IEB: ASSESSMENT QUALITY PARTNER TO THE QCTO FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM FRAMEWORK

AQP for Foundational Learning Competence

FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM

FRAMEWORK

CONTENTS

A. FOUNDATIONAL

COMMUNICATION INTRODUCTION

Gives an overview of the aims and scope of Foundational Communication in English, summarising key features.

B. FOUNDATIONAL LEARNING

COMPETENCE COMMUNICATION CURRICULUM FRAMEWORK

Sets out the organising principles and the curriculum elements and outcomes, including learning activity guidelines.

C. FACILITATOR GUIDELINES

AND INTRODUCTION TO TASK EXEMPLARS

Gives general guidelines on methodology, and explains how Task Exemplars illustrate level and approach.

D. ASSESSMENT

REQUIREMENTS

Sets out the programme-based assessment requirements and the external assessment requirements.

Page 2 of 33

IEB: ASSESSMENT QUALITY PARTNER TO THE QCTO FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM FRAMEWORK

A. Foundational Learning Competence Communication in English: Introduction

Foundational Learning refers to the competence identified as a platform for coping with the demands of occupational learning at NQF Levels 2 – 4, in the two key areas of Communication and Mathematical Literacy. These two components make up the Foundational Learning Competence Part Qualification at NQF Level 2. In terms of current policy (February 2012), achievement of this qualification is compulsory for the award of occupational qualifications at NQF Levels 3 and 4. The Curriculum Framework for Foundational Communication in English (FCE) addresses the exit outcomes for the Communication component of the Foundational Learning Competence Part Qualification, in contexts in which English is the language of learning and teaching (LOLT). It describes the English language skills, processes, knowledge and practices that learners need in order to deal confidently and successfully with formal occupational training which occurs mainly through the medium of English, which uses training materials in English, and in which the occupational or trade assessment is in English. This framework could be versioned for other languages if required. Broadly speaking, the Curriculum Framework addresses the same outcomes as any other language programme, namely the knowledge, skills and strategies needed for reading, writing, speaking and listening at a particular level of competence. However, the framework has a particular emphasis on preparing adult learners for occupational training and skills development. To this end, the key features are as follows:

1. An adult and workplace focus

The scope and coverage of the Foundational Learning Competence Communication Framework and related programmes must take into account the constraints on adult learners in workplace and/or training contexts who have limited time and resources for learning. The content covered is therefore not as extensive as the school curriculum at a comparable level (for example, literature is not an object of study). The curriculum framework does not claim 'equivalence' with a particular level of formal schooling.

Key aims are to:

x Familiarise learners with the kinds of English writing they will be expected to deal with

in their training material. x Help them to use and process technical and workplace texts. x Establish a sound basis in English as the language of business, and a basic

understanding of English language modes of organising, analysing and presenting information of a technical or business nature, in preparation for the demands of occupational writing in a particular field.

x Access an English-language occupational environment as a resource. 2. Using English for learning

The framework emphasises acquiring and using study skills for the training context. Key to this is the capable use of English for learning purposes, especially in terms of reading and processing information with understanding, and in terms of seeking clarification about concepts and procedures when necessary.

Page 3 of 33

IEB: ASSESSMENT QUALITY PARTNER TO THE QCTO FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM FRAMEWORK

3. Cognitive depth and transferability

The central concept underpinning the framework is the achievement of foundational English language skills for application in cognitively demanding occupational learning. Real learning requires real language competence, and this is built up over time. Programmes based on the framework should provide a solid knowledge of how the language works, so that learners can master and apply their skills to support further learning in other areas. Learning is not channeled into one type of English usage for a particular industry or occupation, or job-specific vocabulary. The foundation is generic with an emphasis on solid and transferable skills, using language across contexts and for different purposes.

