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3 Table of Contents Page Introduction... 4 Qualification Profile... 5 Glossary... 6 Learning outcomes and assessment criteria... 7 Qualifcation Framework... 8 Guidance... 9 Appendix Page 3 of 14

4 Introduction ESB promotes and assesses English language in a wide range of educational centres: primary and secondary schools, further and higher educational establishments, universities, prisons, adult learning centres and in the training sectors of industry and business. ESB offers a full range of progressive qualifications, recognised and mapped to the relevant common curriculum requirements. ESB is a charitable organisation which was founded in 1953 to pioneer the practice and assessment of oral communication and to recognise its fundamental importance to education. ESB has grown into an international organisation assessing extensively in the UK, Europe, the Far East and West Indies. Page 4 of 14

5 Qualification Profile Aim The qualification is for young learners who speak English as an acquired language. The overall aim is to promote clear, effective, confident oral communication for learners. The Level 2 Award in EAL is mapped to the ESOL Core Curriculum. Candidates educational backgrounds are often highly diverse. English Speaking Board assessments are designed to reflect this diversity. Candidates real life circumstances and ages are taken into account when assessments are designed and topics include such themes as education, relationships, interests, culture and topical issues. ESB LEVEL 2 AWARD IN EAL FOR YOUNG LEARNERS Assessment method Assessment by external examiners Grading Pass / Unsuccessful Accreditation start date 1 st February 2016 Credit value 12 Guided learning hours (GLH) 90 Total Qualifcation Time (TQT) 120 Qualification number 601/8349/4 Age range 5-18 An English Speaking Board EAL candidate may be anyone who speaks English as an acquired language, for example: A young learner (5-11) in a primary school A young learner (11-18) in a secondary school Page 5 of 14

6 Glossary Level Credit value Guided learning hours (GLH) Total qualification time (TQT) Level is an indication of the demand of the learning experience, the depth and/or complexity of achievement and independence in achieving the learning outcomes. There are 9 levels of achievement within the Regulated Qualification Framework (RQF) This is the number of credits awarded upon successful achievement of all unit outcomes. Credit is a numerical value that represents a means of recognising, measuring, valuing and comparing achievement. GLH is an estimate of the time allocated to teach, instruct, assess and support learners throughout a unit. Learner-initiated private study, preparation and marking of formative assessment is not taken into account. Total Qualification Time is comprised of the following two elements: Learning outcomes Assessment criteria ESOL Core Curriculum CEFR (a) The number of hours which an awarding organisation has assigned to a qualification for Guided Learning, and (b) An estimate of the number of hours a Learner will reasonably be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed by but, unlike Guided Learning, not under the Immediate Guidance or Supervision of a lecturer, supervisor, tutor, or other appropriate provider of education or training. The learning outcomes are the most important component of the unit, they setout what is expected in terms of knowledge, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning. Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place. This was produced to provide a framework for English language teaching. It defines the skills, knowledge and understanding that non-native speakers need in order to demonstrate achievement of the National Standards. The Common European Framework of Reference for Languages is an international standard for describing language ability. It is used around the world to describe learners' language skills. Page 6 of 14

7 Level 2 EAL for Young Learners Learning Outcomes and Assessment Criteria In order to pass the assessment, the candidate must achieve all the assessment criteria. Learning Outcomes The learner will: 1. Give a prepared, well-structured talk using a visual aid or prompt 2. Lead and contribute to group discussion on a range of complex topics leading from a prepared talk 3. Follow and participate in a discussion on a situation chosen by the assessor Core Curriculum Reference Sc/L2.1b Sc/L2.1c Sc/L2.4a Sc/L2.4b Sc/L2.4d Sc/L2.4f Sc/L2.5a Sd/L2.1a Sd/L2.2a Sd/L2.2b Sd/L2.2c Sd/L2.3a Lr/L2.1b Lr/L2.2a Lr/L2.2b Lr/L2.2c Lr/L2.2d Lr/L2.2e Lr/L2.3a Lr/L2.4a Lr/L2.4b Assessment Criteria The learner can: 1.1 Present information in a logical sequence to show clear development of ideas 1.2 Express clearly statements of fact, explanations, accounts, descriptions and instructions using a range of tenses, as required, to convey the content of the talk 1.3 Use appropriate register 1.4 State own point of view clearly 2.1 Give detailed responses to a range of questions, giving the appropriate amount of information 2.2 Encourage participation by others in a discussion by posing questions and responding appropriately 2.3 Follow a narrative and ask questions related to the content 2.4 Answer questions and express opinions in appropriate register on a range of topics 3.1 Express complex likes, dislikes, views and opinions as required by the situation 3.2 Make suggestions, give advice, make arrangements or make plans as required by the situation 3.3 Adapt language and register to the context given 3.4 Recognise points made by other speakers, making relevant responses 3.5 Use non-verbal signalling to acknowledge contributions of others Page 7 of 14

