OCNW ESOL E1_2_3 Specification -

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					                                                                 OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                          Subject Code FES1




Entry Level Certificate in

ESOL Skills for Life (Speaking and Listening, Reading and Writing)
Entry 1, 2 and 3



Specification




QCA Accreditation Number:

OCNW Entry Level Certificate in ESOL Skills for Life (Entry 1)   100/4880/7
OCNW Entry Level Certificate in ESOL Skills for Life (Entry 2)   100/4881/9
OCNW Entry Level Certificate in ESOL Skills for Life (Entry 3)   100/4882/0

QCA Accreditation Start Date: 1 February 2005
QCA Accreditation End Date: 31 July 2009
QCA Certification End Date: 31 July 2010




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OCNW’S MISSION STATEMENT

‘Building Partnerships to Advance and Accredit Lifelong Learning for All.’

About OCNW

OCNW was established in 1975 as a co-operative scheme between universities and colleges of
Further Education. It was the first open college in the UK and has been serving the needs of its
members for over 25 years. Throughout this period, OCNW has maintained its independence in
order that it can continue to respond to the requirements of its customers and provide a consistently
high standard of service to all centres across the country.

OCNW is distinctive in that it is both:

    A National Awarding Body approved by the Qualification and Curriculum Authority

     and

    An Authorised Validating Agency for „Access to H.E Programmes‟ licensed by the Quality
     Assurance Agency for Higher Education

OCNW is therefore able to offer a comprehensive ladder of opportunities to centres and their
students, starting at Entry Level basic skills or vocational programmes and progressing to QAA-
recognised Access to H.E qualifications. This flexible and adult-friendly ethos has resulted in
centres throughout the UK choosing to run OCNW qualifications.


OCNW Contact Details

OCNW
West Lodge
Quernmore Road
Lancaster
LA1 3JT

Tel: 01524 845046
E-mail: ocnw@lancaster.ac.uk




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TATTABLE OF CONTENTS
                                                                           SECTION                  PAGE
  SPECIFICATION SUMMARY __________________________ 1 ____________ 4
  Introduction ___________________________________________________ 1 _______________ 4
  Structure of the Award __________________________________________ 1 _______________ 4
  Assessment and Moderation Arrangements _________________________ 1 _______________ 4
  BACKGROUND INFORMATION _______________________ 1 ____________ 5
  Rationale ____________________________________________________              1 _______________ 5
  Aims ________________________________________________________               1 _______________ 5
  Objectives ____________________________________________________             1 _______________ 5
  Contribution to the quality and coherence of provision _________________    1 _______________ 6
  QCA Qualification Accreditation Numbers ___________________________         1 _______________ 6
  QCA Qualification Accredited Units and Numbers _____________________        1 _______________ 6
  Mapping to National Standards and the ESOL core curriculum __________       1 _______________ 6
  ESOL terms __________________________________________________               1 _______________ 7
  Recommended prior learning, attainment or experience ________________       1 _______________ 7
  Opportunities for progression _____________________________________         1 _______________ 7
  Restrictions on multiple entry _____________________________________        1 _______________ 7
  Guided learning hours __________________________________________            1 _______________ 8
  Awarding _____________________________________________________              1 _______________ 8
  Candidates with particular needs __________________________________         1 _______________ 8
  Language of materials __________________________________________            1 _______________ 8
  Other issues __________________________________________________             1 _______________ 8
  Appeals procedure _____________________________________________             1 _______________ 9
  ASSESSMENT AND MODERATION ARRANGEMENTS ____ 1 ____________ 10
  Overview of the assessment _____________________________________            1 _______________ 10
  Internal assessment ____________________________________________            1 _______________ 10
  External assessment ___________________________________________             1 _______________ 11
  Conduct of external assessment __________________________________           1 _______________ 11
  Timings _____________________________________________________               1 _______________ 12
  Tutor support _________________________________________________             1 _______________ 12
  Internal moderation ____________________________________________            1 _______________ 13
  External moderation ____________________________________________            1 _______________ 13
  Use of dictionaries _____________________________________________           1 _______________ 13
  Standardisation________________________________________________             1 _______________ 13
  Feedback of results to centres ____________________________________         1 _______________ 14
  Knowledge, understanding & skills required of assessors _______________     1 _______________ 14
  UNIT SPECIFICATIONS _____________________________ 2 ____________ 15
  Entry 1 ______________________________________________________              2 _______________ 15
  Entry 2 ______________________________________________________              2 _______________ 28
  Entry 3 ______________________________________________________              2 _______________ 42
  Appendix 1 Summary record of achievement ________________________           5 _______________ 57
  Appendix 2 Performance Descriptors ______________________________           5 _______________ 58



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SPECIFICATION SUMMARY


Introduction

The OCNW Entry level certificate in ESOL Skills for Life (Speaking & Listening, Reading and Writing)
qualifications spans the three sub-levels of Entry in the National Qualifications Framework. Entry 3 is the
highest level of the award. The qualifications meet the requirements of the national standards for adult
literacy and relates closely to the National Core Curriculum for ESOL. The target candidates for this
qualification are adults living in Britain, including asylum seekers, settled refugees, and settled
communities from the Asian sub-continent and Hong Kong. These qualifications are designed to address the
language development needs of these groups of candidates.

There are several features of these qualifications that make them very appropriate for their target
candidates:
     Clear linkage between the ESOL core curriculum and the assessment tasks
     Internal assessment is included for each mode, together with the minimum requirement for external
      assessment
     Internal assessment is task based-rather than a building up of a portfolio
     Both internal and external assessments are marked by assessors, internally moderated and externally
      moderated by OCNW
     Mark schemes are very user friendly
     Assessments dates are determined by the centre not OCNW
     Speaking and listening mode has a separate qualification code

Structure of the Qualification

       Level                       Unit title                         Mandatory or Optional units
 Entry 1              Speaking and Listening
 Entry 1              Reading                              To achieve the full all mode qualification the
 Entry 1              Writing                              candidate must complete units in the three
 Entry 2              Speaking and Listening               modes, although achievement of the modes may
                                                           be at different levels. The Speaking and
 Entry 2              Reading
                                                           Listening mode is also recognised as a separate
 Entry 2              Writing                              qualification with accreditation numbers at all
 Entry 3              Speaking and Listening               three levels. Unit certification is available for
 Entry 3              Reading                              the reading and writing units.
 Entry 3              Writing

Each unit describes the skills required and the tasks the candidate must perform to demonstrate the skills.

Assessment and Moderation Arrangements

Each unit has an internal and external assessment component. The activities for internal assessment,
together with a mark scheme are provided within the specification. External assessments are written by and
provided by OCNW, and must be stored in centres under secure conditions. They include a mark scheme.
Assessors mark both the internal and external assessments. These are internally moderated within the
centre, and then subject to external moderation by OCNW.




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BACKGROUND INFORMATION

Rationale

The national strategy to tackle the literacy, language and numeracy needs of adults was launched by the
government in March 2001. Following the publication of A Fresh Start - Improving Literacy and
Numeracy (DfES, 1999), the government committed itself, its education services and a cross-section of
national bodies to a major reduction in the number of adults who struggle with literacy, language and
numeracy. This national strategy has introduced core curricula for literacy, numeracy and ESOL to clarify
the skills, knowledge and understanding that candidates need in order to reach the national standards.

Over 7 million adults in Britain have difficulties with literacy and numeracy. It is estimated that around a
million of these adults have a first language other than English. Breaking the Language Barriers identified
four broad categories of adults who are speakers of other languages. Each of them brings a wealth of
cultural experience and diversity to this country.

These qualifications take as their primary candidate groups settled minority communities and
refugees/asylum seekers. These candidates have varying degrees of linguistic competence in their first
language; some are highly articulate in speech and highly literate in writing, whilst others are fluent in their
spoken language but may be illiterate in reading and writing. In all cases these candidates will need to
develop aspects of English in order to derive the most benefits in their community and at work. These
qualifications provide a wide focus. Candidates are encouraged to develop and apply their skill in English
so that they function better in the community, can access services effectively and can start to move around,
confidently and independently, beyond their immediate locality. These qualifications can be used as a
means of preparing candidates for work.

Aim

These qualifications contribute to the Government‟s Skills for Life initiative by providing assessment of
ESOL that is designed around the standards for adult literacy and the 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 the candidates and the
NQF level in question.

Objectives

1     To provide units of assessment that describe skill in English for each mode of language (Speaking &
      Listening, Reading and Writing)
2     To provide such units at each Entry level (Entry 1, 2 and 3)
3     To assess each unit by means of internal assessment and external assessment
4     To provide qualifications in ESOL that are flexible:
       Each of the three levels of these qualifications provides a unitised structure and is available in the
          three modes
       Candidates can enter for assessment in different modes at different levels as appropriate
       Candidates who successfully achieve a unit at a particular level can claim a unit certificate
       For a candidate to gain a whole qualification at a level they must achieve a unit in all three modes
          at that level or higher
       Where candidates take all three modes at different levels they will achieve the qualification at the
          lowest mode achieved
       Candidates can carry forward any units achieved at a higher level, and when ready take the
          remaining units at the higher level, in order to achieve the whole qualification at the higher level



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Contribution to the quality and coherence of provision

These qualifications are designed to address the language development needs of adults living in Britain
including asylum seekers, settled refugees and settled communities.

The OCNW ESOL qualifications at the three Entry levels are one set of a family of new qualifications
called Certificates in ESOL Skills for Life, based on the national standards for adult literacy and related
closely to the ESOL Core Curriculum and designed specifically for people living in Britain and designed to
a common set of ESOL specific criteria. Many of these qualifications focus on preparing candidates for the
world of work. The OCNW qualifications contribute to the coherence of provision nationally by catering
for a wider range of candidates. The primary aim of the OCNW qualifications is to assist the candidate to
become independent of others (such as translators; be they professionals, family or friends) when
interacting with native English-speakers, whether that is in a work environment or not. Furthermore, these
candidates benefit from the development of the ability to access service providers and to have the linguistic
confidence to travel, work and socialise beyond their local community.

QCA Qualification Accreditation Number

OCNW Entry Level Certificate in ESOL Skills for Life (Entry 1) 100/4880/7
OCNW Entry Level Certificate in ESOL Skills for Life (Entry 2) 100/4881/9
OCNW Entry Level Certificate in ESOL Skills for Life (Entry 3) 100/4882/0
OCNW Entry Level Certificate in ESOL Skills for Life (Speaking and Listening) (Entry 1) 100/4883/2
OCNW Entry Level Certificate in ESOL Skills for Life (Speaking and Listening) (Entry 2) 100/4884/4
OCNW Entry Level Certificate in ESOL Skills for Life (Speaking and Listening) (Entry 3) 100/4885/6

QCA Qualification Accredited Units and Numbers

 Unit Title                                                                    Unit Number
 Unit 01                   Speaking and Listening (Entry 1)                 J/102/9283
 Unit 02                   Reading (Entry 1)                                L/102/9284
 Unit 03                   Writing (Entry 1)                                K/102/9289
 Unit 04                   Speaking and Listening (Entry 2)                 R/102/9285
 Unit 05                   Reading (Entry 2)                                Y/102/9286
 Unit 06                   Writing (Entry 2)                                D/102/9290
 Unit 07                   Speaking and Listening (Entry 3)                 D/102/9287
 Unit 08                   Reading (Entry 3)                                H/102/9288
 Unit 09                   Writing (Entry 3)                                H/102/9291

Mapping to National Standards and the ESOL Core Curriculum

These qualifications are based on the national standards for adult literacy and relate closely to the ESOL
Core Curriculum. For delivery purposes the tutor will need to use this specification in conjunction with the
ESOL core curriculum, and may also find the adult literacy core curriculum and the pre-entry core
curriculum helpful.




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ESOL Terms

ESOL is an acronym that stands for English for Speakers of Other Languages. Other acronyms are widely
used in English language teaching including: English as an Additional Language (EAL), English as a
Second Language (ESL) and English Language Teaching (ELT). In post-16 education the universally
accepted term is ESOL, whereas EAL is normally used to describe this work in schools. Both terms are
deeply embedded in their respective contexts so the decision was taken by the regulatory authorities to use
the term ESOL for qualifications designed for adults.

Recommended Prior Knowledge, Attainment or Experience

No previous formal qualifications are required for entry to these qualifications. Where a candidate has
completed and successfully achieved a particular level of these qualifications they may progress to the next
higher level

 Candidates without previous certificated learning in English seeking to register for levels above Entry 1
should be assessed to determine their ability to perform the skills described at the level immediately below.
Such candidates should be provided with an assessment to judge their level of language skill and
communicative competence, as described in this specification.

It is recommended that the following assessment tools are used:

     Screening tools-a short 10 minute assessment that does not need to be administered by an ESOL
      tutor
     Initial assessment -must be administered by an ESOL tutor and gives an indication of the level that
      the ESOL candidate is currently at
     Diagnostic assessment tools- a longer assessment to identify the particular strengths and weaknesses
      of the candidate in order to be able to inform the individual learning plan.

These are available from DfES publications through their website:
www.dfes.gov.uk/publication or by telephoning: 0845 602260

Opportunities for progression (to and from these qualifications)

These qualifications are made up of three Entry levels. Candidates may progress through the levels from
Entry 1 to Entry 3 by successfully achieving each level in turn.

Candidates who wish to progress to ESOL qualifications beyond Entry 3 can take a Certificate in ESOL
Skills for Life at Level 1 or Level 2. This comprises the national test for assessment of the reading mode
plus an assessment of Speaking and Listening and an assessment of Writing. ESOL candidates who take
the national test will achieve a Certificate in Adult Literacy. A Certificate in ESOL in all three modes at
level 1 is the equivalent in terms of level of language demand to a Key Skills Communication at level 1 or a
GCSE grades D to G. A Certificate in ESOL in all three modes at level 2 is the equivalent in terms of level
of language demand to a Key Skill in Communication at level 2 or a GCSE grades C or above.

Restrictions on Multiple Entries

There are no restrictions that apply to candidates who register for the OCNW Entry Level Certificate in
ESOL Skills for Life (Speaking & Listening, Reading and Writing) qualifications. The units of these
qualifications do not overlap with any other OCNW qualification or programme.




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Guided Learning Hours

The notional guided learning hours for an average candidate following an ESOL Skills for Life qualification
are estimated to be a minimum of 100 hours per mode per level.

