Route map through learning, teaching and assessment Course: ESOL Level: Higher This route map is intended to assist staff in planning and delivering the overall vision for Curriculum for Excellence. It has been developed to signpost the relevant support materials available to assist staff in the planning of learning, teaching and assessment of Higher ESOL. The vision for the new qualifications is to create assessment opportunities that follow and support learning and teaching. This follows the principles laid out in Building the Curriculum 5 and makes assessment a natural part of learning and teaching. Education Scotland has published support materials to help staff develop programmes of learning drawn from three sources: course materials commissioned by Education Scotland, other support materials produced by staff seconded to Education Scotland and course materials provided by staff through their education authorities. Further materials will be added as they become available. These support materials are not intended to constrain staff, hence they are neither prescriptive nor exhaustive. They provide suggestions on approaches to learning and teaching which will promote development of the necessary knowledge, understanding and skills for Higher ESOL. Staff are encouraged to draw on these materials, and existing materials, to develop their own programmes of learning which are appropriate to the needs of learners within their own context. The link to Education Scotland’s support materials can be found below together with a number of other subjectspecific links staff may find helpful as they develop programmes of learning for Higher ESOL. These links are followed by a sequential list of the key guidelines, advice and support for the Higher ESOL qualification. This information is intended to support staff in deciding the most appropriate ways to generate evidence and assess learners. Useful links for learning and teaching Higher ESOL Education Scotland NQ course materials on Glow (login and password required) Learning and teaching resources designed for Higher ESOL can be found at: http://www.educationscotland.gov.uk/nqcoursematerials/subjects/e/nqresource_tcm4827674.asp (copy and paste this link into your browser) SQA course and unit support notes providing advice and guidance on learning and teaching http://www.sqa.org.uk/files_ccc/CfE_CourseUnitSupportNotes_Higher_Languages_ESOL.pdf National Assessment Resource on Glow (login and password required) Materials that inform planning for learning, teaching, moderation and assessment https://www.narscotland.org.uk/ ESOL Higher ESOL course content Most of the SQA information on the new national qualifications in ESOL can be found at: http://www.sqa.org.uk/sqa/45678.html All of the information relating specifically to Higher can be found at: http://www.sqa.org.uk/sqa/47905.html. Staff should also regularly check the updates and announcement section of this page. Throughout this course, learners will develop their skills in reading, writing, listening and speaking in order to understand and use English for learners whose first language is not English. The course consists of one mandatory unit and two optional units. Mandatory Unit: ESOL for Everyday Life This unit focuses on developing the language skills needed for everyday life and less familiar, personal, social and transactional contexts. It provides learners with the opportunity to develop the skills of reading, writing, listening and speaking, using detailed and complex English language. http://www.sqa.org.uk/files_ccc/CfE_Unit_H_ESOL_ESOLforEverydayLife.pdf Optional Unit: ESOL in Work-related Contexts This unit focuses on developing the language skills needed for familiar and less familiar work-related contexts. It provides learners with the opportunity to develop the skills of reading, writing, listening and speaking, using detailed and complex English language. http://www.sqa.org.uk/files_ccc/CfE_Unit_H_ESOL_ESOLinWorkrelatedContexts.pdf Optional Unit: ESOL in Study-related Contexts This unit focuses on developing the language skills needed for familiar and less familiar study-related contexts. It provides learners with the opportunity to develop the skills of reading, writing, listening and speaking, using detailed and complex English language. http://www.sqa.org.uk/files_ccc/CfE_Unit_H_ESOL_ESOLinStudyrelatedContexts.pdf Learners must pass the mandatory unit and one of the optional units and the course assessment. Course assessment The purpose of the course assessment is to assess added value of the course as well as confirming attainment in the course and providing a grade. In this course assessment, added value will focus on: challenge – requiring greater depth or extension of knowledge and/or skills application – requiring application of knowledge and/or skills in practical or theoretical contexts as appropriate. Drawing from personal, social, transactional work- and study-related contexts, this added value consists of: applying language skills to understand and use detailed and complex written and spoken English in personal, social, transactional, work- or study-related contexts applying knowledge and understanding of the language. The course assessment is graded A–D. The grade is determined on the basis of the total mark for all course assessments together. ESOL Structure and coverage of the course assessment The course assessment will consist of two components: a question paper with three sections (listening, reading and writing) and a performance. Question paper The sections of the question paper A – C are as follows: Section A – listening The purpose of this section of the question paper is to allow learners to demonstrate challenge and application in the skill of listening for information. This section will give learners an opportunity to demonstrate the following skills, knowledge and understanding: ability to understand detailed and complex language spoken in English ability to identify and show understanding of the overall purpose, main points and aspects of detail ability to identify and show understanding of opinions