Beruflich Dokumente
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Contents
1. About the qualification................. ..3
2. Who is the qualification for?................. ........................................................................5
3. Offering the qualification .............................................................................................7
4. Achieving the qualification ................ ...9
5. The qualification units ............... ..10
Speaking and Listening
Introduction ........................................................................................................................10
Unit ....................................................................................................................................12
Guidance on Writing Centre Devised Assessments and Assessment Mark Sheets ........14
Skills and Language Required...........................................................................................18
Generic Performance Descriptors ....................................................................................26
Exemplar Internal Assessment Tasks (Four) and corresponding
Exemplar Assessment Mark Sheets .................................................................................31
Reading
Introduction ........................................................................................................................51
Unit ....................................................................................................................................52
Writing
Introduction ........................................................................................................................53
Unit ....................................................................................................................................54
Skills and Language Required...........................................................................................55
Basic Skills
Each learning outcome has been mapped to the Adult ESOL core curriculum. In designing
activities for unit assessment the mapping can be used to identify which basic skills could be
addressed through evidence generated by learners. The degree of opportunity in any one unit will
depend on centre-specific factors including learning context, teaching and learning strategies and
resources.
Language Requirements
If you have a requirement for this qualification information to be provided in Welsh for Welsh
speakers wishing to take a qualification in ESOL, please contact NOCN.
Progression Opportunities
In all cases, learners achieving this qualification or separate certification for Speaking and
Listening, Reading and Writing will have achieved at Entry 2 of the Adult ESOL core curriculum.
Progression for ESOL learners can cover a broad spectrum of progression intentions. Learners
can progress to higher levels or sub-levels of the core curriculum as appropriate to their individual
learning needs. Learners could also progress to further adult or community education and workbased learning. Learners may aspire to a working knowledge of English to gain improved access
to work, to local services such as health and education, or to participate more in local life.
Tutors, assessors, internal and external moderators should have completed the Adult
ESOL core curriculum training and they should either have a teaching qualification
related to ESOL or be working towards one.
Tutors, assessors, internal and external moderators should be aware of the ESOL
exemplification materials. These aim to aid practitioners in understanding levelness
the level of a learners language by real-life demonstrations. They can be obtained
through DfES Publications, Tel: 0845 6022260, e-mail: dfes@prolog.uk.com please
quote ref: EXESOL.
For at least the first year of assessment, internal moderation sampling should cover at
least 50% of any candidature per unit and where numbers are small (less than 30)
should include the full cohort. This is to help centres develop common understanding
and standardise assessment judgements.
Speaking and Listening internally set and internally marked assessment tasks
Reading externally set assessments, internally marked by centre
Writing - externally set assessments, internally marked by centre
To accommodate spiky profiles learners can also be assessed in different modes at different
levels. When they have achieved all three units of Speaking and Listening, Reading and Writing,
the qualification will be awarded at the level of the lowest unit. Units achieved at a higher level can
then be carried forward for up to three years. When the learner has achieved all three units at the
higher level, the whole qualification is then awarded at the higher level.
Spiky Profile Example: a learner may be ready to be assessed in Reading and Writing at Entry 2
but may have Speaking and Listening skills judged to be at Entry 3 so is assessed for this mode at
Entry 3. If all three units are successfully achieved, the learner is awarded the Certificate in ESOL
Skills for Life at Entry 2, but already has one unit at Entry 3 to carry forward. When the learner
achieves the other two units at Entry 3 they are then awarded the Certificate in ESOL Skills for Life
at Entry 3.
All assessed work should be available for external moderation.
Accredited
QCA Number
NOCN Unit
Code
Unit Title
Level
J/103/6590
FN2/E2/QQ/001
Entry 2
10
Y/103/6593
FN2/E2/QQ/002
Reading
Entry 2
10
K/103/6596
FN2/E2/QQ/003
Writing
Entry 2
10
PLEASE NOTE: the units of Reading and Writing can only be achieved through use of the
externally set tasks. They cannot be awarded without successful achievement of the
external assessments.
Tutors will need to teach Speaking and Listening using methods that are inclusive and appropriate
and which take account of the cultural and learning experiences of learners to provide both familiar
and unfamiliar contexts for developing speaking and listening skills at this level. Guidance on
appropriate activities with examples of application and level can be found in the Adult ESOL core
curriculum. Learners should be provided with appropriate support throughout. Opportunities for
learners to discuss progress should be provided at all stages of the learning process. The context
and mode of delivery is flexible and should reflect the needs of the learners and the context in
which they are learning.
