Course: ESOL
Level: National 5
Support Materials (Schools)
March 2013
This advice and guidance has been produced for teachers and other staff who
provide learning, teaching and support as learners work towards qualifications.
These materials have been designed to assist teachers and others with the
delivery of programmes of learning within the new qualifications framework.
These support materials, which are neither prescriptive nor exhaustive,
provide suggestions on approaches to teaching and learning which will
promote development of the necessary knowledge, understanding and skills.
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.
Staff should also refer to the course and unit specifications and support notes
which have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk
Acknowledgement
© Crown copyright 2013 You may re-use this information (excluding logos) free of
charge in any format or medium, under the terms of the Open Government Licence.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-governmentlicence/ 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.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
2
ESOL (NATIONAL 5)
© Crown copyright 2013
Contents
Introduction
Guidance for staff
Progression in learning and skills
4
5
6
Approaches to learning, teaching and assessment
Suggested learning and teaching approaches
The use of ICT, including links to websites and Glow
Interdisciplinary learning
Gathering evidence
7
8
10
11
12
Subject content
ESOL National 5 learning programmes
ESOL for Everyday Life
ESOL in Context – work and study
Using existing support materials
Qualifications
13
13
17
26
32
32
ESOL (NATIONAL 5)
© Crown copyright 2013
3
INTRODUCTION
Introduction
This resource provides advice and guidance for staff delivering ESOL National
5. The focus of this document is on ESOL learners in schools, but staff in other
settings may also find some of the information useful to support the programme
of learning for National 5 with adult ESOL learners.
ESOL National 5 has been designed to support and promote the values,
principles and aims of Curriculum for Excellence. Staff who deliver ESOL
National 5 will be encouraged to think of delivery that is learner-centred, builds
on the existing skills, knowledge and experience of learners, encourages
learners to take responsibility for their learning and to achieve the highest level
of learning they can at this level.
There is a strong focus and attention on the quality of the learning experience
of learners. ESOL learners are often highly motivated. They undertake great
life changes by coming to live in a country where the language, culture and way
of life are different to what they know. The reasons that bring people to
Scotland are diverse but often they are motivated by the desire and need to
learn English. This motivation should be at the base of all ESOL delivery.
The learning and teaching approaches in Curriculum for Excellence will ensure
that delivery considers learners’ learning goals and aspirations, and a
combination of English language teaching approaches and methodology can
be employed to provide relevant and high-quality learning experiences for
ESOL learners.
The aim of these materials is to give support, guidance and suggestions on
teaching topics and ideas, and to show how they align with the principles and
values of Curriculum for Excellence and the outcomes for National 5.
There are three units of study:
 ESOL for Everyday Life
 ESOL in Context
 Course assessment
4
ESOL (NATIONAL 5)
© Crown copyright 2013
INTRODUCTION
Staff should also read the English for Speakers of Other Languages National 5
Professional Focus Paper produced by Education Scotland to ensure that they
have familiarised themselves with the key areas of significant change and
potential approaches to teaching and learning.
http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4744376.
asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4740884-64&class=l1+d158233
Guidance for staff
Staff delivering ESOL National 5 should either have previously delivered SQA
ESOL units or be experienced in a range of ESOL delivery. Experience in
teaching a range of different levels would also be beneficial. For further
information about continuing professional development visit:
http://www.esolscotland.com/professionaldevelopmentforpractitioners.cfm
For ESOL learners, the four skills of reading, writing, listening and speaking
will all be developed at this level in the contexts of everyday life, work and
study. National 5 sits at SCQF level 5 and other language level framework
equivalents can be found here:
http://www.esolscotland.com/initialassessmentguide_appendix1b.cfm
Key skills, knowledge and understanding
A broad overview of the subject skills, knowledge and understanding that will
be assessed in ESOL National 5 is given below.
 Reading, writing, listening and speaking skills in English in the familiar
contexts of everyday life, work and study.
 Knowledge required to understand and use detailed English language, as
appropriate to purpose, audience and context.
 Applying language skills to understand and use detailed written and spoken
English.
The learning programme contributes towards the development of literacy skills
by providing learners with opportunities to read, write, listen and speak in
English.
http://www.sqa.org.uk/files_ccc/CfE_CourseSpec_N5_Languages_ESOL.pdf
ESOL (NATIONAL 5)
© Crown copyright 2013
5
INTRODUCTION
Links to prior learning
Entry to the course is at the discretion of the centre. However, learners would
normally be expected to have attained the skills, knowledge and
understanding required by one of the following:
 SQA NQ ESOL Intermediate 1
 ESOL National 4
 English at Basic User level of the Common European Framework of
Reference (CEFR)
National 5 learning programmes are designed to draw on and build on
curriculum experiences and outcomes as appropriate.
