This is a subject-based presentation for you as PV to adapt to your subject. The subject content at present is English for Speakers of other Languages (ESOL). Depending on time available and the number of Nominees/Team Leaders in your team, you may want to take questions: Throughout the presentation or At the end of different sections eg after slide 8 re Unit Specifications, slide 11 UASPs, slide 13 N4 AV Unit and slide 15 Internal assessment of course components Or At the end of the presentation Move into the workshops which will allow time for questions (post-its?)

Modern Languages National 3/4/5 Introducing Unit Specifications and Unit Assessment Support Packs (UASPs) Modern Languages National 3/4/5 Insert your subject/levels

Elaine van den Akker Principal Verifier (German)

Key points: ML Units Standard remains the same Units have a hierarchical structure that provides clear progression from National 3 to Higher  Learning and assessment activities across the Contexts society, learning, employability, culture Added Value Unit assessment at National 4 increases personalisation and choice These are Key points as they relate to ESOL Insert key points you want Nominees/TLs to note in relation to the new NQs in your subject.

Unit Structure National 3 National 4 (Int.1/ General) National 5 (Access 3/ Foundation) National 4 (Int.1/ General) National 5 (Int.2/ Credit) Understanding Language Using Language Added Value Unit (Course Assessment) (Table taken from CfE Subject Implementation Event PPT – insert table for your subject) To insert the table for your subject and levels go to the following link http://www.sqa.org.uk/events2012 Username: events2012 Password: cfe2012 Copy and paste from the PPT used at the event into this PPT or you can create your own table for your subject.

Unit Assessment Assessments can be designed to provide evidence across more than one Outcome or Unit – combined assessment Flexible and open Evidence Requirements Greater range of techniques and methodologies for assessment – encouraged through Unit assessment support packages and Unit and Course Support Notes (www.sqa.org.uk/sqa/47415.html) More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching This is an introductory slide and nominees should be familiar with all these features of CfE Unit Assessment but you may want to contextualise to your subject when presenting to you Nominees and TLs

Unit Specifications Unit Specification is the core document, referencing the following key elements: Outcome(s) Assessment Standards Evidence Requirements If using this slide you would replace the bullets with ones for your own subject - this is an example of an evidence requirements for ESOL and shows again the flexibility in terms of generating evidence compared to the current NQs. If appropriate you may want to give some examples of the types of evidence you would expect to see generated looking at requirements in your subject.

Unit Assessment Support Packages (UASPs) : Purpose UASPs can be used to: Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments

UASPs : Key Features Valid from August 2013 Designed to encourage professional judgement Provide broad-based tasks – assist assessors in choosing appropriate Context(s) and forms of evidence Show range of approaches to generating assessment evidence Give information on the type of evidence which could be gathered and how this is to be judged against Assessment Standards Nominees may have looked at none/some/all of the UASPs It is important at this stage to emphasise the key roles of practitioners in the development of the UASPs – some of the nominees/TLs may have been involved in the writing of the UASPs. From your perspective as a PV explain the quality assurance processes that both you and SQA staff been involved in before they were published. Describe the 4 column approach to judging evidence ensuring that nominees understand that column 1 is Outcomes, column 2 Assessment Standards and column 3 information to support making judgements which is the same in each UASP for that Unit and cannot be changed and column 4 information specific information relating to the assessment in Appendix 1. For each of the bullets 2, 3, 4, and 5 give an example from your subject:

ML UASPs Package 1 Combined assessment approaches exemplified at Nat 3/4/5 Package 2 Unit by Unit assessment approaches exemplified at Nat 3/4/5 Package 3 Unit by Unit assessment approaches exemplified at Nat 3 and combined assessment approaches exemplified at Nat 4/5 Insert for own subject

National 4 Added Value Unit Makes the Course more than the sum of its parts Builds on current Course assessment and Group Award approaches Defined as breadth, challenge and/or application as outlined in Building the Curriculum 5 May involve accumulation, assimilation, integration and/or application of skills, knowledge and understanding Controlled assessment –setting conducting and marking Relate the bullet points to your subject with examples.

N4 AV Unit: Modern Languages Focus on challenge and application of language skills Unit Specification and Unit Assessment Support Package (UASP) Assesses skills in reading, listening and talking Internally assessed as pass or fail Insert subject specific information.

N5 Internal Assessment of Course Components Controlled assessment is SQA’s approach to developing assessments (setting), the conditions of assessment (conducting), and marking assessments (marking). SQA is introducing controlled assessment for non-question paper components of the Added Value Unit and new National Courses at National 5, Higher and Advanced Higher. Select from the information below where relevant it internal assessment of course components for your subject at National 5 Controlled assessment is designed to ensure that: assessment is valid, reliable and fair assessment is manageable for all involved — learners, teachers, and centres assessment methods are consistently applied for all learners   SQA-led activity — SQA sets and marks the assessments and sets tightly-controlled assessment conditions shared responsibility between SQA and centres — for example, centres set and mark assessments using exemplification and/or guidance provided by SQA; assessment is conducted under some supervision and control, as specified by SQA centre-led — centres have flexibility in how to set and mark the assessment, and what the conditions of assessment should be, in line with broad subject-specific guidance and overall policies and procedures laid down by SQA

N5 Performance (Talking) Controlled assessment The Performance is: set by centres within SQA guidelines conducted under a high degree of supervision and control   Evidence will be internally marked by centre staff in line with SQA marking instructions. Marking will be quality assured by SQA. The performance will be recorded. Insert for your subject

Moving on Workshop 1 and 2 will give you the opportunity to look at the Unit Specifications and Unit Assessment Support Packages in detail.