Unit Assessment
The unit of assessment includes the learning outcomes and assessment criteria and is mapped to
the national standards and component skills and knowledge in the Adult ESOL core curriculum.
This unit is assessed through tasks that are internally set, internally assessed, internally moderated
and externally moderated. Summative assessment for unit achievement must ensure an accurate
measurement of progress and achievement against the unit assessment criteria.
The Qualification Guide contains the following key documentation:
Unit of assessment
Guidance on Writing Centre Devised Assessments and Assessment Mark Sheets
Skills and Language Required
Generic Performance Descriptors
Five Exemplar Internal Assessment Tasks and corresponding Exemplar Assessment Mark
Sheets
Sample Assessment Record Sheet for Learner Portfolio
10
11
UNIT TITLE:
LEVEL:
10 HOUR CREDIT VALUE:
NOCN UNIT CODE:
ACCREDITED UNIT NUMBER:
Entry 2
10
FN2/E2/QQ/001
J/103/6590
ASSESSMENT CRITERIA
1.
2.
1.1
12
4.
13
General Principles
Centre devised assessments should be developed with reference to the learner context and
learner experience. The tasks must be developed with a view to ensuring that:
All assessment criteria within the unit are evidenced. Where assessors are using a
combination of exemplar tasks and their own devised tasks they must ensure that this
applies.
Assessments are developed that are relevant to learners situations and needs.
There are a variety of contexts to ensure learners are given the opportunity to demonstrate
a range of skills, vocabulary and language appropriate to different situations.
There are real world contexts, so as to provide assessment opportunities that reflect how
language is used in daily life.
There are differing levels of formality both in the language listened to and in the spoken
language required.
Learners are able to demonstrate, through the tasks set, the skills, range and aspects of
language reflected in the Generic Performance Descriptors.
All learners have equality of access to demonstrate their language skills through the tasks.
Stimulus materials to support assessment activity are relevant to the learner and sufficiently
comprehensive to provide equality of opportunity for successful achievement of the unit.
There is guidance on time requirements, which can vary, but should be similar to those
identified in the Exemplar Internal Assessment Tasks as this secures the level.
Assessment Mark Sheets are designed to support the centre devised assessment tasks
following the same format used in the Exemplar Assessment Mark Sheets and drawing on
the Generic Performance Descriptors.
14
Tasks used for assessment must not have been used for teaching and learning purposes.
All centre devised assessments and Assessment Mark Sheets must be scrutinised and approved
by the external moderator and are subject to awarding body standardisation processes.
Learners are given a steer for their listening at the outset, for example, telling them
beforehand to listen for the situation, subject and speakers, to give a focus for their
listening and make it closer to their everyday listening.
Scripts are recorded to represent, as far as possible, authentic spoken language and
not written language read out (unless the script is a speech that has been prepared).
Conversations are in different voices and display the hesitancies, repetitions, that are
characteristic of spoken language, as appropriate to context. Speech may be slightly
slowed down but without distorting the normal stress, rhythm and intonation of everyday
spoken English.
Please note: scripts could be recorded on appropriate media other than tapes.
15
Satisfactory Achievement is the minimum a learner must demonstrate at this level to gain credits
for Speaking and Listening. To achieve an overall Satisfactory, the learner must achieve
Satisfactory or above for each task. To achieve an overall Secure, the learner must achieve
Secure for each task.
16
Assessment Evidence
All assessment evidence will be accompanied by the Assessment Mark Sheets, which record the
final decision. The evidence of the learners achievement will be in the form of Assessor
Observation Records which are supported by taped evidence in at least 10% of performances for
any one task.
Each taped record should be clearly labelled with:
o The name of the learner.
o The name of the assessor.
o The date of the assessment.
Assessor Observation Records must be clear and well-presented and indicate on what basis the
assessment decisions have been made.
Assessor records must contain notes on non-verbal signs used by the learner to attract attention,
seek clarification or reinforce meaning.
17
18
Examples of Language/Grammatical
Forms Required
Sorry to bother you
Could I possibly leave at 12 today? Ive got an
appointment.
Thirty and thirteen
Examples of Language/Grammatical
Forms Required
2.
2.1
Make requests, ask questions to obtain information and respond to questions and requests
Make polite requests, using modal verbs
Could I speak to the manager, please?