Some local authorities provide guidance on entry to ESOL courses:
http://www.educationscotland.gov.uk/resources/e/genericresource_tcm468512
7.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4615801-64
Placing a learner at National 5 level learning
There is a national standard approach in Scotland to initial assessment. Staff
should ensure that they are aware of the principles and practice of this
approach when assessing learners to determine their English language level.
The ESOL Initial Assessment Pack provides guidance and information on this
process and can be accessed at
http://www.esolscotland.com/initialassessmentguide.cfm.
ALTE can do statements
National 5 takes account of the CEFR for Languages level B2. For further
information, the following link takes you to a document showing the ALTE can
do statements for the CEFR levels:
http://www.esolscotland.com/documents/alte.pdf
Progression in learning and skills
On successful completion of this course, learners can move on to Higher
ESOL or the course may support progression to further education, training or
employment.
Learning should be progressive and facilitate development of each learner’s
skills, knowledge and application of language structure and vocabulary for a
wider variety of topics, with an increasing emphasis on effective
communication, accuracy and fluency.
6
ESOL (NATIONAL 5)
© Crown copyright 2013
APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Approaches to learning, teaching and assessment
Staff in schools will have a rich resource of other subject areas from which to
draw language learning especially if ESOL is only one part of the learner’s
portfolio of study. ESOL learners should be able to apply what they learn in
the ESOL class to other curriculum subject areas where there is a lot of
English language content. Staff should take advantage of this to enrich the
learning experience and give a rationale for learners to work with. Learners
who learn new vocabulary for a topic in their ESOL class should apply the
same learning approach to learning subject-specific vocabulary for other
curricular areas. Staff should encourage learners to use the same strategies
they use for learning vocabulary in ESOL for learning subject-specific words
for other subject areas.
Other learning and teaching approaches
Staff are encouraged to draw on a range of text types and resources to ensure
that the learning is aligned to learners’ needs and interests. Sourcing material
therefore needs knowledge and experience of the level of challenge in the four
skills of reading, writing, speaking and listening. Staff should be accustomed
to sourcing relevant material and adapting it if necessary to the appropriate
level for the learner. Many of the suggested resources in this guide can be
adapted. It is the responsibility of staff to evaluate the appropriateness and
relevancy of the resources suggested.
Staff should consider a variety of ways to promote language learning in the
ESOL classroom. This could include group discussions, group work, pair work,
research and presentation skills. Staff should also encourage learners to apply
their skills out of school in their daily lives.
ESOL (NATIONAL 5)
© Crown copyright 2013
7
APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Suggested learning and teaching approaches
Active and co-operative learning techniques
These approaches to learning already exist in ESOL classrooms. Active
learning is when learners apply knowledge and skills in practical ways to allow
further engagement in learning. Learning experiences should be relevant and
meaningful. Further information on active learning is available at
http://www.educationscotland.gov.uk/learningteachingandassessment/approac
hes/activelearning/about/practicalcontext.asp.
The ESOL classroom is also a place where much co-operative learning takes
place, where learners have opportunities to learn from each other. This is
often facilitated in the ESOL classroom through communicative and
collaborative activities.
The following activity uses a communicative approach in ESOL learning.
Activity
Learners work in small groups and look at the list of qualities that make a good
teacher.
A good teacher:










is able to make the subject interesting
is passionate about the subject he/she teaches
gives clear instructions for learning during class
has effective discipline skills
keeps parents informed of their son/daughter’s progress
has good knowledge about the subject matter
enjoys teaching children and young people
is genuinely interested in the students he/she teaches
encourages students to achieve to the best of their ability
does more than what is expected of a teacher
(Adapted from http://teaching.org/resources/top-10-qualities-of-a-greatteacher.)
8
ESOL (NATIONAL 5)
© Crown copyright 2013
APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Learners work together to put these qualities in order of importance.