4. Appropriate level

It is obviously difficult to find a level of English language usage that will apply across all occupational sector training, as different sectors and contexts have different needs. The aim of the Foundational Communication Framework is to suggest a generic level and scope of English proficiency that serves as the basis for using English successfully in formal, print-based learning. English language competence is seen as 'foundational to' occupational qualifications at NQF Levels 2 to 4. The level addresses competence required for learning in the FET band, with the emphasis on revising and entrenching skills at NQF Levels 1 – 2. These skills will however need to be applied in training contexts at higher levels. Foundational Communication is a component of the Foundational Learning Competence Part Qualification which is pegged at NQF Level 2.

Foundational Communication represents a minimum level of competence in relation to occupational training: the model requires that as learners progress in their occupational learning, more sophisticated or context-specific usage will be built into the design of occupational qualifications if and as required.

Pa

ge 4

of 3

3 IE

B: A

SSES

SMEN

T Q

UA

LITY

PA

RTN

ER T

O T

HE

QC

TO

FOU

ND

ATI

ON

AL

LEA

RN

ING

CO

MPE

TEN

CE

CO

MM

UN

ICA

TIO

N IN

EN

GLI

SH: C

UR

RIC

ULU

M F

RA

MEW

OR

K

B.

Foun

datio

nal L

earn

ing

Com

pete

nce

Com

mun

icat

ion

in E

nglis

h: C

urri

culu

m F

ram

ewor

k

FO

UN

DA

TIO

NA

L L

EA

RN

ING

CO

MPE

TE

NC

E C

OM

MU

NIC

AT

ION

in E

NG

LIS

H: C

UR

RIC

UL

UM

FR

AM

EW

OR

K

Org

anis

ing

Prin

cipl

es a

nd C

urri

culu

m O

verv

iew

The

term

'ele

men

t' is

use

d as

an

orga

nisi

ng to

ol to

des

crib

e th

e di

ffere

nt c

ompo

nent

s of t

he

Foun

datio

nal C

omm

unic

atio

n cu

rric

ulum

. The

ele

men

ts r

efer

to th

e ar

eas

of k

now

ledg

e,

skill

s an

d pr

oces

ses

that

sho

uld

be c

over

ed in

a F

ound

atio

nal C

omm

unic

atio

n co

urse

or

prog

ram

me.

The

y ar

e se

t out

sep

arat

ely

as fo

cus

area

s fo

r a la

ngua

ge p

rogr

amm

e, b

ut a

re

mos

tly ta

ught

, pra

ctic

ed, a

pplie

d an

d as

sess

ed in

an

inte

grat

ed w

ay.

Elem

ents

1 –

5 a

re u

npac

ked

into

lea

rnin

g ou

tcom

es. T

hese

are

the

int

ende

d re

sults

of

lear

ning

and

teac

hing

, whi

ch d

escr

ibe

wha

t the

lear

ners

sho

uld

be a

ble

to d

o in

rela

tion

to

the

curr

icul

um e

lem

ent.

El

emen

ts 6

– 7

are

unp

acke

d in

to a

pplic

atio

ns t

hat

are

inte

grat

ed i

nto

gene

ral

lear

ning

ac

tiviti

es th

roug

hout

the

vario

us c

urric

ulum

ele

men

ts. T

hey

are

not p

rese

nted

as a

sses

sabl

e ou

tcom

es.