Awarding

For the all mode qualifications candidates must complete all the evidence requirements for all units to
achieve the certificate. The certificate will bear the title:

                             OCNW Entry Level Certificate in ESOL Skills for Life
                                (Speaking & Listening, Reading and Writing)
                                     (Entry 1) or (Entry 2) or (Entry 3)

For the Speaking and Listening mode qualification candidates must complete all the evidence requirements
for the Speaking and Listening unit.

Unit certification is also available for the Reading and Writing units at all the Entry Levels. Candidates
must complete all the evidence requirements for each unit claimed. Unit certificates will clearly indicate the
unit and level being certificated.

Where candidates provide evidence of achievement at different levels for each of the modes, the full
certificate will be awarded at the lowest level achieved, but achievement at each level will be stated on the
certificate.

Candidates with Particular Needs

OCNW has procedures in accordance to the Statutory Regulations for External Qualifications (QCA, 2004)
to ensure this qualification is accessible and does not disadvantage a candidate with a particular need. Full
details of this procedure are available within the Foundation Information File or through contacting the
OCNW office.

Language of Materials

OCNW strive to use language that is plain, clear, free from bias and appropriate to Entry Level candidates.
All materials are reviewed by OCNW officers, independent reviewers and subject experts before being
finalised. Tutors must also ensure that materials developed for candidates are likewise clear, plain, free
from bias and appropriate to Entry level ESOL candidates.

Other issues

These qualifications recognise that the study of English language offers ample opportunities to foster an
understanding of spiritual, moral, ethical, social and cultural issues and to raise awareness of environmental
issues, and health and safety considerations. It can also provide a vehicle for the consideration of European
developments, consistent with relevant international agreements. This can be achieved through choice of
contexts, topic and texts.

These qualifications offer many opportunities for candidates to develop their language and communicative
skills including discussion, expressing their own views in an appropriate way and respecting the views of
others.



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Appeals Procedure

OCNW has an appeals procedure in accordance with the Statutory Regulations for External Qualifications
(QCA, 2004). Full details of this procedure, including how to make an application are available within the
Foundation Information File or through contacting the OCNW office.




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ASSESSMENT AND MODERATION ARRANGEMENTS

Overview of the Assessment

The OCNW ESOL qualifications require evidence of achievement of all the skills and activities that are set
out in each unit within the specification. Each unit has two assessment components:

     Internal Assessment
     External Assessment

with each form of assessment contributing to 50% of the total assessment for the unit. Assessors mark both
the internal and external assessments. These are internally moderated within the centre, and then subject to
external moderation by OCNW.

Mark Sheets are provided for both the internal and external assessment and they give criteria of
achievement. Assessors will judge their candidates performance against these criteria. Performance
descriptors are also available in Appendix 2 for each mode at each level. These are useful for the tutor to
judge initially the candidates overall performance within an activity, before looking at the more detailed
criteria within the mark sheets. Each unit has two bands of achievement, „satisfactory‟, or „good‟ together
with a „did not achieve‟ band. Satisfactory is the minimum level of achievement. To achieve an overall
satisfactory for a unit the candidate must demonstrate achievement consistently at satisfactory or above in
both the internal and external assessment for the unit. To achieve good for a unit the candidate must
demonstrate achievement consistently at good in both the internal and external assessment for the unit.
Tutors are advised to keep track of the individual candidates progress through using the Summary Record
of Achievement (Appendix 1). Whilst the bands of achievement are not recognised on the candidates
certificate they are useful in order to pick up on a candidates strengths and weaknesses within a level and
can be used to inform the individual learning plan.

The centre must retain evidence for both the internal and the external assessments for 4 weeks after
the date of the moderation appeal.

Internal Assessment

Internal assessment is through the completion of two or three tasks outlined within the units of the
specification, rather than the building up of a portfolio of evidence. Internal assessment provides an
opportunity for tutors to adapt the context of the tasks to the needs and interests of their candidates while
still covering the required skills. There are particular skills from the ESOL core curriculum which are more
appropriately assessed through internal assessment and these are the skills chosen to be assessed in this
way, together with the more generic skills that run through both the internal and external assessment. It is
expected that the internal assessment will be carried out at a time when the tutors feels that the candidate is
ready to take the assessment. If a candidate fails an internal assessment they may be given another
opportunity for assessment but the context and/or situation will need to be altered in order that the candidate
is not repeating the same task. Timings are given for the internal assessments for guidance only.

Candidates will compile a folder of evidence made up of a description of the assessed activities, the
candidate evidence and completed mark schemes. Tutors must state the context of the tasks, and these tasks
may be undertaken at points of the learning programme that suit the candidate‟s development rate. The
tutor should be confident that the candidate is working at the appropriate level. Care must be taken,
however, to ensure that the tasks used for assessment have not already been used for teaching and learning
purposes.




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Each mode (Speaking & Listening, Reading and Writing) is likely to produce evidence in different forms:

Speaking and Listening

This mode is likely to produce evidence that includes:

      Completed mark schemes
     Tape recordings/videos/CDs/digital file

Centres are required to make a recording (taped or digital) of no less than 10% (or 5, whichever is
the greater) of candidate performances in speaking for both the internal and external assessments.
The candidates must be selected from those entered by the centre for assessment in the current period of
assessment and have not withdrawn. The sample should be made up of internal assessments across all the
tutors and the full range of candidate ability levels. Internal moderators will take responsibility for ensuring
that the work covers all the tutors involved in the delivery. Tutors must supply the task instructions to the
candidate, completed mark scheme and any notes/comments on each candidate‟s performance for internal
assessments.

Reading

This mode is likely to produce evidence that includes:

   Paper-based evidence of tasks completed, e.g. sentences identified by underlining in texts, or
    instructions carried out, questions answered

Writing

This mode is likely to produce evidence that includes:

     Written work in various forms

External Assessment

External assessments are written by and provided by OCNW, and must be stored in centres under secure
conditions. These tasks will be supplied to a centre on registration. This specification provides an indication
of the kind of assessment the candidate is going to be asked to perform and of the skills to be assessed.
However, the exact content of the task is not made available. Such tasks cannot be altered or amended and
must be carried out by the candidate under supervised conditions. OCNW will provide tasks for each mode
at each level. A time limit for the completion of the external assessment tasks is given for the guidance of
tutors. Candidates cannot be assessed through the same external task more than once. If a candidate fails an
external assessment they may be given another opportunity for assessment but this must be a different task.
OCNW will provide an alternative set of tasks for these situations. Sample external assessment tasks are
available which can be used as practice materials with the candidates.

Conduct of External Assessment

The externally approved tasks must be taken under supervised conditions as follows:

1     If the tasks for a unit are completed over different sessions a candidate should be given only the task
      that they are expected to complete during that session.

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2     All work completed as evidence for the activity must be clearly marked with the candidate‟s name
      and date and handed in at the end of each session.

3     It is the centre's responsibility to make sure that such evidence in progress is securely kept and not
      contaminated by candidate evidence produced elsewhere.

4     Only work produced and completed under such conditions may be included as the evidence for
      externally approved activity for any candidate.

5     Where evidence of competence is based on observations of activities or oral responses then these
      must be recorded in a standard format provided by OCNW and signed by a centre-approved observer.
      These records are to be retained and made available for moderation together with each candidate‟s
      portfolio of evidence.

Timings

Internal assessment tasks detailed in the specification are accompanied by suggested times for
completing the task. These times are approximate and are provided for the guidance of tutors.

External assessment materials contain guide times for completing tasks. These times are
approximate and are provided for the guidance of tutors.

Tutor Support

This guidance applies to both internal assessment tasks and external assessment tasks. Candidates should
be put forward for assessment at the level suitable for them and when they are judged to have acquired
sufficient skills to achieve the level in a mode.

Speaking and Listening

Although tutors should explain the nature of the task and may read out the questions they must not help the
candidates with the listening part of the task. Written responses are required for the external listening tasks,
and at Entry 1 only the tutor may write down the candidates answer if this proves a difficulty. This is not
permissible at Entry 2 and Entry 3 unless the candidate has particular needs, in which case guidance should
be sought from the Foundation Information File or through the OCNW office. When carrying out
assessment work with other candidates, the tutor must be rigorous to ensure that each candidate has a fair
opportunity to be assessed on all parts of the speaking and listening skills and is not hindered e.g. by the
poor performance of other candidates. If this is the case, the tutor will need to intervene and if necessary
take on the role of one of the candidates to ensure fairness of assessment opportunity.

Reading

The questions for the external Reading tasks will be written at the same level as the assessment so that
candidates can read them. When selecting reading material for the internal assessment, tutors must ensure
that the selected text is appropriate for the level. At Entry 1 tutors may read out the question rubrics if
candidates are struggling and the tutor may write down the candidate‟s answer if this proves a difficulty.
However at Entry 2 and 3 the question rubrics cannot be read out and the candidate is expected to write the
answers out themselves unless the candidate has particular needs in which case guidance should be sought
from the Foundation Information File or through the OCNW office. They should not be penalised by mis-
spelt or poorly written responses, if the content is correct. The key criterion is that the candidates show
evidence of reading and understanding.

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Writing

Tutors may provide full tutor support to ensure that the candidate understands the task or question and can
read them out aloud if necessary, though the emphasis should be on candidates reading them for
themselves. However, candidates must form and write a response without assistance.

Internal Moderation

Internal moderation is the process of ensuring that everyone who assesses the units of the ESOL
qualifications in a centre is assessing to the same standard. Internal moderation of ESOL qualifications
will be co-ordinated by a named Foundation Co-ordinator at each centre, who will liaise with OCNW. The
Foundation Co-ordinator may or may not also act as the Internal Moderator. Internal moderation will be
carried out through standardisation activities including the moderation of a sample of candidate‟s evidence,
both internal and external assessment ensuring their sample covers all aspects of the qualification for each
cohort of candidates across all tutors delivering the course. Further details on the sampling strategy are
available within the Foundation Information File or through contacting the OCNW Chief Moderator for
Foundation.

It is the responsibility of the Internal Moderator to ensure that the assessors‟ decisions are sampled and
monitored to ensure consistency and fairness. Internal Moderators are also responsible for supporting
assessors by offering advice and guidance.

External Moderation

OCNW External Moderators will confirm the internal moderation activities during their visit to the centre.
The provision of these arrangements form part of the conditions required for centre-approval to offer the
qualifications.
OCNW will identify, from student registrations the candidates to be sampled for moderation. The tutor or
co-ordinator must collect all folders of evidence and make them available for moderation. The moderator
will examine the selected sample of files. S/he may ask to see additional folders if required.

Accredited centres for OCNW‟s Entry Level Certificate in ESOL Skills for Life qualifications will usually
be visited twice a year for external moderation. The focus of the external moderation visits will include:

     Staff development, including guidance and support for all assessors and internal moderators
     Evidence moderation ensuring the external moderator‟s sample covers all units undertaken by the
      candidate cohort at the centre
     Checking that the internal assessment tasks are the tasks proposed by OCNW and that the context and
      materials used are appropriate to the level.

Use of Dictionaries within Internal and External assessment

The use of a bi-lingual dictionary is allowed for the external and internal reading tasks, but not for the
writing or speaking and listening tasks.

Standardisation

OCNW will collect and archive assessed candidate evidence. The evidence will cover all modes, all levels
and at varying levels of performance. This evidence will be used at training meetings for tutors and for
standardisation. The OCNW Chief Moderator for Foundation will convene a panel at which assessment
standards are reviewed to ensure consistency across moderators and over time.


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Training meetings, to ensure that tutors are conversant with the internal and external assessment procedures
and can apply the mark scheme at the standards required, will be provided by OCNW before the start of
ESOL Skills for Life courses and at regular intervals thereafter. Archive materials will be used at these
meetings, as it becomes available.

Feedback of Results to Centres

Results must not be communicated to candidates until the moderation visit has been completed on the
whole centre cohort.

Knowledge, Understanding and Skills required of Assessors and Internal Moderators

Assessors of this qualification should hold or be working towards an initial teacher training qualification,
preferably a Certificate/Post graduate Certificate in Education or equivalent and ideally should hold or be
working towards a specialist ESOL teaching certificate such as the OCNW Level 4 Certificate in ESOL
subject specialists or equivalent. Assessors with City and Guilds 7307 stages 1 and 2 should be considered
on the basis of experience.

Internal Moderators need to be competent assessors with a knowledge of the requirements of the internal
moderation process. OCNW provides training events for internal moderators and any person new to this
role would be advised to go on an OCNW training event.




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                                                                                                Subject Code FES1

                                                                                       Unit Specifications

Entry 1 - Unit 1 Speaking and Listening

Introduction
In this unit, the candidate will be assessed on their skills in speaking and listening in English. The candidate
needs to demonstrate listening skills to be able to listen for gist and for detail in order to find key
information. They must also follow simple instructions and directions and respond to requests for
information. Candidates must speak to communicate, make requests, ask questions and make simple
statements. They will also be assessed on their ability to take part in simple social exchanges with others.


At this level candidates can:
     Listen and respond to spoken language, including simple narratives, statements, questions and
      single-step instructions
     Speak to communicate basic information, feelings and opinions on familiar topics
     Engage in discussion with another person in a familiar situation about familiar topics

Assessment

The table in the specification has been developed to detail the National Adult Literacy Standards that must
be achieved and within these the particular skills mediated from the ESOL core curriculum that need to be
demonstrated. There are particular skills mediated from the ESOL Core Curriculum, which are more
appropriately assessed through internal assessment, and these are the skills chosen to be assessed in this way,
together with the more generic skills that run through both the internal and external assessment. The skills
required for the internal and external assessment are detailed in the description of the tasks. The assessment
materials supplied by OCNW will include a mark scheme specific to each task and performance descriptors
common to both the externally and internally assessed tasks to be used by all assessors.

External Assessment. An OCNW-devised external assessment will be supplied. The task involves listening
to a tape-recording and answering questions on it and taking part in a role-play. The questions can be read
to the candidates by the tutor.

Internal Assessment. The tasks to be covered are given in the unit. Tasks are chosen to cover the kind of
activities undertaken by adults in daily life. The context and /or situation can be determined to meet the
particular needs and interests of the candidates. If a candidate fails an internal assessment they may be given
another assessment opportunity, the skills assessed will remain the same but the context and/or situation
must be altered in order that the candidate is not repeating the same task.

