Qualifications Update: ESOL Qualifications Update: ESOL

Key messages Features best approaches of current ESOL Higher Units Outcomes are skills-based and provide flexibility and choice through choice of contexts Learners study 2 Units: ESOL for Everyday Life and ONE of the following: ESOL in Work-related contexts OR ESOL in Study- related contexts Unit assessment support - illustrates assessment of skills Builds knowledge and understanding and development of skills progressively from National 5 Course is assessed by: Question paper: Listening, Reading & Writing Coursework: Performance – Speaking and Listening Personalisation and choice in Coursework Performance

The outcomes in each Unit are in following order: outcome 1 reading, outcome 2 writing, outcome 3 listening and outcome 4 speaking. Everyday Life now draws from personal, social, transactional, work and study-related contexts. Some changes to Course Assessment to reflect level of demand and challenge Reading in Course Assessment – non-fiction Key messages

Assessment Support Schedule 2013/14 Sept 13 CfE Update Letter Oct 13 Unit Assessment Support (Package 1) Feb 14 Unit Assessment Support (Package 2) Feb 14 Higher Specimen Question Paper Mar 14 Coursework General Assessment Information Apr 14 Unit Assessment Support (Package 3) May 14 Update Mandatory Documents Jun 14 Update Unit Assessment Support

> Unit Assessment at Higher

Unit assessment - recap Flexible and open Assessment Standards and Evidence Requirements in Units Greater range of techniques and methodologies for assessment – encouraged Assessments can be designed to provide evidence across more than one outcome or Unit – combined assessments More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

Unit Assessment Support purpose As at National 5, Assessment Support will be provided which you can use to: Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments

Unit Assessment Support at Higher – key features Valid from August 2014 Complements and supports learning and teaching Assess competence against Unit Outcomes and Assessment Standards Designed to encourage professional judgement Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence Show range of approaches to generating assessment evidence Give information on the type of evidence which could be gathered

Unit assessment support packages at Higher - approaches Package 1 Unit by Unit approach – discrete assessment tasks for each Unit – Everyday Life, Work and Study contexts Package 2 Combined approach – groups Outcomes and Assessment Standards from different Units (Everyday Life combined with either Work or Study Contexts) Package 3 Unit by Unit approach – discrete assessment tasks for each Unit

Assessment Support Package 1 Unit by Unit Approach ESOL for Everyday Life – 4 skills ESOL in Work-related Contexts – Speaking/Listening ESOL in Study-related Contexts – Reading/Writing Changes in Making Assessment Judgements to reflect Higher standard More open way of describing “sufficiency of evidence” in the “fourth column”

Unit Assessment Support Package 1Package 2Package 3 (tbc) Everyday Life 1 assessment x 4 skills News and Newspapers theme linking the 4 skills Combined Approach 4 skills in Everyday Life and Work- related Contexts PLUS Everyday Life and Study- related Contexts Everyday Life Reading and Writing 1 assessment ESOL in Work-related Contexts Listening and Speaking Effective Workplace Meetings Everyday Speaking/ Listening combined with Work- and Study -related Reading/Writing Procrastination and Changing Habits in three contexts ESOL in Work-related Contexts 1 assessment x Reading and Writing ESOL in Study-related Contexts Reading and Writing Types of education and their benefits ESOL in Study-related Contexts Listening and Speaking

Workshop 1 Using the materials provided, in small groups of 2-3, discuss: -The assessment task in the Unit Assessment Support provided -How to generate evidence for the Unit Assessment Support provided -How to make assessment judgements for the Unit Assessment Support provided

ESOL Higher Higher Course Assessment

Course Assessment at Higher Course Assessment at National 5, Higher and Advanced Higher assesses Added Value Courses at Higher are normally assessed by one or two Components Courses at Higher are graded A – D, as at present Controlled Assessment of setting, conducting and marking For ESOL there are 2 Components – a Question Paper for Listening and for Reading and Writing and a Performance (Speaking and Listening) Total marks for Course Assessment 100

Higher – Higher – Question Paper>> Section A: Listening, Section B: Reading, Section C: Writing set and marked by SQA, conducted in centres under conditions specified for external examinations by SQA 70 marks in total (20 for Listening and 50 for Reading and Writing) 2 hours 40 minutes total (30 minutes Listening and 2 hours 10 minutes for Reading and Writing) Listening – 1 monologue and 1 spoken interaction – 10 marks each for questions on the texts Reading – two texts – total 25 marks for questions on the texts Writing – two tasks– total 25 marks – Everyday Life 10 marks and Work or Study 15 marks In SQP Writing tasks are an e mail and either a report or an essay Writing assessed on the overall quality of the response and a mark allocated within the appropriate range using marking instructions provided by SQA.

Higher – Higher – Performance Speaking and Listening: Conducted in centres Marked in accordance with grade descriptions in Course Specification, using performance criteria and marking instructions. 30 marks – 25 speaking and 5 listening (responding to questions/comments) Discussion of 8 – 10 minutes with another person or group Time (and volume)

Workshop 2 -The requirements of the Higher Course Assessment -How these requirements build on the Higher Units -How these requirements build on National 5 (where appropriate)