SEG Awards ABC Modern Foreign Languages (Roman)

Transcription

1 SEG Awards ABC Modern Foreign Languages (Roman) Qualification Guide Entry 3 Award in French German Italian Spanish Portuguese September 2017 Issue 1

2 About Us At the Skills and Education SEG Awards (ABC) 1 we continually invest in high quality qualifications, assessments and services for our chosen sectors. As a UK leading sector specialist we continue to support employers and skills providers to enable individuals to achieve the skills and knowledge needed to raise professional standards across our sectors. ABC has an on-line registration system to help customers register learners on its qualifications, units and exams. In addition it provides features to view exam results, invoices, mark sheets and other information about learners already registered. The system is accessed via a web browser by connecting to our secure website using a username and password: Sources of Additional Information The ABC website provides access to a wide variety of information. Copyright All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publishers. This document may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. Specification Code, Date and Issue Number The date of this specification is August The Issue number is 2. 1 ABC Awards is a brand of the Skills and Education Group Awards, a recognised awarding organisation and part of the Skills and Education Group. Any reference to ABC Awards, its registered address, company or charity number should be deemed to mean the Skills and Education Group Awards. 1

3 Contents Qualification Overview... 3 Qualification Structure and Content... 4 Unit Details Speaking in a roman language Listening in a roman language Dialogue in a roman language Reading in a roman language Writing in a roman language Reading and Written Response in a roman language Appendices Internal codes for ABC Entry 3 Award Roman Qualifications Recognition of Prior Learning (RPL), Exemptions, Credit Transfers and Equivalencies Exemptions Equivalencies Certification Glossary of Terms This is a live document and as such will be updated when required. It is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Guidance is in use. Any amendments will be published on our website and centres are encouraged to check this site regularly. 2

4 Qualification Overview Introduction The ABC Entry 3 Award in Modern Foreign Languages (Roman) has been developed to replace the previous Languages qualifications. This redevelopment has been led by educational organisations delivering the courses and subject experts with vast experience in the field. The term Roman used within these qualifications refers to French, German, Italian, Spanish and Portuguese. This suite of ABC language qualifications provide valuable opportunities for individuals to develop skills and gain underpinning knowledge and understanding in the four main areas of speaking, listening, reading and writing and is linked to the Common European Framework. These qualifications enable learners to gain crucial language skills for work or social purposes. They allow learners to expand cultural knowledge, participate in multilingual communities and improve communication skills when travelling abroad for business and/or pleasure. 3

5 Qualification Structure and Content Qualifications French Entry 3 Award in Speaking and Listening in French [603/2157/X] Entry 3 Award in Reading and Writing in French [603/2158/1] Entry 3 Award in Practical French [603/2160/X ] German Entry 3 Award in Speaking and Listening in German [603/2161/1] Entry 3 Award in Reading and Writing in German [603/2162/3] Entry 3 Award in Practical German [603/2163/5] Italian Entry 3 Award in Speaking and Listening in Italian [603/2164/7] Entry 3 Award in Reading and Writing in Italian [603/2165/9] Entry 3 Award in Practical Italian [603/2167/2] Spanish Entry 3 Award in Speaking and Listening in Spanish [603/2177/5] Entry 3 Award in Reading and Writing in Spanish [603/2178/7] Entry 3 Award in Practical Spanish [603/2180/5] Portuguese Entry 3 Award in Speaking and Listening in Portuguese [603/2172/6] Entry 3 Award in Reading and Writing in Portuguese [603/2173/8] Entry 3 Award in Practical Portuguese [603/2175/1] The qualifications, identified above, are all Regulated regulated by Ofqual Internal assessment, internal and external moderation Assessment Units within these qualifications must be assessed in line with the appropriate assessment strategy as stated in each unit. Grading Pass/Fail Operational Start 01/09/2017 Date Review Date 31/08/2020 4

6 ABC Sector Ofqual SSA Sector Stakeholder Support Contact Languages 12 Languages, Literature and Culture 12.2 Other languages, literature and culture Skills CfA See ABC website for the Centre Support Officer responsible for these qualifications. 5