When carrying out assessment work with other candidates working in groups, the tutor must be rigorous to
ensure that each candidate has a fair opportunity to be assessed on all parts of the speaking and listening
skills and is not hindered e.g. by the poor performance of other candidates. If this is the case, the tutor will
need to intervene and if necessary take on the role of one of the candidates to ensure fairness of assessment
opportunity.

Centres are required to make a recording (taped or digital) of no less than 10%, (or 5, whichever is
the greater ) of candidate performances in speaking for both the internal and external assessments.
This recording should come from the full range of tutors delivering the courses, and the full range of
candidate ability levels.




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Entry 1        Unit 1          Speaking and Listening
                                        Skills Required
Candidates will be able to demonstrate the ability to:

Listen for the gist of short explanations (Lr E1 1a)
 recognise context, identifying the situation, speaker or topic

Listen for detail using key words to extract some specific information    (LrE1 2a,e)
 listen for and extract key information e.g. places /times

Follow single-step instructions in a familiar context, asking for instructions to be repeated if necessary (Lr E1 3a,b)
 recognise imperative form in instructions e.g. turn, go, next, after
 follow clear simple directions or instructions

Listen and respond to requests for personal information (Lr E1 4a, b)
 recognise and respond to wh-questions and Yes/No questions
 respond using minimal response, short form of verb or fuller answer
 recognise requests for action e.g. sign here

Speak clearly to be heard and understood in simple exchanges (Sc E1 1a,b)
 place stress on correct syllable in familiar words to make speech understood
 pronounce phonemes to be understood and make meaning clear
 use intonation patterns

Make requests using appropriate terms  (Sc E1 2a)
 make requests using modal verbs e.g. can, would like
 introduce requests e.g. excuse me

Ask questions to obtain specific information     (Sc E1 3a,b;Sc E1 3d)
 ask wh-type questions e.g. when, what
 use question form of simple present tense e.g. Do you? Have you?,
 ask for clarification. e.g. can you repeat it please?

Make statements of fact clearly     (Sc E1 4a,b,c,d )
 use simple present tense to make simple statements of fact within an interaction e.g. this is my neighbour, she
   comes from………………
 use common prepositional phrases of place and time
 use contracted forms e.g. I’m
 give single step instructions and a description e.g. it’s on the right; it has a blue door; it’s a big building, some use
   of definite and indefinite articles
 use imperatives and negative imperatives e.g. turn, press, stop, don’t go…etc.
 spell words out loud when asked

Speak and listen in simple exchanges and in everyday contexts (Lr E1 5a,c,d; Sc E1 1b,1c )
 take part in more formal interaction by recognising and responding to greetings, taking leave, stating a wish e.g. I’d
    like to
 take part in social interaction, inviting and offering e.g. would you like? accepting invitations, accepting and
    refusing offers; greeting and responding to a greeting; introducing others e.g. this is ; he/she lives…
 use grammar and vocabulary to express: likes/dislikes; feelings; simple views e.g. I like, I’m not happy I think this
    is good/bad
 recognises likes/dislikes/feelings/views of others and respond e.g. that’s right/do you?/I don’t




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                                                                                             Subject Code FES1

Entry 1         Unit 1                     Speaking and Listening
                                      Activities to be completed by the candidate

 External Assessment

 Task 1
 Listen to a short simple explanation, narrative or conversation on a familiar topic and answer questions
 Listen for gist and detail

 Task 2
 Take part in a one-to-one role-play with the tutor in a more formal exchange on a familiar topic
 Greet, take leave, make a request, ask questions, give personal information, respond to a request, ask for
 clarification, speak clearly to make self understood


 Internal Assessment

 Task 1
 Take part in a role-play in an informal exchange with another candidate.

 Candidate 1 will speak clearly to:
  invite a friend or neighbour home or to a social event; give a simple instruction e.g. simple directions
    and descriptions (approx. 2 minutes)
 Candidate 2 will speak clearly to:
  follow and accept the invitation and instructions, checking by repeating key points (approx. 2 minutes)
 Candidate 1 will speak clearly to:
  introduce the friend or neighbour to at least one other person and make an offer e.g. food and drink,
    chair (approx. 2 minutes)
 Candidate 2 will speak clearly to:
  respond to introduction and accepts or refuses offer (approx. 1 minute)

 Reverse roles (approx. 7 minutes)

 Task 2 Talk with at least one other candidate about a familiar topic e.g. neighbourhood, college or life in
 England. (approx. 3 minutes)
 Gives likes, dislikes, feelings or simple views, responds to others




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                                                                                                                                                                    Subject Code FES1


Entry 1 Unit 1                  Mark Scheme for Speaking and Listening -Internal Assessment

Candidate Name__________________________________________ Centre Name________________________________________________

 Task 1 Following instructions, inviting and responding to invitations and offers
                     Good                                        Satisfactory                                                                     Did not achieve
 Speaks clearly to be understood throughout                 Speaks with sufficient clarity to be understood by other        Speaks with insufficient clarity to be understood.
 conversation. Uses correct stress in familiar words        candidates. Use of stress and appropriate intonation is not     Incorrectly placed stress and mispronounced
 and on key words. Pronounces sounds in familiar            always consistent. Usually pronounces the sounds in             sounds impede communication. Limited use of
 words and uses intonation patterns to make meaning         familiar words correctly.                                       intonation patterns.
 clear.
                                                            Responds to and uses the common language of
 Responds to and uses a variety of language for             greetings, introductions and invitation e.g.. hello, this       Limited/non-verbal responses to common
 greetings, introductions and invitations e.g. Hello        is….. Can you come? Some responses and use of                   language of simple exchanges e.g. hello, goodbye,
 Maria, this is… She comes from He/She lives in. Can        language may be minimal but demonstrates the use of             thank-you. Understanding of instructions is
 indicate politeness e.g. Can you come? Would you           present simple tense. Asks for limited clarification            limited.
 like? Uses present simple tense confidently. Asks for      where necessary.
 clarification where necessary.
                                                                                                                            Gives limited instructions using minimal language
 Gives simple instructions e.g. next, after, on the         Gives simple single-step instructions showing some use          and sentence construction.
 right. Uses adjectives as appropriate.                     of imperatives e.g. turn, go left. Uses common
                                                            adjectives as appropriate.




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                                                                                                                                                               Subject Code FES1
Entry 1 Unit 1                  Mark Scheme for Speaking and Listening -Internal Assessment
Candidate Name__________________________________________ Centre Name________________________________________________

 Task 1 Talking about a familiar topic
                    Good                                                           Satisfactory                                               Did not achieve
 Speaks clearly about simple topic using correct         Speaks with sufficient clarity on a simple topic to be        Speaks with insufficient clarity to be understood.
 stress on familiar words and on key words.              understood by other candidates. Uses stress in                Incorrectly placed stress and mispronounced
 Pronounces sounds in familiar words and uses            familiar words and intonation patterns to help make           sounds impede communication. Limited use of
 intonation patterns to make meaning clear and           the meaning clear. Usually pronounces the sounds in           intonation patterns.
 understood by other candidates.                         familiar words correctly.
                                                                                                                       Some expression of likes, dislikes and views, but
 Expresses likes, dislikes and views demonstrating       Expresses likes, dislikes and views demonstrating the         conversation limited to minimal language with
 a good grasp of the present simple tense,               use of the present simple tense, contracted forms,            errors in grammar and limited vocabulary.
 contracted forms, correct word order in simple          correct word order in simple statements, and common
 statements and common prepositions and                  prepositions and adjectives as appropriate. May make          Difficulty in understanding the likes, dislikes and
 adjectives as appropriate. Basic but appropriate        some errors, and vocabulary is not always                     views of others.
 vocabulary used.                                        appropriate.

 Responds appropriately to the likes and dislikes        Recognises simple likes, dislikes and views of others
 of others and is able to ask for more detail using      and indicates agreement or disagreement e.g. me
 questions e.g. why, do you….? I don’t…                  too…I hate…your right….




     Tutor signature                                              Tutor name                                           Date of assessment

  The candidate must achieve at least a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory or a tick in
                                                        all Good boxes for an overall Good




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                                                                                     Subject Code FES1

                                                                                   Unit Specifications

Entry 1 - Unit 2 Reading

Introduction
In this unit the candidate will be assessed on how to obtain and understand information from signs,
notices, lists, forms, notes and simple narratives. They will also be asked to read simple sentences and
recognise key personal words.


At this level candidates can:
   read and understand short texts with repeated language patterns on familiar topics
   read and obtain information from common signs and symbols

Assessment

The table in the specification has been developed to detail the National Adult Literacy Standards that
must be achieved and within these the particular skills mediated from the ESOL Core Curriculum that
need to be demonstrated. Most of the skills are generic to both the external and internal assessments, but
are assessed in different way. The assessment materials supplied by OCNW will include a mark scheme
specific to each task and performance descriptors common to both the externally and internally assessed
tasks to be used by all assessors.

External Assessment. An OCNW-devised external assessment will be supplied. The tasks involves
tasks involve reading a series of texts and answering questions on them. These tasks need to be
completed under supervised conditions.

Internal Assessment. The tasks to be covered are given in the unit. Tasks are chosen to cover the
kind of activities undertaken by adults in daily life. The context and /or situation can be determined to
meet the particular needs and interests of the candidates. If a learner fails an internal assessment they
may be given another assessment opportunity, the skills assessed will remain the same but the context
and/or situation must be altered in order that the candidate is not repeating the same task. Care is needed
that the text is at the right level for the candidates and allows the candidates to be assessed on the skills
required.

At this level, tutors may read out the question rubrics if the candidate is struggling and may write the
answers out for the student.

The use of a published bi-lingual dictionary is allowed for the reading assessments




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                                                                                              Subject Code FES1

Entry 1              Unit 2                Reading
                                        Skills Required
Candidates will be able to demonstrate the ability to:

Follow a short narrative on a familiar topic or experience(Rt E1 3a,b)
 read and understand a narrative with repeated language patterns
 obtain information from texts by recognising key words and phrases
 read a table to obtain information
 recognise ways of expressing prohibition words e.g. Keep off, Do not…
 obtain meaning from key words and symbols

Recognise the different purposes of texts at this level (Rt E1 2a)
 recognise the purpose of simple texts by the layout
 recognise and understand common signs and symbols
 recognise conventional phrases in context

Read and recognise simple sentence structures (Rs E1 1a)
 recognise common patterns of simple sentences, subject-verb-object, subject-verb-prepositional phrase
   e.g. she has 2 children; he lives in Preston
 recognise when a sentence contains instructions, directions, prohibitions
 recognise that not all texts are whole sentences

Use punctuation and capitalisation to aid understanding (Rs E1 1b)
 recognise the use of full stops and capital letters in a sentence to help understand the text
 recognise capital letters for names, places and pronoun I

Possess a limited, meaningful sight vocabulary of words, signs and symbols (Rw E1 1a)
 recognise days of the week, family words, dates, times and other common words in everyday use
 recognise and understand use of : in, out, off, down

Decode simple regular words(Rw E1 2a)
 sound out short regular words

Recognise the letters of the alphabet in both upper and lower case (Rw E1 3a,b )
 recognise words and signs in different cases and fonts
 recognise digits e.g. dates, times, telephone numbers and prices




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                                                                                               Subject Code FES1

Entry 1             Unit 2                       Reading
                                         Activities to be completed by the candidate

  External Assessment

  The tasks

  Read and answer the questions on 3 short texts on a familiar topic or experience each of a different type of
  text e.g. letter, narrative, table.


  Internal Assessment

  Task 1

  Read and find out relevant information from two simple texts e.g. notice of social event, opening times of
  library. These will be in different fonts and layouts. Information to be located needs to include:
   Dates
   Times
   Prices
   Telephone numbers (approx. 10 minutes)
  Suggested evidence: simple text, highlighted by the candidate to show location of required information

  Task 2

  Read and understand 10 social sight words and phrases in different fonts. The list below contains examples .
  Centres should choose these or similar words relevant to the candidate‟s situation
   Way in
   Best wishes
   Slow down
   Keep off the grass
   Stand back from the edge of the platform
   Pay Here
   Closed
   Stop
   No Smoking
   Do not enter

  Read and match 10 pictures of where the signs could be found e.g. park, building, station, road, card, or
  point out and match signs. (approx. 10 minutes)
  Suggested evidence: worksheet showing matching up of words/phrases to correct location




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Entry 1 Unit 2                 Mark Scheme for Reading-Internal Assessment

Candidate name                                                                           Centre name

 Task 1 Reading and finding relevant information
                  Good                                                   Satisfactory                                                 Did not achieve

 Identifies all the required information within the          Identifies all of the required information             Identifies some of the required information within
 texts independently.                                        within the texts although a small amount of            the texts but needs significant amount of tutor
                                                             prompting may be needed.                               support.



 Task 2 Reading social sight words and phrases
 Reads and identifies social sight words and                 Reads and identifies social sight words and            Reads and identifies some of the social sight words
 phrases and matches to correct illustration or sign.        phrases through matching to the correct                and phrases through matching to the correct
 Completes task independently with only very                 illustration or sign. A small amount of                illustration or sign. However a significant amount
 minor errors.                                               prompting may be needed. A few minor                   of tutor support is needed and a number of errors
                                                             errors may be made.                                    are made.

    Tutor signature                                               Tutor name                                          Date of assessment

 The candidate must achieve at least a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory or a tick in
                                                       all Good boxes for an overall Good




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                                                                                              Subject Code FES1

                                                                                             Unit Specifications

Entry 1 - Unit 3 Writing

Introduction
In this unit the candidate will be assessed on their ability to write to communicate information in simple texts
such as forms, lists, notes, messages and records. They will also be assessed on their ability to write a simple
sentence, using capital letters and full stops, and to spell personal key words.


At this level candidates can:

      write to communicate information to an intended audience

Assessment

The table in the specification has been developed to detail the National Adult Literacy Standards that must be
achieved and within these the particular skills mediated from the ESOL core curriculum that need to be
demonstrated. Many of the skills are generic to both the external and internal assessments but there are particular
skills from the ESOL core curriculum, which are more appropriately assessed through either internal or external
assessment. The assessment materials supplied by OCNW will include a mark scheme specific to each task and
Performance Descriptors common to both the externally and internally assessed tasks to be used by all assessors.

External Assessment. An OCNW-devised external assessment will be supplied made up of two tasks. The tasks
will test the candidate‟s ability to carry out the skills under supervised conditions.