8 Qualification Framework The speaking and listening assessments are conducted on site at approved ESB centres by a team of ESB trained assessors. All assessors are independent of the centres they visit and subject to moderation following Ofqual guidelines. Assessment takes place in small groups (preferably of 6 candidates). Candidate interaction is an integral part of the assessment. Each candidate is assessed according to the unit learning outcomes and assessment criteria (see page 6). On completion of the assessment, the candidate receives a report form with their grade. Successful candidates receive a certificate giving the learning qualification title and level achieved. Assessment Criteria In order to achieve a pass at this level, candidates are required to achieve the assessment criteria listed under Learning Outcomes 1 to 3 (page 6). Format The examination is completed in groups with an assessor and consists of three tasks: a prepared talk questions and discussion group discussion/ group problem-solving activity The recommended maximum number of candidates for EAL for Young Learners Level 2 is 23 for one examiner in a day to allow for individual time schedules, changeover and breaks. For larger numbers ESB can provide additional examiner(s) on the same day or assessments may be run over consecutive days. Task 1. Giving a prepared talk Estimated time: 4-5 minutes per candidate The syllabus provides examples of topics and the teacher will have helped the candidate to choose a topic to talk about. The candidate prepares and gives a structured talk on the topic, with reference to a visual aid such as a poster or slideshow, to the group and the assessor for approximately 4-5 minutes. Candidates should explore various points of view and give their own opinions. Candidates may use PowerPoint. Task 2. Questions and discussion Estimated time: 5 minutes per discussion After their talk, the candidate will initiate and lead a short group discussion on the topic of the talk with all other candidates. All candidates are required to contribute to the discussion. Task 3. Group discussion/ Problem-solving activity Estimated time: 3 minutes per candidate The assessor gives the group a complex situation relating to everyday life, which candidates must discuss as a group OR the assessor gives the group a problem which they must discuss and solve as a group. Page 8 of 14

9 Guidance English Speaking Board EAL for Young Learners assessments can be incorporated into any scheme of work based on the Adult ESOL Core Curriculum, which may be accessed on excellencegateway.org.uk, or the CEFR, which may be accessed at (see Appendix 1). When preparing candidates prior to the examination, teachers should be fully aware of the task requirements of the assessment as outlined in the syllabus. Language multiple complex/ compound sentences a range of conjunctions for various purposes conditional forms using if and unless modal forms non-defining and defining relative clauses reported speech with a range of tenses a range of embedded questions question tags passive voice - various tenses noun phrases verb + ing/verb + infinitive definite, indefinite and zero articles a range of expressions to indicate possession future perfect simple present perfect continuous past perfect a range of phrasal verbs comparisons using fewer and less collocations using nouns, adjectives or verbs with prepositions a range of adverbial phrases a wide range of intensifiers discourse markers ellipsis in informal speech colloquial language Page 9 of 14

10 Vocabulary Daily life and routine Pets and animals Food and drink Toys and games Countries and nationalities Family, friends and relationships Youth culture Home, neighbourhood and community School and education Hobbies, skills and interests Religious and cultural activities Sports, health and fitness Travel and transport Feelings and emotions Special occasions Language and languages Page 10 of 14

11 Example situations a. Healthy lifestyle Discuss and give advice on diet and exercise to a friend who is wanting to improve their life style. Discuss which is the best diet, British or the diet of your own culture. Where can you get good advice about healthy living? What have you tried that has been effective? Summarise the main points for the assessor at the end of the discussion. b. Travel Discuss the other cities that you have visited in the UK, which were the best places and why? Which is the best/cheapest way to travel? Is it good to visit other places and what do you look for when you go to a new place? What are the problems when travelling in the UK? Summarise the main points for the assessor. c. Popular culture One of your school friends is spending too much time on Facebook/social media and their school work is suffering. Discuss whether it is a good thing or is it a waste of time? Suggest ways of reducing time spent on Facebook, practical ways of dealing with the problems of social media. Summarise the action points for the assessor. d. Education Discuss whether it is better to stay at college and get more qualifications or leave at 16/18 to start working and get experience. One of your friends has been offered work in her/his family s business. Give advice, offer opinions and discuss whether s/he should take this opportunity. Feedback the main points to the assessor. e. Special occasions One of your friends wants to go to his/her friend s birthday party but it is on the same day at his/her old aunt s party. The family want him/her to go to the aunt s party. Discuss and give advice on the situation. Are family celebrations more important than friends parties? Talk about your own experience/feelings about the issue and decide on the best advice for your friend. Summarise the main points for the assessor. Page 11 of 14

12 Appendix 1 Common Reference Levels: global scale CEFR Basic User A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in Independent User Proficient User B1 B2 C1 C2 areas of immediate basic need. Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and Independent disadvantages of various options. Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices. Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. Page 12 of 14

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14 English Speaking Board (International) Ltd 9 Hattersley Court, Ormskirk Lancashire L39 2AY Tel: (+44) Fax: (+44) Web: English Speaking Board (International) Ltd ESB reserves the right to change products and services periodically. Every effort has been made to ensure that information contained in publications is fully accurate at the time of going to press, however, our latest versions of all publications / policies are to be found on our website Registered in England Company No Registered as a Charity No