CONFIDENTIAL DRAFT
Further information on Higher ESOL
Specimen Question Paper and Higher
Coursework
Key messages
SQA is currently developing Course and Unit assessments. This document outlines our progress in
Course Assessment for the Higher Course in ESOL.
The revised ESOL Higher Course will maintain the standard of the current qualification at Higher
and will continue to be benchmarked against SCQF level 6 as well as ensuring that the level of
demand for candidates is consistent with other Higher qualifications.
The Course develops the skills of reading, writing, listening and speaking. There is a mandatory
Unit, ESOL for Everyday Life, and learners choose ONE of the following two optional Units: ESOL
in Work-Related Contexts or ESOL in Study-Related Contexts.
The Higher ESOL Course has been revised to build upon the skills, knowledge and understanding
developed at National 5 and to provide clear progression from National 5. The course will provide
opportunities to develop breadth and depth of knowledge and understanding and the application of
skills through study of English in a range of contexts. Personalisation and choice are provided
through learners choosing a topic for discussion in the ESOL: Performance component of the
Course assessment.
Course Assessment will have two components: Component 1 is a question paper (worth 70 marks),
and Component 2 is a performance of speaking and listening (worth 30 marks). The question paper
will be marked by SQA and the performance will be marked internally in accordance with the
marking instructions provided.
The Course Assessment will sample the skills, knowledge and understanding detailed in the
Course Specification and in the Course Assessment Specification, including Listening (for
information) in Section A of the question paper and Reading and Writing in Section B and Section
C of the question paper. The assessment samples the knowledge and understanding required to
apply these skills in the contexts of everyday life, work and study. It also samples the knowledge
and understanding required to understand and use detailed and complex English language
appropriately to purpose and audience. The question paper will draw upon styles of questions used
in current Higher ESOL papers.
The performance will assess the skills of speaking and listening. Learners will choose to speak
about a topic and take part in a discussion with another person or a group.
CONFIDENTIAL DRAFT
November 2013
CONFIDENTIAL DRAFT
Points of change and points of stability
Points of Stability
Skills
Knowledge
Points of Change
Reading, writing, listening and
speaking skills in familiar and less
familiar contexts of everyday life,
work or study
Knowledge and understanding
required to understand and use
detailed and complex English
language, as appropriate to
purpose, audience and context
Question stems /
command words
Unit Assessment
Course
Assessment
2 Units – ESOL for Everyday Life
and either ESOL in Work-related
Contexts or ESOL in Studyrelated Contexts
Question Paper; Paper 1
(Listening 30 minutes) and Paper
2 (Reading and Writing 2 hours 10
minutes)
For Reading there are 2 texts
which may include fiction as well
as non-fiction.
Types of Question
Marking
instructions
Level of demand
Marks
Multiple choice questions, short
answer, matching, True/False,
open and extended response
questions
Will continue to be available.
Benchmarked against SCQF level
6 and current Higher
100 marks in total
Higher specimen question paper
Greater clarity and consistency in use
of command words in questions and
through marking instructions
Increased flexibility in approaches to
gathering evidence
For Listening Paper there are 2
recordings where current Higher has 3
For Writing there are 2 pieces of
writing required: one in the context of
everyday life and the other in the
contexts of either work or study.
Performance also includes 5 marks for
the assessment of listening skills
There is no longer an error correction
question in writing
Substantially more detail and advice
and guidance for centres in how marks
are allocated to a range of responses.
Greater clarity in marking principles.
Improved alignment with other
subjects at Higher.
100 marks: 70 from question paper, 30
from performance
(publication by 28 February 2014)
The purpose of this question paper is to demonstrate application of skills and breadth of knowledge
and understanding by sampling from skills, knowledge and understanding in the Course
Specification and the Course Assessment Specification.
This question paper will give learners an opportunity to demonstrate the following skills:
CONFIDENTIAL DRAFT
November 2013
CONFIDENTIAL DRAFT
Listening:
 understand detailed and complex language spoken in English
 identify the overall context, main points and aspects of detail
 identify and explain opinions or attitudes
Reading:
 understand detailed and complex language written in English
 identify the overall purpose, main points and aspects of detail
 identify how detailed and complex vocabulary, language features and text structures are used
to convey meaning
 identify opinions and attitudes
Writing
 produce written English using detailed and complex language to convey meaning effectively
 use structures and vocabulary, as appropriate to task
 use appropriate features of grammar, spelling and punctuation
 use conventions of style and layout appropriate to task
This question paper will have three Sections: Section A: Listening, Section B: Reading, Section C:
Writing. Each section will be made up of questions requiring candidates to draw on their knowledge
and understanding and apply skills.
The knowledge and understanding will be drawn from the ESOL (Higher) Course Specification and
in the ESOL (Higher) Course Assessment Specification.