7 ABC Entry 3 Specification at a Glance Learners must complete the required units from the diagram below which can be tailored to the required roman language (French, German, Italian, Spanish or Portuguese). There are three types of qualifications for these languages: Speaking and Listening (Learners must achieve a minimum of 6 credits) Reading and Writing (Learners much achieve a minimum of 6 credits) Practical (Learners must achieve a minimum of 12 credits) Choose all three units below and you can choose one of the languages in the table below to acquire the Speaking and Listening qualification Speaking Listening Dialogue Entry Level Award in Speaking and Listening (Entry 3) in: French German Italian Spanish Portuguese Choose all three units below and you can choose one of the languages in the table below to acquire the Reading and Writing qualification. Reading Writing Reading and Written Response Entry Level Award in Reading and Writing (Entry 3)in: French German Italian Spanish Portuguese 6

8 Choose all six units below and you can choose one of the languages in the table below to acquire the Practical qualification. Speaking Listening Dialogue Reading Entry Level Award (Entry 3) in Practical: French German Italian Spanish Portuguese Writing Reading and Written Response Mandatory Units Unit Number Level Credit Value Speaking in a roman language D/616/0609 E Listening in a roman language R/616/0610 E Dialogue in a roman language Y/616/0611 E Reading in a roman language K/616/0614 E M/616/061 E Writing in a roman language 5 Reading and Written Response in a roman language GL T/616/0616 E

9 Qualification Purpose Prepare for further learning or training and/or develop knowledge and/or skills in a subject area There are no formal entry requirements for the Entry 3 qualification of this suite. Entry Requirements However, to fully benefit from a language qualification at a more advanced level, learners may find it advisable to have some prior knowledge and understanding. ABC would recommend that learners receive appropriate advice and guidance on the suitability of the qualification before embarking on any learning at higher levels. Age Range Pre x 19 + Recommended GL Recommended TQT Credit Value Minimum 50 hours of Guided Learning and maximum 95 hours of Guided Learning. Please note: The GL for each unit has been calculated as a component of the total unit time. The total unit time is the number of hours which represents an estimate of the total amount of time required for a learner to demonstrate achievement of a unit. The total unit time is based on the following calculation: Total unit time = Guided learning time + Independent research time + Assessment time Centres must ensure that their session plans and schemes of work recognise the total amount of time required for a learner to demonstrate achievement of a unit appropriately. Therefore, please include within your schemes of work/ session plans where time for independent research and assessment has been suggested/completed, and please also note that this independent study and assessment time does not form part of the unit GL. Min TQT: 60 / Max TQT: 120 Min 6 and Max 12 credits Learning Aims Ref. See Learning Aims Search website Type of Funding See Learning Aims Search website 8

10 Available Qualification Fee / Unit Fee Additional Information See ABC website for current fees and charges See ABC website for resources available for this qualification. 9

11 Unit Details 10

12 Speaking in a roman language Unit Reference D/616/0609 Level Entry 3 Credit Value 2 Guided Learning 15 Unit Summary Learning Outcomes (1 to 2) The learner will: 1. Be able to express basic words and short phrases in the target language. 2. Be able to express short and simple questions in the target language. Learners will be able to use basic words and key phrases in familiar situations in the target language and ask simple questions. A simple dictionary can be used by learners to prepare for both learning outcomes but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded Assessment Criteria (1.1 to 2.1) The learner can: 1.1. Generate at least 4 phrases relating to familiar events which must include the following: a limited range of everyday vocabulary / set phrases including 1 negative simplest ways of expressing the present tense/timeframe basic link words in everyday use pronunciation that is sufficient to be understood basic numbers (at least ) 2.1. Generate at least 6 short and simple questions using: 11

13 a limited range of everyday vocabulary / set phrases simplest ways of expressing the present tense/timeframe a limited range of basic question forms pronunciation that is sufficient to be understood Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Basic, Performance Criteria 1-8 Common European Framework: A1 Spoken Production 12

