Speaking, Listening and Communication
Centre Guidance
Functional Skills Levels 1 and 2
For both levels 1 and 2, speaking, listening and communication will be internally assessed
and based on a variety of tasks, to include presenting information and contributing to group
work. Generic tasks will be provided by WJEC annually. The tasks will be sufficiently broad
to allow centres to modify them with their own design. Quality assurance will be through a
visit by a moderator to monitor task-setting and assessment in the first year, leading to
accredited centre status for the following two years.
A common mark scale /40 will be used with pre-set pass marks of 20 and 30 for level 1 and
2 respectively. This reflects the element of differentiation by outcome in assessment of
speaking, listening and communication and facilitates internal standardisation and, if
required, external moderation.
Speaking, Listening and Communication Overview
Please see the Functional Skills webpage for the current deadlines and dates.
Month
WJEC Action
Centre Action
Generic speaking, listening and
communication tasks published on
Access tasks and begin preparation for
April
WJEC secure website. Dates
contextualisation.
released for window of
assessment.
Moderators contact centres
September/ receiving an advisory visit to
Agree date for advisory visit.
October
arrange a mutually convenient time
for the visit in November.
Advisory visits take place.
For November entries, centres
download FSE3 forms complete them
and send to their moderator by the
deadline date.
Four week window of assessment for
speaking, listening and communication.
November
Advisory visits take place.
End of
November
March
SL&C online mark submission (for
November series only)
Moderation visits take place (where necessary).
For June entries, centres download
FSE3 forms complete them and send to
their moderator by the deadline date.
Four week window of assessment for
speaking, listening and communication.
SL&C online mark submission (for May
series only)
WJEC despatch moderator reports
to centres.
April-May
End of May
May/June
Level Differentiation
Level 1
At Level 1, learners will be expected to identify and use their communication and responsive
skills to contexts and materials that stretch them and which include unfamiliar subjects. They
will also be expected to apply their knowledge and skills within a non-routine but familiar
context. Learners will be expected to apply a range of techniques to produce an appropriate
outcome and to apply their skills to situations and materials with guidance rather than
direction, demonstrating the confidence to make informed choices and knowing when to
seek guidance.
The evidence on which final assessment is based must include two discussion tasks
specifically designed to elicit oral skills in both formal and informal contexts.
Level 2
At Level 2, learners will be expected to analyse situations and tasks, identifying the relevant
skills in order to apply their knowledge, understanding and skills to suit the situation or task.
In addition, they will be expected to apply their knowledge, skills and understanding within
non-routine and non-familiar contexts. Learners will also be expected to demonstrate the
application of a wide range of techniques to produce an appropriate outcome and to operate
independently, demonstrating the capacity to complete activities effectively in order to
overcome challenges and produce successful outcomes.
The evidence on which final assessment is based must include two tasks specifically
designed to elicit oral skills in these contexts:
i.
Group work
Group work may include work in a paired situation. It may involve taking on a range
of roles. The talk here will include formal and informal contributions in both familiar
and unfamiliar situations.
ii.
Presentation
The presentation could be a talk given to a group or a sustained contribution to a
group activity, for example a formal debate or a discussion. It is likely that the talk
here will be of a more formal nature and may involve unfamiliar contexts.
At Levels 1 and 2 the duration of the assessment of speaking, listening and communication
should last no more than one hour. In practical terms it is suggested that time should be
allocated as follows:
Minimum Time
Maximum Time
3 Minutes
10 Minutes
5 Minutes
15 Minutes
3 Minutes
10 Minutes
Level 1 Group Discussion
2 tasks
Level 2 Group Discussion
1 task
Level 2 Individual Presentation
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For speaking, listening and communicating at levels 1 and 2, candidates are permitted up to
five hours preparation time within the four-week assessment window for each series, in
addition to the one hour to complete the controlled assessment tasks. The preparation must
be undertaken under limited supervision and candidates may be allowed supervised access,
for example, to sources such as the internet. Research and/or preliminary notes will be
permitted in the assessment session(s) although candidates may not use scripts in their
assessed work.
Suitable activities might include:
i.
Group discussions, formal or informal, on a current issue or a
community/workplace scenario. It may be that a range of roles are assumed in order
to involve perspectives other than the speaker’s own and topics beyond his or her
own immediate experience.
ii.
