Essential Skills CCEA Specification in Level 1 Certificate in Essential Skills Communication For first teaching from September 2016 For first assessment from January 2017 For first award in January 2017 Subject Code: 9962
Contents 1 Introduction 3 1.1 Aims 3 1.2 Key features 3 1.3 Opportunities for progression 4 1.4 Qualification Accreditation Number 4 2 Specification at a Glance 5 3 Qualification Content 6 3.1 Structure of the qualification 6 3.2 Component 1: Speaking and Listening 6 3.3 Component 2: Reading and Writing 7 4 Scheme of Assessment 8 4.1 Availability of assessment 8 4.2 Guidance on controlled assessment: Speaking and Listening 8 4.3 Guidance on external assessment: Reading and Writing 12 4.4 Reporting outcomes 12 5 Links and Resources 13 5.1 Support 13 5.2 Curriculum objectives 13 5.3 Examination entries 13 5.4 Equality and inclusion 13 5.5 Contact details 15
Subject Code QAN Level 1 9962 603/0429/7 A CCEA Publication 2016 This specification is available online at www.ccea.org.uk
1 Introduction This specification sets out the content and assessment details for our Level 1 Certificate in Essential Skills Communication. First teaching is from September 2016. There are 45 guided learning hours (GLH) for this qualification. This indicates the approximate number of hours needed for teacher/tutor-directed learning time and assessment. If there are any major changes to this specification, we will notify centres in writing. The online version of the specification will always be the most up to date; to view and download this please go to www.ccea.org.uk The Essential Skills Standards and Curriculum for Literacy and Numeracy in Northern Ireland is available at www.economy-ni.gov.uk/essential-skills-standards 1.1 Aims This specification gives learners the opportunity to: communicate, listen and respond in a variety of contexts and for a range of purposes; improve their reading and understanding of various types of texts; and write to communicate ideas, information and opinions clearly, using a length, format and style appropriate to their purpose and audience. 1.2 Key features The following are important features of this specification. This is a linear qualification with two components: - Speaking and Listening; and - Reading and Writing. To achieve a Level 1 Certificate in Essential Skills Communication, learners must meet the requirements for both components. Assessment is available from January 2017 in four series each year. Reading and Writing examinations are at set times on four timetabled days each year, in January, April, August and October. Learners taking this qualification must be aged 14 or over. Further information on entries, results and certification is available in our Qualifications Administration Handbook at www.ccea.org.uk 3
1.3 Opportunities for progression It is not necessary for learners to have followed a prior course of study in Communication, although some may have achieved an Entry Level 3 Certificate in Essential Skills Literacy. However, it is essential for teachers/tutors to carry out an initial assessment of their learners, including some form of diagnostic testing, to ascertain: their level of ability, what they are interested in and what expectations they have; their learning styles and behaviours; and their personal, interpersonal and social skills. Learners can progress from the CCEA Level 1 Certificate in Essential Skills Communication to our Level 2 Certificate in Essential Skills Communication and to other recognised qualifications at higher levels within the National Framework, for example GCSE English Language. 1.4 Qualification Accreditation Number The Qualification Accreditation Number (QAN) for this qualification is 603/0429/7. 4
2 Specification at a Glance To achieve Essential Skills Communication at Level 1, learners are assessed in the following components. Each component is worth 50 percent of the overall award. Content Assessment Outcomes Availability Component 1: Speaking and Listening Learners must take full part in formal and informal discussions and exchanges that include unfamiliar subjects. Teachers/Tutors assess the work and we carry out external moderation. Pass/Fail Moderation is available four times each year, beginning in 2017: January April August October. Component 2: Reading and Writing Learners must take one external examination lasting 1 hour 30 mins. In Part One, they must read and understand a range of straightforward texts. Pass/Fail Examinations are available in four series each year, beginning in 2017: January April August October. In Part Two, they must write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience. We set and mark the examination. 5
3 Qualification Content 3.1 Structure of the qualification To achieve a CCEA Level 1 Certificate in Essential Skills Communication, learners must complete both components in this specification. The details that follow include: skill standards; and coverage and range. The coverage and range for each component set out what learners are expected to know, understand or be able to do at the end of their learning experience. Essential Skills Communication Level 1 assesses the following two components: Component 1: Speaking and Listening; and Component 2: Reading and Writing. 3.2 Component 1: Speaking and Listening Skill Standard Coverage and Range The learner will: 1. Take full part in formal and informal discussions and exchanges that include unfamiliar subjects. The learner can: a. make relevant and extended contributions to discussions, allowing for and responding to others input; b. prepare for and contribute to the formal discussion of ideas and opinions; c. use an image to support discussion; d. make different kinds of contributions to discussions; and e. present information or points of view clearly and using appropriate language. 6
3.3 Component 2: Reading and Writing Skill Standard Coverage and Range The learner will: 1. Read and understand a range of straightforward texts. The learner can: a. identify the main points and ideas, and how they are presented, in a variety of texts; b. read and understand texts in detail; c. utilise information contained in texts; d. identify suitable responses to texts; e. demonstrate these skills in more than one type of text; 2. Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience. a. write clearly and coherently, including an appropriate level of detail; b. present information in a logical sequence; c. use language, format and structure suitable for purpose and audience; d. use correct grammar, including correct and consistent use of tense; e. ensure written work includes generally accurate punctuation and spelling and that meaning is clear; and f. demonstrate these skills in more than one type of text. 7