Makes polite requests using modal verbs
or other forms..
Id like to see Mrs Brown, please.
and other forms.
Im Ranjits mother. Could I see Mrs Brown,
Incorporates a request in a longer
please? Its about Ranjits homework.
interaction.
Sorry to bother you. I need to ask you, could I
Prefaces a request with an introductory
possibly leave at 12 today? Ive got an
word or phrase and follow request with an
appointment.
explanation.
2.2
2.3
19
Examples of Language/Grammatical
Forms Required
2.4
20
3.2
Examples of Language/Grammatical
Forms Required
3.3
21
Examples of Language/Grammatical
Forms Required
3.4
22
Examples of Language/Grammatical
Forms Required
Hi. How are you?
Fine, thanks. And you? How was your
weekend?
Would you like tea or coffee?
Would you like another biscuit or some cake?
Id love some cake please.
Would you like to come to dinner tomorrow
evening?
Yes, Id love to. What time? / Sorry, I cant. Im
going to English classes.
Have a good weekend.
Im sorry but I really must go.
Apologises
23
Examples of Language/Grammatical
Forms Required
4.2
4.3
24
5.
5.1
key words.
5.2
5.3
25
Examples of Language/Grammatical
Forms Required
Learning Outcomes
The learner will:
Performance Descriptor
Secure Achievement
Performance Descriptor
Satisfactory Achievement
Performance Descriptor
Did not achieve
1.
Speaks clearly as to be
comprehensible and make
meaning understood. Uses correct
stress in familiar words and on
important content words in
sentences. Uses intonation
appropriately in a range of
situations, for example, in
statements, requests, questions, to
emphasise, to express feelings and
to express politeness. Pronounces
sounds to make meaning clear to
the listener.
Speaks clearly as to be
comprehensible and meaning is
understood. Places stress
appropriately in most familiar words
and on key words in most
sentences. Generally uses
intonation appropriately in different
situations, including questions,
requests and to express politeness.
Can pronounce sounds adequately
to make meaning understood.
Occasional lack of clarity and
hesitancy does not impede
communication of meaning.
26
Learning Outcomes
The learner will:
Performance Descriptor
Secure Achievement
Performance Descriptor
Satisfactory Achievement
Performance Descriptor
Did not achieve
2.
27
Learning Outcomes
The learner will:
Performance Descriptor
Secure Achievement
Performance Descriptor
Satisfactory Achievement
Performance Descriptor
Did not achieve
28
Learning Outcomes
The learner will:
Performance Descriptor
Secure Achievement
Performance Descriptor
Satisfactory Achievement
Performance Descriptor
Did not achieve
29
Learning Outcomes
The learner will:
Performance Descriptor
Secure Achievement
Performance Descriptor
Satisfactory Achievement
Performance Descriptor
Did not achieve
30
Assessment Criteria
covered
Curriculum
Reference
1.1
2.2
5.1
5.2
5.3
Lr/E2.1
Lr/E2.2
Lr/E2.3
Lr/E2.4
Lr/E2.5
Sc/E2.1
Task One
Listen to a short talk on a topic and respond orally to spoken questions in a one-toone with the assessor (8-10 minutes).
Part A
The learner listens to the tape (once only) and is asked the following questions before
listening to the tape:
Who is speaking?
What is the situation?
What topic is the speaker talking about?
31
TAPESCRIPT
Good afternoon everybody and thank you for inviting me to the college this afternoon. Its
lovely to be here. My names Mike Smith and Im a Health & Safety Officer at the local
council. Your teacher invited me here this afternoon to talk to you about safety in the home,
which is something we all need to know about. A lot of people think that accidents usually
happen in the street or at work but did you know that a lot of serious accidents happen in
the home? A lot of these accidents involve little children and can easily be prevented. Im
going to give you some advice on how to keep your home and your family safe.
Firstly, always keep dangerous objects away from children; for example, sharp knives,
scissors, matches, hot saucepans and kettles. Its a good idea to keep them in a cupboard
or drawer, out of reach you know how children are always looking for new things to play
with! This applies to medicines too children often eat tablets because they look like
sweets.
Secondly, never let young children play near electrical sockets. As you know, its very easy
for them to put their little fingers in the sockets. Electrical injuries are common amongst
babies and young children, and electricity can kill. You can buy plastic covers for electrical
sockets, which are a good idea.