Presentations could focus on an individual talk as a summative response to a group
discussion or reaction to information from another speaker.
It is important that these activities should be based on real life uses and audiences.
For further exemplification of suitable activities, please refer to pages 12-15.
Contextualising tasks
Centres may contextualise that generic task set to encompass real-life scenarios particular
to their candidature/area. When contextualising the WJEC-set tasks, centres must ensure
that the task meets, and indeed, does not exceed, the skill standards; therefore maintaining
the level of the assessment.
Any contextualising of the task should be checked against the skills standards and the
assessment criteria in order to allow all candidates to access the level targeted. The degree
of familiarity, technical demand, complexity and independence required should also be set in
line with the expectations for the level assessed.
The way the generic speaking, listening and communication tasks have been / will be
contextualised in each teaching group should be outlined in Form FSE3 (this is in addition to
the Unit 4 Outline of Activities form, outlining S&L activities for any GCSE classes) and must
be submitted to the consultative moderator by the deadlines specified on the Functional
Skills English webpage.
Examples of how to contextualise tasks are given on pages 8 – 10.
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Recording and Marking
Each candidate will be awarded a level for speaking, listening and communication which will
then be fine-tuned (to reflect their position within a level) by the award of a mark on the
following scale:
Grade
Marks
U
1
2
0 – 19
20 – 20
30 - 40
The assessment will be an overall reflection of achievement in speaking, listening and
communication, rather than an aggregation of marks for different activities. The assessment
must be made internally.
Training
Advisory Visits
Consultative Moderators will be appointed with responsibility for a group of centres. A programme
of advisory visits will be arranged in September for the November visit window. These visits will
cover:
i.
all centres in the first year of the course
ii.
centres selected randomly so that all centres are visited at least once every three years
iii.
centres where statistical analysis of marks across all components in the previous
year's examination reveals an atypical profile for speaking, listening and
communication
iv.
centres where the Consultative Moderator has concerns after an advisory visit in the
previous year.
The emphasis of these visits will be on advice and guidance. The moderator will contact the
centre to arrange a mutually convenient time for the visit, which will last about two hours and
focus on a group of at least 4 students taking part in speaking, listening and communication
assignments.
The format for the visit will be agreed between the centre and the moderator, to include the
following aspects:
i.
Discussion of marking standards, based upon assessment of a group of at least 4
students by a teacher/tutor (preferably the person responsible for internal
moderation) and the moderator.
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ii.
Discussion of the content of the speaking, listening and communication element;
methods of recording and of internal moderation.
Combined GCSE and FS Advisory Visits
For GCSE centres also entering students for the Functional Skills qualification the advisory
visit will cover both this and the differing requirements of GCSE English. Given this, it is
expected that the combined visit should last about two and a half hours out of which roughly
one hour should be devoted to Functional Skills assessment and recording practice. A
teacher (preferably the person responsible for internal moderation) should be present
throughout.
Assessment Exercise
During the advisory visit, there will be discussion of marking standards, based upon the
assessment of a group of at least 4 Functional Skills students by a teacher/tutor (preferably
the person responsible for internal moderation) and the WJEC moderator.
Selection of Students
The speaking, listening and communication requirements for Functional Skills are very
specific (and different from those for GCSE). It is intended, therefore, that the assessment
exercise for this should be kept separate, with one small group employed to accommodate
both Group Work (needed for both Level 1 and Level 2) and Presentation (Level 2 only). To
this end, it is assumed that a group of 4 students should be sufficient, with 2 students
representing each of the two levels.
Clearly, task setting will need to take into account the ability range involved in the activities
as well as ensuring compatibility between the individuals making up the group. While the
audience for the presentations could, helpfully, include some of those from the GCSE
assessment, thought needs to be given to ensuring that none of those involved are inhibited
by the presence of other students not in the Functional Skills group.
As with GCSE visits, the purpose of the assessment exercise is to provide a focus for the
discussion of the application of criteria and of marking standards, that is, to inform marking
rather than to moderate marks. The students, therefore, can be selected from any year
group involved with the Functional Skills assessments.
Activities
For further exemplification of suitable activities, please refer to pages 8 – 10.
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Assessment
Both moderator and teacher will grade the students on the basis of the activities seen. It is
important to emphasise that the purpose of comparing judgements is to provide a basis for
the discussion of criteria and standards in general. It will not affect the actual assessments of
achievement that are in progress for these students. These, hopefully, will be informed by
the day’s outcomes.