 Internal Assessment. The tasks to be covered are given in the unit. Tasks are chosen to cover the kind of
activities undertaken by adults in daily life. The context and /or situation can be determined to meet the particular
needs and interests of the candidates. If a learner fails an internal assessment they may be given another
assessment opportunity, the skills assessed will remain the same but the context and/or situation must be altered
in order that the candidate is not repeating the same task. Care is needed that the text is at the right level for the
candidates and allows the candidates to be assessed on the skills required.

The use of a dictionary is not allowed for the writing assessments




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                                                                                           Subject Code FES1

Entry 1              Unit 3       Writing
                                         Skills Required
 Candidates will be able to demonstrate the ability to:

 Use written words and phrases to record or present information (Wt E1 1a)
  compose very simple text to communicate basic information by filling in details on a form in short
    answers
  compose simple text to communicate information and ideas e.g. about family, country, likes, dislikes,
    feelings
  use layout of simple texts e.g. invitation, envelope, message

 Construct a simple sentence (Ws E1 1a)
  write at least 3 sentences using common patterns for simple statements of subject-verb-object
  use appropriate verb forms including for instruction and direction e.g. simple present of be, have, do,
    turn the oven on, go to… and common regular verbs

 Punctuate a simple sentence using a capital letter and full stop (Ws E1 2a)
  use capital letters for names, places and months
  use capital letters at the start of sentence and full stops at the end

 Use a capital letter for personal pronoun ‘I’ (Ws E1 3a)
  always spell the word „I‟ with a capital letter

 Spell correctly some personal key words and familiar words(Ww E1 1a)
  spell personal vocabulary correctly
  use structural words correctly e.g. in, of, the
  use key words correctly e.g. live, come, like

 Write the letters of the alphabet using upper and lower cases (Ww E1 2a,b,)
  use upper and lower case letters with some accuracy
  space letters and words appropriately and position them on the line
  form digits 1 – 9 with some accuracy




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                                                                                               Subject Code FES1

Entry 1             Unit 3               Writing
                                         Activities to be completed by the candidate

  External Assessment

  Task 1
  Complete a simple form with personal information

  Task 2
  Write a few sentences of personal narrative



  Internal Assessment

  Task 1

      Write a personal invitation to a social event e.g. Eid party, Chinese New Year Meal, end of course party.
      Write the envelope
      Make a list of 5 things you need to buy for the event or 5 things you need to do for the event
       (approx. 15 minutes)

  Task 2

  Write a note or a message to a friend or family member giving a simple instruction or direction, e.g.
  to buy something, to do something, to go somewhere
     (approx. 10 minutes)




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                                                                                                                                                                                Subject Code FES1

Entry 1 Unit 3                                  Mark Scheme for Writing-Internal Assessment
Candidate name                                                                                           Centre name

 Task 1 Personal Invitation
                    Good                                                               Satisfactory                                                     Did Not Achieve
 Identifies audience and uses appropriate greeting.               Identifies audience and communicates basic                         Communicates some of the required information. Layout
 Communicates all required information e.g. event,                information on invitation e.g. event, place, date, time.           of list is not appropriate. Omits part of name and address
 date, time, place and includes extra detail to achieve           Uses appropriate layout. Writes name and address on                on envelope and layout not appropriate.
 purpose. Uses appropriate layout.                                envelope using basic conventions.

 Can construct a simple sentences using correct word              Can construct a simple sentence using basic word
 order, verb form and can use prepositional phrases               order, verb form and common prepositions. Uses                     Makes frequent errors in sentence structure and the use of
 correctly. Can use correct sentence punctuation and uses         mostly correct sentence punctuation and capital letter             present tense. Uses full stops, capital letters and capital I
 capitals at the beginning of names and place names.              for I.                                                             inconsistently.
 Spells personal words and structural words correctly,
 handwriting is well formed and spaced or word-                   Spells most personal words accurately. Usually uses
 processed text is well set out and spaced.                       key and structural words correctly. Handwriting is
                                                                                                                                     Frequently mis-spells personal and structural words.
                                                                  legible with some attempt to form and space letters                Handwriting is poorly formed and spaced.
                                                                  properly.
 Task 2 Note or Message
 Uses appropriate layout, greeting and informal tone.             Tone, layout and greeting are mostly appropriate.                  Intended audience unclear. Inadequate information given.
 Communicates all relevant information for task.                  Communicates basic information for task.

 Uses common forms appropriate to an informal message             Mostly uses appropriate common forms for informal                  Inconsistent use of common forms for informal messages.
 e.g. ‘see you at…. Correctly uses present simple, modals         messages. Uses present simple, modals, imperative                  Makes frequent errors in tense use. Uses capital letters
 and imperative forms and prepositional phrases as                forms and common prepositions as appropriate with                  inconsistently.
 appropriate. Uses capital letters for names and capital I.       some minor errors. Mostly uses capital letters for
                                                                  name and capital I.
 Spells personal, key and structural words correctly.                                                                                Frequent mis-spelling of personal, key and structural
 Handwriting is legible and well spaced.                          Spells most personal, key and structural words                     words. Handwriting poorly formed and spaced.
                                                                  correctly. Handwriting is legible with some attempt
                                                                  to form and space letters.



  Tutor signature                                     Tutor name                                 Date of assessment
 The candidate must achieve at least a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory or a tick in
                                                       all Good boxes for an overall Good



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                                                                                            Subject Code FES1

                                                                                          Unit Specifications

Entry 2 - Unit 4 Speaking and Listening

Introduction
In this unit the candidate will be assessed on their ability to speak clearly when communicating with other
people. In doing this they will be assessed on their ability to make requests and ask for information, on their
ability to give personal information and ask questions to help understanding. They will be assessed on their
ability to pronounce clearly what they want, to follow instructions, to help them get what they want and to
respond to any questions.


At this level candidates 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

Assessment

The table in the specification has been developed to detail the National Adult Literacy Standards that must be
achieved and within these the particular skills mediated from the ESOL core curriculum that need to be
demonstrated. There are particular skills mediated from the ESOL core curriculum, which are more
appropriately assessed through internal assessment, and these are the skills chosen to be assessed in this way,
together with the more generic skills that run through both the internal and external assessment. The skills
required for the internal and external assessment are detailed in the description of the tasks. The assessment
materials supplied by OCNW will include a mark scheme specific to each task and Performance Descriptors
common to both the externally and internally assessed tasks to be used by all assessors.

External Assessment. An OCNW-devised external assessment will be supplied. The task involves listening to
a tape-recording and answering questions on it and taking part in a role-play and a discussion.

Internal Assessment. The tasks to be covered are given in the unit. Tasks are chosen to cover the kind of
activities undertaken by adults in daily life. The context and /or situation can be determined to meet the
particular needs and interests of the candidates. If a learner fails an internal assessment they may be given
another assessment opportunity, the skills assessed will remain the same but the context and/or situation must be
altered in order that the candidate is not repeating the same task.

When carrying out assessment work with other candidates working in groups, the tutor must be rigorous to
ensure that each candidate has a fair opportunity to be assessed on all parts of the speaking and listening skills
and is not hindered e.g. by the poor performance of other candidates. If this is the case, the tutor will need to
intervene and if necessary take on the role of one of the candidates to ensure fairness of assessment opportunity.


Centres are required to make a recording (taped or digital) of no less than 10% of candidate
performances in speaking for both the internal and external assessments. This recording should come
from the full range of tutors delivering the courses.




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                                                                                                         Subject Code FES1

Entry 2        Unit 4                         Speaking and Listening
                                                       Skills required
Candidates will be able to demonstrate the ability to:

Listen for and follow the gist of explanations, instructions and narratives(Lr E2 1a,b,c)
 identify the situation, speakers or topic
 understand key words and follow the general meaning

Listen for detail in short explanations, instructions and narratives(Lr E2 2b,c,d, Lr E2 4a)
 identify key words to find the information required
 use knowledge of grammatical detail e.g. present and past simple tense and future time using present continuous, modals to
     understand text
 understand key grammatical forms e.g. use of imperatives and negative imperatives in instructions and directions
 recognise and respond to sequence markers e.g. first, finally
Listen for and identify the main points of short explanations and instructions ( Lr E2 3a)
 Extract the main information required
Listen for and identify simply expressed feelings and opinions(Lr E2 6a)
 Identify common structures and vocabulary used in expressing different feelings and opinions e.g. I really like. My favourite is
     ..because

Speak clearly to be heard and understood in straightforward exchanges (Sc E2 1a,b)
 place stress correctly on familiar words to make meaning understood
 pronounce sounds correctly to make meaning clear
 use intonation appropriately in statements and questions
Make requests and ask questions to obtain information in everyday contexts (Sc E2 2a,d,e)
 ask for things or actions using modals to make polite requests e.g. can, could
 ask for information using appropriate verb forms such as past and present simple, present continuous e.g. going to for future
 use different question types to ask for directions and instructions e.g. Excuse me, could you?, Can you tell me?, I’d like..
 confirm understanding by summarising information e.g. OK, I do, I see, so first.
Respond to straightforward questions(Lr E2 5b)
 respond to request for information, recognising different question types and giving appropriate response e.g. short and longer
    answers

Express clearly statements of fact and short accounts and descriptions(Sc E2 3a, b)
  Express clearly statements of fact using grammatical forms suitable for level such as present simple, past simple, present
   continuous for future time, prepositions of time and place, the article e.g. I lived in a village near ….
 Use contracted forms of verb. e.g. I’m going to see….
 Give personal information using grammatical forms suitable for level to talk about routines and habits. e.g. I watch….every
   week, past events e.g. I went for a meal; future plans
 Give an explanation used past, present and future time. e.g. I like my friend because
 Give a short description using simple present and using a range of adjectives
 Give instructions such as directions using correct grammatical form such as present simple, imperatives and negative
   imperatives, prepositional phrases, sequencing information
 stress key words
Ask questions to clarify understanding (Sc E2 4a)
 use different question types to ask for clarification e.g. Excuse me, Could you explain?, What does it mean?
Follow the main points and make appropriate contributions to the discussion ( Sd E2 1d, e)
 take part in social or more formal interaction, introducing self and greeting e.g. Good morning, Hello, My name is..
 take leave e.g. Thank you for your help
 state problem, wishes e.g. we’ve got a problem with ..
 express views and opinions, using suitable phrases e.g. I think..
 follow up with a reason e.g. I think… because
 relate to other speakers by indicating agreement or disagreement e.g. that’s right, I don’t think so..

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                                                                          OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                                   Subject Code FES1

     Entry 2             Unit 4                      Speaking and Listening
                                         Activities to be completed by the candidate

External Assessment

Task 1
Listen to a short straightforward presentation, explanation, or narrative on a familiar topic and respond to questions
Listening for gist and detail

Task 2
Take part in a one-to-one role-play with the tutor on a familiar topic.
Greet; respond to greetings; take leave; give personal information; make requests; ask for something face-to face

Task 3
In groups of three candidates, listen to the main points of a short report about a familiar topic, and then discuss the
points suggested by the report
Express views with reasons; agreeing and disagreeing with others



Internal Assessment

Task 1
Give a description

1.   A Candidate is asked to tell a small listening group (2 candidates) about one of the following:
    The town or village where they were born
    A friend
    A favourite place to visit
    A favourite TV programme
    A favourite meal
The tutor chooses the topic and prompts by asking e.g. „Tell me about,‟ „When did you…‟, „When will you
see/go…‟,‟Why do you like…. The tutor‟s prompts should give the opportunities to use past and future tenses and
express their feelings and opinions.

Listening group

Candidate/s identify the gist and feelings and opinions expressed during the talk.

Each candidate gives a description with a different topic each time.
(approx. 15 minutes)

Task 2
Give directions or instructions

The tutor asks the candidate to explain
EITHER

      directions to a given place with a number of separate stages e.g. college, store, library, leisure centre, place of
       interest
OR

   how to perform a given task with a number of stages e.g. use a drinks machine or ATM, make a simple dish, use
    a bread-making machine
(approx. 10)



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                                                                                                                                                          Subject Code FES1




Entry 2 Unit 4                Mark Scheme for Speaking and Listening-Internal Assessment
                                                          Centre Name________________________________________
Candidate name______________________________________________

                   Good                                                           Satisfactory                                               Did not achieve
Task 1- Giving and Listening to a description
Speaks clearly sustaining the description with          Speaks clearly but needs additional prompting to               Unable to sustain description without repeated
minimal stimulus from the tutor. Places stress          sustain the topic. Use of stress and appropriate               prompting. Inconsistent use of stress and incorrect
appropriately in familiar words and consistently        intonation is not always consistent. Usually                   pronunciation causes difficulty for listener.
uses appropriate intonation when expressing             pronounces similar sounds clearly.
feelings and opinions. Can pronounce similar
sounds clearly.
                                                                                                                       Use of tenses often inaccurate and erratic. Limited
Confidently uses present simple tense to describe       Can use present simple tense to describe the topic and         use of simple adjectives and adverbs to describe
the topic, with correct use of past simple and          with some evidence of past and future if required.             topic and express feelings.
present continuous for future time if required.         Some errors in tense use. Use of adjectives and
Uses an appropriate variety of adjectives and           adverbs more limited. Needs prompting to express
simple adverbial phrases to add interest.               feeling and opinions.                                          Has difficulty recognising the gist of the
                                                                                                                       description and identifying the expressed feelings
Understands the gist of the descriptions and picks      Understands the gist of the description and picks up           and opinions.
up the detail. Identifies expressed feelings and        most of the detail. Identifies expressed feelings and
opinions.                                               opinions with some prompting.




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                                                                                                                                                    Subject Code FES1




Entry 2 Unit 4                Mark Scheme for Speaking and Listening-Internal Assessment
Candidate name______________________________________________ Centre name_____________________________________
                                                     _____

Task 2 Give instructions or directions
                          Good                                                  Satisfactory                                           Did not Achieve
Recognises and responds appropriately to request,        Recognises the request and responds giving detail, but       Responds to the request with insufficient detail for
giving all necessary detail.                             with some errors and omissions.                              instruction or directions to be followed.

Confidently uses present simple, imperatives and         Minor errors in tense use, imperative form and               Frequent grammatical errors.
negative imperatives and correct prepositional           prepositional phrases when used.
phrases as appropriate.
                                                         Sequencing not entirely clear with limited use of markers.   Sequencing confused.
Sequences the information clearly using markers
e.g. first, then.