This question paper will be set and marked by SQA, and conducted in centres under conditions
specified for external examinations by SQA. The question paper is worth 70 marks. The duration of
the question paper will be a total of 2 hours 40 minutes. It will be divided into three sections:
listening (30 minutes), and then reading and writing (2 hours 10 minutes).
Section A: Listening
In Section A, the Listening paper, candidates will listen to and answer questions on two recordings,
one of which is a monologue and the other a spoken interaction. The questions for listening assess
understanding, application and analysis skills. The questions on each recording will total 10 marks
and the total marks available will be 20. Each question will be allocated 1 – 4 marks.
Section B: Reading
Candidates read and answer questions on two texts, which may include non-fiction as well as
fiction, of approximately 800 words each. The question paper for Reading will have 25 marks. The
questions for reading assess understanding, application and analysis skills. Candidates will
demonstrate understanding of detailed and complex language in each of the texts and identify the
overall context, main points and aspects of detail. In addition, they will identify opinions and
attitudes, and show awareness of significant aspects of vocabulary, word patterns and how text
structures are used to convey meaning. The questions will be allocated 1 – 4 marks per question.
Section C: Writing
In the Writing Section of the paper there will be one mandatory question on an everyday life topic,
and one question in which candidates have the option of answering in the context of work or in the
CONFIDENTIAL DRAFT
November 2013
CONFIDENTIAL DRAFT
context of study. In the second writing task, the format of the question and the response will be
appropriate for the contexts of work (a report) or study (an essay). The question paper for Writing
will have 25 marks. Each question will have some limited support for guidance.
The Writing question paper will be assessed on the marking criteria addressing content and
organisation, use of language, accuracy and appropriateness to purpose and audience. The
everyday life writing will have 10 marks available and the work or study context will have 15 marks
available. The Writing question paper will be assessed on the overall quality of the response and a
mark will be allocated within the appropriate range using marking instructions provided by SQA.
Higher Performance
(publication by 31 March 2014)
The performance component (speaking and listening) will sample the skills, knowledge and
understanding in the Course Specification and in the Course Assessment Specification by requiring
candidates to participate in a discussion, of approximately eight to ten minutes, with another person
or in a small group. The number of marks for speaking is 25 and for listening is 5, evidenced by
appropriate responses to questions/comments. The speaking and listening performance will be
marked in accordance with the grade descriptions given in the Course Specification, using
performance criteria and marking instructions.
The total number of marks for the performance is 30.
Course Assessment will be out of a total of 100 marks.
CONFIDENTIAL DRAFT
November 2013
CONFIDENTIAL DRAFT
Further information on Higher
Specimen Question Paper: ESOL draft
There follow extracts of the texts, questions, marking principles and marking instructions from
the draft Specimen Question Paper for Higher ESOL
Please note, the extracts of texts, questions, marking principles and marking
instructions are examples only.
Draft extract from General Marking Principles for Higher ESOL applicable to Listening
and Reading
This information is provided to help you understand the general principles you must apply when
marking candidate responses to questions in this Paper. These principles must be read in
conjunction with the specific Marking Instructions for each question. The marking schemes are
written to assist in determining the ‘minimal acceptable answer’ rather than listing every possible
correct and incorrect answer. Please note that these are examples only. There will be similar
marking instructions for Listening, Reading and Writing.
(a) Marks for each candidate response must always be assigned in line with these General
Marking Principles and the specific Marking Instructions for the relevant question.
(b) Marking should always be positive, ie marks should be awarded for what is correct and not
deducted for errors or omissions.
(c) The Marking Instructions indicate the essential idea that a candidate should provide for each
answer.
(d) The answers for each question must come from the original text.
(e) Where there is a multiple choice question, award 0 marks where a candidate ticks all boxes
or more than the number of boxes specified in the question.
(f) In addition, markers should use their professional judgement, subject knowledge and
experience, and understanding to mark candidate responses.
Section A Listening
Draft extract from Transcript
Good morning everyone. Now, if you can just make sure your mobile phones are switched
off. OK, thank you. Now, let’s get started. My teenage children are always trying to get me to
watch TV music competitions, so last night I finally watched an episode. I saw thousands of
people gathered to get their shot at being a pop star. I was reminded of just how many
CONFIDENTIAL DRAFT
November 2013
CONFIDENTIAL DRAFT
people want to be famous and live the life of a celebrity. And although this type of talent
show is responsible for laying down that now cemented short path to fame, it appears that it
is just one of many routes that people hope will turn them into the next Leona Lewis or
James Arthur.
Draft extracts from Questions for Listening
Choose the correct answer and tick () one box.
1. According to the speaker, TV talent shows
Insert
marks
A
make too many people celebrities.
