ESOL for Schools Gill Aitchison Dundee BPSS/SQA

Aims of the workshop To encourage teachers to deliver ESOL in schools To inspire teachers to use the new qualifications To reassure teachers that support is available Success criteria Participants will : Network with one new person or Learn one new thing or Change one thing they do in ESOL

Overview and Context SQA ESOL Who, When, How? Levels Administration Course materials Assessment Verification Your questions

SQA ESOL – http://www. sqa. org. uk www. sqasecure. org SQA ESOL – http://www.sqa.org.uk www.sqasecure.org.uk (SQA coordinator) NQ Access 2 to Higher Course specifications Unit specifications National Assessment Bank of materials (NAB) Past papers Internal and External Assessment Reports CfE N3, 4 and 5 Course specifications Unit specifications Unit Assessment Support Packs (UASP) Added value units Sample question papers Key messages

Who ? Who are the candidates? Who teaches? Who assesses? Who verifies? Who is the administrator?

When and How? S4 – S6? As a course choice As a college link As an after school class Distance learning Self access

NQ and CfE Levels Assessing levels ESOL Initial Assessment Pack http://www.esolscotland.com/initialassessmentguide.cfm    NQ timeline CfE levels http://www.scqf.org.uk Professional Focus Papers http://www.educationscotland.gov.uk/resources

National 3 National 4 National 5 Higher N6 (Aug 2014) ESOL for Everyday Life ESOL in Context Added value Unit Performance Speaking and Listening (30) Course Assessment Listening (20) Reading and Writing (50) ‘simple’ ‘straightforward’ ‘detailed’ detailed and complex’

Administration SQA Coordinator Staff roles Information for candidates Coursework Assessments, prelims, question papers Evidence Folder Internal Verification External Verification

CfE ESOL Course materials educationscotland ESOL National 4 and National 5 Support materials New technology – use of ICT New skills - note-taking Don’t forget the ‘old’

Use of ICT- video clips National 5 Topic -Technology (Media) Outcomes 1 and 2 - Package 3 Outcome 4 – Package 1 The One Ronnie ‘My Blackberry is not working’ http;//www.bbc.co.uk/programmes/b00wyj62

New skills - Note-taking A4 paper Name and Date Fold one third from left Title and Summary Key points/ Key questions Notes ‘youtube’ demonstrations

Cornell notes template

Musical Instruments All musical instruments can be divided into 2 basic groups; those which are played with the hands alone and those for which the hands and mouth are needed. Although other parts of the body may be used in addition, these are the 2 main groups. The former group is made up of the keyboard, stringed and percussion instruments. Keyboard instruments include the piano and the accordion, the violin and cello are stringed instruments and percussion instruments include the drums and the triangle. The latter group consists of brass instruments for example the trumpet and saxophone and woodwind instruments such as the flute and oboe.

Cornell notes completed

Don’t forget the old – SQA learning materials, past papers

Assessment National Qualifications National Assessment Bank materials Exemplars – www.sqasecure.org.uk NQ Internal Assessment Report 2013 www.sqa.org.uk CfE qualifications Route Maps through Assessment www.educationscotland.gov.uk/Images/RMESOLNat5_tcm4-827038. UASPs http://www.sqa.org.uk/sqa/63004.html JETs Key messages from Round 1 verification http://www.sqa.org.uk/files_ccc/ESOL_VKM_Round_1.pdf

N5– Speaking and Listening -Package 3 –Technology feedback to candidates 4.1 Using detailed structures and vocabulary Used a range of structures for questions and answers to achieve the task Used both general (extremely addicted, community)and specialist (google to find information, social media,robots) vocabulary Internet has good points and bad points. Facebook/Twitter Advantages and disadvantages Less jobs for people in the future as computers and robots do the work 4.2 Communicating sufficiently accurately and coherently to convey meaning Conveyed opinions and ideas about internet Very quiet voice   Internet ‘make the life much more easier’ 4.3 Maintaining interaction Initiated conversation Aware of turn-taking Responded to some points made by partners Responses were relevant but did go slightly off task when talking about future ‘Which website is your favourite?’ Facebook –famous person that you like, fun if you follow them Global warming etc Show that you are listening to your partners by nodding, saying yes or uh huh if you agree or contradicting politely if you do not agree. Improve accuracy when using comparatives and superlatives Improve accuracy with tense and subject agreements ‘Internet make the life much more easier’ -Internet makes life much easier.

Verification SQA Internal Verification guide for centres http://www.sqa.org.uk/sqa/46174.html Regular meetings Minutes of meetings Decisions made at meetings Sampling of evidence Evidence folder reflects verification Central verification (nominees)

Any questions? Thank you for listening. gill.aitchison@dundeecity.gov.uk

www.sqa.org.uk www.sqasecure.org.uk www.educationscotland.gov.uk References www.sqa.org.uk www.sqasecure.org.uk www.educationscotland.gov.uk www.esolscotland.com www.bbc.co.uk www.bbc.co.uk/worldservice/learningenglish Youtube