Learners can practise giving opinions and reasons using phrases such as:
 giving opinion:
'I think a teacher who… … is important because…'
'I don’t think …(verb + ing …) … is important because…'
 Comparative forms:
'I think …(verb + ing) … is more important than (verb + ing) … because…'
'I don’t think (verb + ing) … is as important as (verb + ing) … because…'
eg 'I don’t think keeping parents informed of their son or daughter’s
progress is important because…'
'I think being genuinely interested in the students he teaches is more
important than having effective discipline skills because…'
Learners from each group feed back to the class with their three most
important qualities and three least important qualities and explain their
reasons for choosing these qualities.
Following this feedback, the whole class have to decide as a class on the top
three qualities and reach an agreement.
This activity could be followed by a writing activity asking learners to write a
short essay about a teacher who inspired and motivated them.
Learners could also write a summary of the discussion, the conclusion that
was reached and whether or not they agreed with the whole-class decision
and why/why not.
ESOL (NATIONAL 5)
© Crown copyright 2013
9
APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
The use of ICT, including links to websites and Glow
Curriculum for Excellence principles and values recognise the
importance of incorporating the use of ICT in learning and teaching.
This may include using websites for topics in learning programmes and the
use of technology such as smartboards and smartphones. However, it is
recognised that some local authorities will impose restrictions in relation to
using technology and accessing websites. Sites that are suggested here can
also be recommended to learners for independent study.
Examples of technology in use
 Use of a smartboard for learning and teaching.
 Setting up a website/blog, for example using http://wordpress.com/.
 Sharing information and files in electronic format.
 Software and websites that can support language learning, for example
voice recording websites and use of Skype for speaking tasks:
http://vocaroo.com/
http://beta.skype.com/en/
Glow
Glow can be used to upload information and materials related to learning. It
can also be used to meet virtually using the Glow Meet facility. This may be
particularly helpful for learners in more isolated/rural settings. Learners and
staff can use Glow for giving presentations.
English language learning in the wider context
Learners should be able to apply their learning in the ESOL class to the
situations and contexts outwith the ESOL class. This could be in other subject
areas at school (see the examples in the section on interdisciplinary learning)
or in their lives outside school, including their family life and personal life. This
will include friends they have outside school, people at work if they have a
part-time job or if they volunteer for a charity, groups, clubs or associations
they may belong to, and accessing and using public services (eg taking the
bus or train, going to the shops or using the local library). Learners may be
able to contribute to conversations on topics they have covered in class in
other social settings, such as talking to a group of friends or talking to their
parents. All these contexts provide ESOL learners with the opportunity to
apply English language skills. Staff should encourage learners to see these
contexts as ways to further develop their English language skills.
10
ESOL (NATIONAL 5)
© Crown copyright 2013
APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Interdisciplinary learning
Staff should encourage ESOL learners to apply what they learn in the ESOL
class to other curriculum subject areas where there is a lot of English
language content.
 Expressive Arts
Drama could be used to practise pronunciation and reading skills through
performing and acting scripts, and understanding and following instructions
and directions.
 Health and Wellbeing
Physical Education could be used to apply skills in understanding and
following instructions to do with physical exercise, following a sequence of
actions or instructions through learning games, and applying appropriate
language structures when describing or explaining the rules of a game.
 Health, Food and Technology
Learners will apply language skills by being able to follow recipe
instructions and use appropriate language to give and follow advice on
healthy living and eating.
 Languages
Modern languages could be used to help reinforce understanding of
language learning, structures, grammar and vocabulary.
 Social studies
History and Modern Studies could be used to apply skills in note-taking of
factual information and apply skills in speaking by giving verbal accounts of
events. Subjects such as History and Modern Studies can also help
facilitate learning on cultural differences.
These are just a few examples of how learners could apply their English
language skills to other subject areas.
ESOL (NATIONAL 5)
© Crown copyright 2013
11
APPROACHES TO LEARNING, TEACHING AND ASSESSMENT
Gathering evidence
Assessment should be an ongoing process that permeates effective learning
and teaching. As such, staff have been encouraged throughout the Curriculum
for Excellence documentation to adopt imaginative and creative approaches to
assessment that take account of learners’ experience in terms of challenge,
breadth and application. Staff should refer to the principles of assessment as
laid out in Building the Curriculum 5:
http://www.educationscotland.gov.uk/thecurriculum/howdoyoubuildyourcurricul
um/curriculumplanning/whatisbuildingyourcurriculum/btc/btc5.asp
For unit assessment purposes, staff should gather a rich range of evidence.
Presentations, recorded video, written work, podcasts or poster displays are
all valid examples of ways in which assessment evidence could be generated
to meet the necessary outcomes and assessment standards.
