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3 Table of Contents Introduction 4 ESB Level 2 Certificate in ESOL Skills for Life 5 Qualification Profile 6 Glossary 7 Qualification Framework 8 Speaking and Listening 1. Assessment criteria 9 2. Format 9 3. Procedure Learning outcomes and assessment criteria Guidance 12 Reading 1. Assessment criteria Format Procedure Learning outcomes and assessment criteria Guidance 15 Writing 1. Assessment criteria Assessment paper Assessment process Guidance Learning outcomes and assessment criteria 17 Page 3 of 18

4 Introduction ESB promotes and assesses English language in a wide range of educational centres: junior and senior 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 and pioneered the practice and assessment of oral communication. ESB has grown into an international organisation assessing extensively in the UK, Europe, Far East and West Indies. Page 4 of 18

5 ESB Level 2 Certificate in ESOL Skills for Life This syllabus is designed to assist teachers in the preparation of learners for the ESB Level 2 Certificate in ESOL Skills for Life, covering all four modes: Speaking, Listening, Reading and Writing. It is intended to support both teachers and learners in the classroom and describes how the assessments will be conducted and the range of language to be assessed. Learning Outcomes and Assessment Criteria are included for every mode. The Level 2 assessments are part of a suite of exams from Entry 1 to Level 2. They are based on the ESOL Core Curriculum and are designed to encourage progression. The candidate must have the skills, knowledge and understanding to meet securely the outcomes at the level immediately preceding the level entered and the potential to meet the specified learning outcomes for the next level by the assessment date. Page 5 of 18

6 Qualification Profile ESB LEVEL 2 CERTIFICATE IN ESOL SKILLS FOR LIFE Assessment method Aural, oral & written assessment by external examiners Grading Pass / Unsuccessful Accreditation start date 1 st February 2015 Credit value 30 Guided learning hours (GLH) 270 Total Qualification Time (TQT) 300 Qualification number 601/5544/9 Age range 14-16,16-19,19 + An English Speaking Board ESOL candidate may be anyone who A learner enrolled at an F.E college or Local Authority centre speaks English as an acquired A learner enrolled at university language, for example: A British citizenship applicant A learner attending a private training organisation A Job Centre Plus learner A learner on a workplace learning course A young learner on a discrete ESOL course Candidates educational and employment backgrounds are often highly diverse. The English Speaking Board assessments are designed to reflect this diversity. Candidates real life circumstances are taken into account when assessments are designed and topics include such themes as employability. Page 6 of 18

7 Glossary Level Credit value Guided learning hours (GLH) Total Qualification Time Learning outcomes Assessment criteria Adult ESOL Core Curriculum 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: (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 knowing, 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. Page 7 of 18

8 Qualification Framework 3 Awards Qualification Option Reading Writing Speaking and Listening Certificate at each level covering the full range of skills Credit Values 6 credits 9 credits 12 credits 27 credits (all levels) 1 Credit represents 10 GLH Candidates may be entered for an award or a certificate. An award assesses an individual mode. Candidates may take awards at different levels. A certificate assesses all four modes, Speaking and Listening, Reading and Writing. For each assessment candidates are awarded a Pass or Unsuccessful grade. Successful candidates completing a certificate will receive an ESB Level 1 Certificate in ESOL Skills for Life (RQF) Successful candidates completing an award will receive an ESB Level 1 Award in ESOL Skills for Life (Single Mode) (RQF) 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 pairs; candidate interaction is an integral part of the assessment. Each candidate is assessed according to the unit Learning Outcomes and Assessment Criteria (pages 10 & 11). On completion of the assessment, the candidate receives a report form with their grade. Successful candidates receive a certificate giving the syllabus title and level achieved. Reading and Writing assessments are individual formal examinations completed on site at approved ESB centres and subject to English Speaking Board regulations (see Centre Handbook.) Invigilation is undertaken by the centre and monitored by the English Speaking Board. Level 1 candidates complete a 60 minute reading exam and a 90 minute writing exam. Papers are marked by ESB assessors off site and results and certificates are sent to centres. Each candidate is assessed according to the unit learning outcomes and assessment criteria (pages 13 & 15). Page 8 of 18

9 Speaking and Listening 1. Assessment Criteria In order to demonstrate ability at this level, candidates are required to: Achieve all the assessment criteria listed under Learning Outcomes 1 to 4 (page 11/12) Learners are presented with a number of opportunities to meet the criteria throughout the examination. 2. Format The examination is completed in pairs with an assessor and consists of four tasks: exchanging and presenting personal information giving a presentation taking part in a paired role play listening to two short texts and taking part in a discussion Page 9 of 18

