the level of exam and the skills and knowledge required.
Grade 7, Task 1
(Individual & Group)
The candidate gives a presentation on a social issue to an imagined, defined audience of at least 20 people. The candidate should state who the intended audience is before they begin.
The examiner engages the candidate in a discussion including exploring alternative points of view.
The candidate gives a presentation on an issue (eg political, social, economic, health and wellness, technology, cultural, community) to an imagined, defined audience of at least 20 people. The candidate should state who the issue and intended audience is before they begin.
The examiner engages the candidate in a discussion including exploring alternative points of view.
To expand the range of topics available for this task, providing opportunities to include and reflect the diverse interests of candidates.
Grade 7, Task 2
(Individual & Group)
F2F: The candidate discusses with the examiner the content and delivery of an advertisement, the text of which is provided by the examiner 15 minutes before the exam.
VC: The candidate discusses with the examiner the content and delivery of an advertisement. The text will be chosen by the examiner from a selection provided in the support guide .
F2F and VC: The candidate introduces and analyses a speech given by a real-life public figure, covering its purpose, structure, meaning, and possible styles and tools for delivery.
The examiner will ask questions to further explore the candidate's analysis.
This task has been swapped with a similar task at Grade 6. This is to align the task better to the level of exam and the skills and knowledge required.
The speech is of the candidate’s own choice and they should prepare their analysis advance.
The candidate is also asked to share the text of the speech with the examiner.
Grade 8, Task 1
(Individual & Group)
The candidate gives a presentation to an imagined, defined audience of at least 20 people on an aspect of the communication process in advertising, politics or education. This may include a critical evaluation of communication tools such as:
The candidate should state who the intended audience is before they begin.
The examiner engages the candidate in a discussion about their presentation, including identification of and reflection on the range of communication skills used.
The candidate delivers a presentation exploring how a product or topic is communicated to its target audience through the media or advertising. The presentation should include analysis of the ideas conveyed and explain the effectiveness and impact of the communication methods and tools used.
The presentation should be delivered to an imagined, defined audience of at least 20 people.
Before they begin, the candidate should specify the intended audience, the audience size, and the venue where the presentation is taking place. (maximum time: 8 minutes) The examiner engages the candidate in a discussion to further explore their analysis. (maximum time: 3 minutes)
This has been re-worded for clarity. The topic choice available for this task has been opened up, providing opportunities to include and reflect the diverse interests of candidates.
Grade 8, Task 2
(Individual)
Face-to-Face: The candidate gives a public address in response to one of three scenarios, the outlines for which are provided by the examiner 15 minutes before the exam.
The candidate gives a two- minute public address in response to a scenario they have chosen from a selection provided in the support guide .
The examiner will ask the candidate which scenario they have chosen and will then ask the candidate to give their public address. Then the examiner will give the candidate an adjustment to make to their public address. The candidate will have two minutes to make the adjustment and will then be asked to present their public address again, this time incorporating the adjustment. The candidate should ensure that the public address stays within the two-minute duration and should therefore make edits to their speech where necessary. (maximum time: 6 minutes)
This task has been updated to allow candidates more time to consider, research and prepare their address. It also aligns the Face-to-Face version of this task with the VC version.
Grade 8, Task 3
(Individual)
Grade 8, Task 2
(Group)
The candidate presents an overview of a contentious issue of their own choice from current affairs, social media or politics to discuss, and explains both sides of the argument to the examiner. (maximum time: 5 minutes) The examiner asks questions exploring the issues involved.
The candidate presents an overview of an issue of their own choice from current affairs, social media or politics to discuss, and explains two differing perspectives to the examiner. The examiner asks questions exploring the issues involved.
Some small wording changes to add clarity to the task. The candidate is asked to explain two differing perspectives. This acknowledges the fact that there may be more than two perspectives to an issue. The word ‘contentious’ has also been removed.
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