Elem

ent 1

: Rea

ding

Elem

ent 2

: Writ

ing

Elem

ent 3

: Spe

akin

g an

d Li

sten

ing

Elem

ent 4

: Vis

ual L

itera

cy

Elem

ent 5

: Lan

guag

e St

ruct

ure

and

Use

Elem

ent 6

: Stu

dy S

kills

Elem

ent 7

: Wor

kpla

ce T

erm

inol

ogy

Pa

ge 5

of 3

3 IE

B: A

SSES

SMEN

T Q

UA

LITY

PA

RTN

ER T

O T

HE

QC

TO

FOU

ND

ATI

ON

AL

LEA

RN

ING

CO

MPE

TEN

CE

CO

MM

UN

ICA

TIO

N IN

EN

GLI

SH: C

UR

RIC

ULU

M F

RA

MEW

OR

K

EL

EM

EN

T 1

R

EA

DIN

G

TIT

LE

E

lem

ent 1

: Rea

ding

PUR

POSE

Le

arne

rs w

ill b

e ab

le to

rea

d te

xts

at th

e re

quire

d le

vel w

ith u

nder

stan

ding

, to

extra

ct a

nd u

se in

form

atio

n, a

nd to

mak

e cr

itica

l jud

gmen

ts. T

hey

will

re

cogn

ise

a sp

ecifi

ed ra

nge

of te

xt ty

pes,

unde

rsta

nd th

at th

ese

may

hav

e di

ffer

ent p

urpo

ses

and

audi

ence

s, an

d be

fam

iliar

with

the

mai

n fe

atur

es a

nd

conv

entio

ns o

f the

se te

xts.

R

eadi

ng s

kills

will

be

taug

ht a

nd a

pplie

d in

an

inte

grat

ed w

ay, i

n co

njun

ctio

n w

ith o

ral,

writ

ten

and

info

rmat

ion-

gath

erin

g ac

tiviti

es. T

he r

ange

of

read

ing

text

s as

des

crib

ed b

elow

can

be

exte

nded

for

teac

hing

pur

pose

s. A

ny s

ingl

e te

xt m

ay m

eet m

ore

than

one

set

of

spec

ifica

tions

, or

may

be

of

mix

ed te

xt ty

pes

(for

exa

mpl

e, a

text

may

incl

ude

cont

inuo

us d

escr

iptio

n an

d vi

sual

imag

es, a

nd m

ay h

ave

both

a p

ersu

asiv

e an

d a

prac

tical

func

tion)

. A

ny s

ingl

e te

xt c

an a

lso

be u

sed

for

teac

hing

or

asse

ssin

g ag

ains

t a n

umbe

r of

out

com

es. A

s go

od p

ract

ice,

text

s th

at c

an b

e us

ed f

or a

num

ber

of

activ

ities

, and

that

add

ress

out

com

es in

and

acr

oss

the

diff

eren

t ele

men

ts, s

houl

d be

foun

d or

dev

elop

ed (f

or e

xam

ple,

the

sam

e te

xt c

an b

e us

ed a

s th

e ba

se fo

r rea

ding

for i

nfor

mat

ion,

writ

ing

in re

spon

se to

this

info

rmat

ion,

or f

or v

erba

l rep

ort-b

acks

).

OU

TC

OM

ES

SCO

PE &

CO

NT

EX

TS

L

EA

RN

ING

AC

TIV

ITY

GU

IDE

LIN

ES

R

eadi

ng O

utco

me 1

.1

Lear

ners

will

be a

ble

to

use r

eadi

ng st

rate

gies

Text

s of v

aryi

ng le

ngth

s can

be

used

for t

each

ing,

dep

endi

ng o

n th

e pu

rpos

e of

the

read

ing

activ

ity.

The

scop

e of

text

s use

d sp

ecifi

cally

for c

ompr

ehen

sion

and

clo

se re

adin

g pu

rpos

es is

as f

ollo

ws:

x

appr

oxim

ate

leng

th o

f up

to 8

00 –

850

wor

ds

x se

nten

ces a

nd sy

ntax

are

not o

ver-c

ompl

ex, a

lthou

gh co

mpo

und

sent

ence

s will

be p

rese

nt (s

ee E

lem

ent 5

) x

punc

tuat

ion

is lim

ited

to th

e m

ost f

requ

ently

use

d fo

rms (

see

Elem

ent 5

) x

para

grap

h co

nven

tions

are

used

, as a

ppro

pria

te to

the

text

type

x

form

attin

g co

nven

tions

such

as h

eadi

ngs,

num

berin

g an

d fo

nt c

hang

es

are

used

x

text

s may

be

acco

mpa

nied

by

illus

tratio

ns, t

able

s and

gra

phs

x a g

loss

ary

is pr

ovid

ed fo

r com

plex

or u

ncom

mon

voc

abul

ary

and

acro

nym

s.