    Tutor signature                                               Tutor name                                           Date of assessment

The candidate must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory, or a tick in all Good boxes
                                                                 for an overall Good




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                                                           OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                    Subject Code FES1

                                                                                       Unit Specifications

Entry 2 - Unit 5 Reading

Introduction
In this unit the candidate will be assessed on their ability to read and understand information. They will
also be assessed on their ability to read different kinds of documents, to get the information they want
from various documents, to use their understanding of writing skills to help understand the information
contained in the documents, to recognise familiar and common words on sight and to follow
instructions.


At this level candidates can:
    read and understand short, straightforward texts on familiar topics
    read and obtain information from short documents, familiar sources and signs and symbols

Assessment

The table in the specification has been developed to detail the National Adult Literacy Standards that
must be achieved and within these the particular skills mediated from the ESOL core curriculum that
need to be demonstrated. Most of the skills are generic to both the external and internal assessments, but
are assessed in different ways. The assessment materials supplied by OCNW will include a mark
scheme specific to each task and performance descriptors common to both the externally and internally
assessed tasks to be used by all assessors.

External Assessment. An OCNW-devised external assessment will be supplied. The tasks involve
reading a series of texts and answering questions on them. These tasks need to be completed under
supervised conditions.

Internal Assessment. The tasks to be covered are given in the unit. Tasks are chosen to cover the kind
of activities undertaken by adults in daily life and which are more appropriate to an internal assessment
i.e. using sources of information and following written instructions. The context and /or situation can be
determined to meet the particular needs and interests of the candidates. If a candidate fails an internal
assessment they may be given another assessment opportunity, the skills assessed will remain the same
but the context and/or situation must be altered in order that the candidate is not repeating the same task.
Care is needed that the text is at the right level for the candidates and allows the candidates to be
assessed on the skills required.

At this level, the question rubric should not be read out to the candidate and the candidate must write out
their answers rather than speak them into a microphone.

The use of a published bi-lingual dictionary is allowed for the reading assessments




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                                                                                         Subject Code FES1

Entry 2             Unit 5        Reading
                                        Skills Required
 Candidates will be able to demonstrate the ability to:
 Trace and understand the main events of chronological and instructional texts ( Rt E2 1a,b Rs E2 1b, d)
  use knowledge of texts and key features e.g. discourse markers - first, next etc.- to trace the main events
  use knowledge of simple and compound sentences to understand meaning
  scan read to obtain information from text
  read in detail to find information
  use knowledge of sentence punctuation and use of capital letters for names to understand meaning
  recognise use of capital letters for people and place names
  use knowledge of imperatives, sequencing and discourse makers e.g. first, next to understand texts

 Recognise the different purposes of texts at this level (Rt E2 2a,b)
  recognise features of text to identify purpose and help understanding
  use knowledge of layout of text and use of language to identify purpose and meaning

  Identify common sources of information (Rt E2 3a)
     identify the relevant common sources of information e.g. leaflets, Yellow Pages, local newspaper

 Use illustrations and captions to locate information (Rt E2 4a)
  use illustrations, diagrams and captions to follow texts

 Read and understand linking words and adverbials in instructions and directions e.g. next, then, right, straight on
 (Rs E2 1a)
  use knowledge of grammatical structures such as prepositions, conjunctions e.g. before after, to follow and
     understand instructions

 Read and understand words on forms related to personal information. e.g. first name, surname, address, postcode,
 age, date of birth (Rw E2 1a)
  recognise and respond to words on forms requesting personal information e.g. first name, surname, address,
     postcode etc.
  recognise and understand requests for action e.g. tick, delete

 Recognise high frequency words and words with common spelling patterns (Rw E2 2a, Rs E2 1d)
  use knowledge of common words to understand text and find information
  recognise capital letters for names, places
  read and understand key instructional words to follow text

 Use phonic and graphic knowledge to decode words (Rw E2 3a)
  use context and a range of reading strategies e.g. sound/symbol relationship to read and understand unfamiliar
     words

 Use a simplified dictionary to find the meaning of unfamiliar words (Rw E2 5a)
  find meanings of unfamiliar words using a bi-lingual or candidate‟s dictionary

 Use initial letters to find and sequence words in alphabetical order (Rw E2 5a)
  use initial letter to help to find information




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                                                               OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                        Subject Code FES1

Entry 2             Unit 5             Reading
                                      Activities to be completed by the candidate

  External Assessment

  The Tasks

  Read and answer the questions on 3 texts on a familiar topic or experience each of a different type of
  text e.g. narrative, simple form, short information text.


  Internal Assessment

  Task 1

  Find two different pieces of information. For both pieces of information the candidate should:
   identify the source of information e.g. by answering a question such as where would you look to
      find a plumber?
   use scan reading skills to find the information
   use a dictionary to find the meaning of unfamiliar words
   present the information

  This task can be completed in one session if necessary.

  Suggested Information:
  a)Find information about a local attraction or event e.g. concert, date and time, cost, location
  b)Find contact details for a local service e.g. name; type of service; address; telephone number

  Suggested evidence:
  Primary information sources together with worksheet detailing the extracted relevant information. Any
  worksheets allow the candidate to identify all the appropriate sources to find the information. A list of
  words for which the dictionary was used with meanings.
  (approx. 30 minutes)

  Task 2
  Follow a set of instructions including illustrations or graphics to carry out a multi-step unfamiliar task
  such as :
   carry out a work-based task
   use a photocopier
   use a search engine on the internet
   follow a simple recipe

  Suggested evidence: tutor observation record sheet detailing the carrying out of the task in the correct
  sequence.

  Instructions should using language structures suitable for this level and include imperatives, sequencing
  prepositions and conjunctions.
  (approx. 30 minutes)




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                                                                                                                                                            Subject Code FES1


Entry 2 Unit 5                           Mark Scheme for Reading- Internal Assessment

Candidate name                                                                              Centre name

 Task 1 Identifying and finding information sources
                      Good                                                            Satisfactory                                          Did not achieve
 Identifies the relevant sources for the required                Recognises relevant sources for the                    Needs a significant amount of tutor prompting
 information.                                                    required information, may need some                    to find relevant sources.
                                                                 prompting.
 Scans text and uses alphabetical ordering skills to                                                                    Finds some of the required information within
 find out all the required information within the                Scans text and uses basic alphabetical                 the time but needs significant amount of tutor
 texts independently within the given time.                      ordering skills to find most of the required           support.
                                                                 information. Some tutor support may be
                                                                 needed.
 Finds the meaning of unfamiliar words by                                                                               Needs significant tutor support to use a
 independently using a dictionary.                               Finds the meaning of unfamiliar words by               dictionary.
                                                                 independently using a dictionary, a small
                                                                 amount of tutor support may be needed.

 Task 2 Following a set of instructions
 Follows the instructions and illustrations to                   Follow the instructions and illustrations to           Has difficulty following the instructions and
 independently carry out the task in the correct                 carry out the task in sequence. Some                   illustrations to carry out the task. Needs a
 sequence.                                                       prompting needed.                                      significant amount of tutor support.


    Tutor signature                                                 Tutor name                                            Date of assessment

 The candidate must achieve at least a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory or a tick in
                                                     all the Good boxes for an overall Good




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                                                                          OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                                   Subject Code FES1

                                                                                          Unit Specifications

  Entry 2 - Unit 6 Writing

  Introduction
  In this unit the candidate will be assessed on their ability to write short and straightforward documents when
  communicating. They will be assessed on: how to choose the most appropriate format when writing short,
  straightforward documents; how to complete forms; how to use the correct spelling and punctuation when
  writing.


  At this level candidates can:
      write to communicate information with some awareness of the intended audience.

  Assessment

  The table in the specification has been developed to detail the National Adult Literacy Standards that must be
  achieved and within these the particular skills mediated from the ESOL core curriculum that need to be
  demonstrated. Many of the skills are generic to both the external and internal assessments but there are particular
  skills from the ESOL core curriculum, which are more appropriately assessed through either internal or external
  assessment. The assessment materials supplied by OCNW will include a mark scheme specific to each task and
  Performance Descriptors common to both the externally and internally assessed tasks to be used by all assessors.

  External Assessment. An OCNW-devised external assessment will be supplied made up of two tasks. The tasks
  will test the candidate‟s ability to carry out the skills under supervised conditions.

   Internal Assessment. The tasks to be covered are given in the unit. Tasks are chosen to cover the kind of
  activities undertaken by adults in daily life and those more appropriate to an internal assessment. The context and
  /or situation can be determined to meet the particular needs and interests of the candidates. If a candidate fails an
  internal assessment they may be given another assessment opportunity, the skills assessed will remain the same
  but the context and/or situation must be altered in order that the candidate is not repeating the same task. Care is
  needed that the text is at the right level for the candidates and allows the candidates to be assessed on the skills
  required.

  The use of a dictionary is not allowed for the writing assessments




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                                                                                OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                                         Subject Code FES1

Entry 2             Unit 6               Writing
                                          Skills Required
 Candidates will be able to demonstrate the ability to

 Use written words and phrases to record or present information(Wt E2 1a, b)
  record personal information on forms
  respond to simple questions for information e.g. What are your interests
  respond to simple instructions e.g. circle, delete, USE BLOCK CAPITALS
  compose simple text using appropriate format for the task
  convey information relevant to the topic, using the appropriate tone for the audience
  compose and write in simple sentences with a structure such as clear beginning, middle, end using appropriate layout

 Construct simple and compound sentences using common conjunctions to connect two clauses e.g. as, and, but (Ws E2
 1a)
  use simple and compound sentences to make the writing more interesting
  vary pace for the reader
  write simple sentences with appropriate word order and compound sentences joined with and, but, as e.g. I cannot
     come as I am going to…, I am sorry but..
  use simple present tense and simple past tense e.g. she was absent, and simple structures for future time e.g. I am
     going, we’re meeting..
  use modals to make requests e.g. Please could you..
  use simple adverbial phrases of time and place e.g. on Saturday, next week, at the bus station

 Use adjectives( Ws E2 2a)
  use adjectives to extend information and add detail

 Use punctuation correctly e.g. capital letters, full stops and question marks (Ws E2 3a)
  use capital letters and full stops in sentences
  use question marks as appropriate

 Use a capital letter for proper nouns (Ws E2 4a)
  use a capital letter for names, places, days, months

 Spell correctly the majority of personal details and familiar common words (Ww E2 1a,b)
  spell correctly common words appropriate to topic
  spell personal details correctly

 Produce legible text (Ww E2 2a)
  produce correctly formed letters so information is clear
  present text using clear legible handwriting with well-formed and spaced letters and words or well-spaced word-
     processed text




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                                                                                                    Subject Code FES1

Entry 2             Unit 6               Writing
                                         Activities to be completed by the candidate

  External Assessment

  Task 1
  Fill in a form including personal information and interest, and following common conventions e.g. delete

  Task 2
  Write a letter to a friend on a familiar topic



  Internal Assessment

  Task 1

  Record how you spent 3 days recently and what you felt about the days.

  Write about half a page altogether on one of the following:
   your work for your manager
   your daily life for a relative
   your family activities for a friend
   your study for your tutor
   food and exercise for your doctor
  (approx. 30 minutes)

  Task 2

  Write two notes/messages or e-mails, one in an informal style to a friend and one in a more formal style e.g.
  to a teacher (approx. 30 minutes).

  Suggested informal tasks
  a) write a message to a friend or family member asking them to do something for you e.g. video a TV
  programme
  b) write a note inviting a friend to your house and give brief directions
  c) write an e-mail to a friend making arrangements to meet

  Suggested more formal tasks
  a) write a note to a teacher at school apologising for a child‟s absence and giving a reason
  b) write a note to your tutor saying you cannot attend a lesson and giving a reason




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                                                                                                                                                            Subject Code FES1




Entry 2 Unit 6                             Mark Scheme for Writing-Internal Assessment
Candidate name__________________________________________                                                               ________________________________
                                                                                                   Centre name______________________________-__________

 Task 1- 3 Day Record
                     Good                                                                          Satisfactory                                        Did not achieve
 Identifies audience and communicates in appropriate                  Identifies audience although tone is not always              Does not achieve purpose as a consequence of
 register. Selects information relevant to topic and in a             appropriate. Information and format mainly appropriate       :register and format inappropriate to audience,
 format appropriate to the task. Expresses feelings in a              but there could be some irrelevancies and omissions.         inadequate information or lack of clarity.
 lively and informative way.                                          Uses only limited expressions to describe feelings e.g. it
                                                                      was good/bad.
                                                                                                                                   Uses simple sentences that may also be
 Can construct well-punctuated simple and compound                    Uses mainly simple sentences with some evidence of           incomplete.
 sentences with correct word order. Uses sequencing                   using compound sentences with mostly correct word
 words successfully.                                                  order and punctuation.

 Confidently uses simple past simple tense and uses                   Past tense use is not always consistent. Uses some            Tense use may be erratic and often with
 prepositions, possessives and adjectives as                          prepositions, possessives and adjectives as appropriate,     errors. Inaccurate and limited use of
 appropriate to add detail and interest.                              although may make some errors in use.                        prepositions, possessives and adjectives.
 Writes legibly with well-formed and spaced words or                  Spells most common words correctly. Writing is legible
 well-spaced word-processed text.                                     or word-processed text uses spacing appropriately.
                                                                                                                                   Mis-spells common words. Poor letter
                                                                                                                                   formation and spacing makes it difficult to
                                                                                                                                   read.




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                                                                                                                                                              Subject Code FES1




 Entry 2 Unit 6                            Mark Scheme for Writing-Internal Assessment
 Candidate name                                                                             Centre name

    Task 2-Writing an Informal and Formal Note or Message
    Uses appropriate register for both intended          Register is mostly appropriate for both audiences.             Intended audience unclear, inadequate information
    audiences. Includes all relevant detail in           Includes most of the relevant detail in an                     given.
    format appropriate for task.                         appropriate format.

    Can construct well-punctuated simple and             Uses mainly simple sentences with mostly correct               Simple sentences, some incomplete with a number
    compound sentences as appropriate, using             word order and punctuation, but some inappropriate             of errors in word order and punctuation for both
    correct word order. Can use abbreviated forms        use of formal and informal sentence structure.                 formal and informal texts.
    common in informal notes and messages.
                                                         Uses mostly simple present simple tense, but some
    Confidently uses simple present simple and           evidence of other tenses modals and imperatives if             Tense use erratic and often with errors. Very limited
    past tense, present continuous for future time,      appropriate. Use of prepositions, possessives and              and often inaccurate use of prepositions,
    modals and imperative forms as appropriate.          adjectives more limited with some errors in use.               possessives and adjectives.
    Can use prepositions, possessives and
    adjectives to aid detail and interest.               Spells most common words correctly. Writing is
                                                         legible with mostly consistent formation of letters            Mis-spells common words. Poor letter formation
    Spells common words correctly. Writes                and spacing.                                                   and spacing makes the text difficult to read.
    legibly with well-formed and spaced words.