10 3. Procedure Task 1. Estimated time 3 minutes per candidate The assessor greets the candidates and instructs them to ask each other personal information questions about specific areas. The candidates ask their partners for personal information such as describing their home country, talking about factual past personal information and comparing other things. The assessor asks each candidate in turn to give information about the other candidate. The assessor asks each candidate in turn additional questions relating to personal information about home and family, hobbies, interests, travel and studies. The assessor brings the task to a close and introduces the second task. Task 2. Estimated time: 6 minutes per candidate Each candidate gives a 3 minute presentation to their partner and the assessor. After the presentation the candidate s partner will ask the candidate three questions and the assessor may ask further questions. Task 3. Estimated time: 4 minutes per candidate The assessor briefly sets up the role-play. This involves the two candidates asking questions and responding in either a formal or informal context. The candidates are responsible for responding appropriately and effectively. Examples of role plays may include Asking for information, facts, delicate questions Making requests, asking partner for something, asking him/ her to do something or asking permission Agreeing or disagreeing on an outcome using diplomacy and tact as required Task 4. Estimated time: 10 minutes per candidate Listening Task 4a The assessor introduces the listening task and gives instructions for the candidates to follow during Task four-the listening task S/he plays the text to both candidates. After the text has been played s/he asks each candidate a gist question with a yes/no answer. S/he then gives two detailed questions to each candidate and plays the first text a second time. After the second playing, the assessor asks each candidate to answer their questions. The assessor repeats the process Page 10 of 18

11 Discussion Task 4b Speaking and Listening Learning Outcomes and Assessment Criteria The assessor leads a discussion within the context of the final listening task. In order to pass the assessment, the candidate must achieve all assessment criteria at least once. Learning Outcomes The learner will: Core Curriculum Reference Assessment Criteria The learner can: Task Opportunities 1 Be able to obtain information from verbal communication 2 Be able to speak English to Communicate 3 Be able to convey information Lr/L2.1a Lr/L2.2a Lr/L2.2b Lr/L2.2c Sc/L2.1a Sc/L2.1b Sc/L2.4d Sc/L2.4a Sc/L2.1c Sd/L2.2b Sc/L2.1b Sc/L2.1c Sc/L2.2a Sc/L2.3a Sc/L2.3b Sc/L2.4b Sc/L2.4c Sc/L2.4d Sc/L2.4f Sc/L2.5a Sd/L2.1a Sd/L2.2a Sd/L2.3a Sd/L2.4a Sd/L2.5a 1.1 Follow the gist of extended verbal communication 1.2 Obtain relevant detail from extended verbal communication 1.3 Follow multi-step verbal instructions correctly for a given task 2.1 Use clear pronunciation to convey intended meaning 2.2 Use appropriate language in context according to formality 3.1 Present information in a logical sequence for a given purpose 3.2 Provide a verbal account with relevant information confidently for a given audience 3.3 Convey relevant detail during verbal communication 4.2 Express views constructively during verbal communication 4.4 Obtain relevant information from others,4,4,4,4,4 1,2 1,2,4 Page 11 of 18

12 4 Be able to engage in discussion with others Lr/L2.4a Lr/L2.4b Sd/L2.2a Sd/L2.2b Sd/L2.2d Sc/L2.1b Sc/L2.1c Sc/L2.2a Sd/L2.1a Sd/L2.2a Sd/L2.2d Sd/L2.3a Sd/L2.4a Sd//L2.5a Sd/L2.2b 4.1 Contribute constructively to discussion 4.2 Express views constructively during verbal communication 4.3 Respond to others constructively to move discussion forward 4.4 Obtain relevant information from others 2,3,4,4 3,4,4 Guidance for Teachers English Speaking Board ESOL Skills for Life assessments can be incorporated into any scheme of work based on the ESOL Core Curriculum which may be accessed on: excellencegateway.org.uk. When training candidates prior to the examination, teachers should be fully aware of the task requirements of the assessment as outlined in the syllabus. Page 12 of 18

13 Reading 1. Assessment Criteria In order to demonstrate ability at this level, candidates are expected to: Achieve all the assessment criteria listed under learning outcomes 1-4 on page 11/12 Learners are presented with a number of opportunities to meet the criteria throughout the examination. 2. Format The reading award is a formal examination paper lasting 60 minutes. The examination consists of three tasks all of which must be completed. The three tasks contain a total of 30 test items. Task 1-6 questions Task 2-10 questions Task 3-14 questions The item types may be any of the following: multiple-choice (one correct answer and three distractors) sentence completion table completion matching exercise cloze passage lists and ordering The texts will be such text types as s and letters narratives articles forms and documents public notices instructions charts, graphs and diagrams Page 13 of 18

