ESOL Skills for Life - Entry 2 - Qualification Guide

NOCN Entry 2 Certificate in ESOL Skills for Life

National Open College Network The National Open College Network (NOCN) is a major awarding body providing a national framework of credit units and national qualifications. NOCN offers a complementary range of national and local services including curriculum development to support local, regional and national demand. NOCN works with providers, employers, sector bodies and others to develop flexible and responsive credit based awards and qualifications that widen access to lifelong learning and address exclusion, participation and achievement. The NOCN Credit and Qualification Framework provides opportunities for learners to achieve unit credits and use these to provide a route to full qualifications and further learning. Quality assurance, supported at the point of delivery, underpins all NOCN credit achievement and qualifications. The NOCN Entry 2 Certificate in ESOL Skills for Life is designed to fit within NOCNs flexible framework. The qualification develops the skills and knowledge that will enable people who have arrived in the UK, and who are intending to live in the UK, to speak, understand, read and write English. NOCN, through its Open College Network (OCNs), has over 3,000 centres across the UK. NOCN approves centres that can demonstrate the ability to meet national requirements for course delivery and quality assurance to support credit awards and qualifications. NOCN has wide-ranging experience in centre and programme approval and supports centres locally to ensure all awards are valid and valued.

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Contents 1. About the qualification................. ..3 2. Who is the qualification for?................. ........................................................................5 3. Offering the qualification .............................................................................................7 4. Achieving the qualification ................ ...9 5. The qualification units ............... ..10

Speaking and Listening Introduction........................................................................................................................10 Unit ....................................................................................................................................12 Guidance on Writing Centre Devised Assessments and Assessment Mark Sheets ........14 Skills and Language Required...........................................................................................18 Generic Performance Descriptors ....................................................................................26 Exemplar Internal Assessment Tasks (Four) and corresponding

Exemplar Assessment Mark Sheets .................................................................................31

Reading Introduction........................................................................................................................51 Unit ....................................................................................................................................52 Writing Introduction........................................................................................................................53 Unit ....................................................................................................................................54 Skills and Language Required...........................................................................................55

6. How is the qualification quality assured? .................58 7. Sample Assessment Record Sheet for Learner Portfolio...........................................59

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1. About the qualification Over 7 million adults in England have difficulties with literacy and numeracy and it is estimated that a million of these have a first language other than English. Breaking the Language Barriers (DfES 2000) identified the need for a range of awards and qualifications suitable for ESOL learners that recognise achievement below Level One and that match goals and aspirations beyond Level Two. The NOCN Certificates in ESOL Skills for Life at Entry 1, Entry 2 and Entry 3 form part of a suite of qualifications that can be flexible, accessible and delivered in a range of contexts to meet needs of learners identified with ESOL needs below Level 1. The qualifications provide opportunities for delivery to take account of the wealth of cultural experience and diversity of the learners whilst ensuring their achievement is mapped against national standards. Each of the qualifications has a unit based approach. This allows learners to achieve in small steps and gain separate certification for the three modes of Speaking and Listening, Reading and Writing at appropriate levels to their learning needs. This builds confidence for the achievement of whole qualifications over time. The qualifications contribute to the Governments Skills for Life initiative by providing assessment of ESOL, which is designed around the standards for adult literacy and the Adult ESOL core curriculum. They are designed to cover the standards and curriculum with sufficient range, breadth and depth to properly reflect the use of the English language in real world situations, appropriate to the needs of client groups and the National Qualifications Framework level in question. Flexibility in relation to assessment of the four skills is provided within the qualification structure. Assessment tasks have been carefully designed to take account of the broad categories identified in The New and The Old, the report of the Life in the UK advisory group (Home Office Social Policy Unit, 2003). Assessment tasks provide opportunities not only for language development but also to learn about aspects of life and society in the UK that are relevant to settling in and ease of integration within their community. This Qualification Guide provides details of the NOCN Entry 2 Certificate in ESOL Skills for Life with Entry 2 units and assessment information for Speaking and Listening, Reading and Writing. The qualification meets national standards and is aligned to the Entry 2 Adult Literacy Standards. Tutors should use the NOCN Entry 1 and Entry 3 Qualification Guides for learners developing their skills at these levels. Tutors delivering these qualifications should develop teaching strategies, which are inclusive and appropriate to the learning needs of their students. Guidance on activities and level can be found in the Adult ESOL core curriculum. ESOL exemplars are also available from DfES publications ref: EXESOL.

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Guided Learning Hours The guided learning hours for an average learner following an ESOL Skills for Life qualification are estimated to be a minimum of 100 hours per mode for each level. This is a notional figure for the basis of calculating the substance of whole qualifications which are based on the Adult Literacy Standards and Adult ESOL core curriculum. It does not imply that language modes are taught or learnt separately. Some learners may be able to achieve these units in a shorter time, other learners, particularly those with literacy requirements, may take longer. Basic Skills Each learning outcome has been mapped to the Adult ESOL core curriculum. In designing activities for unit assessment the mapping can be used to identify which basic skills could be addressed through evidence generated by learners. The degree of opportunity in any one unit will depend on centre-specific factors including learning context, teaching and learning strategies and resources. How the Qualification relates to Wider Education and Training Issues The study of English Language offers ample opportunities to address any or all of the following issues, through choice of contexts, topics and texts:

An understanding of spiritual, moral, ethical, social and cultural issues. Awareness of environmental issues, and health and safety considerations. European developments, consistent with relevant international agreements.

The learning content and assessment tasks for this qualification have been drawn from contexts that are designed to be both local and familiar to all learners. At the same time some items are also linked to more international contexts in order to emphasise the international nature of ESOL learning and to support learners who come from a variety of different countries and backgrounds. Language Requirements If you have a requirement for this qualification information to be provided in Welsh for Welsh speakers wishing to take a qualification in ESOL, please contact NOCN.

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2. Who is the qualification for? The NOCN Entry 2 Certificate in ESOL Skills for Life is particularly suitable for those with little English who may have recently arrived in the UK or who have newly identified literacy and ESOL needs. This qualification is suitable for the following groups of learners: Refugees and asylum seekers. Migrant workers from the European Union and Commonwealth countries. Partners and spouses and other family members of older and new entrants into the UK. Members of established ethnic communities who have been settled in the UK for some time,

but who need to improve their level of English. Restrictions on Learner Entry The minimum age for access to the qualification is 16. Recommended Prior Learning It is recommended that learners have been assessed using ESOL diagnostic assessment tools and are able to meet the national standards at Entry 1 for the relevant mode of Speaking and Listening, Reading and Writing. Alternatively learners may have achieved ESOL Skills for Life qualifications at Entry 1 such as the NOCN Entry 1 Certificate in ESOL Skills for Life or other ESOL Skills for Life qualifications.

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Progression Opportunities In all cases, learners achieving this qualification or separate certification for Speaking and Listening, Reading and Writing will have achieved at Entry 2 of the Adult ESOL core curriculum. Progression for ESOL learners can cover a broad spectrum of progression intentions. Learners can progress to higher levels or sub-levels of the core curriculum as appropriate to their individual learning needs. Learners could also progress to further adult or community education and work-based learning. Learners may aspire to a working knowledge of English to gain improved access to work, to local services such as health and education, or to participate more in local life. Learners with Particular Requirements Assessment within NOCN Entry Level Certificates in ESOL Skills for Life is designed to be accessible and inclusive. The criterion referenced approach in the units allows flexibility through an assessment methodology which is deemed appropriate and rigorous for individuals or groups of adult learners. If you have learners with particular requirements you should use the guidance in the NOCN Centre Handbook in applying for reasonable adjustments.