4 Scheme of Assessment 4.1 Availability of assessment Assessment can take place as and when the learner is ready. There are four assessment series, in January, April, August and October each year from 2017. In each series centres can submit Speaking and Listening evidence for moderation and there is a Reading and Writing examination available. We will make the first full qualification award based on this specification in January 2017. 4.2 Guidance on controlled assessment: Speaking and Listening For the Level 1 Certificate in Essential Skills Communication, learners must provide supporting evidence to show how they have met the skill standard for the Speaking and Listening component. To cover the skill standard learners must complete one formal and one informal discussion. Teachers/Tutors can demonstrate that learners have met the skill standard and achieved the learning outcomes by submitting different types of evidence, including: preparation notes; mind maps; images (for example plans, sketches, diagrams, pictures, graphs or charts)*; photographs; storyboards; and annotated or highlighted reading material, for example magazine or newspaper articles, leaflets, or text from an internet source or textbook. *Please note that learners must use at least one image in this component, to aid understanding of the spoken text. See the Speaking and Listening Guidance Document (Level 1 and Level 2), available on our microsite, for more details. This includes mandatory forms that teachers/tutors must complete and submit with their evidence for moderation. Level of control Rules for controlled assessment of the Speaking and Listening component are defined for the three stages of the assessment: task setting; task taking; and task marking. 8
Task setting The level of control for the Speaking and Listening component is limited. Tasks can be set in the contexts that best suit centres specific circumstances and should be tailored to learners audience and purpose. Teachers/Tutors can choose a topic for the tasks. This must relate to one or more of the curriculum themes: Society and Citizenship Personal and Community; Economy Workplace and Employment; and/or Individuals Education and Training. These themes are examples of areas in which individuals need literacy in order to function independently and exercise choice. They provide a skills framework, which the teacher/tutor needs to bring together with the learners needs into a learning programme. This will involve using relevant materials at the appropriate level to support learners in achieving their goals. Learners may carry out preparation for the tasks. Task taking The table below provides guidance on the different areas of control for the Speaking and Listening component. Areas of Control Detail of Control Authenticity Learners should complete all of the work, with the exception of preparatory work, under the teacher s/tutor s direct supervision. Preparatory work may be completed under limited supervision. Teachers/Tutors must be able to authenticate the work. Authentication can be for an individual or for a learner s contribution to a piece of work. Feedback Unless otherwise specified, teachers/tutors can guide and support a learner to achieve the skill standard. However: advice on how to achieve the skill standard should be general rather than specific; and the level of support must be reflected in the overall level achieved. Teachers/Tutors should annotate the work indicating the nature of any guidance and support they have given. 9
Areas of Control Detail of Control Time Limit Collaboration Resources Discussion activities should be between 15 and 30 minutes. This does not include preparation time. Learners can work in a group, but it is essential that: a teacher/tutor is able to identify individual contributions; and learners provide an individual response. Learners access to resources is determined by those available to the centre. They may be allowed dictionaries and supervised access to sources such as the internet. Task marking Teachers/Tutors must assess the Speaking and Listening component to the skill standard provided. To achieve Level 1, learners must meet all the criteria. Teachers/Tutors assessing the outcomes must have the appropriate skills and knowledge to assess learners work for this component. They must also: be able to authenticate the work as the learners own; ensure that learners have met all the learning outcomes in order to achieve a level; and keep accurate records of all assessment decisions. They must annotate all evidence for the Speaking and Listening component to ensure the assessment is fair and to assist with the moderation process. Annotation should take the form of summative comments on the evidence for the tasks and on CCEA tutor observation forms, which you can find in our Speaking and Listening Guidance Document (Levels 1 and 2). Teachers/Tutors must ensure that the evidence produced for the Speaking and Listening component is the learner s own. For up-to-date advice on plagiarism, or any kind of candidate malpractice, see Suspected Malpractice in Examinations and Assessments: Policies and Procedures on the Joint Council for Qualifications website at www.jcq.org.uk We conduct support events each year. At these we brief teachers/tutors on the application of the skill standard and exemplify standards for the controlled assessment for Speaking and Listening. Teachers/Tutors receive training on how to assess and apply the skill standards. 10