Read

ing

strat

egie

s suc

h as

the

follo

win

g ar

e ta

ught

and

pra

ctise

d:

x fin

ding

topi

c sen

tenc

es

x sk

imm

ing

and

scan

ning

hea

ding

s, nu

mbe

ring

and

any

othe

r seq

uenc

ing

info

rmat

ion

x

infe

rring

the

mea

ning

of u

nfam

iliar

voc

abul

ary

thro

ugh

wor

d-at

tack

sk

ills a

nd co

ntex

t clu

es

x lo

okin

g at

how

par

ts of

wor

ds, p

hras

es a

nd se

nten

ces r

elat

e to

eac

h ot

her

to b

uild

up

mea

ning

x

mak

ing

pred

ictio

ns o

n th

e bas

is of

wha

t has

alre

ady

been

read

x

draw

ing

conc

lusio

ns

x us

ing

glos

sarie

s or d

ictio

narie

s whe

re re

quire

d x

read

ing

alou

d an

d di

scus

sing

how

mea

ning

is co

nvey

ed th

roug

h at

tent

ion

to p

unct

uatio

n, p

ause

s and

stre

ss.

Pa

ge 6

of 3

3 IE

B: A

SSES

SMEN

T Q

UA

LITY

PA

RTN

ER T

O T

HE

QC

TO

FOU

ND

ATI

ON

AL

LEA

RN

ING

CO

MPE

TEN

CE

CO

MM

UN

ICA

TIO

N IN

EN

GLI

SH: C

UR

RIC

ULU

M F

RA

MEW

OR

K

Re

adin

g te

xts c

an c

over

a ra

nge

of p

erso

nal,

soci

al a

nd w

orkp

lace

cont

exts

and

topi

cs. T

ext t

ypes

will

incl

ude:

x na

rrativ

e (e.

g., s

torie

s and

des

crip

tions

of e

vent

s)

x fa

ctua

l (e.

g., e

xtra

cts f

rom

wor

kpla

ce m

anua

ls or

trai

ning

mat

eria

l, in

form

atio

n pa

mph

lets,

dic

tiona

ries a

nd n

ewsp

aper

artic

les)

x

pers

uasiv

e (e.

g., p

ublic

ity m

ater

ial,

adve

rtise

men

ts, p

oste

rs a

nd le

tters

) x

prac

tical

(e.g

., fo

rms,

wor

k re

cord

s, in

struc

tions

, dire

ctio

ns, m

emos

, e-

mai

ls, ti

met

able

s, co

ntra

cts a

nd U

nem

ploy

men

t Ins

uran

ce F

und

[UIF

] fo

rms)

x

aesth

etic

text

s (e.

g., p

oetry

, son

gs a

nd a

dver

tisem

ents)

. Th

e em

phas

is sh

ould

be o

n ge

nuin

e w

orkp

lace

text

s tha

t set

out

info

rmat

ion

that

nee

ds to

be

extra

cted

and

pro

cess

ed. H

owev

er, a

ll te

xt ty

pes c

an b

e us

ed

to p

rom

ote r

eadi

ng st

rate

gies

.

Rea

ding

Out

com

e 1.2

Le

arne

rs w

ill b

e abl

e to

id

entif

y th

e m

ain

idea

s in

a te

xt

The

scop

e an

d co

ntex

ts a

re th

e sa

me

as th

ose

liste

d fo

r Out

com

e 1.

1.

Com

preh

ensio

n of

lite

ral m

eani

ng o

f the

text

will

be

built

up

thro

ugh

activ

ities

su

ch a

s:

x us

ing

read

ing

strat

egie

s x

guid

ed o

ral p

air o

r gro

up d

iscus

sions

on

the

text

x

oral

or w

ritte

n an

swer

s giv

en to

que

stion

s on

the

text

x

resp

onse

s to

gap

fill,

mul

tiple

cho

ice

and

cloz

e ac

tiviti

es o

n th

e te

xt

x su

mm

arisi

ng a

nd se

quen

cing

text

cont

ent w

ithin

gui

delin

es

x m

akin

g di

stinc

tions

bet

wee

n w

hat i

s rel

evan

t and

wha

t is n

ot re

leva

nt to

th

e m

ain

idea

x

refe

rring

bac

k to

the

text

to su

ppor

t vie

ws o

n m

ain

idea

s or m

essa

ges

x en

cour

agin

g le

arne

rs to

ask

que

stion

s abo

ut th

e te

xt fo

r cla

rific

atio

n of

m

eani

ng a

nd co

ncep

ts.