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3. Offering the qualification Centres wishing to offer the qualification or units of the qualification should in the first instance contact their Regional OCN office for information and support. A list of all OCN offices and contacts can be found on the NOCN website www.nocn.org.uk. Your OCN will advise you on the best and most efficient methods for offering this qualification to learners. All procedures for the use of this qualification or units of this qualification, including approval, registration of learners, moderation, externally set assessment and certification will be completed through your OCN who will have an identified officer to support your centre. If you have any queries or difficulties at any time you should contact your Regional OCN office. Approval to Offer NOCN Qualifications or Units of NOCN Qualifications If you are a new centre and wish to offer this qualification to learners there are three easy steps to follow:

Step 1. Contact your Regional OCN office for information and support. Step 2. Complete the NOCN Centre Approval Process. Step 3. Follow the guidance in the NOCN Centre Handbook to notify the OCN when

you are ready to deliver the qualification. Support for Centres

1. Your Regional OCN will provide ongoing support, advice and training as appropriate on the use of NOCN credit and qualifications including the requirements for assessment.

2. Approval should always take place through the normal OCN processes and will be explicitly recorded.

3. All centres approved to offer NOCN credit and qualifications will be allocated a unique NOCN Centre Number.

4. Each centre should identify a Centre Officer who will be responsible for NOCN credit and qualifications within the centre.

5. The Centre Officer must ensure all procedures detailed in the NOCN Centre Handbook operate effectively in the centre.

6. The Centre Officer is the person responsible for confirming and ensuring that the centre meets all the NOCN requirements for Centre Approval.

7. The Centre Officer is responsible for ensuring all relevant NOCN documentation is distributed as required within the centre and that the security requirements for External Assessment are adhered to.

Full details of all NOCN requirements are provided in the NOCN Centre Handbook.

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Qualification Specific Information

Tutors, assessors, internal and external moderators should have completed the Adult ESOL core curriculum training and they should either have a teaching qualification related to ESOL or be working towards one.

Tutors, assessors, internal and external moderators should be aware of the ESOL exemplification materials. These aim to aid practitioners in understanding levelness the level of a learners language by real-life demonstrations. They can be obtained through DfES Publications, Tel: 0845 6022260, e-mail: [email protected] please quote ref: EXESOL.

For at least the first year of assessment, internal moderation sampling should cover at least 50% of any candidature per unit and where numbers are small (less than 30) should include the full cohort. This is to help centres develop common understanding and standardise assessment judgements.

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4. Achieving the qualification The NOCN Entry 2 Certificate in ESOL Skills for Life (Speaking and Listening, Reading and Writing) consists of three mandatory units. To achieve the full qualification at Entry 2 a learner must satisfactorily achieve all three mandatory units at Entry 2.

Speaking and Listening internally set and internally marked assessment tasks Reading externally set assessments, internally marked by centre Writing - externally set assessments, internally marked by centre

To accommodate spiky profiles learners can also be assessed in different modes at different levels. When they have achieved all three units of Speaking and Listening, Reading and Writing, the qualification will be awarded at the level of the lowest unit. Units achieved at a higher level can then be carried forward for up to three years. When the learner has achieved all three units at the higher level, the whole qualification is then awarded at the higher level. Spiky Profile Example: a learner may be ready to be assessed in Reading and Writing at Entry 2 but may have Speaking and Listening skills judged to be at Entry 3 so is assessed for this mode at Entry 3. If all three units are successfully achieved, the learner is awarded the Certificate in ESOL Skills for Life at Entry 2, but already has one unit at Entry 3 to carry forward. When the learner achieves the other two units at Entry 3 they are then awarded the Certificate in ESOL Skills for Life at Entry 3. All assessed work should be available for external moderation.

Accredited QCA Number

NOCN Unit Code

Unit Title Level NOCN 10 Hour Credit Value

J/103/6590 FN2/E2/QQ/001 Speaking and Listening Entry 2 10

Y/103/6593 FN2/E2/QQ/002 Reading Entry 2 10

K/103/6596 FN2/E2/QQ/003 Writing Entry 2 10

PLEASE NOTE: the units of Reading and Writing can only be achieved through use of the externally set tasks. They cannot be awarded without successful achievement of the external assessments.

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5. The qualification units Introduction - Speaking and Listening Entry 2 This unit assesses the skills and knowledge required to meet the national standards at Entry 2 for Speaking and Listening. At this level, learners can: Listen and respond to spoken language, including straightforward information, short

narratives, explanations and instructions. Speak to communicate information, feelings and opinions on familiar topics. Engage in discussion with one or more people in a familiar situation, to establish shared

understanding about familiar topics. Tutors will need to teach Speaking and Listening using methods that are inclusive and appropriate and which take account of the cultural and learning experiences of learners to provide both familiar and unfamiliar contexts for developing speaking and listening skills at this level. Guidance on appropriate activities with examples of application and level can be found in the Adult ESOL core curriculum. Learners should be provided with appropriate support throughout. Opportunities for learners to discuss progress should be provided at all stages of the learning process. The context and mode of delivery is flexible and should reflect the needs of the learners and the context in which they are learning. Unit Assessment The unit of assessment includes the learning outcomes and assessment criteria and is mapped to the national standards and component skills and knowledge in the Adult ESOL core curriculum. This unit is assessed through tasks that are internally set, internally assessed, internally moderated and externally moderated. Summative assessment for unit achievement must ensure an accurate measurement of progress and achievement against the unit assessment criteria. The Qualification Guide contains the following key documentation:

Unit of assessment Guidance on Writing Centre Devised Assessments and Assessment Mark Sheets Skills and Language Required Generic Performance Descriptors Five Exemplar Internal Assessment Tasks and corresponding Exemplar Assessment Mark

Sheets Sample Assessment Record Sheet for Learner Portfolio

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Exemplar Internal Assessment Tasks Exemplar Internal Assessment Tasks have been provided for your information. The exemplar assessment is divided into five tasks based on a range of themes relating to everyday situations. Learners may attempt each unit task at different times. Each task is mapped to the Adult ESOL core curriculum and is accompanied by an Exemplar Assessment Mark Sheet. This has been developed by drawing on the Generic Performance Descriptors to assist assessors in making a clear decision about achievement at Entry 2. The five tasks are designed to evidence all assessment criteria from the unit. Assessors may use all of the exemplar tasks (if these are appropriate to the learners context), a combination of these exemplars and their own devised tasks or all of their own devised tasks to cover all of the assessment criteria. If assessors devise their own tasks they must use the guidance provided (please see Guidance on Writing Centre Devised Assessments and Assessment Mark Sheets). Please note all centre devised assessments and Assessment Mark Sheets must be scrutinised and approved by the external moderator and subject to awarding body standardisation processes. Each Exemplar Assessment Mark Sheet has been mapped to the assessment criteria in the unit and includes Task Specific Performance Descriptors, which support and expand on the Generic Performance Descriptors to assist assessors in making a clear decision about achievement at Entry 2. Assessment Mark Sheets are also mapped to the Adult ESOL core curriculum.

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UNIT TITLE: Speaking and Listening LEVEL: Entry 2 10 HOUR CREDIT VALUE: 10 NOCN UNIT CODE: FN2/E2/QQ/001 ACCREDITED UNIT NUMBER: J/103/6590 This unit has 5 learning outcomes. LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will: The learner can:

1. Speak clearly to be heard and understood in straightforward exchanges. Sc/E2.1

1.1 Use stress, pronunciation and intonation adequately to make speech comprehensible and meaning understood.

2. Make requests, ask questions to obtain information and respond to straightforward questions and requests Lr/E2.5 Sc/E2.2 Sc/E2.4

In straightforward exchanges in familiar everyday contexts:

2.1 Make polite requests using modal verbs or other forms.

2.2 Recognise and respond appropriately to requests for information and straightforward questions.

2.3 Ask questions to obtain information from others. 2.4 Ask questions to clarify understanding.

3. Present information to others. Sc/E2.3

In straightforward exchanges in familiar everyday contexts: 3.1 Express clearly a short account about an event

in the past. 3.2 Express clearly short, sequenced directions or

instructions. 3.3 Express clearly a short description of a person,

place or object. 3.4 Express clearly statements of fact and personal

information.