Staff should use their professional judgement, subject knowledge and
experience, and understanding of their learners to determine the most
appropriate ways to generate evidence.
Approaches to gathering evidence should aim to help learners to progress
through the learning programme at their own pace. Staff should explore
opportunities in the day-to-day delivery of the programme to observe learners
providing evidence which satisfies, completely or partially, outcome or unit
requirements. This is naturally occurring evidence.
Staff should share learning and assessment criteria with learners, build in time
to provide effective feedback and reflection on learning, formative assessment
and summative assessment, and encourage peer- and self-assessment.
Course assessment
The course assessment consists of three components: a question paper titled
‘Reading and Writing’, a question paper titled ‘Listening’ and a performance
titled ‘Speaking and Listening’. Further detailed information about the Course
assessment can be found in the Course Assessment Specification by
following the link below. Further information will be available in the Specimen
papers for the ESOL National 5 Course Assessment.
http://www.sqa.org.uk/files_ccc/CfE_CourseAssessSpec_N5_Languages_ES
OL.pdf
12
ESOL (NATIONAL 5)
© Crown copyright 2013
SUBJECT CONTENT
Subject content
ESOL National 5 learning programmes
The ESOL for Everyday Life and ESOL in Context units allow staff to be
flexible and develop programmes of learning focusing on a variety of language
areas which address the particular needs of learners.
The learning content of each unit can be developed separately or staff can
integrate delivery into one programme that combines the contexts of everyday
life and work or study. The approach taken will depend on the group of
learners and the many factors in an organisation that determine programme
design.
Throughout the programme, the link between learning, teaching and
assessment should be clear to learners and they should be encouraged to
take responsibility for their own learning and understand how they are
progressing to meet assessment standards.
Course structure
This course is made up of two mandatory units. The two units include the four
language skills of reading, writing, listening and speaking. The course
provides the opportunity to integrate these language skills across the units.
Units are statements of standards for assessment and not programmes of
learning and teaching. They can be delivered in a number of ways.
ESOL for Everyday Life (National 5)
The purpose of this unit is to develop the language skills needed for everyday
life in familiar personal, social and transactional contexts. This unit provides
learners with the opportunity to develop the skills of reading, writing, listening
and speaking, using detailed English language.
ESOL in Context (National 5)
The purpose of this unit is to develop the language skills needed for familiar
work- and study-related contexts. This unit provides learners with the
opportunity to develop the skills of reading, writing, listening and speaking,
ESOL (NATIONAL 5)
© Crown copyright 2013
13
SUBJECT CONTENT
using detailed English language. In this unit, the contexts of either work or
study will be personalised to meet the needs of learners.
http://www.sqa.org.uk/files_ccc/CfE_CourseSpec_N5_Languages_ESOL.pdf
Course assessment
Course assessment will focus on challenge and the application of skills and
knowledge drawing from personal, social, transactional, work- and studyrelated contexts where learners will be expected to apply language skills to
understand and use detailed written and spoken English.
There are three components to the course assessment:
 reading and writing question paper
 listening question paper
 speaking and listening performance.
