Professional Focus Paper
Course: ESOL
1.
Level: National 5
Who is this paper for and what is its purpose?
This paper is for ESOL practitioners and other staff who provide learning, teaching and support as learners work
towards ESOL National 5.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3–15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on previous learning?
2.
What’s new and what are the implications for learning and teaching?
ESOL National 5 consists of three components:
 ESOL for Everyday Life (this now includes transactional contexts)
 ESOL in Context (this involves a choice of work or study)
 Course assessment.
To achieve ESOL National 5, learners must pass all of the Units, and the Course assessment.
What are the key aspects of ESOL National 5?
ESOL National 5 builds on the relevant experiences and outcomes in Curriculum for Excellence and ESOL
National 4. Additionally, prior level of English-language learning may equate to Independent User level of the
Common European Framework of Reference for Languages. ESOL National 5 could also build on knowledge of
English-language skills developed through other English-language learning experiences. Learning and teaching
approaches should reflect this progression with a clear focus on developing skills.
Integrated approach to skills development
Learning and teaching approaches should place an emphasis on skills development and the application of those
skills which include: communicating with peers, colleagues and others to complete tasks; understanding English
language in the contexts of everyday life, work and study; building on existing knowledge of English language in
the contexts of everyday life, work and study; building on independent study skills. Learning and teaching
approaches should therefore plan for flexibility, personalisation and choice. There should be opportunities to
engage with a wide range of texts in different media and a variety of relevant learning contexts for developing and
applying language skills that will further embed skills development.
Hierarchy of Units
Programmes of learning should be planned to encourage learners to aim for the highest level of achievement they
can. The hierarchy of Units in ESOL allows staff to adopt a flexible approach; ensuring experiences are well suited
to individual learners. Careful planning will be required for any movement between National 4 and National 5 so
that learners may complete all of the necessary outcomes and assessment standards.
Course assessment
The course assessment comprises:
Question Paper 1 (listening)
Question Paper 2 (reading and writing)
Performance (speaking and listening)
Practitioners should also incorporate assessment preparation into course activities so that learners understand the
processes they will follow during assessment. The course assessment will assess all four skills in English
language. Learning and teaching at National 5 should incorporate all four skills. Learners will have experience of
more detailed understanding and learning using a wide range of listening and reading texts. They will also have the
opportunity to practise speaking and writing skills on a range of topics in the contexts of everyday life, work and
study using more detailed language structures and vocabulary.
What are the key features of learning in ESOL National 5?
Learning and teaching settings
ESOL National 5 has been designed to allow for delivery in various settings including schools, colleges and
community-based settings. It allows for delivery to be contextualised to the setting and to the learners in that
environment. Staff should consider the learners and plan for delivery that is relevant and appropriate to those
learners. For example, a learner in school may focus on activities such as using English to plan a school trip while
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a learner from an ESOL family learning group in the community may carry out research on becoming a constituted
group. The learning goals of a group of migrant workers in a particular workplace may focus on language related
specific to their workplace while a group of ESOL learners who are refugees and asylum seekers may be focusing
on English-language skills for entry into further or higher education opportunities. The broad based contexts of the
Units at National 5 allow for flexibility in the topics covered.
Personalisation and choice
The learner-centred approach to learning and teaching in ESOL is common among ESOL staff in Scotland
delivering in adult learning settings. English-language learning and teaching is effective when the learning is
directly related to the needs of the learners in terms of their learning, family, community and work lives where
learners can apply what they have learned. An emphasis on personalisation and choice should complement the
existing approach that is adopted by many ESOL staff. Features of this approach may include negotiating and
supporting learners to identify language-learning goals and objectives by using a learning plan; adapting resources
and learning materials to ensure the learner is appropriately challenged in their learning; and covering topics that
are relevant to the learner. For example, this could be achieved by using work-related topics with learners in
employment or by using study-related topics with learners in schools. At National 5 a wider variety of topics should
be covered for each context; this will reflect the detail and depth required for this level.
Staff should facilitate progression and support personalisation through the feedback they give to learners.