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4. Follow the main points and make

appropriate contributions to discussions. Sd/E2.1 Lr/E2.8 Lr/E2.6 Lr/E2.7

In straightforward discussions in familiar, everyday contexts:

4.1 Follow and participate in social interaction in

formal and informal situations and make contributions relevant to the topic.

4.2 Express feelings, likes and dislikes, views and opinions to others, giving reasons or results.

4.3 Listen, and respond appropriately to, simply expressed feelings and opinions.

5. Listen to obtain information from

others. Lr/E2.1 Lr/E2.2 Lr/E2.3 Lr/E2.4

In straightforward exchanges in familiar everyday contexts: 5.1. Listen for gist and identify the situation and key

words. 5.2. Listen to and follow short explanations,

directions or instructions. 5.3. Listen for and identify the main points from a

short presentation or explanation.

Mapped to the Adult ESOL core curriculum.

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Guidance on Writing Centre Devised Assessments and Assessment Mark Sheets General Principles Centre devised assessments should be developed with reference to the learner context and learner experience. The tasks must be developed with a view to ensuring that:

All assessment criteria within the unit are evidenced. Where assessors are using a combination of exemplar tasks and their own devised tasks they must ensure that this applies.

Assessments are developed that are relevant to learners situations and needs.

There are a variety of contexts to ensure learners are given the opportunity to demonstrate

a range of skills, vocabulary and language appropriate to different situations. There are real world contexts, so as to provide assessment opportunities that reflect how

language is used in daily life.

There are differing levels of formality both in the language listened to and in the spoken language required.

Learners are able to demonstrate, through the tasks set, the skills, range and aspects of

language reflected in the Generic Performance Descriptors. All learners have equality of access to demonstrate their language skills through the tasks.

Stimulus materials to support assessment activity are relevant to the learner and sufficiently

comprehensive to provide equality of opportunity for successful achievement of the unit.

There are opportunities for: 9 Face-to-face exchanges 9 Listening in different contexts 9 Discussion with one or more people.

Tasks are clearly referenced to the Adult ESOL core curriculum. There is guidance on time requirements, which can vary, but should be similar to those

identified in the Exemplar Internal Assessment Tasks as this secures the level. Assessment Mark Sheets are designed to support the centre devised assessment tasks

following the same format used in the Exemplar Assessment Mark Sheets and drawing on the Generic Performance Descriptors.

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Tasks used for assessment must not have been used for teaching and learning purposes. All centre devised assessments and Assessment Mark Sheets must be scrutinised and approved by the external moderator and are subject to awarding body standardisation processes. Devising Listening Tasks and Recording of Scripts When devising listening tasks, it is important to ensure that:

Learners are given a steer for their listening at the outset, for example, telling them beforehand to listen for the situation, subject and speakers, to give a focus for their listening and make it closer to their everyday listening.

Scripts are recorded to represent, as far as possible, authentic spoken language and

not written language read out (unless the script is a speech that has been prepared). Conversations are in different voices and display the hesitancies, repetitions, that are

characteristic of spoken language, as appropriate to context. Speech may be slightly slowed down but without distorting the normal stress, rhythm and intonation of everyday spoken English.

Learners only listen to the tape once unless: 9 they are listening again for different information 9 repeat listening would apply in real life.

Pre-prepared tape material is supported by an accurate written script for moderation

and standardisation purposes. Please note: scripts could be recorded on appropriate media other than tapes. Skills and Language Required The Skills and Language Required sheets provide further detail to support the learning outcomes and assessment criteria in the unit by indicating the breadth and depth of the skills, language and functions expected at Entry 2. The detail is drawn from the Adult ESOL core curriculum. Generic Performance Descriptors The Generic Performance Descriptors for Speaking and Listening at Entry 2 are provided to enable the assessor to make a judgement about the learners overall performance in relation to the learning outcomes and assessment criteria in the unit and to the national standards identified for Entry 2 in the Adult ESOL core curriculum. The Generic Performance Descriptors identify two bands of achievement, Secure and Satisfactory. They also identify the qualities of a performance that may fall just below the required level. These bands are provided to assist assessors in making a final judgement when faced with the range of achievement demonstrated by learners at this level. The bands are not identified on the learners certificate but may assist feedback to the learner on strengths and areas for further development.

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Satisfactory Achievement is the minimum a learner must demonstrate at this level to gain credits for Speaking and Listening. To achieve an overall Satisfactory, the learner must achieve Satisfactory or above for each task. To achieve an overall Secure, the learner must achieve Secure for each task. Exemplar Assessment Mark Sheets Exemplar Assessment Mark Sheets are provided to accompany each of the Exemplar Assessment Tasks for Speaking and Listening Entry 2. These mark sheets are devised to demonstrate how the Generic Performance Descriptors should be interpreted and related to individual tasks. They are designed to enable the assessor to make a decision about the quality of a learners performance in response to a specific task. Where assessors devise their own tasks to the standard demonstrated in the Exemplar Assessment Tasks, they must also devise their own mark sheets in the same format, building on the Generic Performance Descriptors. The Assessment Mark Sheets are completed and signed by the assessor and presented in the learners portfolio, together with the evidence from the completed tasks. They are subject to the moderation and standardisation requirements outlined in the NOCN Centre Handbook. Instructions for Assessors on Support, Guidance and Assessment Evidence The assessor should ensure that:

The learner has sufficient information to complete the task before commencing. The learner has sufficient time to prepare for the task. The learner understands the task.

The assessor must explain the nature of the task and should read out the questions, but they must not help the learners with any part of the listening element of the tasks. Learners must form and express their spoken responses to any part of the assessment task itself without assistance, prompting, input or intervention of the assessor. Where assessors are participating in the task, it is recommended that these particular tasks are taped to enable the assessor to listen again and confirm their judgements against the Generic Performance Descriptors and the Assessment Mark Sheets. If a learner does not achieve the task, they must be given another assessment. The context and/or situation must be changed to ensure the task is not simply repeated. The assessor must ensure that where learners are being assessed in pairs or groups for a task, that each learner has a fair opportunity to be assessed on all parts of the task. If necessary, the assessor may need to intervene and take on a role within a task to ensure equal opportunity for assessment.

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Assessment Evidence All assessment evidence will be accompanied by the Assessment Mark Sheets, which record the final decision. The evidence of the learners achievement will be in the form of Assessor Observation Records which are supported by taped evidence in at least 10% of performances for any one task. Each taped record should be clearly labelled with:

o The name of the learner. o The name of the assessor. o The date of the assessment.

Assessor Observation Records must be clear and well-presented and indicate on what basis the assessment decisions have been made. Assessor records must contain notes on non-verbal signs used by the learner to attract attention, seek clarification or reinforce meaning.

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Skills and Language Required - Speaking and Listening Entry 2 The following sheets provide further detail to support the learning outcomes and assessment criteria in the unit by indicating the breadth and depth of the skills, language and functions expected at Entry 2. The detail is drawn from the Adult ESOL core curriculum. Unit Learning Outcomes/Assessment Criteria

Examples of Skills Required Examples of Language/Grammatical Forms Required

1. Speak clearly to be heard and understood in straightforward exchanges 1.1 Use stress, pronunciation and intonation

adequately to make speech comprehensible and meaning understood.

Places stress appropriately in familiar words and on key content words in sentences.

Distinguishes between similar sounding phonemes to make meaning clear.

Uses intonation appropriately in statements, questions, requests and to indicate attitude, for example, politeness.

Uses intonation to distinguish between a polite request and a demand.

Uses stress and intonation to emphasise the main points of accounts and to create interest.

Uses intonation appropriately when expressing feelings, likes and dislikes.

