Paper 2 Question 5: Speech Model Answer (AQA GCSE English Language) : Revision Note
On this page we’ve included a fully annotated sample speech answer to a real past paper Question 5 from Paper 2 of the AQA English Language GCSE. Underneath the example answer, we show you how to structure a full-mark answer, and include some expert tips on how to get to that top grade.
Paper 2 Question 5 Grade 9 speech model answer
If you want to achieve a Grade 9, you should be aiming for a Level 4 across two assessment objectives: AO5 and AO6. Here is a past paper question and an example of a full-length Level 4 model answer.
Worked Example
‘Education is not just about which school you go to, or what qualifications you gain; it is also about what you learn from your experiences outside of school.’
Write a speech for your school or college Leavers’ Day to explain what you think makes a good education.
[24 marks for content and organisation
16 marks for technical accuracy]
[Total: 40 marks]
Answer
What’s the purpose of a good education? Knowledge? Exam results? Or learning about how to live life well?
We have just spent the last 12 years of our lives in classrooms, and so much of that time has been focused on preparing for the next exam. SATs. End-of-term tests. Mock exams. GCSEs. It feels like we’ve all been on an endless treadmill. Well, my fellow students, I’m here today to tell you something controversial: I believe exams aren’t all that important.
The harsh reality is that qualifications only get you so far in life. An education charity recently found that in interviews, employers are more concerned with someone’s accent, clothing and confidence than they are with GCSE results. No exam can prepare you for shaking an interviewer’s hand or to help you know what to wear to an interview. I’m not saying that we should conform to the out-of-date expectations of these employers or change the way we speak. All I’m saying is that knowing some of these things will help us tackle tricky situations like writing a CV or applying for a mortgage. Employers in 6 out of 10 industries also say that they value real-world experience over qualifications. We are really lucky that our school organised such a great work experience week for us, but more real-world experience would benefit us even more as we move on to further study or the world of work.
If a good education is about learning important skills and values, we need to look beyond exam results and league tables. Some of the most constructive things I’ve done since I started school were outside the classroom. After-school clubs have taught me so much about how different people in society think and helped me to find my own voice. Our Year 10 residential helped me understand the benefits of independence and being more resilient. Being in the netball team has taught me teamwork and determination. Confidence. Independence. Perseverance. I learned all of these values at school, but not as part of the official curriculum.
I know I may be shocking some of you here today (especially our teachers!) but I am certainly not suggesting that qualifications are unimportant. All I am suggesting is that we define a good education as much more than a set of grades. If schools and politicians realised the enormous benefits of cultivating the person, and not just the student, then all of us in society would benefit. I would welcome any opportunity to become a self-sufficient and independent young person, ready for whatever the future brings.
In two hours, we will all officially be school leavers. As you walk out of those school gates, embrace the opportunities that life has to offer, and remember: none of us are defined by our results, but only what we do with them!
Thank you for listening and good luck!
Why would this speech achieve top marks?
The answer convincingly matches the required purpose and audience:
The audience is addressed directly several times (“fellow students” and “teachers”)
The anecdotes used are appropriate for a speech in a school
Sustained crafting:
It is very clearly planned, its structure is easy to follow yet sophisticated
The introduction puts across the writer’s point of view clearly
Each paragraph uses elements of the task ("qualifications" and then “experiences”) as separate points
The argument is also balanced, introducing a counter-argument, but this is well challenged
Sentences are varied throughout for effect
A wide range of ambitious vocabulary and punctuation is used throughout:
These choices are accurately used and always add meaning or impact
A range of linguistic devices are confidently used for effect:
Imperatives, direct address and anecdotes are used to emphasise points of the argument
Writing a GCSE English Language speech
For top marks, you’ll need to carefully consider:
The tone:
The sound of the writer’s “voice”
The register:
The vocabulary and phrasing
The style of the writing:
The sentence structure and overall structure
All of these should be appropriate for the form, audience and purpose of the piece of writing. For example, your register would need to be more formal for a letter written to an MP than in a speech in a school assembly.
Breaking down the task
To work about what to include and how to write your answer, first perform a GAP analysis (what/who/why):
Genre (what) | A speech |
|---|---|
Audience (who) | School/college students (your classmates) |
Purpose (why) | To explain your point of view |
This task asks you to write a speech to be delivered to your peers
This means that your language can use some colloquialisms, but should still be written using Standard English
Avoid the use of slang or terms that an examiner would not understand
As the task asks you to explain your point of view on quite an emotive topic, you will need to sound convincing:
It will be necessary to use persuasive techniques
However, ensure you maintain a calm and controlled tone and a balanced argument
Expected features of a speech
These are the basic features of a speech or talk the examiner would expect to see:
A clear introduction
This needs to be engaging and motivating
Your introduction should:
Introduce what the speech is about
Address the audience directly
Use a persuasive device to hook the audience
A well-structured argument:
Paragraphs begin with topic sentences
Paragraphs are effectively linked
Objection to the argument (or a counter-argument) is handled in a paragraph
A dynamic and memorable conclusion
Examiner Tips and Tricks
For top marks, you should be aiming to write a piece of non-fiction that is convincing.