Thirdly, if you smoke, dont smoke in bed - this is a common cause of fires and a lot of
people die every year in house-fires. Its so easy to fall asleep with a cigarette in your
hands and its so dangerous.
Finally, always switch off equipment when you are not using it. This includes irons,
televisions and cookers, which can all cause fires if they are left on. Children can also get
burnt if they touch hot irons or cookers.
So, please remember to do these four things and you and your family will be safer in your
home. Thank you for listening and please feel free to ask questions now.
END OF TAPESCRIPT
Part B
The learner is told they will hear the tape again. The learner is asked to identify three things
they hear the speaker tell the audience to do to prevent accidents in the home.
32
Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task One
Learner Name:
Learner Registration Number:
Centre Number:
Time of assessment:
Date of assessment:
Assessment Criteria
covered
Curriculum
Reference
1.1
2.2
5.1
5.2
Lr/E2.1
Lr/E2.2
Lr/E2.3
Lr/E2.4
5.3
Lr/E2.5
Sc/E2.1
Listen to a short talk on a topic and respond orally to spoken questions in a one-to-one with the assessor (8-10 minutes)
The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all
the boxes at Secure for an overall Secure Achievement.
Secure Achievement
Satisfactory Achievement
33
Secure Achievement
Satisfactory Achievement
Speaks clearly as to be
comprehensible and make meaning
understood. Uses correct stress
and intonation in responses to
questions and pronounces most
sounds clearly. (1.1)
34
Assessment Criteria
covered
Curriculum
Reference
1.1
Sc/E2.1
2.1
Sc/E2.2
2.2
Sc/E2.3
2.3
Sc/E2.4
2.4
3.4
Lr/E2.5
Task Two
Take part in a formal one-to-one role-play with the assessor in connection with booking a
place on a course (8-10 minutes).
The learner is told they going to apply to do a course in a subject of their choice at their local
college. They visit the college. The assessor plays the role of college receptionist and provides the
information requested by the learner, offering different options, and asks for personal information
to enrol the learner on a course.
Assessor encourages learner to check back and ask questions to clarify understanding where
necessary throughout.
Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Two
Learner Name:
Learner Registration Number:
Centre Number:
Assessment Criteria
covered
Curriculum
Reference
Time of assessment:
Date of assessment:
1.1
2.1
2.2
2.3
2.4
Sc/E2.1
Sc/E2.2
Sc/E2.3
Sc/E2.4
Lr/E2.5
3.4
Take part in a formal one-to-one role-play with the assessor in connection with booking a place on a course (8-10 minutes)
The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all
the boxes at Secure for an overall Secure Achievement.
Secure Achievement
Satisfactory Achievement
36
Secure Achievement
Satisfactory Achievement
37
Secure Achievement
Satisfactory Achievement
38
Assessment Criteria
covered
Curriculum
Reference
1.1
Lr/E2.1
2.1
2.2
Lr/E2.2
Lr/E2.4
2.4
Lr/E2.5
3.2
Sc/E2.1
5.2
Sc/E2.2
Sc/E2.3
Task Three
Take part in a role-play asking for and giving instructions on how to do something or
directions on how to get somewhere (6-8 minutes each).
Learners work in pairs and take it in turns to ask/give instructions or directions. In each case,
the assessor identifies the place/task, which must be selected to ensure the
directions/instructions involve at least three separate stages.
Learner A asks Learner B either for directions to a given place (for example, a
college, the hospital, a cinema, a leisure centre) or how to perform a given task (for
example, making a simple dish, using a piece of equipment).
39
Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Three
Learner Name:
Learner Registration Number:
Centre Number:
Assessment Criteria
covered
Curriculum
Reference
Time of assessment:
Date of assessment:
1.1
2.1
2.2
2.3
2.4
3.2
5.2
Lr/E2.1
Lr/E2.2
Lr/E2.4
Lr/E2.5
Sc/E2.1
Sc/E2.2
Sc/E2.3
Take part in a role-play asking for and giving instructions on how to do something or directions on how to get somewhere (6-8
minutes each).
The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all
the boxes at Secure for an overall Secure Achievement.