Sorry to bother you Could I possibly leave at 12 today? Ive got an appointment. Thirty and thirteen

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Unit Learning Outcomes/Assessment Criteria


2. Make requests, ask questions to obtain information and respond to questions and requests 2.1 Make polite requests, using modal verbs

or other forms..

Makes polite requests using modal verbs and other forms.

Incorporates a request in a longer interaction.

Prefaces a request with an introductory word or phrase and follow request with an explanation.

Could I speak to the manager, please? Id like to see Mrs Brown, please. Im Ranjits mother. Could I see Mrs Brown, please? Its about Ranjits homework. Sorry to bother you. I need to ask you, could I possibly leave at 12 today? Ive got an appointment.

2.2 Recognise and respond appropriately to requests for information and straightforward questions.

Recognises different wh-type questions and yes/no questions and responds with short or fuller answers, recognising when a fuller answer is required.

Recognises the time to which the question refers to and responds appropriately.

How often do you go to the cinema? Oh only about twice a year What did you do last night? I went to the cinema What are you going to do next year? Im going to leave college.

2.3 Ask questions to obtain information from others.

Forms wh-type and yes/no type questions. Uses question form of simple present and

simple past tense of common verbs, including verbs to be, to do, to have.

Follows up on responses to questions. Forms questions using appropriate verb

forms and time markers (including adverbs of frequency) to refer to present, past and future time.

Asks for directions and instructions, using questions of different types.

Forms comparative questions.

Whats your address?, Where do you work?, Do you speak English?, What time is..? Do you live in York? Have you got a job? Have you got any children? What do you do at the weekends? Did you see the news last night? Are you going to the party tonight? Can you tell me..? Excuse me. How do I get to? Is the train more expensive than the bus?

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2.4 Ask questions to clarify understanding. Signals misunderstanding and asks for explanation.

Uses different question types to deal with uncertainty/lack of understanding.

I dont quite understand. Could you explain it again please? What does this mean? Do you mean..? How do you spell?

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3. Present information to others 3.1 Express clearly a short account about an

event in the past. Sequences an account so as to make

meaning clear, using time markers, for example, ago, last year, yesterday, to help structure the account.

She looked after the children yesterday morning and then she went to work in the afternoon.

3.2 Express clearly short, sequenced directions or instructions.

Recognises and responds appropriately to requests for directions or instructions.

Uses grammatical forms suitable for the level, for example, present simple, imperatives and negative imperatives, prepositional phrases for direction and location.

Sequences the information clearly, for example, with markers such as firstly, next.

How do I get to..? Go straight on, past the lights and turn right. Dont switch it on First you switch the machine on, then you enter a password.

3.3 Express clearly a short description of a person, place or object.

Uses the present tense to describe a person, place or object.

Uses descriptive adjectives and adds

interest to a description. Makes comparisons, using comparative

adjectives with er and more.

Hes tall and slim. Its a beautiful town Its black and white Shes got long, dark hair Hes got a beard and a moustache Its gold with a silver edge Its more expensive than.. London is bigger than Addis Ababa

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3.4 Express clearly statements of fact and personal information.

Uses grammatical forms suitable for the level, for example, simple present, simple past, present continuous with future meaning, prepositions of place and time, indefinite and definite article, possessive s and possessive pronouns.

Recognises direct and less direct requests for information (wh-type and yes/no questions, Tell me about) and responds with minimal responses, short forms of the verb or longer answers, as appropriate.

Links giving personal information with asking for personal information when appropriate.

I dont work on Wednesdays I was a nurse in Somalia but I dont have a job now Im going to take my son to the park tomorrow Have you got any children? Yes, two No I havent Yes, Ive got two boys. What about you? I cant swim. Can you? Im going to college in September. What about you?

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4. Follow the main points and make appropriate contributions to discussions 4.1 Follow and participate in social interaction

in formal and informal situations and make contributions relevant to the topic.

Greets and responds to greetings. Extends invitations and offers and responds

to invitations and offers. Takes leave, insisting politely if necessary. Takes part in more formal interaction,

elaborating where appropriate, for example: - Introduces self and gives personal

information - States problems, wishes. - Apologises

Hi. How are you? Fine, thanks. And you? How was your weekend? Would you like tea or coffee? Would you like another biscuit or some cake? Id love some cake please. Would you like to come to dinner tomorrow evening? Yes, Id love to. What time? / Sorry, I cant. Im going to English classes. Have a good weekend. Im sorry but I really must go. I dont want an evening class, because I have young children. Sorry Im late. I missed the bus.

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4.2 Express feelings, likes and dislikes, views and opinions to others, giving reasons or results.

Expresses degrees of liking/disliking. Uses a range of adjectives to express

feelings. Elaborates by expressing reason or result. Uses simple phrases to introduce an

opinion. Follows up an opinion by giving a reason or

expressing a result.

I quite like.., I really dont like.. Im really tired, Im so happy I like Manchester because its really friendly I dont like London, so I dont go there very often I think.. I think shes a good teacher, because she listens to us.

4.3 Listen, and respond appropriately to, simply expressed feelings and opinions.

Relates to other speakers, making contributions relevant to the topic and the discussion.

Links own contribution to that of others, using discourse markers.

Indicates agreement or disagreement. Invites contributions from other speakers. Introduces a new topic of discussion.

Youre right, Maybe.., Im not sure. Thats right, I thinks so, too, Yes, but.., I dont really agree.. Do you think.?, What do you think about..? What about..?, How do you feel about..?

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5. Listen to obtain information from others 5.1 Listen for gist and identify the situation and

key words. Recognises context, identifying the situation,

speaker(s) and/or topic. Identifies key words in a given context.

5.2 Listen to and follow short explanations, directions and instructions.

Recognises the order of events in an explanation.

Recognises and responds to sequence markers, for example, first, then, finally.

Recognises discourse markers, especially those indicating cause and effect and result, for example, because of, so, as a result.

Responds appropriately to explanations. Takes appropriate action in response to

directions and instructions.

5.3 Listen for and identify the main points from a short presentation or explanation.

Extracts the main points when listening to presentations or explanations.

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Generic Performance Descriptors for Speaking and Listening Entry 2 These performance descriptors are generic and identify the standards required for the internally assessed tasks. They are designed to take account of differential performance and to allow assessors to balance strengths and development needs of learners so as to be able to make a judgement whether overall the learners Speaking and Listening is demonstrating achievement at Entry 2. Learning Outcomes Performance Descriptor Performance Descriptor Performance Descriptor The learner will: Secure Achievement Satisfactory Achievement Did not achieve 1. Speak clearly to be heard

and understood in straightforward exchanges. Sc/E2.1

Speaks clearly as to be comprehensible and make meaning understood. Uses correct stress in familiar words and on important content words in sentences. Uses intonation appropriately in a range of situations, for example, in statements, requests, questions, to emphasise, to express feelings and to express politeness. Pronounces sounds to make meaning clear to the listener.

Speaks clearly as to be comprehensible and meaning is understood. Places stress appropriately in most familiar words and on key words in most sentences. Generally uses intonation appropriately in different situations, including questions, requests and to express politeness. Can pronounce sounds adequately to make meaning understood. Occasional lack of clarity and hesitancy does not impede communication of meaning.

Speaks some words clearly but has difficulty with overall clarity of speech. Places stress appropriately in some familiar words but there is inconsistency, which may impede communication of meaning. Demonstrates understanding of need to vary intonation in certain situations but may only be able to approximate politeness. Sounds may be frequently mispronounced and impede understanding.

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Learning Outcomes Performance Descriptor Performance Descriptor Performance Descriptor The learner will: Secure Achievement Satisfactory Achievement Did not achieve 2. Make requests, ask questions

to obtain information and respond to straightforward questions and requests. Lr/E2.5 Sc/E2.2 Sc/E2.4

Makes polite requests using a range of forms and follows up with an explanation where appropriate. Uses a range of wh-type questions accurately and demonstrates good control of structure when forming questions in the past, present and future, using the appropriate form of the verb and a range of time markers. Can follow up on responses to questions. Recognises a variety of questions and requests and responds with short and fuller answers, as required. Recognises the time to which the question refers in past, present and future forms, and responds in the appropriate tense with very minor lapses.