More information can be found in the SQA document National 5 ESOL Course
Assessment Specification:
http://www.sqa.org.uk/files_ccc/CfE_CourseAssessSpec_N5_Languages_ES
OL.pdf
14
ESOL (NATIONAL 5)
© Crown copyright 2013
SUBJECT CONTENT
The outcomes for both the ESOL for Everyday Life and ESOL in Context units
are:
Outcome 1: Reading – Understand detailed language written
in English
Explain overall purpose, main points and aspects of detail
Explain how detailed vocabulary and text features are used
to convey meaning
Explain clearly expressed opinions or attitudes
Explain features of layout
Outcome 2: Writing – Produce written English using detailed
language
Use detailed structures and vocabulary, as appropriate
Use grammar, spelling and punctuation sufficiently
accurately to convey meaning
Use conventions of style and layout, as appropriate
ESOL (NATIONAL 5)
© Crown copyright 2013
15
SUBJECT CONTENT
Outcome 3: Listening – Understand detailed language
spoken in English
Explain overall context, main points and aspects of detail
Explain clearly expressed opinions or attitudes
Outcome 4: Speaking – Communicate orally in English using
detailed language
Use detailed structures and vocabulary, as appropriate
Communicate sufficiently accurately and coherently to
convey meaning
Maintain interaction, as appropriate
http://www.sqa.org.uk/files_ccc/CfE_Unit_N5_ESOLinContext.pdf
http://www.sqa.org.uk/files_ccc/CfE_Unit_N5_ESOLforEverydayLife.pdf
16
ESOL (NATIONAL 5)
© Crown copyright 2013
SUBJECT CONTENT
ESOL for Everyday Life
Diagram of suggested topics
EVERYDAY LIFE
LIFESTYLE
PERSONAL IDENTITY
PHYSICAL
ENVIRONMENT
CITIZENSHIP
GOODS AND SERVICES
Health and wellbeing
Personal characteristics
House/home
Cultural identity
Shopping
Leisure
Personal experience
Neighbourhood
National identity
Health service
Social relationships
Personality
Climate and weather
Current affairs
Eating out
Roles and responsibilities
Environmental
awareness
ESOL (NATIONAL 5)
© Crown copyright 2013
17
SUBJECT CONTENT
Suggested topics and topic development
Topic and topic
development
Personal identity
Personal experience,
impressions of
living/working/studying
in another country
Roles and
responsibilities
Lifestyle
Health and wellbeing
Suggestions for teaching ideas and links to possible resources
http://www.educationscotland.gov.uk/studyingscotland/index.asp
Information, resources and activities on Scotland
http://www.redcross.org.uk/About-us/News/2009/July/Young-refugees-and-asylum-seekers-learn-life-skills-inGlasgow
News article documenting experiences of young refugees and asylum seekers living and studying in Glasgow
http://www.teachingenglish.org.uk/lesson-plans/opencities-%E2%80%93-lesson-4-settling-down-a-new-country
Lesson plan looking at adjusting to cultural and environmental differences of another country
http://www.streetgames.org/www/sgplus/content/tyrone-small-youtube-profile
YouTube video of a young person who volunteers
http://www.bbc.co.uk/schools/studentlife/schoolissues/bullying/beat_the_bullies.shtml
Advice for dealing with bullying at school
http://www.teachingenglish.org.uk/lesson-plans/cooking-britain-today
Lesson plan on food and cooking
http://www.bbc.co.uk/learningzone/clips/teenage-pressures-body-image-and-weight/5534.htm
BBC learning clip on body and self image
http://www.youthhealthtalk.org/young_people_health_and_weight/People/Interview/Category/439
18
ESOL (NATIONAL 5)
© Crown copyright 2013
SUBJECT CONTENT
Collection of interviews with young people on various health issues such as weight loss and depression – includes
text, audio and video
http://www.bbc.co.uk/health/treatments/healthy_living/fitness/motivation_young.shtml
BBC printable web page on young people and health
Physical environment
Local facilities, where I
live
http://www.bbc.co.uk/learningzone/clips/the-pros-and-cons-of-country-living/4726.html
BBC learning clip that talks about the advantages and disadvantages of living in the country
http://www.bbc.co.uk/learningzone/clips/social-issues-young-people-from-deprived-areas/3842.html
BBC learning clip that looks at deprived areas of Scotland
Goods and services
Shopping online and in
person
Food shopping and
eating well
http://www.guardian.co.uk/education/interactive/2011/jul/05/tefl
Lesson plan looking at Amazon and its sales of ebooks
http://www.focusonfood.org/03_TABS/cb-healthierscotland.html
Video about the healthy cooking bus in Scotland
http://www.focusonfood.org/cookingtech.html
Possible resource to learn vocabulary around cooking techniques, including pictures and explanations (also
available in PDF on the same page)
http://www.focusonfood.org/recipes.html
Same site but different page with various recipes
http://www.foodafactoflife.org.uk/
Free resources on cooking, healthy eating, food and farming for young people
ESOL (NATIONAL 5)
© Crown copyright 2013
19
SUBJECT CONTENT
http://www.bbc.co.uk/news/uk-scotland-18672938
News report on the UK’s first healthy pizza – created in Scotland
http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2012/07/120705_healthy_pizza.shtml
6-minute English lesson plan on the same subject – audio and text included
Entertainment/going
out/leisure
Television, cinema,
music
Computers and
computer games
Use and impact of
technology – social
media
http://learnenglishteens.britishcouncil.org/magazine/entertainment
Articles for young adult English language learners related to entertainment
http://learnenglishteens.britishcouncil.org/magazine/science-and-technology
Articles for young adult English language learners on science and technology
http://www.teachingenglish.org.uk/lesson-plans/success-fame
Lesson plan on success and fame
http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2013/01/130117_6min_one_way_mars_page.