R

eadi

ng O

utco

me 1

.3

Lear

ners

will

be a

ble

to

iden

tify

conv

entio

ns a

nd

form

ats o

f diff

eren

t tex

t ty

pes

The

scop

e an

d co

ntex

ts a

re th

e sa

me

as th

ose

liste

d fo

r Out

com

e 1.

1, b

ut

the

emph

asis

is o

n w

orki

ng w

ith te

xts w

hich

hav

e sp

ecifi

c fo

rmat

and

styl

e fe

atur

es.

Exa

mpl

es a

re le

tters

, rep

orts,

mem

os, c

urric

ulum

vita

e (CV

s),

oper

atin

g in

struc

tions

, tim

etab

les,

wor

k pl

ans,

elec

troni

c tex

ts an

d stu

dy p

lans

. Th

e fo

cus i

s prim

arily

on

wor

kpla

ce te

xt ty

pes,

oper

atin

g pr

oced

ures

and

in

struc

tions

, and

on

train

ing

mat

eria

l. Co

nven

tions

for h

eadi

ngs,

subh

eadi

ngs,

num

berin

g, ta

bles

of c

onte

nts,

title

s, ad

dres

ses,

bulle

t poi

nts,

labe

ling

of v

isual

info

rmat

ion

and

font

use

are

co

vere

d.

Lear

ners

will

take

par

t in

oral

or w

ritte

n ac

tiviti

es th

at in

volv

e:

x id

entif

ying

cha

ract

erist

ics o

r fea

ture

s of a

spec

ific

text

type

x

disc

ussin

g th

e fu

nctio

ns o

f var

ious

conv

entio

ns

x ta

lkin

g ab

out a

nd id

entif

ying

how

form

at, l

ayou

t and

conv

entio

ns a

ffect

m

eani

ng

x us

ing

conv

entio

ns to

hel

p w

ith se

quen

cing

and

sum

mar

ising

x

conv

ertin

g te

xt fr

om o

ne fo

rmat

to a

noth

er.

Pa

ge 7

of 3

3 IE

B: A

SSES

SMEN

T Q

UA

LITY

PA

RTN

ER T

O T

HE

QC

TO

FOU

ND

ATI

ON

AL

LEA

RN

ING

CO

MPE

TEN

CE

CO

MM

UN

ICA

TIO

N IN

EN

GLI

SH: C

UR

RIC

ULU

M F

RA

MEW

OR

K

Rea

ding

Out

com

e 1.4

Le

arne

rs w

ill b

e abl

e to

id

entif

y th

e org

anisa

tion

and

struc

ture

of a

text

The

scop

e an

d co

ntex

ts fo

r ind

ivid

ual t

exts

are

the

sam

e as

thos

e lis

ted

for

Out

com

e 1.

1.

The

scop

e co

uld

also

incl

ude

train

ing

guid

es o

r wor

kpla

ce m

anua

ls th

at

are

divi

ded

into

cha

pter

s or s

ectio

ns.