Secure Achievement
Satisfactory Achievement
Speaks clearly as to be
comprehensible and make
meaning understood. Uses
correct stress in familiar words
and pronounces most sounds
clearly. Demonstrates variation
in intonation to express
politeness in the request. (1.1)
40
Secure Achievement
Satisfactory Achievement
41
Secure Achievement
Satisfactory Achievement
42
Assessment Criteria
covered
Curriculum
Reference
1.1
2.1
2.2
2.3
3.4
4.1
4.2
4.3
Lr/E2.1
Lr/E2.2
Lr/E2.5
Lr/E2.6
Sc/E2.2
Sc/E2.3
Sc/E2.4
Sd/E2.1
2.4
Lr/E2.7
3.1
Lr/E2.8
3.3
Sc/E2.1
Task Four
Give an account of a visit to a place or an event to a small group. Other learners ask questions
to get more information and detail (8-10 minutes each account, including questions).
Learners work in groups of three. Each learner takes it in turn to give an account and both of the other
learners must ask questions about the subject of the account. Learners are assessed in each role. The
assessor may start the questioning and follow up on the responses to encourage the learners to follow
suit. The learners are encouraged by the assessor to follow up answers to extend into a discussion and
express opinions and views about the topic of each account.
Learner A is asked to tell a small group (2) about a visit to a place (for example, another country,
town, famous sight) or an event (for example, a wedding, a party). The learner is asked to
describe the place/event, describe what happened, talk about their experience and what they
thought of it.
Learners B and C ask questions to get more information and detail. They follow up the answers
to their questions where possible.
Each learner takes it in turns to play Learner A using a different place/event from their own experience.
Assessor encourages learners to check back and ask questions to clarify understanding where
necessary throughout.
Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Four
Learner Name:
Learner Registration Number:
Centre Number:
Assessment Criteria
covered
Curriculum
Reference
1.1
Lr/E2.1
Time of assessment:
Date of assessment:
2.2
Lr/E2.2
2.3
2.4
3.1
Lr/E2.5
Lr/E2.6
Lr/E2.7
3.3
Lr/E2.8
3.4
Sc/E2.1
4.1
4.2
Sc/E2.2
Sc/E2.3
4.3
Sc/E2.4
Sd/E2.1
Give an account of a visit to a place or an event to a small group. Other learners ask questions to get more information and detail (810 minutes each account, including questions).
The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all
the boxes at Secure for an overall Secure Achievement.
Secure Achievement
Satisfactory Achievement
Speaks clearly as to be
comprehensible and make
meaning understood. Uses
correct stress in familiar words
and pronounces most sounds
clearly. Demonstrates variation
in intonation to emphasise main
points of the account and ask
questions. (1.1)
44
Secure Achievement
Satisfactory Achievement
45
Secure Achievement
Satisfactory Achievement
46
Assessment Criteria
covered
Curriculum
Reference
Lr/E2.6
1.1
Lr/E2.7
4.1
Lr/E2.8
4.2
4.3
Sc/E2.1
Sd/E2.1
Task Five
Take part in a formal discussion in a small group (3) to express and exchange
opinions and feelings about a local place (for example, a road, a park, a
shopping centre, a library) (10-15 minutes).
Assessor tells the learners that they are in a community meeting with other residents they do
not know. Assessor identifies the local place to be discussed. The place can be presented as
a visual. The place chosen is something that generates strong views, opinions and feelings,
for example a dangerous road, an unsafe area, a problematic amenity. The learners work in
groups of three.
Assessor initiates discussion by either expressing a view to prompt responses or asking one
of the learners the question, Tell us what you think about.
Each learner takes it in turn to say what they think about that place, what they like and what
they dont like. It is important that the learners give reasons for their views, likes and dislikes.
The learners are encouraged to respond to the views, opinions and feelings expressed by
each other, to invite the views of others and to follow up answers.
Assessor encourages learners to check back and ask questions to clarify understanding
where necessary throughout.
47
Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Five
Learner Name:
Learner Registration Number:
Centre Number:
Assessment Criteria
covered
Curriculum
Reference
1.1
Lr/E2.6
Time of assessment:
Date of assessment:
4.1
4.2
Lr/E2.7
Lr/E2.8
4.3
Sc/E2.1 Sd/E2.1
Take part in a formal discussion in a small group (3) to express and exchange opinions and feelings about a local place (for example,
a road, a park, a shopping centre, a library). (10-15 minutes).
The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all
the boxes at Secure for an overall Secure Achievement.
Secure Achievement
Satisfactory Achievement
Speaks clearly as to be
comprehensible and make
meaning understood.
