Grade 10 is the first exam in Trinity’s Advanced stage. It is a 25-minute speaking and listening exam with five assessed phases. Candidates organise and present an argument, lead a discussion, respond to an unfamiliar situation, interpret what they hear, and explore broader issues with the examiner. They show they can defend a view and qualify it when new information changes the discussion. 

The candidate prepares a topic of their own choice, separate from the listed conversation subjects. The presentation needs a clear question or argument, supporting reasons and examples, and a conclusion that invites discussion. For example, using the rooftop garden shown in the thumbnail, the candidate might ask, Should our building turn its unused roof into a shared garden? They could explain who would benefit, consider the cost of maintaining it, and finish by inviting the examiner to question their proposal.

After the presentation, the candidate leads an exchange about the ideas they have raised. They invite the examiner’s views, respond to objections, and develop points that deserve more attention. If the examiner asks, “Would the garden still be worthwhile if only a few residents used it?”, the candidate might acknowledge that concern, suggest a trial period, and ask what evidence would justify a longer commitment. This shows how they can adapt an argument as the conversation develops. 

The examiner introduces a situation, and the candidate takes responsibility for exploring it. Suppose the examiner says, “Two colleagues gave me completely different accounts of the same meeting.” The candidate could ask what the colleagues disagree about, consider why their accounts differ, and revise an initial assumption as the examiner reveals more. The skill is choosing a follow-up question that helps both speakers understand the situation better.

The examiner reads three short passages. The first two are incomplete, and the candidate supplies a plausible ending in a few words. After the third, the candidate answers a question by drawing an inference from what they heard. For example, if a speaker describes people arriving with tickets, finding the doors locked, and checking their phones for a message, the listener might infer that an event has been postponed. A brief answer is enough when it fits the clues.

Candidates prepare one of two subject lists, and the examiner chooses two subjects from that list. One list covers family roles, communication, the school curriculum, young people’s behaviour, internet use, and designer goods. The other covers international events, equal opportunities, social issues, the planet’s future, scientific developments, and managing stress. Candidates exchange views and help shape the direction of the conversation. For instance, a discussion about equal opportunities might explore whether offering everyone the same resources is enough when their starting points differ. 

Candidates develop and defend arguments, summarise another person’s position fairly, and distinguish between what they know and what they infer. For example, “The survey shows that residents like the idea, but it’s less clear how many would volunteer” makes a more precise claim than simply saying the project has support. Candidates also use stress, pauses, and intonation to highlight important distinctions and give the examiner room to respond.