14 Supporting Unit Information Speaking in a roman language (D/616/0609) Entry 3 Indicative Content This unit will introduce learners to the following key information (relating to the topics chosen) formal and informal language if appropriate a range of common items of vocabulary and at least one negative structure words used to link ideas e.g. and, but, also how to ask questions both those requiring a yes / no answer and those requiring basic information in prescribed contexts the basic rules of pronunciation and pronounce words and simple phrases accurately enough not to impair communication simple structures to express like / dislike present tense/timeframe with frequently used verbs / structures basic numbers A simple dictionary can be used by learners to prepare for both learning outcomes but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded. Teaching Strategies and Learning Activities Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve speaking skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. 13

15 Methods of Assessment This unit will be internally assessed, internally and externally moderated via assessment tasks as outlined below in Evidence of Achievement. Learners will need to provide evidence that they have achieved each of the assessment criteria. Evidence of Achievement Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence for this unit must be available for external moderation Learning Outcomes 1 and 2 - ABC Witness Statement* This unit does not need to be recorded. The only evidence required for the Speaking unit is the ABC Witness Statement* which must be completed and signed by the tutor. One witness statement is valid for an entire cohort. Tutor Tracking Document* The tutor tracking document for Entry 3 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort. Declaration of Authenticity* Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners evidence. This declaration covers all units being claimed so only one declaration per learner is required. 14

16 Evidence of Internal Moderation Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation. Additional Information *All forms and additional guidance on this unit can be found on the ABC website 15

17 Listening in a roman language Unit Reference R/616/0610 Level Entry 3 Credit Value 2 Guided Learning 15 Unit Summary Learning Outcomes (1 to 2) The learner will: 1. Be able to recognise and understand basic words and short phrases expressed orally in the target language. Learners will be able to demonstrate understanding of basic words and key phrases in familiar situations spoken in the target language. Learners will also be able to extract specific details from a passage spoken in the target language. Learners must not use a dictionary in this unit. Assessment Criteria (1.1 to 2.2) The learner can: 1.1. Listen to at least 8 phrases in the target language which must include: a limited range of everyday vocabulary simplest ways of expressing the present tense/timeframe a negative statement a simple question form expressions of like / dislike basic numbers (at least ) 1.2. Demonstrate understanding of the above, by answering in English a minimum of 5 questions set in English 2. Be able to extract specific details from given 2.1. Listen to a short passage in the target language which must include: a limited range of everyday vocabulary 16

18 material expressed orally in the target language. simplest ways of expressing the present tense/timeframe basic numbers (at least ) a negative statement basic link words in everyday use 2.2. Demonstrate understanding of the above by noting in English at least 5 specific details Links to National Occupational Standards UK Occupational Language Standards 2010: Understand: Basic, Performance Criteria 1-7 Common European Framework: A1 Listening 17

19 Supporting Unit Information Listening in a roman language (R/616/0610) Entry 3 Indicative Content This unit will introduce learners to the following key information (relating to the topics chosen) present tense/timeframe with frequently used verbs / structures and a range of common items of vocabulary and phrases within the prescribed contexts at least one negative structure e.g. not; never simple agreement / disagreement e.g. ok, fine, that s good, not ok simple structures to express like / dislike e.g. like/don t like, adore/detest, love/hate questions requiring a yes / no answer e.g. do you have..? Is it..? Can I..? questions requiring basic information e.g. Where is/are..? What is/are..? How do I..? Which..? When..? What time..? words used to link ideas e.g. and, but, also the use of formal and informal language if appropriate simple numerical data Learners must not use a dictionary in this unit If centres use pictures or symbols these must only complement the activity. The pictures/symbols must not provide the answers or aid understanding. Learning Outcome 2 the short passage should be long enough to include all elements required. Centres need to use their professional judgement. Teaching Strategies and Learning Activities Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. 18