If you are writing a speech to be given to a school audience, you could use personal references or the occasional bit of informal language, for effect. However, make sure the examiner will still be able to follow the meaning of your writing at all times.
Structuring your speech
Planning your GCSE speech
Once you are sure of the form you should write in, and you have considered your audience and the tone you wish to adopt in your writing, you should 10 minutes planning the content (and the order of your content) of your response:
Mind-map or write a list of points and techniques to use:
It can also be helpful to number your ideas to structure your answer in a specific order
You can use the ideas you read in the texts in Section A, as well as your own experiences
Try to include what persuasive techniques you will use for each point of your argument
Your speech should be structured into 5–6 paragraphs:
Each paragraph does not have to be the same length
Better answers vary the lengths of their paragraphs for effect
Develop separate ideas or points in each paragraph
Examiner Tips and Tricks
It is up to you whether you choose to argue for or against the statement, as long as you plan your argument, develop it thoroughly and sustain it throughout.
The examiner is not grading you on how much you know about the given topic, as it is impossible to predict what subject matter will be on the paper. You are marked on your ability to construct a convincing argument, so feel free to make up facts and anecdotes as long as they sound realistic.
Step-by-step guide to structuring your speech
Directly address the audience:
Introduce your argument — what you are speaking about, why you are speaking and what your opinion is
Consider your use of pronouns, e.g., “you” or “we”
Offer a fact or some research to support your opinion:
This will gain you credibility and prove you are knowledgeable about the topic
These can be made up, but make sure they are plausible
Engage the audience on a personal level using a counter-argument:
This suggests you understand your audience and have already considered their concerns
Provide an anecdote to offer an example which proves your argument:
This builds rapport with your audience by engaging with them on a personal level
Offer more research or studies in the form of:
Statistics
A witness statement
A poll
A quote from an expert
End your speech with an emotive plea or solution to the issue:
Use emotive language to engage your audience
Ending your speech on a single sentence, perhaps using a triplet, is an effective conclusion
Examiner Tips and Tricks
Always write with your intended audience in mind.
Address them directly throughout your writing, mention their specific concerns and ensure you develop your points in a way which would convince your specific audience.
Putting your speech ideas into a paragraph
Let’s look at how you might turn your ideas into paragraphs that hit the highest levels of the mark scheme for both assessment objectives (AOs) for this question.
The AOs are:
Name | Description | |
|---|---|---|
AO5 | Content and communication | Writing in a clear, creative and engaging way:
|
AO6 | Technical accuracy | Writing accurately:
|
The following is reflective of a full-mark answer for both AO5 and AO6. Below it, we’ve included an explanation of the types of things you need to include to reach this mark:
Worked Example
Education, education, education. The importance of this word has been drilled into us since the age of four. We spend at least twelve of our childhood years going to school and working towards qualifications which, we are told, are essential if we want to get good jobs and be useful members of society. But how many employers actually care what grades we achieve in our GCSEs? Fellow students, I am here today to explain what I think really makes a good education.
Firstly, there is lots of evidence to suggest that today’s employers value experience and expertise over qualifications; in a recent survey, 81% of top employers stated that they would look more favourably on young candidates who have sought out experience relevant to their chosen field.
Point from the mark scheme | Method used and why it’s effective |
|---|---|
Creative and engaging ideas (AO5) | A triplet immediately draws attention to the main topic of the speech |
Matched to purpose (AO5) | The rhetorical question directly engages the audience with a scenario relevant to them |
Inclusive pronouns (“we”) and direct address (“you”) demonstrate that this response understands who the intended audience is | |
Organisation of ideas (AO5) | Discourse markers (“Firstly”) develop the argument fluently and cohesively |
Ambitious vocabulary (AO6) | Use of formal vocabulary such as "qualifications" and “candidates” adds authority and credibility |
Sentences and punctuation for effect (AO6) | A semi-colon adds information to the initial declaration — this adds support and evidence for the point |
Learn more and test yourself
For more great tips and tricks, check out our dedicated revision notes on how to write a speech for GCSE and our student-friendly Paper 2 Question 5 mark scheme.
You can also test yourself on Paper 2 Question 5 by building your writing skills with our Paper 2 Question 5 multiple-choice questions and by writing your own speech and getting it marked by Smart Mark, our AI model created by English Language experts.
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