Lear

ners

nee

d to

be

able

to u

nder

stand

the

way

in w

hich

mea

ning

is b

uilt

up in

a t

ext b

y un

ders

tand

ing

how

the

flow

of i

deas

is st

ruct

ured

. Act

iviti

es w

ill

invo

lve

the

follo

win

g:

x an

alys

ing

how

intro

duct

ions

, par

agra

ph b

reak

s and

con

clus

ions

are

use

d

x id

entif

ying

the

orde

r and

sequ

ence

of e

vent

s or i

deas

x

findi

ng su

ppor

ting

state

men

ts or

illu

strat

ive e

xam

ples

x

look

ing

at h

ow g

ram

mar

affe

cts m

eani

ng, e

.g.,

how

a c

hang

e of t

ense

ca

n af

fect

the

logi

cal s

eque

nce,

how

pro

noun

refe

renc

es sh

ow w

ho o

r w

hat i

s bei

ng re

ferre

d to

in a

text

, and

how

conj

unct

ions

and

link

ing

phra

ses (

e.g.

, and

, but

, bec

ause

, the

refo

re, i

n sp

ite o

f) ill

ustra

te c

ause

an

d ef

fect

x

anal

ysin

g ho

w a

nd w

hy so

me

info

rmat

ion

is pr

esen

ted

in d

iffer

ent

chap

ters

or s

ectio

ns, e

spec

ially

in re

latio

n to

trai

ning

mat

eria

l.

Ora

l or w

ritte

n an

swer

s giv

en to

que

stion

s on

the

text

can

invo

lve:

x

'unsc

ram

blin

g' th

e te

xt (e

.g.,

putti

ng p

arag

raph

s int

o th

e co

rrect

ord

er

and

iden

tifyi

ng p

arag

raph

s tha

t do

not b

elon

g in

a te

xt)

x se

nten

ce co

mpl

etio

n x

resp

onse

s to

gap

fill,

mul

tiple

cho

ice

and

cloz

e ac

tiviti

es o

n th

e te

xt

x m

arki

ng te

xt to

iden

tify

the

mai

n in

dica

tors

(e.g

., un

derli

ning

a te

nse

chan

ge o

r a c

ause

-and

-effe

ct in

dica

tor)

x su

mm

arisi

ng k

ey id

eas,

ther

eby

show

ing

unde

rsta

ndin

g of

the

supp

ortin

g sta

tem

ent o

r illu

strat

ive e

xam

ples

x

rew

ritin

g th

e te

xt in

sim

ple

way

s to

chan

ge m

eani

ng.

R

eadi

ng O

utco

me 1

.5

Lear

ners

will

be a

ble

to

inte

rpre

t and

resp

ond

criti

cally

to a

text

The

scop

e an

d co

ntex

ts a

re th

e sa

me

as th

ose

liste

d fo

r Out

com

e 1.

1. F

or

this

out

com

e th

e fo

cus w

ill b

e m

ore

on p

ersu

asiv

e or

aes

thet

ic te

xts t

hat

cont

ain

idea

s and

opi

nion

s rat

her t

han

on fa

ctua

l tex

ts th

at si

mpl

y lis

t or

pres

ent i

nfor

mat

ion.

How

ever

, lea

rner

s sho

uld

be a

ble

to c

ompa

re

diffe

rent

type

s of t

exts

in o

rder

to p

rom

ote

thei

r int

erpr

etat

ive

and

anal

ytic

al sk

ills.

Lear

ners

mus

t be

enco

urag

ed to

look

bey

ond

the

liter

al m

eani

ng o

f the

text

an

d ap

ply

anal

ytic

al sk

ills t

o w

hat t

hey

have

read

. Q

uesti

ons s

uch

as th

e fo

llow

ing

are

used

to p

rom

pt a

naly

sis:

x W

hat i

s the

pur

pose

of t

he te

xt?

x W

ho is

it in

tend

ed fo

r?

x W

here

doe

s it c

ome

from

or w

ho w

rote

it?

x D

oes t

he te

xt e

xpre

ss o

pini

ons,

fact

s, em

otio

ns, v

alue

s or a

mix

ture

of

thes

e? H

ow d

o yo

u kn

ow th

is?

x Is

the

writ

er tr

ying

to p

ersu

ade

the

read

er to

a c

erta

in v

iew

?

x D

oes t

he w

riter

use

any

dev

ices

to ac

hiev

e the

pur

pose

(e.g

., slo

gans

or

hum

our)?

x

Wha

t are

you

r opi

nion

s and

vie

ws o

n w

hat y

ou h

ave r

ead?