Recording and Internal Moderation
For each of Levels 1 and 2 speaking, listening and communication will be internally
assessed and based on best achievement from a variety of tasks. It is a requirement,
therefore, that centres put in place systems of recording and internal moderation. The form
of records is not prescribed by WJEC but the board has produced a simple assessment
sheet which is very straightforward to use and which has already been adopted by a number
of participating centres (please refer to page 7).
Although WJEC does not feel it appropriate to be prescriptive about the nature of the
recording and internal moderation systems adopted by centres, it is important to emphasise
that discussion of whatever systems are in place should provide a major focus of discussion
with the consultative moderator and that candidates’ records should be available on the day.
Moderation
The moderation of speaking, listening and communication will occur at two levels:
i.
ii.
Centres are required to ensure that internal moderation has taken place before marks are
finalised, so that standards applied are in line with those established on exemplar material,
and so that a reliable overall rank order has been established within the centre. Suitable
methods of achieving this will depend on the individual centre's organisation and policy.
However, a sample of each teacher's candidates must be re-assessed by another
teacher.
Common training DVDs will be used in standardising centres’ assessment of speaking,
listening and communication. All staff teaching Functional English must meet to
discuss the training DVD, as an aid to task setting, assessment, and standardisation of
marking.
If the Consultative Moderator has serious concerns after an advisory visit, the centre will
receive a moderation visit in the same year.
Moderation Visits
A moderation visit occurs where there are concerns about a centre’s assessment of
speaking, listening and communication. Concerns that would trigger a moderation visit would
include: inconsistent assessment; task-setting/adaptation of speaking, listening and
communication tasks set by WJEC; record-keeping. All centres’ assessment of speaking,
listening and communication is monitored by the moderator and by the analysis of
assessment data.
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In the few instances where a moderation visit is required, centres will be asked to select
between 4 and 8 learners (reflecting the range of marks awarded by the centre) to take part
in the exercise. The sample must be chosen so that groups of candidates who are
reasonably at ease with each other may be formed. The method of selecting the sample will
depend on the organisation of classes at the centre. There is no need for all teaching
groups to be represented or for there to be a range of ability in sub-groups within the
sample.
A Moderation Sample Form indicating the proposed format for the moderation exercise
(FSE4) will be submitted by the centre to the moderator in advance. The activities used for
the exercise must bring into play assessment criteria and allow all candidates to show their
abilities in speaking, listening and communication.
At the visit itself a Sample of Records Form (FSE5) must be provided for each candidate in
the sample. A teacher from the centre will be expected to be present throughout, and to
assess candidates' achievement in the moderation exercise.
Following a moderation visit, centres will be expected to standardise their assessment
and/or administration of speaking, listening and communication in light of the moderator’s
feedback.
Important Forms for Speaking, listening and communication
E3 form – Outline of Activities for Speaking, listening and communication
E4 Form – Moderation Visit Sample
E5 Form – Sample of Records for SLC
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Exemplar speaking, listening and communication tasks
Generic tasks for controlled assessment in speaking, listening and communication will be
provided by WJEC on an annual basis. Some examples of these follow, along with ways in
which teachers might tailor these tasks to their own design.
Examples of generic tasks set by WJEC:
Group Discussion – Level 1:
Discuss and give feedback on examples of responses to customer complaints.
AND,
Discuss and select items to be included in a school newsletter/sports’ report/magazine.
Group Discussion – Level 2:
Discuss and report back on how best to allocate funding for an organisation with which
candidates will have some familiarity. The discussion should end with a decision agreed on
by the group.
Presentation – Level 2 only:
Construct and deliver a presentation intended for a group of younger pupils (based on a
given scenario).
Examples of contextualisation within centres:
Group Discussion – Level 1 (Formal):
The learners are asked to read through the scenario (or have it read to them) and discuss
which of the three responses is the most appropriate to the customer complaint and why
they think this is the correct way to deal with the customer complaint. One learner can then
give feedback to the class on their group’s discussion and conclusions.
Example 1
A very busy restaurant has a large number of customers waiting for meals that they have
ordered some time ago. One family has been waiting for forty-five minutes.