and/or attitudes. This section of the question paper will have 20 marks (20% of the total mark). Learners will listen to one monologue and one spoken interaction. Learners will answer questions in English and respond in English. Marks will be awarded for what is correct and credit will be given according to the accuracy and relevance of responses. It will be set and marked by SQA, and conducted in centres under conditions specified for external examinations by SQA. Learners will complete this section in 30 minutes. Sections B and C – Reading and Writing The purpose of these sections of the question paper is to allow learners to demonstrate challenge and application in the skills of reading and writing. The paper for Reading and Writing will have 50 marks (50% of the total mark). It will be set and marked by SQA, and conducted in centres under conditions specified for external examinations by SQA. Learners will complete these sections in in 2 hours 10 minutes. Reading Section B, entitled ‘Reading’, will give learners an opportunity to demonstrate the following skills, knowledge and understanding: ability to understand detailed and complex language written in English ability to identify and show understanding of the overall purpose, main points and aspects of detail ability to identify how detailed vocabulary, language features and text structures are used to convey meaning ability to identify and show understanding of opinions and/or attitudes. Learners will read two texts in English. They will respond to questions in English by using English. Twenty-five marks will be awarded for identifying, explaining and showing awareness of features of text, opinions and/or attitudes and key aspects of detail. Marks will be awarded for what is correct and credit will be given according to the accuracy and relevance of responses. Writing Section C, entitled ‘Writing’, will give learners an opportunity to demonstrate the following skills, knowledge and understanding: produce written English using detailed and complex language to convey meaning use structures and vocabulary, as appropriate to task ESOL use appropriate features of grammar, spelling and punctuation use conventions of style and layout appropriate to task. Learners will produce two written texts. They will choose one title from the context of everyday life and one from the contexts of either work or study. Each title will have some limited support for guidance. Learners will produce approximately 150–200 words for the everyday life writing task and approximately 250–300 words for the work or study writing task. The structure and language used for each writing assessment should be appropriate to the task, eg an e-mail for an everyday life task, a report for a work-related task or an essay for a study-related task. This section will have 25 marks available: 10 marks for the Everyday Life writing assessment task and 15 marks for the work or study writing task. It will be assessed on the marking criteria addressing content and organisation, vocabulary and spelling, grammar and punctuation. Marks will be awarded for using appropriate structures, vocabulary and language features to convey meaning. Performance (Speaking and Listening) The purpose of this performance is to allow learners to demonstrate challenge and application in the skills of Speaking and Listening. Learners will have a discussion in English on a chosen topic, responding to questions and initiating and supporting the interaction throughout, as appropriate. This performance will give learners an opportunity to demonstrate the following skills, knowledge and understanding: ability to communicate orally in English using detailed and complex language to convey meaning ability to use structures and vocabulary, as appropriate to task ability to maintain interaction as appropriate to task, showing understanding of spoken English. The discussion may be with the assessor or with another person or group and may include other learners and an interlocutor. Learners will demonstrate understanding of spoken English by responding to relevant questions. The performance will have 30 marks (30% of the total mark). This performance has one section. Five marks will be awarded for listening. Another 25 marks will be awarded for speaking. The performance will be recorded. The performance is: set by centres within SQA guidelines conducted under a high degree of supervision and control. Evidence will be internally marked by centre staff in line with SQA marking instructions. All marking will be quality assured by SQA. Learners will complete this performance in 8–10 minutes. ESOL Verification The verification process is intended to be supportive to staff. Internal verification is the process of ensuring standards are applied uniformly and consistently within a school, in line with national standards. External verification is the process of ensuring that national standards are maintained consistently across schools and is carried out by SQA. Information on quality assurance can be found at: http://www.sqa.org.uk/sqa/58448.html. The following links will also support staff when preparing evidence for verification purposes including prior verification, as well as internal and external verification: http://www.sqa.org.uk.files_ccc/Prior%20Verification%20Centre%20Guidance%20FINAL.pdf http://www.sqa.org.uk/sqa/files_ccc/InternalVerificationGuideforSQAcentres.pdf http://www/sqa/org/uk/sqa/files_cccEvidence_required_for_verificationevents.pdf http://sqa/org/uk/sqa/files_ccc/SQA_Evidence_retention_requirements_A3_table.pdf. Results services http://www.sqa.org.uk/sqa/files_ccc/FA6669_SQA_Results_Services_A5_8pp_brochure_web.pdf http://www.sqa.org.uk/sqa/65427.html SQA offer two services to replace the appeals service: Exceptional Circumstances Consideration Service (details to be provided to SQA within ten days of the learner sitting the external assessment) Post-results Service – this consists of a clerical check and/or a marking review if the centre has concerns about the results of an individual or group. 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