New ESOL Skills for Life qualifications

Pam Frame February 2005

Skills for Life English for Speakers of other languages Conferences

ESOL Skills for Life qualifications

Overview of presentation Why are new ESOL qualifications needed? How are they structured? What do they assess? How do they relate to funding and targets?

The need for new qualifications

ESOL skills for Life qualifications Meet the needs of adult learners, living and working in

England Ensure parity with other adult literacy qualifications Acknowledge different levels of prior attainment Recognise range of goals and assessment preferences Establish clear progression routes for learners Use the adult ESOL core curriculum

QCA accreditation of ESOL Skills for Life qualifications

NQF

Levels 3 to 8

Key Skills Level 3, 4, 5

NQF Level 2

(eg GCSE A*-C)

ESOL SfL Level 2

Lit/Num Level 2 Key Skills Level 2

NQF Level 1

(eg NVQ level)

ESOL SfL Level 1

Lit/Num Level 1 Key Skills Level 1

NC Level 5

NC Level 4

Entry Level

ESOL SfL Entry 3

Lit/Num Entry 3 NC Level 3

ESOL SfL Entry 2

Lit/Num Entry 2 NC Level 2

ESOL SfL Entry 1

Lit/Num Entry 1 NC Level 1

Structural principles: whole qualifications

What can whole qualifications comprise?

‘All modes’ d

Speaking and Listening only d

Reading + Writing p

At Levels 1 and 2

‘All modes’ d

Speaking and Listening only d

Reading + Writing p

Reading + Speaking and Listening p

At Entry 1, 2 and 3

d = developed p = permitted

Structural principles: flexibility and titles

FlexibilityAn ‘all modes’ qualification = taking all units at same level Or

Taking different units at different levels Whole qualification then achieved at level of lowest unit Units achieved at higher level portable for 3 years Further whole qualification achieved at higher level when

remaining units achieved at that level

Structural principles: flexibility and titles

Titles Unit achievement recognised by statement of results or

unit certificate, stating level, mode and overall qualification

Whole qualification recognised by qualification certificate, stating level and modes

‘All modes’ qualification title = Certificate in ESOL Skills for Life

Less than ‘all modes’ title = Certificate in ESOL Skills for Life [+ mode/s in brackets]

Assessing an integrated curriculum

Qualifications Select and combine components of curriculum offer purposeful tasks – not meaningless, repetitive exercises reflect word, sentence, text organisation of curriculum integrate speaking and listening provide mark schemes specific to mode, task and level

allow for best fit judgements assess language plus content

Assessing Speaking and Listening

At all levels, three strands need to be taught: listen and respond to range of types of talk/speakers speak to communicate ideas, feelings, information, in

formal/informal situations engage in discussion constructively, taking account of listeners

Assessment of meaningful communication involves both speaking and listening

Mark scheme criteria describe effective communication

Assessing Reading and Writing

Read and understand different types of text

Read and obtain information from range of sources

Write to communicate information, ideas, feelings, adapt to audience

and purpose

Curriculum covers:

Text level – overall meaning and purpose of text

Sentence level – grammar, sentence structure and punctuation

Word level – individual words, spelling and handwriting Assessment at each level and mode

at least 2 whole texts at each level mark schemes reflect W, S, T best fit judgement of standard attained

Asking questions about text, sentence and word

Word level

Full names

Formal abbreviation

First names

Colloquial idioms

Sentence level

Long groups of nouns

Complete sentences

Elliptical phrases

Use of questions to engage reader

Exclamation mark conveys writer’s attitude

Discourse marker structures arguments, together with rule of 3

Whole text: how does each writer use the resources of vocabulary, sentence structure and text organisation to convey their message effectively?

New target arrangements for ESOL from August 2004

ESOL Skills for Life qualifications count towards national targets and replace ‘proxy’ qualifications

Modes and levels which count

‘All modes’ at Entry 3, Level 1 and Level 2

Modes and levels which do NOT count

Qualifications at Entry 1 or Entry 2

Speaking and Listening only qualifications at Entry 3, Level 1 or 2

Modes and levels which could count

Qualifications in Reading plus Writing at Entry 3, Level 1 and Level 2

Qualifications in Reading plus Speaking and Listening at Levels 1 and 2

Position of ‘proxy’ qualifications after August 2004

LSC funding for 'proxy' qualifications post December 04 under review

Learners already on programme funded until end of course

For all ESOL provision

Learner need drives qualification choice

LSC guidance published (http://www.lsc.gov.uk/National/Documents/SubjectListing/FundingLearning/BasicSkills/Deliveringskillsforlife.htm)

Looking ahead

For learners: transparency, choice and progression  For centres: accountability must ensure recruitment with integrity  All agencies: monitor interaction of qualifications and curriculum

Updates and more information:www.openquals.org.uk

ESOL Skills for Life qualifications accredited by QCA (at 9 February 2005)

 

Awarding body Levels offered Certificate type

Cambridge ESOL Entry 1, 2 and 3 All modes

City and Guilds Entry 1, 2 and 3, Level 1 and Level 2

All modes andSpeaking and Listening mode

English Speaking Board

Entry 1, 2 and 3 Speaking and Listening mode

Trinity College London

Entry 1, 2 and 3, Level 1 and Level 2

All modes andSpeaking and Listening mode

Edexcel Entry 1, 2 and 3, Level 1 and Level 2

All modes

Open College of the North West

Entry 1, 2 and 3 All modes and Speaking and Listening mode