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3 Table of Contents Page Introduction... 4 Qualification Profile... 5 Qualification Progression... 6 Glossary... 7 Qualification Framework... 8 Learning Outcomes and Assessment Criteria... 9 Guidance: Preparation and Language Vocabulary and Suitable Topics 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 Entry 1 Award in EAL is mapped to the ESOL Core Curriculum and referenced to the Common European Framework for Languages. Candidates educational backgrounds are often highly diverse. English Speaking Board (International) Ltd. 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 family life, home, school, sport, pastimes, leisure. ESB ENTRY LEVEL AWARD IN EAL FOR YOUNG LEARNERS (ENTRY 1) 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 qualification time (TQT) 120 Qualification number 601/8328/7 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 or college Page 5 of 14

6 Qualification Progression EAL for Young Learners Entry 1 Beginners who wish to communicate basic information EAL for Young Learners Entry 2 Learners who are beginning to communicate using a range of personal information EAL for Young Learners Entry 3 Learners who are able to communicate in a range of everyday situations EAL for Young Learners Level 1 Learners who are able to contribute to discussions on a range of familar topics EAL for Young Learners Level 2 Learners who are able to contribute to discussions on a wide range of familiar and less familiar topics Page 6 of 14

7 Glossary Insert Qualification Grade Level Credit value Guided learning hours (GLH) Total qualification time (TQT) Learning outcomes Assessment criteria Glossary 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 Qualifications 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: (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 set out 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. ESOL Core Curriculum 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. CEFR 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 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 9). On completion of the assessment, the candidate receives a report form with their grade. Successful candidates receive a certificate stating the 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 9). Format The examination is completed in groups with an assessor and consists of three tasks: A prepared talk Listening and responding to questions Personal information The recommended maximum number of candidates for EAL for Young Learners Entry 1 is 50 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 (Show and tell) Estimated time: 1-2 minutes per candidate The candidate gives a prepared talk about an object or picture. The example topics are related to the candidates everyday lives and may include hobbies, interests and home life. The candidate talks about the topic to the rest of the peer group and the assessor for approximately 1-2 minutes. The candidate may use cue cards or prompts. Task 2. Listening and responding Estimated time: 1-2 minutes per candidate After the talk each member of the group asks the candidate one question and the assessor may ask further questions. Task 3. Using personal information Estimated time: 1 minute per candidate The assessor asks the candidate one or two questions about themselves. Page 8 of 14

9 Entry 1 EAL for Young Learners Learning Outcomes and Assessment Criteria Learning Outcomes The learner will: 1. Be able to give a brief prepared talk using a visual aid 2. Be able to answer and ask some simple questions on a prepared topic 3. Be able to answer questions about themselves Core Curriculum Reference Sc/E1.1a Sc/E1.1b Sc/E1.4a Sc/E1.4c Sc/E1.1a Sc/E1.1b Sc/E1.2a Sc/E1.2b Sc/E1.3a Sc/E1.3b Sc/E1.3c Sc/E1.3d Sd/E1.1b Sd/E1.1c Lr/E1.1a Lr/1.1b Lr/E1.1c Lr/E1.1d Lr/E1.2a Lr/E1/2b Lr/E1.2c Lr/E1.2d Lr/E1.2e Lr/E1.3a Lr/E1.3b Lr/E1.4a Lr/E1.4b Lr/E1.5a Lr/E1.5b Lr/E1.5c Lr/E1.5d Assessment Criteria The learner can: 1.1 Prepare a simple description 1.2 Use greetings and introductions 1.3 Talk about a personal object using cue cards or other prompts 1.4 Communicate with understanding, allowing for hesitation and errors 2.1 Answer very simple questions on a prepared topic 2.2 Understand and follow some very short, simple instructions 2.3 Listen carefully to others speaking 2.4 Understand someone who speaks very slowly, clearly and simply, with long pauses 2.5 Ask a simple question 3.1 Answer very simple personal questions 3.2 Give appropriate information with accurate use of language Page 9 of 14

10 Guidance Preparation English Speaking Board EAL for Young Learners assessments can be incorporated into any scheme of work based on the ESOL Core Curriculum which may be accessed at 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 Candidates should be able to use: To be To have Have got Yes/No questions Respond to wh. questions Articles Singular and plural of countable nouns Demonstratives Subject personal pronouns Possessive adjectives Simple adjectives Simple sentence structure Simple present questions When/where questions Page 10 of 14

11 Vocabulary Countries and nationalities Numbers: time, date, price etc. Years, seasons, months, days Family Clothes Parts of the body Pets and animals Home Food and drink School and classroom Hobbies and interests Religious and cultural activities Games Toys Health Weather Adjectives to describe: o o o colour physical attributes of animals and people shape of objects Suitable topics to consider Favourite games, toys, computer games Favourite TV programmes Weather in the UK Favourite form of transport Daily routine School My home and area My bedroom My favourite room Friends my favourite person, my favourite friend 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 Proficient 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: admin@esbuk.org 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