14 3. Procedure Candidates must complete the personal information form on the front of the examination paper. Candidates must write their answers on the examination paper. Candidates sit the examination at their registered English Speaking Board ESOL Skills for Life Centre. Papers are delivered by The English Speaking Board and centres administer the tests under secure examination conditions as outlined in the examinations handbook. Centres must provide two invigilators for each examination. 4. Marking Examination papers are returned to The English Speaking Board and are marked by English Speaking Board assessors. Candidates must achieve all the assessment criteria listed under learning outcomes Guidance English Speaking Board ESOL Skills for Life assessments can be incorporated into any scheme of work based on the ESOL Core Curriculum. In order to prepare for the reading paper, teachers should be fully conversant with the Level 2 Reading section of the ESOL Core Curriculum. Level 2 ESOL reading units are based on the ESOL Core Curriculum Standards. Sample papers are available on The English Speaking Board website. Page 14 of 18

15 Reading Learning Outcomes and Assessment Criteria Learning Outcomes The learner will Core Curriculum Reference Assessment Criteria The learner can Task Opportunities 1. Be able to gain meaning from text Rt/L2.1a Rt/L2.3a Rs/L2.2a Rw/L2.1a Rw/L2.3a Rw/L2.1a 1.1 Identify the main points of text 1.2 Identify the main events of text 2. Be able to distinguish the purpose of text Rt/L2.2a 1.3 Use language features to identify meaning in text 1.4 Identify the meaning of vocabulary in text 2.1 Identify the purpose of text 2,3 1,3 3. Be able to find information in text Rt/L2.6a Rt/L2.4a Rt/L2.5a Rt/L2.7a 3.1 Obtain specific information from text 3.2 Evaluate information from different sources 2,3 3 Page 15 of 18

16 Writing 1. Assessment criteria In order to demonstrate ability at this level, candidates are required to achieve all the assessment criteria listed under Learning Outcomes. Candidates are presented with a number of opportunities to meet the criteria throughout the examination 2. Format The writing mode is a formal written examination paper lasting 100 minutes. The examination consists of three tasks all of which must be completed. Task One Task Two Task Three Text Type form , letter narrative, essay, report, article Audience Official, employer, organisation Official, employer, organisation, friend, relative Official, general readers Register formal formal, informal formal Purpose to inform, record, to explain, complain, to inform, describe describe persuade Word Length Approx 150 Approx 250 Approx 250 plus plan 3. Procedure Candidates must complete the personal information form on the front of the examination paper. Candidates must write their answers on the examination paper. Candidates sit the examination at their registered English Speaking Board ESOL Skills for Life Centre. Papers are delivered by The English Speaking Board and centres administer the tests under secure examination conditions as agreed with E S B (see page). Centres provide two invigilators for each examination. 4. Marking Examination papers are returned to The English Speaking Board and are marked by English Speaking Board assessors. Candidates must achieve every assessment criteria in the paper. In order to prepare for the Writing paper, teachers should be fully conversant with the Level 2 Writing section of the ESOL Core Curriculum. Level 2 ESOL Writing units are based on the ESOL Core Curriculum Standards. Sample papers are available on The E S B website. A table demonstrating the Learning Outcomes and Assessment criteria is on page 11/12. Page 16 of 18

17 Writing Learning Outcomes and Assessment Criteria Learning Outcomes The learner will: Core Curriculum Reference Assessment Criteria The learner can: Task Opportunities 1. Be able to plan text for a given task 2. Produce text for different tasks Wt/L2.1a Wt/L2.1b Wt/L2.2a Wt/L2.2b Wt/L2.3a Wt.L2.4a Wt/L2.5a Wt/L2.6a Wt/L2.7a Ws/L2.1a Ws/L2.2a Ws/L2.3a Ws/L2.4a Ww/L2.1a 1.1 Plan text for a specific purpose 2.1 Produce content which meets the purpose effectively 2.2 Use language effectively 2.3 Structure text coherently for purpose 2.4 Use grammar correctly 2.5 Use punctuation correctly 2.6 Spell words accurately 3. Complete a form 3.1 Complete a form with complex features correctly Examples of component skills are available in the Adult ESOL core curriculum. 1 Page 17 of 18

18 The 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 most up to date versions of all publications / policies are to be found on our website Registered in England Company No Registered as a Charity No