shtml
Resource on a reality television idea
Current affairs/news
News
What is happening in
the world
http://www.bbc.co.uk/news/education-20930195
Collection of current news clips from the BBC
http://www.educationscotland.gov.uk/politicalliteracy/index.asp
Information and activities related to politics, including the Scottish Parliament, local government, UK government
and the European parliament
http://learnenglishteens.britishcouncil.org/magazine/life-around-world
Articles for young adult English language learners on life around the world
20
ESOL (NATIONAL 5)
© Crown copyright 2013
SUBJECT CONTENT
The weather
Climate
Environment
Cultural awareness
Comparison of
traditions, values etc
http://www.aloscotland.com/alo/viewresource.htm?id=432
A literacy resource with lots of information and activities related to weather, climate and renewable energy
http://www.urbancroft.co.uk/scottish-environment-link-film/
A film that raises awareness about the cleanliness of Scotland’s seas
http://iteslj.org/Lessons/Stakhnevich-Critical.html
Using Critical Incidents to Teach Cross-cultural Sensitivity – a suggested lesson plan and a possible prompt to
think about cultural differences among learners
ESOL (NATIONAL 5)
© Crown copyright 2013
21
SUBJECT CONTENT
Everyday Life – physical environment: topic development
The following example shows how the topic of physical environment can be
developed using one of the resources listed.
Suggested resource
http://www.bbc.co.uk/learningzone/clips/social-issuesyoung-people-from-deprived-areas/3842.html
Context
Everyday Life
Topic
Physical environment
Aims
To be able to talk about neighbourhoods in deprived
areas and the negative effects of this
To use the subject to gain a broader understanding of
physical environment and how it can affect your life and
to be able to express these thoughts verbally and in
written form through understanding and listening to
texts and reading texts on the subject
Introducing the topic
Learners discuss in small groups some of the key
words listed from the resource and their meanings: role
models, crime, gangs, peer pressure, deprived areas,
territorialism, violence
Learners could use the definition cards
Suggested questions for discussion using the key
words:
Do you have a role model? If so, who? If not, who do
you think is a good role model?
What do you think are the most common crimes in our
society today?
Are there gangs in the area where you live? Do you
know anyone who is in a gang?
How easily do you give in to peer pressure?
Do you think that where you live is a deprived area?
Why do you think people are territorial and that
sometimes it can lead to violence?
Other resources for
this topic area
http://www.educationscotland.gov.uk/video/p/video_tcm
4637479.asp
Video with transcript of Detective Chief Superintendent
John Carnochan, who talks about violence and how to
reduce violence
22
ESOL (NATIONAL 5)
© Crown copyright 2013
SUBJECT CONTENT
Other notes
The suggested questions could lead to a lot of
discussion and perhaps comparisons with issues in
learners’ home countries or to sharing first-hand
experience of the issues
Some of the questions also give learners the chance to
express personal opinions without any prior knowledge
or experience of gangs, eg deprived areas, role models
and peer pressure.
http://dictionary.cambridge.org/
(for definitions of key words, used to help create the
definition cards)
The girl in the video clip uses a lot of Scottish words,
which could be a supplementary teaching topic and
used to raise awareness of common Scottish words that
are used among young people
ESOL (NATIONAL 5)
© Crown copyright 2013
23
SUBJECT CONTENT
Suggested activities for this resource
Definitions on cards to match with key words:
A person someone admires and whose behaviour they try to copy
Illegal activities
A group of young people who spend time together, often fighting with other
groups
The strong influence of a group, especially children, on members of that group to
behave as everyone else does
A place that does not have things that are necessary for a pleasant life, such as
enough money, food or good living conditions
The act of trying to control an area of land
Actions which are intended to hurt people
Learners watch the video and make notes for the following questions (answer
key in red):
What does the commentator say about people living in deprived areas?
People are more likely to:
have fewer qualifications
be unemployed
be on benefits
There is a lack of:
opportunities
role models
24
ESOL (NATIONAL 5)
© Crown copyright 2013
SUBJECT CONTENT
This affects:
young people doing well at school, getting into further education or work
What is the reason behind the stabbing incidents that the girl talks about?
Territorialism
What reasons does the girl give for young people getting involved in gangs?
Peer pressure
Seen to be the norm
Young people prefer to 'have a laugh with their pals' than do well at school
What are the effects of gangs and territorialism in the area?