B
are by far the easiest path to fame.
C
aren’t the only way to achieve fame..
D
are over-obsessed with fame.
1
Draft extract from Specific Marking Instructions for Listening
Question
1
Expected Response
C
Max
mark
1
Additional Guidance
The answers for each question must
come from the original text.
Where there is a multiple choice
question, award 0 marks where a
candidate ticks all boxes or more
than the number of boxes specified
in the question.
CONFIDENTIAL DRAFT
November 2013
CONFIDENTIAL DRAFT
Section B Reading
Draft Extract from Reading Text
(1) Bidialectaism is thought to lead to a dual identity particularly among some younger
Scots, who still regard speaking differently from others in their local community as
socially unacceptable. The Glasgow University study will investigate the growth of
bidialectalism, and look at what it will mean for language in Scotland. It will focus on the
small town of Buckie and will be led by ‘native speaker’, Jennifer Smith. Dr Smith
returned to her home town of Buckie, a small fishing town on the north-east coast of
Scotland, after years abroad and was told she now spoke differently or ‘posh’.
(2) Dr Smith has also remarked on how some of her older family members have great
difficulty in speaking anything except the local dialect. She said that previous studies
have shown that people in small communities develop a local dialect which is used
among members of the same community, but also a more formal standard dialect which
is used when talking to people outside the local community. She thinks that this
increasing bidialectalism may be the root of a new dual identity within younger
generations, where one dialect is used in the local community and a different one (or
several different forms of English) used elsewhere.
(3) The lecturer, speaking of her own experiences, said, ‘The local Buckie dialect is used the
majority of time when talking to other members of the community, and indeed speaking
‘posh’ is a big no-no within the community. However speakers do use a more standard
variety – English with a Scottish accent – in certain situations, such as in school and
talking to outsiders.’
(4) She believes that this ability to switch between local and standard dialects is particularly
noticeable among the younger generations. She wants to know where and when
speakers switch, if all speakers are equally fluent or does it depend on the individual,
and if speakers regularly switch words, sounds and grammar in certain situations. She
hopes that the study will help her team learn how language in Scotland is evolving and
what to expect in the future.
CONFIDENTIAL DRAFT
November 2013
CONFIDENTIAL DRAFT
Draft extracts from Questions for Reading
According to the text which two of the following statements reflect Dr Smith’s
views? The answers can be found in paragraphs 6 to 9.
A
Using two dialects affects people’s identities.
B
Buckie people use the local dialect away from home.
C
Older people regret the loss of dialects
D
Switching dialects is easier for the young.
E
Fluency in switching dialect depends on the individual.
F
Community dialects tend to stay the same.
2
Draft Extract from Specific Marking Instructions for Reading
Question
Expected Response
A D
Max
mark
2
Additional Guidance
The answers for each question must
come from the original text.
Where there is a multiple choice
question, award 0 marks where a
candidate ticks all boxes or more
than the number of boxes specified
in the question.
.
CONFIDENTIAL DRAFT
November 2013
CONFIDENTIAL DRAFT
Draft Extracts from Writing Tasks for Work or Study
Read the two tasks below. One is work-related and the other is study-related.
15
Attempt ONE task only on the lined answer sheets provided.
Write the task number selected in the box provided.
You should write between 250 – 300 words for the task you choose.
Task 1 – Work (Report)
As a result of new technology, the company you work for is going to reduce its
workforce. Planning is at an early stage and your boss has asked you to
prepare a report. You should discuss the advantages and disadvantages of two
ways of selecting those to be made redundant. These are:
First in, last out
This means keeping workers who have served longest in the company, and
making redundant the ones who have joined most recently.
Survival of the fittest
Each worker’s contribution is assessed and those who are performing less
efficiently should be the ones to go.
Write your report explaining the advantages and disadvantages of each of these
ways.
Task 2 – Study (Essay)
There are different views about how students should approach university study.
Many people say that students should spend their time at university focusing on their studies
so that they achieve
 Good grades
 Good references
 Expert knowledge
Others say that those who study long hours miss out on opportunities to



Read more widely than their courses demand.
Take up completely new activities
Expand their social horizons.
Write an essay explaining your own views on this.
CONFIDENTIAL DRAFT
November 2013
CONFIDENTIAL DRAFT
Draft extract from General Marking Principles for Higher ESOL applicable to Writing
Please note that only extracts from draft Work/Study marks are shown for illustration.
The same marking descriptors will be used for marking of Everyday Life writing tasks.
Work/Study = 15 marks
Allocate a mark to each piece of writing within the appropriate range on the basis of content and
organisation, vocabulary and spelling, and grammar and punctuation.