Makes polite requests using appropriate forms, for example Can, could, Id like, and can follow with an explanation. Uses a range of wh-type questions and demonstrates sufficient control of structure when forming questions in the past, present and future, generally using the appropriate form of the verb and time markers. Minor errors and lapses may occur but questions are sufficiently accurate to be understood and obtain information required. Recognises different questions and requests and responds with mainly short answers, although can use fuller answers. Generally recognises the time to which the question refers, with occasional lapses, and responds in the appropriate tense in most cases.

Makes simple requests and asks simple questions, using appropriate question words, but there may be frequent errors in the construction of questions, particularly in the past and future tenses, leading to misunderstandings. Recognises and responds to simple questions and requests in the present tense, although relying on minimal response and short answer forms. May need questions and requests repeated. Makes frequent errors in recognising questions in past or future tenses, and may respond in present tense.

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Learning Outcomes Performance Descriptor Performance Descriptor Performance Descriptor The learner will: Secure Achievement Satisfactory Achievement Did not achieve 3. Present information to others.

Sc/E2.3

Expresses information clearly in, for example, statements of fact, descriptions, directions, instructions and short accounts. Demonstrates good control of the present, past and future tenses and a sound grasp of a range of grammatical features at this level, for example, imperatives and negative imperatives, prepositions of place and time, indefinite and definite article, possessive s and possessive pronouns, prepositional phrases for direction and location. Uses appropriate markers to sequence information (for example, an account, multi-stage instructions and directions) and uses different time markers to structure and make meaning clear. Uses a number of descriptive adjectives. Errors and inaccuracies are limited and minor.

Expresses information in, for example, statements of fact, descriptions, directions, instructions and short accounts. Demonstrates some accuracy in use of different tenses and the grammatical features at this level, for example, imperatives and negative imperatives, prepositions of place and time, indefinite and definite article, possessive s and possessive pronouns. Can sequence information (for example, an account, multi-stage instructions and directions) and uses some time markers to structure and help make meaning clear. Uses some descriptive adjectives. There may be occasional errors and inaccuracies in use of language and grammatical structures, but these should not impede communication.

Expresses simple information in, for example, statements of fact, descriptions, directions, instructions and short accounts but meaning is not always clear. Demonstrates limited use of the grammatical features at this level and has frequent errors in the use of verb forms other than the present tense. Can sequence information in some contexts but use of sequential and time markers may be limited and structure is not always clear. Uses some simple adjectives. Inaccuracies and errors in overall language use impede communication.

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Learning Outcomes Performance Descriptor Performance Descriptor Performance Descriptor The learner will: Secure Achievement Satisfactory Achievement Did not achieve 4. Follow the main points and

make appropriate contributions to discussions. Sd/E2.1 Lr/E2.8 Lr/E2.6 Lr/E2.7

Actively engages in social interactions, with one or more people, making contributions relevant to the topic and discussion. Demonstrates a range of language to, for example, introduce self and give personal information, state problems and wishes, express degrees of liking/disliking, feelings and opinions. Generally elaborates, when expressing opinions, with a reason or result. Relates to others by inviting contributions, listening and responding appropriately to the feelings and views expressed. Demonstrates linking of own contributions to that of others and indicates agreement or disagreement.

Takes part in social interactions with one or more people, making contributions that are mainly relevant to the topic and discussion, although contributions may be shorter and hesitant. Demonstrates sufficient appropriate language to, for example, introduce self and give personal information, state problems and wishes, express degrees of liking/disliking, feelings and opinions. Generally relates to others, listening and responding to the feelings and views expressed, indicating agreement or disagreement.

Takes part to some extent in social interactions, although contributions are short and may not be relevant to the topic and discussion. Can introduce self and give personal information, likes/dislikes and simple opinions, but range of language is limited. Listens to others but has difficulty in understanding and identifying feelings and views expressed. May need frequent repetition before responding.

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Learning Outcomes Performance Descriptor Performance Descriptor Performance Descriptor The learner will: Secure Achievement Satisfactory Achievement Did not achieve 5. Listen to obtain information

from others. Lr/E2.1 Lr/E2.2 Lr/E2.3 Lr/E2.4

Follows and understands short explanations, narratives and presentations, getting the gist and main words, and extracting and understanding the required detail. Follows and understands sequenced directions or instructions, understanding all of the stages given and asking questions to clarify and/or confirm understanding where necessary. Responds appropriately to directions and instructions.

Follows and understands short explanations, narratives and presentations, getting the gist and main words, and extracting and understanding most of the required details, with occasional misunderstandings. Follows and understands sequenced directions or instructions, understanding the main stages and asking questions to clarify and/or confirm understanding where necessary. Responds to directions and instructions although there may be minor errors.

Follows some aspects of short explanations, narratives and presentations, getting the gist and some key words but fails to identify the detail required for full understanding. Follows some aspects of sequenced directions or instructions but repetition and/or prompting are required.

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UNIT TITLE: Speaking and Listening Entry 2 Exemplar Assessment Task One General Instructions Learners should not be given written extracts. Assessment material should be pre-recorded on tape. Tapes should be played as instructed in the task and not be repeated unless stated. Assessors should read the questions to the learners and answers must be spoken

where responses are indicated. Assessment Criteria covered 1.1 2.2 5.1 5.2 5.3

Curriculum Reference Lr/E2.1 Lr/E2.2 Lr/E2.3 Lr/E2.4 Lr/E2.5 Sc/E2.1

Task One Listen to a short talk on a topic and respond orally to spoken questions in a one-to-one with the assessor (8-10 minutes). Part A The learner listens to the tape (once only) and is asked the following questions before listening to the tape: Who is speaking? What is the situation? What topic is the speaker talking about?

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TAPESCRIPT Good afternoon everybody and thank you for inviting me to the college this afternoon. Its lovely to be here. My names Mike Smith and Im a Health & Safety Officer at the local council. Your teacher invited me here this afternoon to talk to you about safety in the home, which is something we all need to know about. A lot of people think that accidents usually happen in the street or at work but did you know that a lot of serious accidents happen in the home? A lot of these accidents involve little children and can easily be prevented. Im going to give you some advice on how to keep your home and your family safe. Firstly, always keep dangerous objects away from children; for example, sharp knives, scissors, matches, hot saucepans and kettles. Its a good idea to keep them in a cupboard or drawer, out of reach you know how children are always looking for new things to play with! This applies to medicines too children often eat tablets because they look like sweets. Secondly, never let young children play near electrical sockets. As you know, its very easy for them to put their little fingers in the sockets. Electrical injuries are common amongst babies and young children, and electricity can kill. You can buy plastic covers for electrical sockets, which are a good idea. Thirdly, if you smoke, dont smoke in bed - this is a common cause of fires and a lot of people die every year in house-fires. Its so easy to fall asleep with a cigarette in your hands and its so dangerous. Finally, always switch off equipment when you are not using it. This includes irons, televisions and cookers, which can all cause fires if they are left on. Children can also get burnt if they touch hot irons or cookers. So, please remember to do these four things and you and your family will be safer in your home. Thank you for listening and please feel free to ask questions now. END OF TAPESCRIPT Part B The learner is told they will hear the tape again. The learner is asked to identify three things they hear the speaker tell the audience to do to prevent accidents in the home. End of assessment task.