  Tutor signature                                     Tutor name                                 Date of assessment
 The candidate must achieve at least a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory or a tick in
                                                       all Good boxes for an overall Good




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                                                                                               Subject Code FES1

                                                                                            Unit Specifications

Entry 3 - Unit 7 Speaking and Listening

Introduction
In this unit the candidate will be assessed on their ability to listen for and follow gist, to listen for detail and to
identify new information. They will also speak to communicate both formally and informally, making requests,
asking questions and giving accounts. They will take part in discussions, making relevant contributions and
express feelings and opinions. The candidate will be assessed on their ability to listen, understand and respond
to other people‟s points of view in familiar formal exchanges connected with education, training, work and social
roles.


At this level the candidate can:

    listen and respond to spoken language, including straightforward information and narratives, and follow
     straightforward explanations and instructions, both face-to-face and on the telephone
    speak to communicate information, feelings and opinions on familiar topics, using appropriate formality,
     both face-to-face and on the telephone
    engage in discussion with one or more people in a familiar situation, making relevant points and responding
     to what others say to reach a shared understanding about familiar topics

Assessment

The table in the specification has been developed to detail the National Adult Literacy Standards that must be
achieved and within these the particular skills mediated from the ESOL core curriculum that need to be
demonstrated. There are particular skills mediated from the ESOL core curriculum, which are more appropriately
assessed through internal assessment, and these are the skills chosen to be assessed in this way, together with the
more generic skills that run through both the internal and external assessment. The skills required for the internal
and external assessment are detailed in the description of the tasks. The assessment materials supplied by OCNW
will include a mark scheme specific to each task and Performance Descriptors common to both the externally
and internally assessed tasks to be used by all assessors.

External Assessment. An OCNW-devised external assessment will be supplied. The task involves listening to a
tape-recording and answering questions on it and taking part in a role-play and a discussion.

Internal Assessment. The tasks to be covered are given in the unit. Tasks are chosen to cover the kind of
activities undertaken by adults in daily life and most appropriate to internal assessment. The context and /or
situation can be determined to meet the particular needs and interests of the candidates. If a candidate fails an
internal assessment they may be given another assessment opportunity, the skills assessed will remain the same
but the context and/or situation must be altered in order that the candidate is not repeating the same task.

When carrying out assessment work with other candidates working in groups, the tutor must be rigorous to
ensure that each candidate has a fair opportunity to be assessed on all parts of the speaking and listening skills
and is not hindered e.g. by the poor performance of other candidates. If this is the case, the tutor will need to
intervene and if necessary take on the role of one of the candidates to ensure fairness of assessment opportunity.


Centres are required to make a recording (taped or digital) of no less than 10%, (0r 5, whichever is the
greater) of candidate performances in speaking for both the internal and external assessments. This
recording should come from the full range of tutors delivering the courses.


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for life/ESOL skills for lifeEntry 123
                                                                      OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                               Subject Code FES1

Entry 3        Unit 7                    Speaking and Listening
                                                    Skills Required
 Candidates will be able to demonstrate the ability to:
 Listen for and follow the gist of explanations, instructions and narratives in different contexts. (Lr E3
 1a,b,c)
  identify the situation or topic
  follow the gist of the presentation to understand the general meaning

 Listen for detail in explanations, instructions and narratives in different contexts. (Lr E3 2a,b,c, d)
  identify and understand key words and phrases to find information
  extract specific information as required
  use knowledge of grammatical detail e.g. past and present, continuous tense, present perfect tense,
     „used to‟ models – could, must, to understand text
  use knowledge of phonological detail to identify stress within a sentence to help understand text

 Listen for and identify relevant information and new information from descriptions, explanations and
 presentations. (Lr E3 3a)
  identify the relevant information required by the task

 Use strategies to clarify and confirm understanding( Lr E3 4a)
  summarise key points to check for understanding
  ask for clarification e.g. Could you repeat? Did you say that?

 Listen to and respond appropriately to other points of view (Lr E3 6a,b)
  relate to other speakers by responding to feelings and opinions e.g. That’s a good idea
  express agreement and disagreement e.g. I don’t agree with that

 Speak clearly to be heard and understood using appropriate clarity, speed and phrasing (Sc E3 1a)
  use intonation to make meaning clear when expressing feelings, changing topics and asking questions
  speak clearly at appropriate speed
  stress important information and keeps listeners attention
  produce shwa sound and place stress correctly on multi – syllable words to be understood

 Use formal language and register where appropriate(Sc E3 2a)
  adapt register accordingly to relationship between speakers

 Respond to a range of questions about familiar topics(Lr E3 5h)
  recognise a range of question types including embedded
  give detail required

 Express clearly statements of fact and give short explanations, accounts and descriptions(Sc E3 4a,c,ef)
  give directions or instructions using modal verbs e.g. should, common phrasal verbs e.g. look out,
    future simple form e.g. shall we, you’ll see it, imperatives e.g. keep straight on
  express clearly statements of fact using appropriate word order, use articles with some accuracy
  narrate things in the past using past simple and present continuous, present tense for descriptions,
    present perfect, “used to” time markers e.g. last
  structure an account with introduction, development, conclusion and sequence events
  give a short description using a range of adjectives, comparatives and superlatives where appropriate
  give personal information recognising types of question and detail required



 Make requests and ask questions to obtain information in familiar and unfamiliar contexts(Sc E3 3a, b, d)


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                                                                     OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                              Subject Code FES1

     use a range of modals to ask questions and make requests
     use a range of wh – questions, yes/no and open questions using present and past simple e.g. Do you/
      Did you? present perfect e.g. Have you’, present continuous, Are you working…
     ask for descriptions of people, places in different ways e.g. W hat is it like? Describe your…Tell me

 Follow and understand the main points of discussion on different topics(Lr E3 7c,d)
  link contribution to that of other speakers, making contributions relevant to the points made
  pick out main points made by one or more speaker
  recognise and use correct register for discussion

 Make contributions to discussions that are relevant to the subject(Sd E3 1,c,d,e,f)
  express feelings, likes and dislikes using – ing form as an object e.g. I like going…, I don’t like
    shopping, use of ellipses in informal situations
  Uses intensifiers to express degrees of liking and disliking
  express views and opinions e.g. I think, I feel that, follow up an opinion with a reason using clauses
    of reason e.g. because, as…
  use modal verbs to express obligation, future possibility e.g. should, ought to
  make suggestions and plans, accepting and rejecting e.g. I think we should, let’s go, I’d rather do
  take part in social interaction using informal language for greeting, inviting, leave-taking e.g. Hi, ok,
    I’m ringing about…
  make arrangements/ plans with other people e.g. shall we meet… go to; I’d rather do… reach
    agreement e.g. OK, we’ll meet…
  use intensifiers e.g. I really like football follow with reason or explanation e.g. I
    like…better…because…

 Respect the turn-taking rights of others during discussions (Sd E3 2a,b)
  use a range of different forms to offer a turn to speak or to interrupt e.g. what do you think, you first,
    can I say something




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for life/ESOL skills for lifeEntry 123
                                                                            OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                                     Subject Code FES1

Entry 3             Unit 7               Speaking and Listening
                                        Activities to be completed by the candidate

  External Assessment

  Task 1
  Listen to an oral presentation giving straightforward explanations, instructions or narratives, and responds to
  questions. Listen for the gist and detailed information.


  Task 2

  Take part in a discussion with 3 or 4 candidates on a related topic to activity 1 above. Expressing views and
  opinions, making suggestions and responding to the feelings and opinions of others


  Task 3

  Role-play a telephone conversation to a friend, the tutor taking on the role of the friend to include:
   confirming arrangements for going to an event e.g. concert or cinema
   giving instructions e.g. directions
   checking for understanding



  Internal Assessment
  Task 1

  Give an account of an event or visit to a group of 3 or 4 people. Respond to questions asked by the candidates in the
  group. (An assessment is not being made of the questions asked by the candidates in the group and therefore it is
  acceptable to give the candidates a set of prompt questions e.g. What did you enjoy/not enjoy?)
  ( approx. 15 minutes)

  Task 2

  This is a one-to one role-play. Candidate A plays the interviewer giving a formal interview with candidate B, the
  interviewee for a project on “Living in England”.
  The interviewer has a prompt sheet, listing the following:
   Greet and explain what you are doing
  Ask for:
   Name
   About their family
   Country of origin
   Length of time in England
   Jobs
   Hobbies/interests
   Feelings about life in England
   Life in country of origin
  (approx. 10 minutes)

  Candidate A tells a small familiar group (2) about the interviewee
  The listening group has a table with relevant points that will have been found out about the interviewee e.g. name,
  family The candidates in the listening group need to complete this form.
  They will need to ask questions to confirm the information.
  E.g. country of origin, interests
  (approx. 10 minutes)
O/OCNWprogs/foundation/specifications/skillsroles,
  All candidates will undertake the 3               45of 64                              Version 7-29 August 2006
                                           interviewer, interviewee and listening group during the assessment process
for life/ESOL skills for lifeEntry 123
  Suggested evidence: taped recordings, tutor observation records, completed table detailing information about the
  interviewee.
                                                                                                                              OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                                                                                       Subject Code FES1


Entry 3 Unit 7                 Mark Scheme for Speaking & Listening-Internal Assessment
Candidate name                                                                          Centre name

Task 1 Giving an account of a visit or event
                     Good                                                             Satisfactory                   Did not achieve

Speaks clearly at an appropriate speed. Uses                   Speaks clearly at an appropriate speed, using         May speak some words with clarity but
intonation and stress to add interest and keep                 intonation and stress to add interest and keep        speech is not at an appropriate speed and
listeners attention.                                           listeners attention but with minor lapses and         intonation and stress is not applied
                                                               hesitation.                                           consistently to assist with the meaning or to
                                                                                                                     keep the listeners interest.
Gives a well structured account using a range of
sentence structure e.g. simple, compound and                   Gives a reasonably structured account with a          Gives an account of an event, although not
complex with appropriate word order and using                  beginning, middle and end. Demonstrates the           structured enough to help assist with
articles with some accuracy. Description uses a                use of compound and complex sentences,                understanding. Sentence use is mainly
range of adjectives, articles, comparatives and                although simple and compound sentences used           limited to simple sentences with only
superlatives where appropriate and with accuracy.              most frequently. Description demonstrates the         minimal use of compound sentences and may
                                                               use of adjectives, articles, comparatives and         be no evidence of the use of complex
                                                               superlatives where appropriate.                       sentences. Limited use of adjectives,
                                                                                                                     comparatives, superlatives and articles with
                                                                                                                     often inaccurate use.
                                                               Demonstrates use of the past simple, present
Demonstrates appropriate use of the past simple,               continuous, present perfect tenses during the         May demonstrate the use of the past simple,
present continuous, present, perfect. A good level             account. Some errors and omissions but shows          present continuous and present perfect tenses
of accuracy showing a sound grasp of the                       a grasp of the appropriate use of the different       but frequent errors and omissions together
different tense use.                                           tenses.                                               with inappropriate use of tenses.

                                                               Understands and responds to a range of                Understands and responds to some questions
Understands and responds to a range of question                question types giving both short and more             but usually gives short responses and some
types giving the amount of detail required.                    detailed responses. May need some questions to        questions may need repeating/asking in an
                                                               be repeated.
                                                                                                                     alternative format.



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for life/ESOL skills for lifeEntry 123
                                                                                                                                         OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                                                                                                  Subject Code FES1

Entry 3 – Unit 7 Mark Scheme for Speaking and Listening-Internal Assessment
Task 2 Interview
                               Good                                                            Satisfactory                                         Did not Achieve
Interviewer                                                           Interviewer                                              Interviewer
Speaks clearly at an appropriate speed using word and                 Speaks clearly at an appropriate speed. Is developing    Speaks rather jerkily and with misplaced stress or
sentence stress to make meaning clear. Uses intonation                the use of stress and intonation to ask questions and    intonation resulting in a loss of clarity. Meaning
effectively when asking questions. Uses appropriate                   convey meaning Some hesitations. Mostly                  unclear. Speed affects comprehension. Often
register.                                                             appropriate use of register.                             inappropriate register.

 Asks a range of questions demonstrating use of different             Asks a range of questions demonstrating use of           Asks some questions using different tenses but
tenses e.g. present perfect, present continuous, past and             different tenses e.g. present perfect, present           limited range of questions and frequent errors and
present simple and continuous tenses as appropriate. A                continuous, past and present simple and continuous       omissions together with inappropriate use of
good level of accuracy showing a sound grasp of the                   tenses as appropriate. Some errors and omissions but     tenses.
different tense use.                                                  shows a grasp of the appropriate use of the different
                                                                      tenses.
Interviewee
Understands and responds to a range of question types                 Interviewee                                              Interviewee
giving the amount of detail required using appropriate                Understands and responds to a range of question          Understands and responds to some questions but
sentence structure and tenses e.g. simple, compound or                types giving both short and more detailed responses      usually gives short responses and some questions
complex.                                                              using appropriate tenses. Responses mainly simple        may need repeating/asking in an alternative format
                                                                      or compound sentence structure. May need some
                                                                      questions to be repeated.
                                                                                                                               Limited use of adjectives, comparatives,
Uses a range of adjectives, articles, comparatives and                Uses a range of adjectives, articles, comparatives and
                                                                                                                               superlatives and often with inaccurate use.
superlatives where appropriate and with accuracy.                     superlatives where appropriate and mostly accurate.

                                                                                                                               Listening Group
Listening Group                                                       Listening Group

Demonstrates a good understanding of the information                  Demonstrates an understanding of most of the             Demonstrates a limited understanding of the
given, picking up on most of the detail.                              information given, with a few minor omissions.           information given with a number of omissions.




Tutor name                                      Tutor signature                                   Date of assessment
  The candidate must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory, or a tick in all the
                                                        Good boxes for an overall Good



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for life/ESOL skills for lifeEntry 123
                                                                    OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                             Subject Code FES1

                                                                                            Unit Specifications

Entry 3 - Unit 8 Reading

Introduction
In this unit the candidate will be assessed on their ability to use different reading skills to read and understand,
and to obtain information from a range of texts such as forms, notes, records, emails, narratives, letters,
diagrams, simple instructions and short reports. They will be assessed on their ability to recognise and
understand organisational features of text and read and understand key words and expressions.