20 Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve listening skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. Methods of Assessment This unit will be internally assessed, internally and externally moderated via assessment tasks as outlined below in Evidence of Achievement. Learners will need to provide evidence that they have achieved each of the assessment criteria. Evidence of Achievement Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence for this unit must be available for external moderation Learning Outcome 1 The transcript or the recording of the listening material in the target language The task presented to the Learners and their written responses in English. Learning Outcome 2 The transcript or the recording of the listening material in the target language The task presented to the Learners and their written responses in 19

21 English. Tutor Tracking Document* The tutor tracking document for Entry 3 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort. Declaration of Authenticity* Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners evidence. This declaration covers all units being claimed so only one declaration per learner is required. Evidence of Internal Moderation Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation. Additional Information *All forms and additional guidance on this unit can be found on the ABC website 20

22 Dialogue in a roman language Unit Reference Y/616/0611 Level Entry 3 Credit Value 2 Guided Learning 20 Unit Summary Learning Outcomes (1 to 1) The learner will: 1. Be able to take part in a simple dialogue in the target language. Learners will be able to understand and use simple phrases and questions to exchange information in familiar situations in the target language. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. Please note the dialogue must be recorded (audio or video) and should be tutor led Assessment Criteria (1.1 to 1.1) The learner can: 1.1. Participate in a dialogue with a minimum of 12 simple phrases (the learner must contribute a minimum of 6 utterances) which must include: a limited range of everyday vocabulary simplest ways of expressing the present tense/timeframe one question from the learner an appropriate response to an unknown question basic numbers (at least ) a negative response from the learner basic link words in everyday use pronunciation that is sufficient to be 21

23 understood Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Basic, Performance Criteria 1-8 Understand: Basic, Performance Criteria 1-7 Common European Framework: A1 Spoken Interaction, A1 Spoken Production, A1 Listening 22

24 Supporting Unit Information Dialogue in a roman language (Y/616/0611) Entry 3 Indicative Content This unit will introduce learners to the following key information (relating to the topics chosen) the importance of non-verbal communication phrases such as please repeat, slowly please, I don t understand formal and informal language if appropriate a range of common items of vocabulary and at least one negative structure words used to link ideas e.g. and, but, also questions, both those requiring a yes / no answer and those requiring basic information, in prescribed contexts the basic rules of pronunciation to recognise words and simple phrases simple structures to express like / dislike present tense/timeframe with frequently used verbs / structures simple numerical data A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. Please note the dialogue must be recorded (audio or video) and should be tutor led. Teaching Strategies and Learning Activities Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve dialogue skills, 23

25 applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. Methods of Assessment This unit will be internally assessed, internally and externally moderated via assessment tasks as outlined below in Evidence of Achievement. Learners will need to provide evidence that they have achieved each of the assessment criteria. Evidence of Achievement Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence for this unit must be available for external moderation Learning Outcome 1 The recording (audio or video) of the dialogue which must be tutor led. The List of learners showing order of tape/disc recording (Audio/video record form) The Tutor brief showing the tutor s role The Learner brief showing the learner prompts in English (please note that the Learner brief must not show the tutor s utterances) Tutor Tracking Document* The tutor tracking document for Entry 3 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort. 24

26 Declaration of Authenticity* Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners evidence. This declaration covers all units being claimed so only one declaration per learner is required. Evidence of Internal Moderation Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation. Additional Information *All forms and additional guidance on this unit can be found on the ABC website 25

27 Reading in a roman language Unit Reference K/616/0614 Level Entry 3 Credit Value 2 Guided Learning 15 Unit Summary Learning Outcomes (1 to 2) The learner will: 1. Understand basic instructions /signs in the target language. 2. Understand a text in the target language consisting of vocabulary in everyday use. Learners will recognise basic written signs and understand simple written instructions and texts on familiar subjects in the target language. Written work produced by learners does not need to be handwritten. A dictionary can be used by learners for this unit Assessment Criteria (1.1 to 2.2) The learner can: 1.1. Read and give the meaning in English to 10 signs/instructions given in the target language using a dictionary/glossary if required 2.1. Read a simple written text in the target language which must include: a limited range of everyday vocabulary simplest ways of expressing the present tense/timeframe a negative form basic link words in everyday use basic numerical data (at least ) using a dictionary/glossary if required 2.2. Respond in English to 5 questions set in English demonstrating understanding of the text above using a dictionary/glossary if 26

