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Table of Contents Page Introduction... 4 Qualification Profile... 5 Qualification Progression... 6 Glossary... 7 Qualification Framework... 8 Learning Outcomes and Assessment Criteria... 9 Guidance... 10 Appendix.12 Page 3 of 14
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
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 Pre-Entry Award in EAL is referenced to the very early stages of the ESOL Core Curriculum and the Common European Framework for Languages. 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 familiar themes such as colours, numbers and school. ESB ENTRY LEVEL AWARD IN EAL FOR YOUNG LEARNERS (PRE ENTRY) Assessment method Assessment by external examiners Grading Age range 5-18 An English Speaking Board EAL candidate may be anyone who speaks English as an acquired language, for example: Pass / Unsuccessful A young learner (5-11) in a primary school A young learner (11-18) in a secondary school or college Page 5 of 14
Qualification Progression EAL for Young Learners Pre-entry Beginners who wish to communicate basic information EAL for Young Learners Entry 1 Learners who are beginning to communicate using basic information EAL for Young Learners Entry 2 Learners who are begining to communicate using a range of personal information Page 6 of 14
Glossary Level Learning outcomes Assessment criteria ESOL Core Curriculum CEFR 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). 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. 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. lification Grade Page 7 of 14
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. Candidates receive a statement report at this level. Each candidate is assessed according to the unit learning outcomes and assessment criteria (see page 9). 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 and 2 (page 9). Format Assessment takes place in small groups. Candidates will be assessed as they work in groups on a classroom activity set by the teacher. Candidate interaction is an integral part of the assessment. The assessor will move around the classroom informally and will listen to candidates interactions, ensuring that all candidates feel at ease and are able to participate as fully as possible. The assessor will ask the candidates questions about themselves and what they are doing. 1. Speaking Time: 2-3 minutes Use words or simple phrases to talk with others in the group. Listen and respond to simple requests from the assessor for personal or factual information about the activity. 2. Listening and Responding Time: 2 minutes Answer questions from the assessor about yourself. Page 8 of 14
Learning Outcomes and Assessment Criteria Core Curriculum Reference Sc/E1.1b Sc/E1.2a Sc/E1.4a Sc/E1.4c Learning Outcomes The learner will: 1. Be able to talk with others in a small group while taking part in a familiar activity Assessment Criteria The learner can: 1.1 Use simple greetings and introductions 1.2 Answer simple questions about an activity 1.3 Name familiar objects during a classroom activity 1.4 Communicate with some understanding, allowing for hesitation and errors 1.5 Understand and follow some very short, simple instructions 1.6 Listen carefully to others speaking Sc/E1.1b Sc/E1.2b Sc/E1.3d Sc/E1.4a Sc/E1.4b Sd/E1.1c Lr/E1.1d Lr/E1/2b Lr/E1.3a Lr/E1.4a 2. Be able to answer some simple questions 2.1 Answer very simple questions about themselves 2.2 Give some appropriate information about themselves 2.3 Speak clearly so that a sympathetic listener can understand Page 9 of 14
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 http://www.coe.int/t/dg4/linguistic ( 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 specification. Language Candidates should be able to understand and use simple words and phrases For example: - Hello/Goodbye - Thank you - My name s Tom - I m.years old - I ve got two brothers - I like painting - Sorry, I don t understand Page 10 of 14
Vocabulary Candidates should be able to understand and use simple words to speak about familiar topics For example: - me - my home life - food and drink - colours - some everyday objects at home and school - days of the week - numbers 1-10 Suitable activities to consider 1. Teachers might encourage candidates to become involved in an activity that gives opportunities for the use of familiar vocabulary and language. This might be, for example, a cooking or art activity, where candidates are working together in small groups. 2. Assessors will operate a very flexible approach and will ask simple questions about the candidate and his/her everyday life, expecting responses in the form of single words or short phrases. Page 11 of 14
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 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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English Speaking Board (International) Ltd 9 Hattersley Court, Ormskirk Lancashire L39 2AY Tel: (+44) 01695 573439 Fax: (+44) 01695 228003 Web: www.esbuk.org Email: 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 www.esbuk.org Registered in England Company No. 01269980 Registered as a Charity No. 272565