 At this level candidates can:
     read and understand short, straightforward texts on familiar topics accurately and independently
     read and obtain information from everyday sources

Assessment

The table in the specification has been developed to detail the National Adult Literacy Standards that must be
achieved and within these the particular skills mediated from the ESOL core curriculum that need to be
demonstrated. Most of the skills are generic to both the external and internal assessments, but are assessed in
different ways. The assessment materials supplied by OCNW will include a mark scheme specific to each task
and performance descriptors common to both the externally and internally assessed tasks to be used by all
assessors.

External Assessment. An OCNW-devised external assessment will be supplied. The tasks involve reading a
series of texts and answering questions on them. These tasks need to be completed under supervised conditions.

Internal Assessment. The tasks to be covered are given in the unit. Tasks are chosen to cover the kind of
activities undertaken by adults in daily life and which are more appropriate to an internal assessment i.e. using
sources of information and following written instructions. The context and /or situation can be determined to
meet the particular needs and interests of the candidates. If a learner fails an internal assessment they may be
given another assessment opportunity, the skills assessed will remain the same but the context and/or situation
must be altered in order that the candidate is not repeating the same task. Care is needed that the text is at the
right level for the candidates and allows the candidates to be assessed on the skills required.

At this level, the question rubric should not be read out to the candidate and the candidate must write out their
answers rather than speak them into a microphone.

The use of a published bi-lingual dictionary is allowed for the reading assessments




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for life/ESOL skills for lifeEntry 123
                                                                           OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                                    Subject Code FES1

Entry 3             Unit 8               Reading
                                                      Skills Required
Candidates will be able to demonstrate the ability to:

Trace and understand the main events of chronological, continuous, descriptive and explanatory texts of more than one
paragraph (Rt E3 1a)
 identify the main points of paragraphs to gain meaning from text

Recognise the different purposes of texts at this level (Rt E3 1a)
 understand and distinguish the different purposes of text e.g. to inform, to sell something, to tell a story, to instruct

Recognise and understand the organisational features and typical language of instructional text e.g. the use of the
imperative and 2nd person (Rt E3 7a, Rs E3 2a, Rs E3 1a, Rt E3 3a)
 recognise different forms of layout for instructional texts e.g. bullet points, continuous text, diagrams/ graphics
 recognise and follow the different ways of writing instructional text
 recognise grammatical features and language of instructional text e.g. verb tense, discourse markers e.g. then, after
    that, finally
 use knowledge of sentence punctuation to aid understanding of instructional text in continuous format

Identify the main points and ideas and predict words from context (Rt G3 la)
 identify the main points of text to understand the meaning

Understand and use organisational features to locate information e.g. content, index and menu’s, (Rt E3 7a)
 use contents, index, menus etc. to locate information
 use relevant reference sources to get information e.g. dictionaries, phone book, Internet etc.

Skim read titles, headings and illustrations to decide if material is of interest (Rt E3 6a)
 use skim reading skills to select source material

Scan texts to locate information (Rt E3 7a)
 select information from different parts of texts

Obtain specific information through detailed reading (Rs E3 1a,b, Rt E3 8a)
 read in detail to obtain information
 use knowledge of grammatical features and language to work out meaning in texts e.g. use of imperative, key
    discourse markers e.g. always, although, verb tenses e.g. used to
 obtain appropriate information on topics from detailed reading
 read every word of instructions in order to understand the text

Relate an image to print and use it to obtain meaning (Rt E3 9a)
 use diagram or graphics to follow a process

Recognise and understand relevant specialist key words (Rw E3 1a,b)
 identify key words and phrases commonly used in different types of texts on familiar topics e.g. letters, leaflets,
    forms, short articles or reports

Read and understand words and phrases commonly used on forms (Rw E3b)

Use a dictionary to find the meaning of unfamiliar words (Rw E3 3a,b)
 find the meaning of unfamiliar words

Use first and second place letters to find and sequence words in alphabetical order (Rw E3 1a,e)
 use alphabetical order to find information




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for life/ESOL skills for lifeEntry 123
                                                                      OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                               Subject Code FES1

Entry 3              Unit 8               Reading
                                         Activities to be completed by the candidate

 External Assessment

 The Task

 Read and answer the questions on 3 texts on a familiar topic or experience each of a different type
 of text e.g. narrative, simple form, short information text.


 Internal Assessment

 Task 1

 Choose a topic of personal interest e.g. a hobby, a favourite place, a celebration, a festival and
 locate information.
 The candidate should:
  Identify sources of information
  Locate information using organisational features of reference systems e.g. contents, index, search engine
  Select relevant information e.g. by highlighting, underlining, cutting and pasting
  Use a dictionary to find the meaning of unfamiliar words

 These tasks can be completed in one session if necessary.

 Evidence to include completed mark schemes, selected information with reference to sources of information
 and organisation features used, list of words looked up in dictionary.
 (approx. 30 minutes)

 Task 2

 a) Follow a sequence of instructions with accompanying graphics or diagram and carry out an unfamiliar task.
 e.g.
  Change a cartridge on a printer
  Use a photocopier with extra facility e.g. enlarge/reduce
  Use a digital camera
  Complete a work based task

 Instructions should using language structures suitable for this level and include imperatives, sequencing
 prepositions and conjunctions.

 b) Answer 5 tutor questions to establish meaning. The questions will require a candidate to demonstrate
 understanding of the instructions e.g. by reading the relevant part out loud, paraphrasing or indicating the
 relevant part of the graphic.
 Typical questions may be:
     What happens if…?
     What does the red light mean?
     Which bit of the equipment shows you how to turn it on?
     What must you not do?
     What do you do after?

 Evidence to include tutor questions and mark schemes.
 (approx. 30 minutes)
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                                                                                                                                                                   Subject Code FES1



Entry 3 Unit 8                 Mark Scheme for Reading- Internal Assessment
Candidate name                                                                                    Centre name

 Task 1-Finding Information on a Topic of Personal Interest
                     Good                                                                  Satisfactory                                               Did not achieve
 Identifies a range of sources of information and                   With some prompting, identifies appropriate             Despite prompting, sources identified are limited e.g.
 selects the most relevant in given time variety of                 sources.                                                 one source only.
 appropriate sources of information e.g. Internet,
 books, magazines, leaflets.                                                                                                 Has difficulty locating information. Needs assistance.
                                                                    Locates information using contents, index,               Information is inadequate or unselected.
                                                                    search engines etc. Information may be
                                                                    insufficiently selective e.g. may contain                Is unable to find the meaning of listed words in
 Confidently locates information using contents, index,             extraneous material.                                     dictionary without assistance..
 search engine etc. Selected information is relevant
 and clearly identified.                                            May need some assistance to find the meaning
                                                                    of listed words in dictionary.
 Can find the meaning of listed words without
 assistance.
 Task 2- Following Sequence of Instructions
 Understands and follows the instructions and                       Follow the instructions and illustrations and            Has difficulty in reading the instructions and
 illustrations to carry out the unfamiliar task in the              with prompting carries out the task in the               following the illustrations and even with prompting is
 correct sequence.                                                  correct sequence.                                        unable to carry out the task in the correct sequence.

                                                                    Understands and responds to most questions               Is unable to respond adequately to the majority of the
 Correctly answers all the questions demonstrating                  correctly, but needs some prompting to respond           questions.
 understanding.                                                     to one or two questions.


  Tutor signature                                     Tutor name                                 Date of assessment
 The candidate must achieve at least a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory or a tick in
                                                     all the Good boxes for an overall Good




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for life/ESOL skills for lifeEntry 123
                                                              OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                       Subject Code FES1

                                                                                            Unit Specifications

Entry 3 - Unit 9 Writing

Introduction
In this unit the candidate will be assessed on their ability to write to communicate with different people in a
range of texts, such as forms, notes, emails, letters, narratives, simple instructions and short reports. They
will also be assessed on their ability to write using complex sentences, short paragraphs and sequence
chronological writing. They will also proofread their writing to check for errors in grammar, spelling and
punctuation.


At this level the candidate can:
     write to communicate information and opinions with some adaptation to the intended audience.

Assessment

The table in the specification has been developed to detail the National Adult Literacy Standards that must be
achieved and within these the particular skills mediated from the ESOL core curriculum that need to be
demonstrated. Many of the skills are generic to both the external and internal assessments but there are
particular skills from the ESOL core curriculum, which are more appropriately assessed through either
internal or external assessment. The assessment materials supplied by OCNW will include a mark scheme,
specific to each task and Performance Descriptors common to both the externally and internally assessed tasks
to be used by all assessors.

External Assessment. An OCNW-devised external assessment will be supplied made up of two tasks. The
tasks will test the candidate‟s ability to carry out the skills under supervised conditions.

 Internal Assessment. The tasks to be covered are given in the unit. Tasks are chosen to cover the kind of
activities undertaken by adults in daily life and those more appropriate to an internal assessment. The context
and /or situation can be determined to meet the particular needs and interests of the candidates. If a candidate
fails an internal assessment they may be given another assessment opportunity, the skills assessed will remain
the same but the context and/or situation must be altered in order that the candidate is not repeating the same
task. Care is needed that the text is at the right level for the candidates and allows the candidates to be
assessed on the skills required.

The use of a dictionary is not allowed for the writing




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        for life/ESOL skills for lifeEntry 123
                                                               OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                        Subject Code FES1

Entry 3          Unit 9               Writing
                                                      Skills Required
 Candidates will be able to demonstrate the ability to:

 Plan and draft writing (Wt E3 1a)
  select and order ideas using note-making for planning
  choose appropriate register for the task and audience
  produce final version of text either hand written or word processed
  include all relevant details

 Organise writing into short paragraphs (Wt E3 2a)
  group main points into paragraphs
  develop the main point in each paragraph giving further information, description etc.
  link paragraphs together in a logical sequence

 Sequence chronological writing
  sequence an account with a clear beginning, middle and conclusion using discourse markers e.g. after
    a few days

 Write in complete sentences (Ws E3 1a)
  use a range of simple, compound and complex sentences to make the writing more interesting and
     provide variety
  use complex sentences in writing, with subordinate clauses of time, reason, result, condition e.g. when,
     because, which, where, although

 Use correct basic grammar e.g. appropriate verb tense, subject- verb agreement (Ws E3 2a, Ws E3 3a)
  use a range of verb tenses accurately such as past simple, present continuous, present perfect, „used
    to‟, future simple
  use correct subject-verb agreement

 Use punctuation correctly e.g. capital letters, full stops, question marks and exclamation marks (Ws E3
 3a)
  use full stops and capital letters correctly
  use question marks when required and exclamation marks to make a point
  use correct sentence punctuation

 Spell correctly common words and relevant key words for work and special interest(Wt E3 2a, 3a, Ww E3
 1a)
  spell key words and special interest vocabulary correctly.
  conjunctions such as when, after, while
  connectives such as then, finally
  apply knowledge of sign/symbol relationship and spelling strategies to a wide range of common words

 Proofread and correct writing for grammar and spelling(Wr E3 4a)
  proofread to correct errors of sense and spelling
  re-write if necessary


Produce legible text (Ww E3 2a)l
    produce legible correctly formed handwriting




       O/OCNWprogs/foundation/specifications/skills         53of 64                          Version 7-29 August 2006
       for life/ESOL skills for lifeEntry 123
                                                            OCNW CERTIFICATE IN ESOL Entry Level 1, 2 & 3
                                                                                     Subject Code FES1

Entry 3        Unit 9               Writing
                                    Activities to be completed by the candidate

 External Assessment

 Task 1
 Write an account or report on a given topic for a set purpose e.g. an account of a journey you have made
 for a class magazine. Write about a page, grouping main points in paragraphs, and include interesting
 information and details

 Task 2
 Write a letter to a friend for a given purpose e.g. to invite him/her to stay. Write about half a page,
 including all the relevant information and writing in an informal style.



 Internal Assessment

 Task 1

 Choose a topic of personal interest (this could be the same topic used in the reading unit). Plan and write
 a handout or fact-sheet for your group telling them the main points of interest on a topic e.g. a hobby, a
 favourite place, a celebration or festival. The handout/fact-sheet should cover one page.
 Plan your work to make sure that it covers the following:
      why the topic has been chosen
      presented in a logical order with a clear introduction and conclusion
      include detail to interest the reader
      appropriate features of layout to highlight key points e.g. headings, bullet points, graphics
      the draft should be presented to the tutor
 (approx. 60 minutes)

 Task 2

 Complete a form with some complex features, e.g. giving reasons, providing comments.
 This could be an application form for a paid job or voluntary work or a course evaluation or
 questionnaire. (approx. 30 minutes)

 Task 3

 Write an informal note or e-mail to a friend either:
     apologising because you are unable to meet them and giving a reason
    or
     telling him/her that your course is finished and what your feelings are
 (approx. 10 minutes)




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                                                                                                                                                                 Subject Code FES1


Entry 3 Unit 9                 Mark Scheme for Writing-Internal Assessment
Candidate Name________________________
                                     Centre name                                                  ____________________________________


 Task 1 Handout / fact-sheet on topic of interest
                     Good                                                               Satisfactory                                                  Did not achieve
 Uses appropriate features of layout to convey                Layout is adequate convey information. There is an           Layout difficult to follow. Insufficient detail.
 information effectively. Has a clear introduction and        attempt at an introduction and/or conclusion. Some          Information not presented logically.
 conclusion with sufficient relevant detail to interest       detail is not always provided.
 the reader.


 Selects vocabulary appropriate to the reader. Uses a         Mostly selects vocabulary appropriate to the reader.        Sentences, phrases and vocabulary often from source
 variety in sentence structure, word order and tense          Sentence structure, word order and use of tenses are        material. Many grammatical and punctuation errors in
 appropriate to the task. Correctly uses prepositional,       mostly correct for the task. More limited use of            own writing.
 adverbial and noun phrases with articles to add              prepositional, adverbial and noun phrases with mostly
 interesting detail as appropriate. Punctuation               correct use of the article. Some errors in punctuation
 correctly used to add clarity                                e.g. commas.

