Professional Focus Paper
Course: ESOL
1.
Level: National 4
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 4.
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 4 consists of three Units.
 ESOL for Everyday Life
 ESOL in Context
 Added Value Unit
To achieve ESOL National 4, learners must pass all of the Units, including the Added Value Unit.
ESOL
What are the key aspects of ESOL National 4?
ESOL National 4 builds on the relevant experiences and outcomes from the BGE. It may also build upon
knowledge of existing 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: using English-language skills to research information and present findings; 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. 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.
Added Value Unit
The Added Value Unit involves an assignment that will allow learners to apply the skills they have acquired by
researching an area of personal interest and presenting the research in English. This research activity will give the
learner the opportunity to: investigate and research; develop independent study skills; plan and organise; work with
others; and develop analytical and evaluative skills. Staff should consider the English-language skills that will be
required to develop these skills. For example, the ability to construct the appropriate questions, to understand the
different types of information gathered, to use language to justify a conclusion, to use descriptive language to
develop analytical and evaluative skills along with the combined use of the four skills of listening, speaking, reading
and writing.
How will you ensure that the Added Value assignment will reflect learners’ progress throughout the course?
What are the key features of learning in ESOL National 4?
Learning and teaching settings
ESOL National 4 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
setting. Staff should consider the learners and plan delivery that is relevant and appropriate to those learners. For
example, a learner in school may have different free time interests to a learner from an ESOL family learning group
in the community, and the learning goals of a group of migrant workers in a particular workplace may be different to
a group of ESOL learners who are refugees and asylum seekers. The broad-based contexts of the Units at
National 4 allows for this flexibility.
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
ESOL
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 may work to complement
the existing approach that is adopted by many ESOL staff. Features of this approach could 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. Staff will facilitate progression and support
personalisation through the feedback they give to learners in relation to their language-learning development.
How will you ensure that learning and teaching is appropriate and relevant to your ESOL learners?
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. Staff 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.
How will you ensure that learning and teaching in ESOL supports and includes the diversity of your ESOL
learners?
Naturally occurring evidence to support several outcomes
Learning and teaching approaches should consider how skills are used and 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 help to show evidence of a range 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.
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 are expected to develop independent learning skills and build on previous independent learning skills. In
ESOL this may include learners adopting strategies to 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, 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 requires communication using English and taking
opportunities to reflect on their learning. 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 the Added Value Unit.
How will you encourage learners to develop and build on independent study skills in English-language learning?
ESOL
Applying language learning and skills development
Learners will build on the existing knowledge and skills in English language and to use these skills in familiar
contexts. Learners will be encouraged to develop higher-order thinking skills as well as other skills for learning, life
and work as a result of the learning and teaching approaches employed. Learning experiences should enable
learners to develop, consolidate and demonstrate their 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 4, 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?
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 4: http://www.sqa.org.uk/sqa/47404.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
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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