Demonstrates variation in
intonation to express feelings
during the discussion and
clearly recognises the formality
of the situation (1.1)
48
Secure Achievement
Satisfactory Achievement
49
Tasks
Secure Achievement
Satisfactory Achievement
Task One
Task Two
Task Three
Task Four
Task Five
50
Tutors will need to teach Reading at text, sentence and word level using methods that are inclusive
and appropriate and which take account of the cultural and learning experiences of learners.
Guidance on appropriate activities with examples of application and level can be found in the Adult
ESOL core curriculum. Learners should be provided with appropriate support throughout.
Opportunities for learners to discuss progress should be provided at all stages of the learning
process. The context and mode of delivery is flexible and should reflect the needs of the learners
and the context in which they are learning.
Unit Assessment
The unit of assessment includes the learning outcomes and assessment criteria and is mapped to
the national standards and component skills and knowledge in the Adult ESOL core curriculum.
This unit is assessed through externally set tasks that are internally marked, internally moderated
and externally moderated. These are available at the end of this External Assessment Pack.
Learners not achieving the unit can be reassessed provided a different set of external assessment
tasks are used. These will be provided by the Regional OCN. A three-week period must have
elapsed from the learners previous attempt.
The Qualification Guide contains the following key documentation for Reading:
Unit of Assessment
Sample Assessment Record Sheet for Learner Portfolio
51
UNIT TITLE:
Reading
LEVEL:
10 HOUR CREDIT VALUE:
NOCN UNIT CODE:
ACCREDITED UNIT NUMBER:
Entry 2
10
FN2/E2/QQ/002
Y/103/6593
ASSESSMENT CRITERIA
3.1
5.1
52
Tutors will need to teach Writing at text, sentence and word level using methods that are inclusive
and appropriate and which take account of the cultural and learning experiences of learners.
Guidance on appropriate activities with examples of application and level can be found in the Adult
ESOL core curriculum. Learners should be provided with appropriate support throughout.
Opportunities for learners to discuss progress should be provided at all stages of the learning
process. The context and mode of delivery is flexible and should reflect the needs of the learners
and the context in which they are learning.
Unit Assessment
The unit of assessment includes the learning outcomes and assessment criteria and is mapped to
the national standards and component skills and knowledge in the Adult ESOL core curriculum.
This unit is assessed through externally set tasks that are internally marked, internally moderated
and externally moderated. These are available at the end of this External Assessment Pack.
Learners not achieving the unit can be reassessed provided a different set of external assessment
tasks are used. These will be provided by the Regional OCN. A three-week period must have
elapsed from the learners previous attempt.
The Qualification Guide contains the following key documentation for Writing:
Unit of Assessment
Skills and Language Required
Sample Assessment Record Sheet for Learner Portfolio
53
UNIT TITLE:
Writing
LEVEL:
10 HOUR CREDIT VALUE:
NOCN UNIT CODE:
ACCREDITED UNIT NUMBER:
Entry 2
10
K/103/6596
FN2/E2/QQ/003
ASSESSMENT CRITERIA
3. Use adjectives.
Ws/E2.2
4. Use punctuation.
Ws/E2.3
Ws/E2.4
54
55
An email
A simple formal or informal letter
A personal narrative
A simple story
A message
A form
Conjunctions:
and, but, so, or
Tenses:
the simple present, simple past and
future time including present continuous
Use adjectives.
Use adjectives to describe people,
places, feelings and objects.
4.
4.1
Use punctuation.
Use punctuation to indicate boundary
markers in sentences and to separate
items in a list.
4.2
56
Common adjectives:
big, young, beautiful, happy
Regular/irregular comparative adjectives:
better, worse, younger, bigger and more
beautiful
Proper nouns:
days, months names of people and
places
6.
6.1
57
Structural endings:
plurals (s), ed, and ing.
National Standardisation
NOCN will undertake a process of standardisation annually. Units from the qualification will be
selected for standardisation events and OCNs will require assessment materials and copies of
learners assessed work with moderation reports from centres each year. OCNs will notify centres
on an annual basis of the required sample and materials for standardisation purposes. Each
centre offering the specified units is required, as part of the Centre Approval Process, to
provide assessment materials for standardisation.
Feedback on national standardisation activity will be available to centres annually through their
OCN. National standardisation will establish:
58
Learner Name:
Centre Number:
Unit Achieved
Centre Name:
Level
Achieved
NOCN Code
59
Assessor
Signature
Date