28 required Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Basic, Performance Criteria 1-9 Common European Framework: A1 Reading 27

29 Supporting Unit Information Reading in a roman language (K/616/0614) Entry 3 Indicative Content This unit will introduce learners to the following key information (relating to the topics chosen) formal and informal language a range of common items of vocabulary and at least one negative structure words used to link ideas e.g. and, but, also basic numerical data questions, both those requiring yes / no answers and those requiring basic information, in prescribed contexts the basic rules of grammar to recognise words and simple phrases simple structures to express like / dislike present tense/timeframe with frequently used verbs / structures simple written forms / conventions of the target language using a simple dictionary/glossary / phrase book (target language>english) A simple dictionary can be used by learners for all learning outcomes for this unit. Teaching Strategies and Learning Activities Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. 28

30 Methods of Assessment This unit will be internally assessed, internally and externally moderated via assessment tasks as outlined below in Evidence of Achievement. Learners will need to provide evidence that they have achieved each of the assessment criteria. Evidence of Achievement Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence for this unit must be available for external moderation Learning Outcome 1 The task (signs/instructions in the target language) as presented to the learners The learners written answers in English Learning Outcome 2 The task (short text in the target language ) as presented to the learners The questions set in English and the learners written answers in English Tutor Tracking Document* The tutor tracking document for Entry 3 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort. 29

31 Declaration of Authenticity* Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners evidence. This declaration covers all units being claimed so only one declaration per learner is required. Evidence of Internal Moderation Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation. Additional Information *All forms and additional guidance on this unit can be found on the ABC website 30

32 Writing in a roman language Unit Reference M/616/0615 Level Entry 3 Credit Value 2 Guided Learning 15 Unit Summary Learning Outcomes (1 to 2) The learner will: 1. Be able to produce a simple list of items on familiar topics in the target language. Learners will learn how to write basic short phrases and sentences on familiar topics. They will demonstrate their ability to do this by composing lists and basic messages on familiar topics in the target language. Written work produced by learners does not have to be handwritten. A dictionary can be used by learners for this unit Assessment Criteria (1.1 to 2.1) The learner can: 1.1. Write a simple list of a minimum of 7 items in the target language from a specific topic using a dictionary/glossary if required 2. Be able to write a basic short message or note in the target language Write a basic message or note in the target language conveying at least one piece of information and one question demonstrating simplest ways of expressing the present tense/timeframe correct use of basic sentence structures correct use of basic question forms using a dictionary/glossary if required Links to National Occupational Standards UK Occupational Language Standards 2010: 31

33 Write: Basic, Performance Criteria 1-8 Common European Framework: A1 Writing 32

34 Supporting Unit Information Writing in a roman language (M/616/0615) Entry 3 Indicative Content This unit will introduce learners to the following key information (relating to the topics chosen) the distinction between formal and informal language if appropriate a range of common items of vocabulary and at least one basic negative structure some basic connectors (e.g. and, but, also) questions requiring a yes / no answer and those requiring basic information in prescribed contexts a basic knowledge of simple grammar rules a basic knowledge of frequently used verbs and simple structures to express the present tense/timeframe how to express likes and dislikes recognition and use of simple written forms and conventions using a basic bilingual dictionary, glossary or phrase book A dictionary can be used by learners for all learning outcomes for this unit. Teaching Strategies and Learning Activities Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve writing skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. 33

35 Methods of Assessment This unit will be internally assessed, internally and externally moderated via assessment tasks as outlined below in Evidence of Achievement. Learners will need to provide evidence that they have achieved each of the assessment criteria. Evidence of Achievement Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence for this unit must be available for external moderation Learning Outcome 1 The Writing task as presented to the learners in English The learners written responses in the target language Learning Outcome 2 The Writing task, as presented to the learners in English The learners written response in the target language. Tutor Tracking Document* The tutor tracking document for Entry 3 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort. 34