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Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task One Learner Name: Learner Registration Number: Time of assessment: Centre Number: Date of assessment: Assessment Criteria covered 1.1 2.2 5.1 5.2 5.3 Curriculum Reference Lr/E2.1 Lr/E2.2 Lr/E2.3 Lr/E2.4 Lr/E2.5 Sc/E2.1

Listen to a short talk on a topic and respond orally to spoken questions in a one-to-one with the assessor (8-10 minutes) The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all the boxes at Secure for an overall Secure Achievement. Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Follows and understands the presentation, identifying the gist and the key points. Responses to questions demonstrate they have extracted and understood the required detail. Demonstrates a clear recognition of the subject matter. (5.1, 5.2, 5.3)

Follows and understands the presentation, identifying the gist and the key points. Responses to questions demonstrate they have extracted most of the required details, with occasional minor misunderstandings. Demonstrates general understanding of the subject matter. (5.1, 5.2, 5.3)

Follows some aspects of the presentation, identifying the gist and some key words. Responses to questions fail to demonstrate a full understanding of the details and subject matter. Questions may need repetition and prompting may be required. (5.1, 5.2, 5.3)

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Secure Achievement 9 Satisfactory Achievement 9 Did not Achieve 9 Speaks clearly as to be comprehensible and make meaning understood. Uses correct stress and intonation in responses to questions and pronounces most sounds clearly. (1.1)

Speaks clearly so that meaning is understood. Places stress appropriately in most familiar words and generally uses appropriate intonation when responding to questions. Pronounces most sounds adequately to make meaning understood and occasional lack of clarity does not impede communication. (1.1)

Speaks some words clearly but has difficulty with overall clarity of speech. Places stress appropriately in some familiar words and pronounces some sounds correctly, but inconsistency creates difficulty for the listener. There is little attempt to vary intonation when responding to questions. (1.1)

Recognises and responds to the questions with the level of detail required in short or fuller answers, elaborating responses where appropriate. Provides information relevant to the questions. (2.2)

Recognises and responds to the questions with most of the detail required. Responses are mainly short form although demonstrates some fuller answers. Provides information that is generally relevant to the questions, with occasional lapses. (2.2)

Responds to the questions but has difficulty providing sufficient relevant detail and may need prompting. The questions may need repetition and responses are minimal and short form. Information provided may not be relevant to the questions. (2.2)

Assessor name: ________________________________ Assessor signature: _____________________________ Date of assessment:_____________________________

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UNIT TITLE: Speaking and Listening Entry 2 Exemplar Assessment Task Two General Instructions Learners should not be given written extracts. Learners responses must be spoken, not written. Learners must be encouraged to develop their responses to demonstrate the language and

skills required for the level. Assessment Criteria covered 1.1 2.1 2.2 2.3 2.4 3.4

Curriculum Reference Sc/E2.1 Sc/E2.2 Sc/E2.3 Sc/E2.4 Lr/E2.5 Task Two Take part in a formal one-to-one role-play with the assessor in connection with booking a place on a course (8-10 minutes). The learner is told they going to apply to do a course in a subject of their choice at their local college. They visit the college. The assessor plays the role of college receptionist and provides the information requested by the learner, offering different options, and asks for personal information to enrol the learner on a course. Learner greets assessor. Learner requests details about courses Assessor gives learner different options (for example, shorter and longer courses, daytime and

evening classes, part-time or full-time) Learners chooses options and gives reasons for choices Assessor checks if there is space on the course Learner requests further details (for example, starting date, length, day and time, cost). Assessor answers the requests for information. Assessor asks for personal information to compete the form. This should include questions that

enable the learner to provide personal details using different tenses. For example, name, address and telephone number, date of birth, marital status, employment status, do they have children, do they receive benefit, how they will travel to college, past educational experience, how are they going to pay.

Assessor confirms booking. Learner thanks and takes leave. Assessor encourages learner to check back and ask questions to clarify understanding where necessary throughout. End of assessment task.

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Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Two Learner Name: Learner Registration Number: Time of assessment: Centre Number: Date of assessment: Assessment Criteria covered 1.1 2.1 2.2 2.3 2.4 3.4 Curriculum Reference Sc/E2.1 Sc/E2.2 Sc/E2.3 Sc/E2.4 Lr/E2.5 Take part in a formal one-to-one role-play with the assessor in connection with booking a place on a course (8-10 minutes) The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all the boxes at Secure for an overall Secure Achievement. Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Speaks clearly as to be comprehensible and make meaning understood. Uses correct stress in familiar words and pronounces most sounds clearly. Demonstrates variation in intonation to express politeness in the requests and responses to questions, and demonstrates clear recognition of the formality of the situation. (1.1)

Speaks clearly so that meaning is understood. Places stress appropriately in most familiar words and generally uses appropriate intonation to express politeness in the requests and responses to questions. Pronounces most sounds adequately to make meaning understood and occasional lack of clarity does not impede communication. Demonstrates sufficient recognition of the formality of the situation. (1.1)

Speaks some words clearly but has difficulty with overall clarity of speech. Places stress appropriately in some familiar words and pronounces some sounds correctly, but inconsistency creates difficulty for the listener. There is little variation in intonation, although may attempt to express politeness in requests and responses. May have difficulty responding to the formality of the situation. (1.1)

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Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Makes polite requests and asks questions, using a range of forms and follows up with an explanation if necessary. Demonstrates good control of structure and verb forms when forming questions in the present and future. Can follow up on assessors responses to requests for information. Recognises the questions asked and responds with the level of detail required, using short or fuller answers as appropriate. Responds to questions in the appropriate tense with very minor lapses. Asks questions to clarify understanding where necessary. (2.1, 2.2, 2.3, 2.4)

Makes polite requests and asks questions, using appropriate forms and may follow with an explanation if necessary. Demonstrates sufficient control of structure and verb forms when forming questions in the present and future, with occasional minor errors. Despite some lapses, questions are sufficiently accurate to be understood. Recognises most of the questions asked and responds mainly with short answers and some fuller answers. Generally responds to questions in the appropriate tense, with occasional lapses. Generally asks questions to clarify understanding where necessary. (2.1, 2.2, 2.3, 2.4)

Makes simple requests and asks simple questions, using appropriate question words, but there may be frequent errors in the construction of questions and use of verb forms, particularly in the future tense. Inaccuracies and errors create difficulty for the listener and may impede communication. Recognises and responds to the more simple questions asked but may make errors in recognising questions in past or future tenses. May need questions and requests repeated. Responses are generally short answer forms and fail to provide the level of detail required without prompting. (2.1, 2.2, 2.3)

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Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Expresses personal information clearly, demonstrating a sound grasp of the grammatical features at this level. Errors and inaccuracies are limited and minor. (3.4)

Expresses personal information, demonstrating some accuracy in key grammatical features at this level. Occasional errors in use of language and grammatical structures do not impede communication. (3.4)

Expresses simple personal information but meaning is not always clear due to frequent errors in use of language and grammatical features at this level. (3.4)


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UNIT TITLE: Speaking and Listening Entry 2 Exemplar Assessment Task Three General Instructions Learners should not be given written extracts. Learners responses must be spoken, not written. Learners must be encouraged to develop their responses to demonstrate the language

and skills required for the level. Assessment Criteria covered 1.1 2.1 2.2 2.4 3.2 5.2

Curriculum Reference Lr/E2.1 Lr/E2.2 Lr/E2.4 Lr/E2.5 Sc/E2.1 Sc/E2.2 Sc/E2.3 Task Three Take part in a role-play asking for and giving instructions on how to do something or directions on how to get somewhere (6-8 minutes each). Learners work in pairs and take it in turns to ask/give instructions or directions. In each case, the assessor identifies the place/task, which must be selected to ensure the directions/instructions involve at least three separate stages.

Learner A asks Learner B either for directions to a given place (for example, a college, the hospital, a cinema, a leisure centre) or how to perform a given task (for example, making a simple dish, using a piece of equipment).

Learner B responds to Learner A and provides sequenced directions/instructions.

Learner A demonstrates understanding by checking back, confirming and

summarising.

Learner B responds to any additional questions. Learners reverse roles using a different place/task. End of assessment task.