Consider all the criteria to arrive at a balanced view and avoid too much focus on the candidate’s
areas of weakness. For example:
 Within a range of 15-13 for Work or Study, use your professional judgement to apply a
mark between 15 and 13 in a holistic way.
A script can be awarded full marks yet still contain a number of basic slips and errors of
grammar, spelling and punctuation, etc. When looking at a script, bear in mind that even native
speakers of English make slips and errors.
Draft Marking Instructions for Writing
The marking of both writing tasks will be based on assessors awarding marks within bands.
These bands contain a range of marks that assessors can award. Each band contains a
commentary of criteria which illustrate the level of response expected. The criteria are
divided into three areas:
-
Content and organisation
Vocabulary and spelling
Grammar and punctuation
For the Everyday Life task (which is marked out of 10), there are 8 marks bands which are
as follows: 10-9; 8-7; 6; 5; 4; 3-2; 1; 0.
For the Work/Study task (which is marked out of 15), there are 8 marks bands which are as
follows: 15-13; 12-11; 10-9; 8; 7-6; 5-3; 2-1; 0
CONFIDENTIAL DRAFT
November 2013
Further information on Higher ESOL:
Performance draft
Extract from draft Candidate Task:
Discussion
 Take part in a discussion with another person or small group using detailed and
complex English language on a topic from everyday life or work or study.
You will have to:
 Take part in the discussion for 8 – 10 minutes or a little longer if there are more than
two people in the group
 Use appropriate structures, including complex structures, and specialised vocabulary
 Communicate accurately and coherently to convey meaning
 Respond to questions/comments from others to demonstrate an understanding of
spoken English
 Maintain the interaction appropriately
You will have approximately 15 minutes to prepare on your own for the discussion.
The discussion may be with another candidate or your assessor or with a small group.
You may be required to initiate the discussion or to show that you can initiate by introducing
new topics during the course of the discussion.
You should speak and respond to questions or comments from others naturally. Your
assessor may also ask you questions at the end of the performance.
Responding to questions or comments appropriately will show that you understand spoken
English and can take part in a discussion in English.
Your performance will be recorded. Your assessor will keep a record of marks awarded for
your speaking and listening performance.
Extract from Draft General marking principles for Higher ESOL performance
This information is provided to help understanding of the general principles that will be
applied when marking candidate responses in this performance. These principles are
reflected in the detailed Marking Instructions that will be used to mark the performance.
The candidate’s performance will be marked in terms of content, accuracy, language use
and ability to communicate intended meaning in accordance with the grade descriptions
given in the Course specification, using performance criteria and marking instructions issued
by SQA and shown below.
The assessment task will be set and externally verified by SQA, and conducted, marked and
internally verified in centres under the conditions specified by SQA. Separate information will
be given on arrangements for submission of evidence for verification purposes.
11
The candidate’s performance is described in terms of the following seven main
characteristics in the tables below for speaking and listening:







Organisation, development and communication of ideas/opinions
Effectiveness and relevance of contribution
Ability to initiate, maintain and support development of the interaction
Accuracy and appropriateness of general and specialised vocabulary in context
Use of structures, including complex structures, to communicate
Effectiveness of pronunciation
Understanding spoken English
Assessors should allocate a mark by following the instructions given below, and record this
mark on the candidate assessment record, with a comment justifying why the mark was
awarded.
Marks for internally-assessed Components must be submitted to SQA by your centre.
Evidence for this assessment should be retained in the centre for SQA quality assurance
purposes. Further information on this will be provided by SQA.
For each of the sections for speaking and listening, the assessor should select the band
descriptor which most closely describes the evidence gathered.
Once the best fit has been selected, the assessor should follow this guidance:
 If the evidence almost matches the level above, award the highest available mark
from the range
 If the candidate’s work just meets the standard described, award the lowest mark
from the range
 Otherwise the mark should be awarded from the middle of the range. Where the
number of marks in the band selected is four, assessors should use their
professional judgement to decide allocation of the mark.
Notes:
 If the evidence completely matches the highest level descriptor for speaking or
listening, the highest mark should be awarded.
 Zero (0) marks should be awarded where no evidence is produced by the candidate
that matches the descriptions of performance.
Draft Marking Instructions for the Performance (Speaking and Listening)
The marking of the Performance - Speaking will be based on assessors awarding marks
within bands. These bands contain a range of marks that assessors can award. Each band
contains a commentary of criteria which illustrate the level of response expected. The
criteria are divided into two areas. There are 8 marks bands which are as follows: 25-22;
21-19; 18-16; 15-13; 12-9; 8-5; 4-1; 0.
The marking of the Performance - Listening will be based on assessors awarding marks of
5, 4, 3, 2 or 1-0. Each mark contains a commentary which illustrates the level of response
expected.
12