Pa

ge 8

of 3

3 IE

B: A

SSES

SMEN

T Q

UA

LITY

PA

RTN

ER T

O T

HE

QC

TO

FOU

ND

ATI

ON

AL

LEA

RN

ING

CO

MPE

TEN

CE

CO

MM

UN

ICA

TIO

N IN

EN

GLI

SH: C

UR

RIC

ULU

M F

RA

MEW

OR

K

It

is re

com

men

ded

that

lear

ners

are

enc

oura

ged

to re

ad lo

nger

text

s suc

h as

no

vels,

bio

grap

hies

or s

hort

storie

s, se

lect

ed o

n th

e bas

is of

lear

ner i

nter

est.

Ther

e are

a n

umbe

r of p

ublis

hers

and

org

anisa

tions

that

hav

e de

velo

ped

'easy

re

ader

s' fo

r adu

lts w

ho ar

e try

ing

to im

prov

e th

eir E

nglis

h re

adin

g sk

ills.

Re

adin

g an

d un

ders

tand

ing

of th

ese

long

er te

xts w

ill n

ot b

e fo

rmal

ly a

sses

sed.

H

owev

er, i

t is g

ener

ally

acc

epte

d th

at th

e m

ore

a lea

rner

read

s, th

e m

ore

he/sh

e w

ill u

nder

stand

the

text

and

the

mor

e hi

s/her

voc

abul

ary

will

impr

ove.

Th

e ke

y pu

rpos

es o

f enc

oura

ging

read

ing

of lo

nger

text

s are

: x

to st

eer l

earn

ers t

owar

ds a

habi

t of r

eadi

ng, i

.e.,

to h

elp

lear

ners

in

tern

alise

read

ing

strat

egie

s and

skill

s thr

ough

susta

ined

app

licat

ion

x to

pro

mot

e the

idea

of r

eadi

ng fo

r enj

oym

ent.

Thes

e que

stion

s can

be a

ddre

ssed

ora

lly a

nd th

roug

h w

ritte

n re

spon

ses t

o str

uctu

red

or o

pen-

ende

d qu

estio

ns. L

earn

ers m

ust b

e gu

ided

to su

ppor

t the

ir co

nclu

sions

, jud

gmen

ts an

d op

inio

ns w

ith re

fere

nce

to th

e tex

t. A

ctiv

ities

coul

d in

clud

e:

x G

ettin

g le

arne

rs to

repo

rt ba

ck o

n an

d sh

are

thei

r exp

erie

nces

of r

eadi

ng.

x Bu

ildin

g re

adin

g al

oud

into

pro

gram

me

time.

Pa

ge 9

of 3

3 IE

B: A

SSES

SMEN

T Q

UA

LITY

PA

RTN

ER T

O T

HE

QC

TO

FOU

ND

ATI

ON

AL

LEA

RN

ING

CO

MPE

TEN

CE

CO

MM

UN

ICA

TIO

N IN

EN

GLI

SH: C

UR

RIC

ULU

M F

RA

MEW

OR

K

EL

EM

EN

T 2

W

RIT

ING

T

ITL

E

Ele

men

t 2: W

ritin

g

PUR

POSE

Le

arne

rs w

ill b

e ab

le t

o w

rite

text

s at

the

spe

cifie

d le

vel

for

reco

rdin

g an

d co

nvey

ing

info

rmat

ion

and

idea

s. La

ngua

ge, f

orm

and

con

tent

sui

t th

e pu

rpos

e an

d au

dien

ce o

f th

e ta

sk. L

earn

ers

will

be

able

to w

rite

legi

bly

and

use

spel

ling,

pun

ctua

tion

and

lang

uage

stru

ctur

es s

o th

at th

e te

xt c

an b

e un

ders

tood

, eve

n if

usag

e is

not

ent

irely

cor

rect

or c

onsi

sten

t.