Young people don’t want to leave their houses
Young people don’t want to go into the city centre
Young people don’t want to leave their own area
Lack of ambition
Questions for discussion (as a class or in groups and follow up with writing or
feeding back orally to the rest of the class or staff)
What do you think needs to be done to address this problem?
Are there similar issues in your home country? How is the problem addressed?
Other suggested activities
Learners put together an advertising campaign to encourage young people not
to get involved in gangs. This might include posters, slogans and podcasts.
ESOL (NATIONAL 5)
© Crown copyright 2013
25
SUBJECT CONTENT
ESOL in Context – work and study
Diagram of suggested topics
ESOL in Context: work
and study
26
JOBS
EMPLOYABILITY
STUDY SKILLS
SCHOOL
Job skills and job
descriptions
Job advertisements and
interviews
A good learner
Learning in school
Jobs: advantages and
disadvantages
CV preparation and
application forms
Writing skills
Learning out of school
Pay, national insurance
and tax
Employability services
Presentation skills
Comparing school and
college
Workplace
communication
Other training
opportunities
Listening and reading
skills
Further and higher
education
Team-working
Volunteering
ESOL (NATIONAL 5)
© Crown copyright 2013
SUBJECT CONTENT
Suggested topics and topic development
Jobs
Job skills and job descriptions
Jobs: advantages and
disadvantages
Pay, national insurance and tax
Workplace communication
Team-working
http://www.bbc.co.uk/schools/studentlife/careersandchoices/dreamjobs.shtml
BBC webpages giving information of different jobs in different sectors – targeted at young people
http://www.usingenglish.com/files/pdf/people-in-society.pdf
Vocabulary guessing game
http://www.bbc.co.uk/schools/studentlife/careersandchoices/dreamjobs.shtml
Information on these pages could be used to look at the advantages and disadvantages of certain jobs
Understanding and managing money:
http://www.educationscotland.gov.uk/resources/s/smallchange/index.asp?strReferringChannel=learningteachingandass
essment&strReferringPageID=tcm:4-628462-64&class=l4+d139769
Video clip of two school friends acting out a scenario related to money
http://www.esolscotland.com/documents/esolresources_dec.pdf
Two resources in this pack, including 'Understanding Instructions' and 'Fire!'
http://eslyouth.wordpress.com/team-building/
Information on a team-building exercise inspired by a TED talk
ESOL (NATIONAL 5)
© Crown copyright 2013
27
SUBJECT CONTENT
Employability
Job advertisements and interviews
http://www.bbc.co.uk/northernireland/schools/11_16/gogetit/getthatjob/employer.shtml
BBC web pages on preparing for and applying for jobs aimed at young people
http://www.bbc.co.uk/northernireland/schools/11_16/gogetit/getthatjob/interviewtips.shtml
BBC web pages on job interviews aimed at young people
CV preparation and application
forms
Employability services
Other training opportunities
http://www.esolscotland.com/esol/files/job_ad_inv.wav
Answering a job advertisement – audio file
An activity sheet and a script are also available for this audio file
http://www.bbc.co.uk/northernireland/schools/11_16/gogetit/getthatjob/cvtips.shtml
BBC web pages on CV preparation
http://busyteacher.org/1742-cv-builder.html
Lesson plan on CV preparation
https://www.gov.uk/browse/working
General website for finding a job
http://esol.britishcouncil.org/magazine/premier-league-helps-youngsters-work
Lesson plan that looks at the Premier League in England and how it is helping young people into work
http://www.skillsdevelopmentscotland.co.uk/case-studies/emma-reid.aspx
http://www.skillsdevelopmentscotland.co.uk/case-studies/kirsty-lavalette.aspx
http://www.skillsdevelopmentscotland.co.uk/case-studies/connor-fraser.aspx
Case studies of young people who have applied for a modern apprenticeship
28
ESOL (NATIONAL 5)
© Crown copyright 2013
SUBJECT CONTENT
Volunteering
Study skills
A good learner
Writing skills
http://www.streetgames.org/www/sgplus/content/tyrone-small-youtube-profile
YouTube video of a young person who volunteers
http://www.teachingenglish.org.uk/article/teenagers-exams
Article on preparing learners for exams
http://learnenglishteens.britishcouncil.org/exams/exam-study-tips/exam-study-tips
Information on exam preparation aimed at teenagers
http://www.englishforeveryone.org/Topics/Writing-Practice.htm
Website with lots of suggestions on topics for writing practice
http://busyteacher.org/8578-opinion-essay-writing.html
A PowerPoint presentation on essay writing, and presenting an opinion
Presentation skills
Listening and reading skills