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Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Three Learner Name: Learner Registration Number: Time of assessment: Centre Number: Date of assessment: Assessment Criteria covered 1.1 2.1 2.2 2.3 2.4 3.2 5.2 Curriculum Reference Lr/E2.1 Lr/E2.2 Lr/E2.4 Lr/E2.5 Sc/E2.1 Sc/E2.2 Sc/E2.3 Take part in a role-play asking for and giving instructions on how to do something or directions on how to get somewhere (6-8 minutes each). The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all the boxes at Secure for an overall Secure Achievement. Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Speaks clearly as to be comprehensible and make meaning understood. Uses correct stress in familiar words and pronounces most sounds clearly. Demonstrates variation in intonation to express politeness in the request. (1.1)

Speaks clearly so that meaning is understood. Places stress appropriately in most familiar words and uses polite intonation in the request. Pronounces most sounds adequately to make meaning understood and occasional lack of clarity does not impede communication. (1.1)

Speaks some words clearly but has difficulty with overall clarity of speech. Places stress appropriately in some familiar words and pronounces some sounds correctly, but inconsistency creates difficulty for the listener. May attempt to express politeness in the request. (1.1)

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Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Makes a polite request for directions/instructions, using an appropriate form. Asks further questions to seek clarification and request additional information, where necessary. Recognises the questions asked and responds with the level of detail required, using short or fuller answers as appropriate, with very minor lapses. (2.2, 2.3, 2.4)

Makes a polite request for directions/instructions, using an appropriate form. Asks some questions to seek clarification and request additional information, where necessary. Recognises most of the questions asked and responds mainly with short answers. (2.2, 2.3, 2.4)

Makes a simple request for directions/instructions, using an appropriate form. May ask simple questions to seek clarification or request additional information, but inaccuracies and errors create difficulty for the listener and may impede communication. Recognises and responds to the more simple questions asked but may need questions repeated. Responses are short answer forms and fail to provide the level of detail required without prompting. (2.2, 2.3, 2.4)

Gives clear directions or instructions of at least three separate stages, using appropriate markers to sequence and make meaning clear. Demonstrates a sound grasp of appropriate grammatical features for giving instructions or directions. (3.2)

Gives directions or instructions of at least three separate stages, using some markers to sequence and help make meaning clear. Demonstrates sufficient accuracy in use of some grammatical features for giving instructions or directions. Occasional errors are minor and do not impede understanding. (3.2)

Gives simple directions or instructions but use of sequence markers may be limited. Demonstrates limited use of appropriate grammatical features for giving instructions or directions, with errors and inaccuracies leading to misunderstandings. (3.2)

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Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Follows and understands sequenced directions or instructions of at least three separate stages, asking questions to clarify and/or confirm understanding where necessary. Responds appropriately to directions or instructions by summarising the stages and following up with additional questions where appropriate. (5.2)

Follows and understands the main stages of sequenced directions or instructions, asking questions to clarify and/or confirm understanding where necessary. Responds to directions or instructions by providing a summary of the stages, although there may be minor errors. (5.2)

Follows some aspects of sequenced directions or instructions but repetition and/or prompting are required and understanding is limited. (5.2)


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UNIT TITLE: Speaking and Listening Entry 2 Exemplar Assessment Task Four General Instructions Learners should not be given written extracts or prompts. Learners responses must be spoken, not written. Learners must be encouraged to develop their responses to demonstrate the language

and skills required for the level. Assessment Criteria covered 1.1 2.1 2.2 2.3 2.4 3.1 3.3 3.4 4.1 4.2 4.3

Curriculum Reference Lr/E2.1 Lr/E2.2 Lr/E2.5 Lr/E2.6 Lr/E2.7 Lr/E2.8 Sc/E2.1 Sc/E2.2 Sc/E2.3 Sc/E2.4 Sd/E2.1 Task Four Give an account of a visit to a place or an event to a small group. Other learners ask questions to get more information and detail (8-10 minutes each account, including questions).

Learners work in groups of three. Each learner takes it in turn to give an account and both of the other learners must ask questions about the subject of the account. Learners are assessed in each role. The assessor may start the questioning and follow up on the responses to encourage the learners to follow suit. The learners are encouraged by the assessor to follow up answers to extend into a discussion and express opinions and views about the topic of each account.

Learner A is asked to tell a small group (2) about a visit to a place (for example, another country, town, famous sight) or an event (for example, a wedding, a party). The learner is asked to describe the place/event, describe what happened, talk about their experience and what they thought of it.

Learners B and C ask questions to get more information and detail. They follow up the answers

to their questions where possible. Each learner takes it in turns to play Learner A using a different place/event from their own experience. Assessor encourages learners to check back and ask questions to clarify understanding where necessary throughout. End of assessment task.

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Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Four Learner Name: Learner Registration Number: Time of assessment: Centre Number: Date of assessment: Assessment Criteria covered 1.1 2.2 2.3 2.4 3.1 3.3 3.4 4.1 4.2 4.3 Curriculum Reference Lr/E2.1 Lr/E2.2 Lr/E2.5 Lr/E2.6 Lr/E2.7 Lr/E2.8 Sc/E2.1 Sc/E2.2 Sc/E2.3 Sc/E2.4 Sd/E2.1 Give an account of a visit to a place or an event to a small group. Other learners ask questions to get more information and detail (8-10 minutes each account, including questions). The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all the boxes at Secure for an overall Secure Achievement. Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Speaks clearly as to be comprehensible and make meaning understood. Uses correct stress in familiar words and pronounces most sounds clearly. Demonstrates variation in intonation to emphasise main points of the account and ask questions. (1.1)

Speaks clearly so that meaning is understood. Places stress appropriately in most familiar words and varies intonation in questions. Pronounces most sounds adequately to make meaning understood and occasional lack of clarity does not impede communication. (1.1)

Speaks some words clearly but has difficulty with overall clarity of speech. Places stress appropriately in some familiar words and pronounces some sounds correctly, but inconsistency creates difficulty for the listener. (1.1)

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Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Asks questions relevant to the topic, to obtain further information and detail. Demonstrates good control of structure and verb forms when forming questions in the past, present and future. Can follow up on responses to the questions. Recognises the questions asked and responds with the level of detail required, using short or fuller answers as appropriate. Responds to questions in the appropriate tense with very minor lapses. Asks questions to clarify understanding where necessary. (2.2, 2.3, 2.4)

Asks questions to obtain further information and detail. Demonstrates sufficient control of structure and verb forms when forming questions in the past, present and future, with occasional minor errors. Despite some lapses, questions are sufficiently accurate to be understood. Recognises most of the questions asked, although some repetition may be required, and responds mainly with short answers. Generally responds to questions in the appropriate tense, with occasional lapses. May ask questions to clarify understanding where necessary. (2.2, 2.3, 2.4)

Asks simple questions, but there may be frequent errors in the construction of questions and use of verb forms, particularly in the past or future tenses. Inaccuracies and errors create difficulty for the listener and may impede communication. Recognises and responds to the more simple questions asked but may make errors in recognising questions in past or future tenses. May need questions repeated. Responses are in short answer form and fail to provide the level of detail required without prompting. (2.2, 2.3)

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Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9Gives a clear account with a description of the place or event, using a range of adjectives. Provides sufficient detail for interest and demonstrates good control of the past tense and a sound grasp of appropriate grammatical features. Uses a range of appropriate markers to sequence and structure the account and make meaning clear. (3.1, 3.3, 3.4)

Gives an account with a description of the place or event, using some adjectives. Provides some detail and demonstrates reasonable accuracy in use of the past tense and appropriate grammatical features. Uses some markers to sequence and structure the account. Occasional errors and inaccuracies should not impede understanding. (3.1, 3.3, 3.4)

Gives an outline account of a place or event, although may misunderstand the requirements of the task. Demonstrates limited use of adjectives, markers and appropriate grammatical features, and may make frequent errors in use of the past tense. Errors and inaccuracies may lead to misunderstandings. (3.1, 3.3, 3.4)