The customer catches the waiter’s eye as he is passing, and says, "How much longer will we
have to wait for our meals?"
a) “I’m sorry, sir, the kitchen is very busy today.”
b) “I’m sorry about the delay. If you give me your order number I’ll go and see how your
food is coming along”
c) “I’m sorry about the delay. I know you’ve been waiting a long time. If you give me
your order number I’ll go and check with the kitchen how your food is coming along.”
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Example 2
After paying to get into a special weekend festival, a family sees a notice saying that the
children's entertainment has been cancelled due to unforeseen circumstances.
The mother says, 'We came specifically because your advertisement on the radio said there
was special entertainment for the children, and now you say it's been cancelled. This is just
not good enough."
a) "I'm sorry, but the clown has flu. There's nothing we can do about it. There are plenty
of other things for the children to see and do. "
b) "Yes, I'm sorry. I know it's disappointing when you have been looking forward to
something. Would you like to have a look at the programme, as I'm sure there are
lots of other things you would like to see and do. "
c) "I'm sorry. Would you like to have a look at the programme, as I'm sure there are lots
of other things you would like to see and do. "
Example 3
The phone in the accounts office rings and the customer on the line is obviously very
annoyed.
"This is Jane Brown. Did the other person I was speaking to tell you why I’m calling."
“No, I’m Sorry, would you mind briefly telling me again”
"I've just had a very abrupt letter saying I haven't yet settled my account. Now I sent you a
cheque three weeks ago, and I don’t want to receive letters like this just because your
records are not up to date."
a) "I'm sorry about that. It's not a problem though, if you give me your account number.
I'll check that it's gone through now. "
b) "I'm sorry about that. The system often takes a while to show payment entries. If you
get another letter just ignore it."
c) "I'm sorry you've been sent a reminder letter. It's always upsetting when you know
you have already paid. If you give me your account number I'll check that it's gone
through now. "
Extension:
Learners could discuss what the customers’ responses could be to each of these
suggestions and explore how each scenario could be resolved.
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Group Discussion – Level 1 (Informal):
The learners are asked to read through the scenario (or have it read to them) and discuss
items to be included in a school newsletter/sports’ report/magazine.
A local magazine has asked for contributions from people in the area that will be of interest
to residents. In groups, discuss what features should be included, thinking about the
following points:
i.
Audience
ii.
Topics of interest
iii.
Local/national/international stories
iv.
Other features to include in the items (e.g. pictures, diagrams, charts, headlines, etc.)
Group Discussion Level 2 (leading to presentation, if required):
The learners are asked to read through the scenario (or have it read to them) and discuss
the facilities needed in the school/college.
The school/college has received a Lottery grant of £100, 000, and the learners have been
asked to discuss the most appropriate way of spending this money that will benefit the most
number of learners. Discuss possible ways of spending the money using the following
headings:
i.
ii.
iii.
iv.
v.
vi.
Sport
Clubs
Canteen
Subject areas: Science (labs); English/Media; ICT; Languages; Technology; Art
& Design, etc.
Library/Learning Resource Centre
Specific year group’s needs
The group must come to a unanimous decision about how to spend the grant and be able to
explain why it would benefit learners.
Extension:
Learners report back to Pastoral Leader (Head of Year, Senior Leadership) in a presentation as
to the group’s findings and the rationale for their recommendations.
Presentation – Level 2:
The learners are asked to read through the scenario (or have it read to them) and construct
a presentation giving information to a group of young children on a topic such as road safety.
Learners have been asked by the Headteacher of a local primary school to give a
presentation on road safety to a group of Year 6 children (10-11 year olds) after a child at
the school had been knocked-down whilst crossing the road.
Learners should consider:
i.
Audience
ii.
Purpose
iii.
Presentational devices
iv.
Safety messages to convey
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Speaking, Listening and Communication Marking Guidelines
Level 1 Assessment Criteria – Group discussion
0 marks
1–4 marks
According to quality to those who, in familiar situations, can
follow the gist of discussions making appropriate contributions
that are clearly understood. Learners are able to identify the
main points of short explanations and instruction, and ask and
respond to straightforward questions. Information is
communicated so that the meaning is clear. Feelings/opinions
are expressed simply and the learner shows understanding of
feelings/opinions expressed by others.
5–9 marks
According to quality to those who, in familiar exchanges, both
formal and informal, can follow the main points of a discussion
making relevant contributions, allowing for and responding to
others’ input using appropriate language. Learners can give their
own point of view and respond appropriately to others’ point of
view, and can use techniques to clarify and confirm
understanding.