http://www.informationisbeautiful.net/
A website that visualises data
http://busyteacher.org/12785-subject-matters-for-the-debates-and-oral-exams.html
A resource suggesting various topics that could be used for oral presentation
http://www.englishforeveryone.org/Topics/Reading-Comprehension.htm
Reading comprehension exercises
http://www.ted.com/
A collection of talks/presentations by different people on various subjects
ESOL (NATIONAL 5)
© Crown copyright 2013
29
SUBJECT CONTENT
School
Learning in school
http://www.bbc.co.uk/news/education-20930195
News item about a school where every learner uses an iPad for learning in the classroom
http://www.guardian.co.uk/education/interactive/2011/may/10/tefl
Lesson plan about a dying language
Learning out of school
Comparing school and college
Further and higher education
http://busyteacher.org/8525-why-learn-a-foreign-language.html
Activities on the topic of language learning
http://www.bbc.co.uk/learningzone/clips/drive-to-boost-outdoor-learning/7527.html
A news clip on outdoor learning
http://www.glasgow.gov.uk/index.aspx?articleid=7321
Video about young people learning table tennis and the positive effects of this
http://www.urbancroft.co.uk/category/need-a-film/
Promotional video for City of Glasgow College – 4:12 seconds to 6:20 seconds covers learners comparing college to
school
http://www.sqa.org.uk/files_ccc/ESOLCaseStudyAliceKeung.pdf
http://www.sqa.org.uk/files_ccc/ESOLCaseStudyMir.pdf
SQA ESOL case studies on young people learning English and moving on to further and higher education
30
ESOL (NATIONAL 5)
© Crown copyright 2013
SUBJECT CONTENT
Study – writing skills: topic development
The following example shows how writing can be developed using one of the
resources listed on page 27–30.
Suggested resource
http://www.informationisbeautiful.net/2010/vitamin-d/
Context
Study
Topic
Reading and writing skills
Aims
To read information, and understand and write a
summary of the topic
Other notes
The topic could cross over to any learning and teaching
related to the topic of health
The information could be used to help learners to
practice report writing
Grammar area you might want to revise: passive form
Example of a summary on vitamin D deficiency based on information from the
resource:
Vitamin D deficiency
Vitamin D is vital for bone health. It is also known to be beneficial for health
against cardiovascular disease and some cancers. Some people say that it
can help with mood, arthritis, teenage diabetes, MS and general health,
although this is debatable.
Vitamin D can be sourced from certain foods such as cod liver oil, margarine,
egg yolk, oily fish and beef liver, but the best source is the sun. To get vitamin
D from the sun, you need to be outside in the sun each day for 10 minutes in
the summer, 20 minutes in the spring and autumn, and 30 minutes in the
winter.
However, this can only be achieved by countries that are below latitude 42°N.
Countries such as the UK cannot achieve this in the winter months from
November to February because there is not enough UVB in sunlight to make
vitamin D. In fact, 16% of the UK population is thought to be severely deficient
in vitamin D.
ESOL (NATIONAL 5)
© Crown copyright 2013
31
SUBJECT CONTENT
Using existing support materials
Curriculum for Excellence principles and values aim to ensure that learning
and teaching supports learners to become successful learners, confident
individuals, responsible citizens and effective contributors. The learning and
teaching approaches in the ESOL classroom should consider these outcomes
while teaching common English language learning topics.
Intermediate 2 support materials on the Education Scotland website cover a
range of similar topics to the ones in ESOL National 5 and could provide
further ideas for topic development:
http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4476390.
asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4719131-64&class=l4+d150512
http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4476080.
asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4719131-64&class=l4+d150512
http://www.educationscotland.gov.uk/resources/nq/e/nqresource_tcm4476395.
asp?strReferringChannel=nationalqualifications&strReferringPageID=tcm:4719131-64&class=l4+d150512
Qualifications
The requirements for a qualification in ESOL National 5 are laid out in the
SQA documentation, which can be accessed from
http://www.sqa.org.uk/sqa/47411.html.
At National 5:
To gain a course award, a learner must pass all units as well as the course
assessment.
32
ESOL (NATIONAL 5)
© Crown copyright 2013