How will you ensure that learning and teaching is appropriate and relevant to your ESOL learners?
How will you ensure that a topic or activity is differentiated to be suitably challenging for an ESOL learner studying
National 5 ESOL?
Enriching delivery
Learning experiences will allow learners to build on existing knowledge and skills in English language. Staff should
ensure that there are relevant opportunities for learners to apply their learning and understanding of English
language to how they would use it in their lives. Staff should also encourage learners to develop and understand
English-language learning in relation to their own language so that the contribution of learners who are bilingual or
multi-lingual is recognised and included in developing a multi-lingual culture, both within the learning environment
and externally. The ESOL classroom is already equipped with a rich base of learning that is the learners who come
from a wide range of backgrounds and cultures. Practitioners should use this to help learners to develop
awareness of other cultures and international citizenship. They should also help to foster collaborative learning
approaches where learners can learn from each other and develop an awareness and respect for others. A wider
variety of topics could be considered for this context to reflect the detail and depth required for this level.
How will you ensure that learning and teaching in ESOL supports and includes the diversity of your ESOL
learners?
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Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced
accurately and not in a misleading context. The material must be acknowledged as Crown copyright and the document title specified.
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Naturally occurring evidence to support several outcomes
Learning and teaching approaches should consider how skills are used. This may include a learner showing an
understanding of a text they have read by discussing it with a peer or with a group of peers. Activities carried out
for Unit topics may show evidence of a range of language skills including, for example, listening and speaking or,
for the example given, reading and speaking. In these ways staff may find naturally occurring evidence of progress
in learning which can show progress across several outcomes.
Where appropriate, how will you plan learning sessions that will allow learners to develop all four language skills in
an integrated fashion?
Independent learning and taking responsibility for learning
Learners will build on the independent learning skills they have developed from previous English-language learning
experiences. In ESOL this includes strategies that build on their English-language learning, such as keeping a
record of and revisiting new vocabulary, finding and recognising opportunities to use new vocabulary and language
structures, understanding new language and vocabulary in context, taking a note of phrases and sayings picked up
out with the ESOL class and finding out their meanings, getting involved in community groups or projects that will
challenge the learner to apply English-language skills in a communication dependent role and taking opportunities
to reflect on their learning by questioning how effective meaning has been conveyed through the language that has
been used. Curriculum for Excellence values promote opportunities to be creative in learning, which may include
providers linking up to offer a holistic approach to delivery for ESOL learners. Learners will be expected to apply
and use independent learning skills when completing course Units and the final course assessment.
How will you encourage learners to develop and build on independent study skills in English-language learning?
Applying language learning and skills development
Learners will build on existing knowledge and skills in English language and to use these skills to show
understanding of detailed English language. The course should allow for learners to develop higher-order thinking
skills as well as other skills for learning, life and work. This will mean the development of more complex language
structures to be able to compare, contrast, relate, evaluate, criticise, generalise, and understand and explain
different perspectives, for example. Learning experiences should enable learners to develop, consolidate and
demonstrate use of English-language skills for a variety of topics and situations that are relevant to the learner.
ESOL links to literacy skills as well as skills for learning, life and work including citizenship skills and thinking skills.
In developing language skills at National 5, what opportunities are being created for ESOL learners to apply their
language skills?
How are you supporting learners to develop skills for learning, life and work?
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Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced
accurately and not in a misleading context. The material must be acknowledged as Crown copyright and the document title specified.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence or e-mail: psi@nationalarchives.gsi.gov.uk
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3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
ESOL National 5: http://www.sqa.org.uk/sqa/47411.html
4.
What other materials are available on the Education Scotland website which staff
could use?
http://www.educationscotland.gov.uk/communitylearninganddevelopment/adultlearning/ESOL/framework/index.asp
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials and events are planned. This downloadable list is updated quarterly with the most up-to-date details
available from the page below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
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Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced
accurately and not in a misleading context. The material must be acknowledged as Crown copyright and the document title specified.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence or e-mail: psi@nationalarchives.gsi.gov.uk
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.