36 Declaration of Authenticity* Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners evidence. This declaration covers all units being claimed so only one declaration per learner is required. Evidence of Internal Moderation Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation. Additional Information *All forms and additional guidance on this unit can be found on the ABC website 35

37 Reading and Written Response in a roman language Unit Reference T/616/0616 Level Entry 3 Credit Value 2 Guided Learning 15 Unit Summary Learning Outcomes (1 to 1) The learner will: 1. Be able to read and respond to simple written material in the target language. Learners will be able to read simple messages including questions or requests for information on familiar subjects in the target language and produce a written response in the target language. Written work produced by learners does not need to be handwritten A dictionary can be used by learners for this unit Assessment Criteria (1.1 to 1.2) The learner can: 1.1. Read a simple message written in the target language which must include: questions or requests for information a limited range of everyday vocabulary simplest ways of expressing the present tense/timeframe a negative form basic link words in everyday use basic numerical data (within the range ) using a dictionary/glossary if required 1.2. Write a short reply in the target language responding to the questions or requests for information contained within the message 36

38 above using a dictionary/glossary if required Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Basic, Performance Criteria 1-9 Write: Basic, Performance Criteria 1-8 Common European Framework: A1 Reading, A1 Writing 37

39 Supporting Unit Information Reading and Written Response in a roman language (T/616/0616) Entry 3 Indicative Content This unit will introduce learners to the following key information (relating to the topics chosen) formal and informal language a range of common items of vocabulary and at least one negative structure words used to link ideas e.g. and, but, also recognising questions, both those requiring a yes / no answer and those requiring basic information, in prescribed contexts basic numerical data the basic rules of grammar to recognise words and simple phrases present tense/timeframe with frequently used verbs / structures simple structures to express like / dislike recognition and use of simple written forms / conventions of the target language using a simple dictionary/glossary / phrase book (target language>english; English>target language) A dictionary can be used by learners for all learning outcomes for this unit. Teaching Strategies and Learning Activities Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading and written skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. 38

40 Methods of Assessment This unit will be internally assessed, internally and externally moderated via assessment tasks as outlined below in Evidence of Achievement. Learners will need to provide evidence that they have achieved each of the assessment criteria. Evidence of Achievement Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence for this unit must be available for external moderation Learning Outcome 1 The simple message (provided in the target language) as presented to the learners. The learners responses (in the target language) to the questions or requests for information contained within the stimulus material. Tutor Tracking Document* The tutor tracking document for Entry 3 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort. Declaration of Authenticity* Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners evidence. This declaration covers all units being claimed so only one 39

41 declaration per learner is required. Evidence of Internal Moderation Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation. Additional Information *All forms and additional guidance on this unit can be found on the ABC website 40

42 Appendices Internal codes for ABC Entry 3 Award Roman Qualifications French Internal Code QAN Qualification title A1900-E3 A1901-E3 A1902-E3 603/2157/ X 603/2158/ 1 Entry Level Award in Speaking and Listening in French (Entry 3) Entry Level Award in Reading and Writing in French (Entry 3) 603/2160/ X Entry Level Award in Practical French (Entry 3) German Internal Code A1912-E3 A1913-E3 A1914-E3 QAN 603/2161/ 1 603/2162/ 3 603/2163/ 5 Qualification title Entry Level Award in Speaking and Listening in German (Entry 3) Entry Level Award in Reading and Writing in German (Entry 3) Entry Level Award in Practical German (Entry 3) Italian Internal Code A1924-E3 A1925-E3 A1926-E3 QAN 603/2164/ 7 603/2165/ 9 Qualification title Entry Level Award in Speaking and Listening in Italian (Entry 3) Entry Level Award in Reading and Writing in Italian (Entry 3) 603/2167/ 2 Entry Level Award in Practical Italian (Entry 3) Portugues e 41