10–14 marks
According to quality to those who, in formal and informal
exchanges that include unfamiliar subjects, show more
developed listening skills and some awareness of audience and
register in making relevant and extended contributions, allowing
for and responding to others’ input in discussions. Learners
demonstrate preparation for formal discussion in their
contribution of ideas and opinions, and can make different kinds
of contributions to discussions. Information/points of view are
presented clearly and in appropriate language.
15–17 marks
According to quality to those who, in contexts including those
that are unfamiliar, show that they are able to consider more
complex information and demonstrate active listening skills by
giving a relevant, cogent response in appropriate language. They
will make significant contributions which help move the
discussion forward, taking a range of roles. Contributions will be
adapted to suit audience, purpose and situation. Information and
ideas are presented clearly and persuasively to others.
Band 1
(Secure
fail)
Band 2
(Threshold
fail)
Band 3
(L1 pass)
Band 4
(L2
equivalent)
Not worthy of credit
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Level 2 Assessment Criteria – Group discussion
0 marks
Not worthy of credit
1–4 marks
According to quality to those who, in familiar situations can follow
the gist of discussions making appropriate contributions that are
clearly understood. Learners are able to identify the main points
of short explanations and instruction, and ask and respond to
straightforward questions. Information is communicated so that
the meaning is clear. Feelings/opinions are expressed simply
and the learner shows understanding of feelings/opinions
expressed by others.
5–9 marks
According to quality to those who, in familiar exchanges, both
formal and informal, can follow the main points of a discussion
making relevant contributions, allowing for and responding to
others’ input using appropriate language. Learners can give their
own point of view and respond appropriately to others’ point of
view, and can use techniques to clarify and confirm
understanding.
10–14 marks
According to quality to those who, in formal and informal
exchanges that include unfamiliar subjects, show more
developed listening skills and some awareness of audience and
register in making relevant and extended contributions, allowing
for and responding to others’ input in discussions. Learners
demonstrate preparation for formal discussion in their
contribution of ideas and opinions and can make different kinds
of contributions to discussions. Information/points of view are
presented clearly and in appropriate language.
Band 1
Band 2
Band 3
(L1
equivalent)
Band 4
15–17 marks
(L2 pass)
Band 5
(exceeds
L2)
18-20 marks
According to quality to those who, in contexts including those
that are unfamiliar, show that they are able to consider more
complex information and demonstrate active listening skills by
giving a relevant, cogent response in appropriate language. They
will make significant contributions which help move the
discussion forward, taking a range of roles. Contributions will be
adapted to suit audience, purpose and situation. Information and
ideas are presented clearly and persuasively to others.
According to quality to those who, in contexts including those
that are unfamiliar, show confident awareness of different roles
in discussion and an ability to direct and challenge the group via
increasingly assured language use and sensitive listening skills.
The language used to respond is varied and sophisticated.
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Assessment Criteria – Presentation (Level 2 only)
0 marks
Not worthy of credit
1-4 marks
According to quality to those who, in familiar contexts:
 make clear contributions
 make simple contributions
 rely on exchanges
5-9 marks
According to quality to those who, in more familiar contexts:
 make more extended contributions
 use appropriate language
 state the main points
10-14 marks
According to quality to those who present information /points of
view clearly with:
 some awareness of the audience’s needs
 some appropriate use of informal/formal register
 an understanding of some unfamiliar subjects
 listening and responding to questions
 appropriate language
15–17 marks
According to quality to those who present information clearly and
persuasively to others, demonstrating:
 the use of well-constructed supporting evidence
 appropriate, selective language use/vocabulary
 awareness of audience needs, including an ability to adapt
register, tone and formality appropriately
 their ability to handle questions with assurance
 adaptation to suit audience, purpose and situation
18–20 marks
According to quality to those who demonstrate all the above but
also:
 by increasingly articulate delivery via more sophisticated
language use
 by employing a range of presentational techniques
 by assured encouragement of audience empathy
 by more sensitive awareness of register / tone/ degrees of
formality
Band 1
(Secure
fail)
Band 2
(Threshold
fail)
Band 3
(L1 pass
equivalent)
Band 4
(L2 pass)
Band 5
(exceeds
L2)
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