Internal standardisation Centres must have arrangements in place for quality assurance of their assessment outcomes. Centres with more than one teacher/tutor assessing the outcomes for the Speaking and Listening component must carry out internal standardisation before external moderation takes place. This is to ensure that, as far as possible, each teacher/tutor has applied the skill standard accurately. The internal standardisation process may include meetings to discuss assessment decisions and feedback from previous submissions to us. As a result of internal standardisation it may be necessary to adjust an individual teacher/tutor s assessment decision. Where this happens, centres should make sure that they update their assessment documentation. It is essential that all centres complete a Declaration of Internal Standardisation form and submit it to us as instructed. External moderation Centres must submit assessment outcomes and samples to us according to the calendar of events set out in our Qualifications Administration Handbook, which you can access at www.ccea.org.uk. We request that evidence for all candidates is submitted for moderation. We issue full instructions at the appropriate time on: the details of moderation procedures; and the dates by which centres must submit evidence and samples. Centre staff may contact our officers (see Section 5) at any stage if they require advice, assistance or support for any aspect of assessment. We provide support to groups of centres and also to individual centres to discuss issues arising from the assessment and moderation processes. 11
4.3 Guidance on external assessment: Reading and Writing Reading and writing are assessed through an external examination. The examination lasts 1 hour 30 minutes, and we award a pass or fail outcome. Part One of the examination assesses reading. Candidates read from a variety of texts to obtain information and demonstrate understanding through written responses. They must meet the skill standard and the coverage and range for reading. Part Two of the examination allows candidates to demonstrate writing skills using language, formats, styles and structure suitable for their purpose and audience. Candidates are expected to write a range of texts to communicate information, ideas and opinions. They must meet the skill standard and the coverage and range for writing. 4.4 Reporting outcomes For learners to achieve a Level 1, they must demonstrate that they have fully met the skill standard. We report the results for this qualification as level achieved or level not achieved. 12
5 Links and Resources 5.1 Support We provide the following resources to support this qualification: our website at www.ccea.org.uk; a subject microsite within our website; and a Speaking and Listening Guidance Document. We intend to expand our range of support to include the following: Chief Examiner s report; Principal Moderator s report; centre support visits; and support events for teachers/tutors. See also the Essential Skills Standards and Curriculum for Literacy and Numeracy in Northern Ireland, available at www.economy-ni.gov.uk/essential-skills-standards 5.2 Curriculum objectives This specification builds on the broad objectives of the Essential Skills Standards and Curriculum for Literacy and Numeracy in Northern Ireland. In particular it enables learners to: develop as individuals and contributors to the economy, society and environment by providing opportunities to explore Essential Skills through a variety of approaches; and develop personal skills in areas such as: - self awareness, personal health and relationships (Personal Development); and - diversity and inclusion. 5.3 Examination entries Entry codes for this subject and details on how to make entries are available on our Qualifications Administration Handbook microsite, which you can access at www.ccea.org.uk Alternatively, you can telephone our Examination Entries, Results and Certification team using the contact details provided. 5.4 Equality and inclusion We have considered the requirements of equality legislation in developing this specification. Essential Skills qualifications often require the assessment of a broad range of competencies. This is because the qualification prepares learners for a wide range of occupations. 13
The revised Essential Skills qualification criteria were reviewed to identify whether any of the competencies required by the subject presented a potential barrier to any learners with disabilities. If this was the case, the situation was reviewed again to ensure that such competencies were included only where essential to the subject. The findings of this process were discussed with disability and equality groups and with people with disabilities. During the development process, we carried out an equality impact assessment. This was to ensure that we identified any additional potential barriers to equality and inclusion. Where appropriate, we have considered measures to support access and mitigate barriers. Reasonable adjustments are made for learners with disabilities in order to reduce barriers to accessing assessments. For this reason, very few learners will have a complete barrier to any part of the assessment. Potential barriers for some learners include: speaking, for some learners with a speech impairment; and listening, for some learners with a hearing impairment. These competencies are included because Essential Skills is a holistic qualification that must continue to assess all skills to meet all of the assessment objectives. Modified visual and hearing papers are available on request. Candidates cannot use a reader to demonstrate the requirements of the standards for reading in the examination. Candidates may use a scribe for the examination where this is seen to be their normal way of working. If a reader or a scribe is needed, then centres must seek prior approval from the awarding organisation. It is important to note that where access arrangements are permitted, they must not be used in any way that undermines the integrity of the assessment. Information on reasonable adjustments is available in the Joint Council for Qualifications document Access Arrangements and Reasonable Adjustments on the JCQ website at www.jcq.org.uk 14
5.5 Contact details If you have any queries about this specification, please contact the relevant CCEA staff member or department: Specification Support Officer: Joan Jennings (telephone: (028) 9026 1439, email: jjennings@ccea.org.uk) Education Manager for the Qualification: Deborah McGuffin (telephone: (028) 9026 1437, email: dmcguffin@ccea.org.uk) Entries, Results and Certification (telephone: (028) 9026 1262, email: entriesandresults@ccea.org.uk) Support Events Administration (telephone: (028) 9026 1401, email: events@ccea.org.uk) Information Section (including Freedom of Information requests) (telephone: (028) 9026 1200, email: info@ccea.org.uk) Business Assurance (Complaints and Appeals) (telephone: (028) 9026 1244, email: complaints@ccea.org.uk or appealsmanager@ccea.org.uk) Administration and Examiner Recruitment (telephone: (028) 9026 1200 extension 2377, email: joreilly@ccea.org.uk) 15
CCEA 2016