43 Internal Code A1935-E3 A1936-E3 A1937-E3 QAN 603/2172/ 6 603/2173/ 8 603/2175/ 1 Qualification title Entry Level Award in Speaking and Listening in Portuguese (Entry 3) Entry Level Award in Reading and Writing in Portuguese (Entry 3) Entry Level Award in Practical Portuguese (Entry 3) Spanish Internal Code A1941-E3 A1942-E3 A1943-E3 QAN 603/2177/ 5 603/2178/ 7 603/2180/ 5 Qualification title Entry Level Award in Speaking and Listening in Spanish (Entry 3) Entry Level Award in Reading and Writing in Spanish (Entry 3) Entry Level Award in Practical Spanish (Entry 3) 42

44 Recognition of Prior Learning (RPL), Exemptions, Credit Transfers and Equivalencies ABC Awards policy enables learners to avoid duplication of learning and assessment in a number of ways: Recognition of Prior Learning (RPL) a method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and do not need to develop through a course of learning. Exemption Exemption applies to any certified achievement which is deemed to be of equivalent value to a unit within an ABC qualification but which does not necessarily share the exact learning outcomes and assessment criteria. It is the assessor s responsibility, in conjunction with the Internal Moderator, to map this previous achievement against the assessment requirements of the ABC qualification to be achieved in order to determine its equivalence. Any queries about the relevance of any certificated evidence, should be referred in the first instance to your centre s internal moderator and then to ABC It is important to note that there may be restrictions upon a learner s ability to claim exemption or credit transfer which will be dependent upon the currency of the unit/qualification and a learner s existing levels of skill or knowledge. Where past certification only provides evidence that could be considered for exemption of part of a unit, learners must be able to offer additional evidence of previous or recent learning to supplement their evidence of achievement. Credit Transfer ABC may attach credit to a qualification, a unit or a component. Credit transfer is the process of using certificated credits achieved in one qualification and transferring that achievement as a valid contribution to the award of another qualification. Units/Components transferred must share the same learning outcomes and assessment criteria along with the same unit number. Assessors must ensure that they review and verify the evidence through sight of: o original certificates OR 43

45 o copies of certificates that have been signed and dated by the internal moderator confirming the photocopy is a real copy and make these available for scrutiny by the External Moderator. Equivalencies opportunities to count credits from the unit(s) from other qualifications or from unit(s) submitted by other recognised organisations towards the place of mandatory or optional unit(s) specified in the rule of combination. The unit must have the same credit value or greater than the unit(s) in question and be at the same level or higher. ABC encourages its centres to recognise the previous achievements of learners through Recognition of Prior Learning (RPL), Exemption, Credit Transfer and Equivalencies. Prior achievements may have resulted from past or present employment, previous study or voluntary activities. Centres should provide advice and guidance to the learner on what is appropriate evidence and present that evidence to the external moderator in the usual way. Further guidance can be found in Delivering and Assessing ABC Awards Qualifications which can be downloaded from Exemptions There are no identified exemptions for these qualifications. However, ABC Awards will judge any proposed exemptions that are presented to them on a case by case basis. Equivalencies There are no identified equivalencies for these qualifications. Certification Learners will be certificated for all units and qualifications that are achieved and claimed. ABC s policies and procedures are available on the ABC website. 44

46 Glossary of Terms GL (Guided Learning) GL is where the learner participates in education or training under the immediate guidance or supervision of a tutor (or other appropriate provider of education or training). It may be helpful to think Would I need to plan for a member of staff to be present to give guidance or supervision? GL is calculated at qualification level and not unit/component level. Examples of Guided Learning include: Face-to-face meeting with a tutor Telephone conversation with a tutor Instant messaging with a tutor Taking part in a live webinar Classroom-based instruction Supervised work Taking part in a supervised or invigilated assessment The learner is being observed TQT (Total Qualification Time) The number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required, in order for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification. The size of a qualification is determined by the TQT. TQT is made up of Guided Learning(GL) plus all other time taken in preparation, study or any other form of participation in education or training but not under the direct supervision of a lecturer, supervisor or tutor. TQT is calculated at qualification level and not unit/component level. Examples of unsupervised activities that could contribute to TQT include: Researching a topic and writing a report Watching an instructional online video at home/e-learning 45