Actively engages in the interaction following the account, keeping questions and contributions relevant to the topic. Demonstrates a range of language to express degrees of liking/disliking, feelings or opinions. Listens and responds appropriately to the feelings and views expressed by others, indicating agreement or disagreement. (4.1, 4.2, 4.3)

Takes part in the interaction following the account, making some relevant contributions. Demonstrates sufficient language to express degrees of liking/disliking, feelings or opinions. Listens and responds to the feelings and views expressed by others, indicating agreement or disagreement. (4.1, 4.2, 4.3)

Takes part to some extent in the interaction following the account, although contributions are short and may not be relevant to the topic due to misunderstanding. Range of language used to express likes, dislikes and opinions is limited. May have difficulty following the discussion and understanding the feelings and views expressed by others. (4.1, 4.2, 4.3)


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UNIT TITLE: Speaking and Listening Entry 2 Exemplar Assessment Task Five General Instructions Learners should not be given written extracts. Learners responses must be spoken, not written. Learners must be encouraged to develop their responses to demonstrate the language

and skills required for the level. Assessment Criteria covered 1.1 4.1 4.2 4.3

Curriculum Reference Lr/E2.6 Lr/E2.7 Lr/E2.8 Sc/E2.1 Sd/E2.1 Task Five Take part in a formal discussion in a small group (3) to express and exchange opinions and feelings about a local place (for example, a road, a park, a shopping centre, a library) (10-15 minutes). Assessor tells the learners that they are in a community meeting with other residents they do not know. Assessor identifies the local place to be discussed. The place can be presented as a visual. The place chosen is something that generates strong views, opinions and feelings, for example a dangerous road, an unsafe area, a problematic amenity. The learners work in groups of three. Assessor initiates discussion by either expressing a view to prompt responses or asking one of the learners the question, Tell us what you think about. Each learner takes it in turn to say what they think about that place, what they like and what they dont like. It is important that the learners give reasons for their views, likes and dislikes. The learners are encouraged to respond to the views, opinions and feelings expressed by each other, to invite the views of others and to follow up answers. Assessor encourages learners to check back and ask questions to clarify understanding where necessary throughout. End of assessment task.

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Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Five Learner Name: Learner Registration Number: Time of assessment: Centre Number: Date of assessment: Assessment Criteria covered 1.1 4.1 4.2 4.3 Curriculum Reference Lr/E2.6 Lr/E2.7 Lr/E2.8 Sc/E2.1 Sd/E2.1 Take part in a formal discussion in a small group (3) to express and exchange opinions and feelings about a local place (for example, a road, a park, a shopping centre, a library). (10-15 minutes). The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all the boxes at Secure for an overall Secure Achievement. Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Speaks clearly as to be comprehensible and make meaning understood. Demonstrates variation in intonation to express feelings during the discussion and clearly recognises the formality of the situation (1.1)

Speaks clearly so that meaning is understood and demonstrates some variation in intonation. Demonstrates sufficient recognition of the formality of the situation. Occasional lack of clarity in pronunciation does not impede communication. (1.1)

Speaks some words clearly but has difficulty with overall clarity of speech and use of intonation is limited. May have difficulty responding to the formality of the situation. Inconsistencies in pronunciation create difficulty for the listeners. (1.1)

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Secure Achievement 9 Satisfactory Achievement 9 Did not achieve 9 Actively engages in the interaction, keeping contributions relevant to the topic and discussion. Demonstrates a range of language to express degrees of liking/disliking, feelings and opinions, elaborating in most cases with reasons. Invites contributions from others, listening and responding appropriately to the feelings and views expressed. Follows and understands the discussion, linking own contributions to that of others and indicating agreement or disagreement where appropriate. (4.1, 4.2, 4.3)

Follows and takes part in the interaction, making contributions that are mainly relevant to the topic and discussion, although contributions may be shorter. Demonstrates sufficient language to express degrees of liking/disliking, feelings or opinions, providing some reasons for views. Listens and responds to the feelings and views expressed by others, understanding most of the points made and indicating agreement or disagreement in some cases. (4.1, 4.2, 4.3)

Takes part to some extent in the interaction, although contributions are short and may not be relevant to the topic due to misunderstanding. Range of language used to express likes, dislikes and opinions is limited. Listens to others but may have difficulty following the discussion and understanding the feelings and views expressed by others. (4.1, 4.2, 4.3)


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Exemplar Assessment Mark Sheet Summary To achieve the unit learners must achieve all assessment criteria at Secure or Satisfactory for the assessment tasks. Tasks Secure Achievement Satisfactory Achievement Did not achieve Task One Task Two Task Three Task Four Task Five Tick appropriate box Learner has achieved the unit for Speaking and Listening Entry 1

Learner has not achieved the unit for Speaking and Listening Entry 1

Assessor name: _____________________________________ Assessor signature: __________________________________ Date of assessment: _________________________________

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Introduction - Reading Entry 2 This unit assesses the skills and knowledge required to meet the national standards at Entry 2 for Reading. At this level, learners can: Read and understand short, straightforward texts on familiar topics. Read and obtain information from short documents, familiar sources and signs and

symbols. Tutors will need to teach Reading at text, sentence and word level using methods that are inclusive and appropriate and which take account of the cultural and learning experiences of learners. Guidance on appropriate activities with examples of application and level can be found in the Adult ESOL core curriculum. Learners should be provided with appropriate support throughout. Opportunities for learners to discuss progress should be provided at all stages of the learning process. The context and mode of delivery is flexible and should reflect the needs of the learners and the context in which they are learning. Unit Assessment The unit of assessment includes the learning outcomes and assessment criteria and is mapped to the national standards and component skills and knowledge in the Adult ESOL core curriculum. This unit is assessed through externally set tasks that are internally marked, internally moderated and externally moderated. These are available at the end of this External Assessment Pack. Learners not achieving the unit can be reassessed provided a different set of external assessment tasks are used. These will be provided by the Regional OCN. A three-week period must have elapsed from the learners previous attempt. The Qualification Guide contains the following key documentation for Reading:

Unit of Assessment Sample Assessment Record Sheet for Learner Portfolio

The External Assessment Pack for Reading contains:

Centre Instructions for the Conduct of External Assessment Unit of Assessment Instructions to Assessors Guidance for Marking External Assessment Assessment Mark Sheet External Assessment Tasks for Reading for learners

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UNIT TITLE: Reading LEVEL: Entry 2 10 HOUR CREDIT VALUE: 10 NOCN UNIT CODE: FN2/E2/QQ/002 ACCREDITED UNIT NUMBER: Y/103/6593 This unit has 5 learning outcomes. LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand main events from text. Rt/E2.1

1.1. Select the main events and information from short, straightforward texts.

2. Recognise different purposes of text at

this level. Rt/E2.2

2.1. Identify the different purposes of texts, such as, public signs and notices, lists, forms, notes, records, e-mails, simple narratives, letters and diagrams.

3. Use knowledge of simple and compound

sentence structure to work out meaning. Rs/E2.1

3.1 Confirm and work out meaning of simple and compound sentences.

4. Use common sources of information. Rt/E2.3 Rw/E2.5

4.1. Use key features of text, such as, contents/index page and tabular format to locate everyday information from sources, such as timetables, Yellow Pages.

4.2 Use initial letters to find and/or sequence words in alphabetical order.

5. Recognise a range of high frequency

familiar words. Rw/E2.2

5.1 Identify a range of high frequency and/or familiar words.

Mapped to the Adult ESOL core curriculum.

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Introduction - Writing Entry 2 This unit assesses the skills and knowledge required to meet the national standards at Entry 2 for Writing. At this level, learners can: Write to communicate information with some awareness of the intended audience. Tutors will need to teach Writing at text, sentence and word level using methods that are in

Documents

ESOL Skills for Life - Entry 2 - Qualification Guide