 Spells correctly key words for topic and all common          Spells correctly most key words for topic and all           Frequent mis-spellings errors, of key words incorrectly
 words. Word-Processed text has font, style and               common words. Word-processed text has appropriate           and common words. Word processed text has
 spacing which effectively supports the information.          choice of font, style and spacing. Handwritten text has     unsuitable choice of font. e.g. too small and poor
 Handwritten text has well formed letters, of                 clearly formed letters with appropriate spacing.            spacing. Handwriting is poorly formed and spaced
 appropriate size and is well-spaced. Effectively                                                                         making text difficult to read.
 conveys the information.




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                                                                                                                                                                                    Subject Code FES1


Entry 3 Unit 9                                    Mark Scheme for Writing - Internal Assessment
Task 2 Completing a Form with some complex features Application Form
                    Good                                     Satisfactory                                                                                               Did not achieve
Understands the expectations of the audience, providing the              Completes the form, but may omit some essential                 Communicates some of the required information, but omissions,
information required in the appropriate detail. Understands              information, and/or include some irrelevant or unnecessary      inaccuracies and inappropriate register mean the form is not
the importance of a formal register and complete the open                detail. Register mostly appropriate, but sometimes too          adequate for the purpose.
ended section appropriately, giving the essential information            informal e.g. Use of contractions.
required.                                                                                                                                Errors in basic sentence grammar, tense use and punctuation
                                                                         Minor errors in basic sentence grammar, tense use and           impede understanding by the reader.
                                                                         punctuation but do not affect the reader‟s understanding.
Uses basic sentence grammar accurately, including subject                                                                                Frequent errors in spelling and punctuation. Frequent mis-spelling
verb agreement. Correctly uses tenses appropriate to the                 Spells most common words and key specialist words               of common words and key specialist words. Handwriting is poorly
task. Uses punctuation accurately.                                       correctly. Handwriting is neat and legible.                     formed and spaced.
.Spells correctly common words and key specialist words
for the task. Handwriting is clear and well-formed and
spaced.


Task 3 Writing a informal note or e-mail to a friend
                     Good                                                                           Satisfactory                                                         Did not achieve
Understands layout convections of note/email e.g.                       Follows layout conventions of note/email but with some            Inappropriate register and omissions e.g. name of recipient, greeting.
introduction, greeting, closure. Uses appropriate register for          omissions e.g. closure. Register is mostly appropriate, but       Lacks sufficient information to achieve purpose.
writing to a friend. e.g. I’m really sorry I can’t…. Includes           some use of too formal style e.g. I am sorry I
information appropriate to task and develops reasons/feelings.          cannot…Includes information appropriate to task, but              Choice of sentences, phrases and vocabulary inappropriate for
e.g. But I must finish the assignment. The tutor will be furious        reasons/feelings not expanded e.g. …But I must finish my          informal style. Frequent grammatical and punctuation errors.
if I don’t                                                              work
                                                                                                                                          Frequent mis-spelling of common and key words. Poorly spaced
Choice of sentences, phrases or vocabulary. Shows                       Choice of sentences, phrases and vocabulary mostly                word-processed text. Handwriting poorly formed and difficult to
confidence in writing in this informal style e.g. Use of ellipsis       appropriate to informal style. Some constructions may be          read.
sentence grammar, tense use, prepositions and punctuation               too formal. Some grammatical and punctuation errors.
correct.
                                                                        Common words and key words mostly spelt correctly.
Spelling common and key words correct. Word- processed                  Word processed text is appropriate, handwriting is legible.
text is well spaced and effective. Handwritten text is clear.


   Tutor signature                                     Tutor name                                 Date of assessment
  The candidate must achieve at least a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory or a tick in
                                                      all the Good boxes for an overall Good



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                                                                                                                APPENDIX 1

                                                                        Summary Record of Achievement

Candidate Name _______________________________________________

                                                                External
                            Internal Assessment                                                                       Internal
                                                            Assessment Date
                            Date completed and                                                                       Moderator
                                                             completed and       Assessor Signature
                              overall band of                                                                       Signature (if
                                                            overall band of
                                achievement                                                                              sampled)
                                                              achievement
Entry 1
Unit 1- Speaking
& Listening
Unit 2 - Reading
Unit 3 - Writing
Entry 2
Unit 4 –Speaking
& Listening
Unit 5 – Reading
Unit 6 - Writing
Entry 3
Unit 7 –Speaking
& Listening
Unit 8- Reading
Unit 9 - Writing


Candidate signature _____________________________________________

Assessor signature ______________________________________________

Units Claimed

Entry 1                                            Entry 2                          Entry 3

Unit 1              Unit 2         Unit 3          Unit 4     Unit 5   Unit 6       Unit 7       Unit 8         Unit 9



If claiming full award, overall sub-level achieved:



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                                                                                                       Appendix 2

                                                                                 Performance Descriptors

Entry 1             Unit 1               Speaking and Listening

Good

A good candidate can take part comfortably in a conversation or simple exchange on familiar topics, stressing
key words and using intonation patterns and pronouncing sounds to be easily understood.
S/he makes and understands requests, using modal „can‟ and polite forms when required. S/he can ask for and
give personal information, using „wh‟ question forms and yes/no forms.
A good candidate can make simple statements and express likes and dislikes, using a limited range of
vocabulary suitable for the task. S/he can form short, simple sentences with correct word order and grammar
forms suitable for the level, using simple adjectives and prepositions.
There will be minor grammatical inaccuracies, such as omitting the article, but they do not interfere with
communication.

Satisfactory

To achieve a satisfactory level, a candidate should be able to take part in a simple exchange on a familiar topic
and be understood, even though there are inconsistencies in stress and intonation, pronunciation may be
noticeable affected by the candidate‟s first language.
S/he can make and understand requests and ask and respond to questions about personal information, but may
need to have some questions repeated, and may make some errors in question form.
S/he should be able to form short, simple sentences to make statements. Word order may not always be correct,
and grammar forms not always secure, with inaccuracies in use of article, pronouns and prepositions. However,
these errors do not impede a sympathetic listener‟s understanding.

Listening Task

To answer the questions a successful candidate will listen for the gist of short explanations, and identify general
meaning. S/he will listen for detail, using key words to extract required information.
A good candidate will achieve 80% success in answering the questions; to achieve a satisfactory level, a
candidate will gain 65%.




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Entry 2             Unit 4               Speaking and Listening

Good

A good candidate can comfortably take part in a conversation and maintain it, stressing the important words,
and using intonation and clear pronunciation to make meaning understood.
S/he can make requests and form questions correctly, using inversion of the verb. S/he understands question
forms and responds appropriately, expressing feelings if required.
A good candidate can form sentences, using a range of relevant lexis, showing good control of verb forms
required at this level, effective use of conjunctions (e.g. „but‟, „because‟ , „and‟) and correct use of pronouns
and prepositions.
S/he can take an effective part in a discussion, using appropriate phrases to make points, and express likes,
dislikes, views and opinions, supported with a reason. S/he can respond to others, identifying expressed
feelings and opinions and recognising others‟ turn to speak.

Satisfactory

To achieve a satisfactory level a candidate can hold a conversation and be understood, but stress and intonation
are not always appropriate, and pronunciation may be affected by the first language.
S/he is able to make requests and form questions, and can respond to questions, giving the information
required, although may need the question to be repeated. There may be errors in verb form, such as omissions
of auxiliary, - ing endings, and infinitive forms.
S/he should be able to form sentences to make statements, but with a more limited range of lexis and some
grammatical forms which are not secure, such as inconsistent use of tense and wrong word class. These
however do not impede the listener‟s comprehension.
S/he is able to take part in a discussion and express likes, dislikes, views and opinions, but has some difficulty
in expressing ideas and reasons. S/he shows limited skill in relating to the points made by other speakers.

Listening Task

To answer the questions a successful candidate will listen for and follow the gist of short explanations,
instructions or narratives and identify situation, speaker or topic. S/he will listen for detail, identifying key
words and phrases to extract required information and to identify the main points.
A good candidate will achieve 80% success in answering the questions; to achieve a satisfactory level, a
candidate will gain 65%.




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Entry 3             Unit 7               Speaking and Listening

Good

A good candidate speaks at an appropriate speed, using a suitable register, and can sustain an interaction.
Pronunciation is easily understood and stress and intonation are used effectively to emphasise meaning.
S/he can make requests clearly, using correct question forms, and understand explanations, confirming
understanding by repeating or stressing key words. S/he can respond to questions and requests with appropriate
information or comment which is expressed confidently, using longer sentences, or ellipsis in informal
situations. A confident use of noun and prepositional phrases, a range of tenses and lexical resources indicate a
good candidate.
S/he can hold an effective discussion, expressing views and opinions and supporting them with reasons, using a
variety of sentence construction to convey meaning. S/he acknowledges the opinions of others, and agrees or
disagrees, showing understanding of the turn-taking process.

Satisfactory

To achieve a satisfactory level a candidate should speak at a reasonable speed, and although pronunciation,
stress and intonation may show inconsistencies and first language influence, what is said is intelligible.
S/he should be able to make requests and ask questions, though word order is sometimes uncertain. S/he should
be able to follow explanations, but ability to confirm understanding is more limited. S/he is able to respond
with information or comment, but inconsistencies in grammatical constructions e.g. verb tenses and
noun/prepositional phrases do not impede understanding by others.
S/he is able to hold a discussion using a limited range of lexis, and express views and opinions, and can attempt
to support them with evidence. Awkward expressions and grammatical errors (e.g. of article and prepositions)
do not impede communication. S/he is able to respond to the opinions of others, but shows limited awareness of
turn-taking.

Listening Task

To answer the questions a successful candidate will listen for and follow the gist of short explanations,
instructions or narratives and identify context, situation and speaker. S/he will listen for detail to extract
required information and focus listening to identify new and relevant information.
A good candidate will achieve 80% success in answering the questions; to achieve a satisfactory level, a
candidate will gain 65%.




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Entry 1             Unit 2               Reading

To answer the questions on each text, a successful candidate will:

Apply skills at text, sentence and word level to obtain the required information.

Recognise short texts written in simple sentences on a familiar topic, such as very simple letters, simple forms,
greetings card or table, and use layout, and headings to predict the purpose.

Recognise beginnings and ends of sentences and common patterns of simple sentences to follow the meaning.

Have a sight vocabulary of familiar everyday words, signs and symbols, and be able to decode and sound out
simple, regular words.

A good candidate will achieve 80% success in answering the questions; to achieve a satisfactory level a
candidate must gain 65%

Entry 2             Unit 5               Reading

To answer the questions on each text, the successful candidate will:

Use features of a straightforward text to identify the purpose, such as title, layout (e.g. for letter or form),
headings (e.g. for newspapers), and understand terms to describe the purpose (e.g. giving information, greeting,
telling a story)

Follow the main points or a sequence of events to recognise the important facts.

Use sentence level reading skills to determine meaning: verb tense and discourse markers to identify past or
present time; punctuation e.g. capitals for proper names; conjunctions (and, but, because); and grammatical
features such as pronouns and prepositional phrases.

Have a sight vocabulary of key words and high frequency words, and use context and phonic and graphic
knowledge to read less familiar words.

A good candidate will achieve 80% success in answering the questions; to achieve a satisfactory level a
candidate must gain 65%

Entry 3             Unit 8               Reading

To answer the questions on each text, the successful candidate will:

Recognise text type and main purpose, using title, layout and choice of vocabulary to predict purpose and
subject.

Use organisational features, such as headings, paragraphs, key discourse markers to scan text to locate relevant
information.
Know that headings can be used to locate information in text.
Know the common structure of paragraphs e.g. the opening paragraph introduces subject or main purpose, and
that paragraphs have a topic sentence and are linked to develop meaning.

Read carefully the relevant sections to understand the main points and the detail. Use context and related words
to find meaning, and recognise the role of punctuation in conveying meaning.

Make inferences, recognising that information or purpose are not always explicit.



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A good candidate will achieve 80% success in answering the questions; to achieve a satisfactory level a
candidate must gain 65%.




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Entry 1             Unit 3               Writing

Good

A good candidate can select the information to include in a simple text, identifying the audience and
communicating basic facts, ideas and feelings in an appropriate format.
S/he shows established skills at this level, constructing simple sentences with correct basic word order and
verb form. S/he uses sentence punctuation and capital letters correctly.
S/he spells personal words correctly and writes legibly.

Satisfactory

To achieve a satisfactory level a candidate should be able to communicate basic familiar information to a
known audience. Extra detail is limited.
S/he can construct simple sentences with few errors in word order and verb form. Sentence, punctuation and
capital I are mostly correct.
There are a few errors in spelling key words and personal words. Handwriting is legible but inconsistently
formed and spaced.

Entry 2             Unit 6               Writing

Good

A good candidate can compose short texts for different audiences, select relevant information, order text
logically and select appropriate format, register and vocabulary.
S/he confidently uses simple and compound sentences with correct word order and punctuation. Capital
letters are used correctly. S/he uses a range of adjectives to add detail and convey attitude.
S/he can spell personal and familiar words correctly and produce legible handwriting.

Satisfactory

To achieve a satisfactory level, a candidate should be able to compose a simple text with some awareness of
the audience. Information, format and register should be mostly appropriate, with some inconsistency and a
more limited range of vocabulary.
S/he uses mostly simple sentences with some attempt at compound sentences, which may have a few errors
in word order and punctuation. S/he uses only common adjectives e.g. „nice‟, „good‟.
There are some errors in spelling common words. Writing is legible, but has some inconsistency in form.

Entry 3             Unit 9               Writing

Good

A good candidate understands the purpose of the task and the audience, and demonstrates the ability to
select and present the information, and/or communicate ideas and feelings, using an appropriate register and
a variety of vocabulary.
S/he shows secure achievement of the level by logically organising writing into paragraphs, using simple,
compound or complex sentences which are correctly punctuated.
S/he can confidently used grammatical structures for the level, using appropriate verb tenses and can
amplify sentences by using adjectival, adverbial and noun phrases to provide detail and interest.
S/he is able to proof-read and correct the main errors of sense and spelling, and present clear and legible
work.




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Satisfactory

To achieve a satisfactory level a candidate must understand the purposes of the task and
provide essential information. With some lapses, s/he uses an appropriate register and the
choice of vocabulary is rather limited.
S/he must be able to use short paragraphs which are not always well developed, but the use of
complex sentences is limited.
S/he can use basic sentence grammar and punctuation, making a few errors. Ability to expand
sentences, using adjectival, adverbial and noun phrases is limited.
There are a few errors in spelling, showing some lack of proof-reading skills. Handwriting is
legible.




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