Writ

ing

skill

s w

ill b

e ta

ught

and

app

lied

in a

n in

tegr

ated

way

, in

conj

unct

ion

with

rea

ding

and

ora

l act

iviti

es. T

he r

ange

of

text

s to

be

prod

uced

(as

de

scrib

ed b

elow

) can

be

exte

nded

for t

each

ing

purp

oses

. Th

e go

als

of p

lann

ing,

dra

fting

and

edi

ting

of w

ritin

g w

ill b

e st

ress

ed, e

spec

ially

in re

latio

n to

writ

ing

in a

lear

ning

con

text

. Dra

fting

and

edi

ting

skill

s sh

ould

be

supp

orte

d in

all

cont

inuo

us w

ritin

g ac

tiviti

es.

OU

TC

OM

ES

SCO

PE &

CO

NT

EX

TS

L

EA

RN

ING

AC

TIV

ITY

GU

IDE

LIN

ES

W

ritin

g O

utco

me 2

.1

Lear

ners

will

be a

ble

to

use

writ

ing

stra

tegi

es

Cont

inuo

us w

ritin

g of

up

to tw

o pa

ges (

or ap

prox

imat

ely

400

– 45

0 w

ords

) is

gene

rally

exp

ecte

d. F

orm

s and

tem

plat

es o

f var

ious

kin

ds ar

e co

mpl

eted

. Lo

nger

pie

ces o

f writ

ing,

such

as a

pro

ject

or r

esea

rch

repo

rt, a

re p

rodu

ced

acco

rdin

g to

instr

uctio

ns.

Writ

ing

gene

rally

show

s the

follo

win

g fe

atur

es:

x sim

ple

and

com

plex

sent

ence

s are

form

ed, w

ith th

e occ

asio

nal u

se o

f su

b-cl

ause

s (se

e Ele

men

t 5)

x se

nten

ces c

an b

e lin

ked

toge

ther

in a

mea

ning

ful a

nd lo

gica

l way

x

writ

ing

is str

uctu

red

thro

ugh

the

use o

f par

agra

phs f

or co

ntin

uous

w

ritin

g x

head

ings

, ind

enta

tions

, num

berin

g an

d po

int f

orm

s are

use

d if

requ

ired.

W

ritin

g is

prod

uced

for a

num

ber o

f diff

eren

t con

text

s and

pur

pose

s, in

clud

ing

pers

onal

, soc

ial a

nd w

orkp

lace

con

text

s. To

pics

, con

tent

and

text

type

s are

va

ried:

x

narra

tive (

e.g.

, sto

ries a

nd d

escr

iptio

ns o

f eve

nts)

x

fact

ual (

e.g.

, des

crip

tions

of t

echn

ical

or w

orkp

lace

task

s, stu

dy n

otes

, m

essa

ges a

nd si

mpl

e re

ports

) x

pers

uasiv

e (e.

g., l

ette

rs, s

impl

e ad

verti

sem

ents,

pos

ters

, and

shor

t ess

ays

givi

ng v

iew

s and

opi

nion

s on

fam

iliar

topi

cs)

x pr

actic

al (e

.g.,

a w

ide r

ange

of f

orm

s, w

ork

reco

rds,

timet

able

s, e-

mai

ls,

lists,

sim

ple c

ostin

g an

alys

es, s

impl

e bud

gets,

age

ndas

, and

oth

er te

xts

requ

iring

the

fillin

g in

of i

nfor

mat

ion

are

com

plet

ed ac

cord

ing

to th

e in

struc

tions

).

Writ

ing

skill

s sho

uld

be p

ract

ised

in a

var

iety

of w

ays:

x str

uctu

red

task

s, w

here

the

focu

s is o

n lin

king

wor

ds, s

ente

nces

and

pa

ragr

aphs

in m

eani

ngfu

l way

s (e.

g., c

ompl

etin

g te

xts a

nd fi

lling

in

miss

ing

sect

ions

) x

struc

ture

d ta

sks,

whe

re th

e fo

cus i

s on

usin

g la

ngua

ge el

emen

ts co

nsist

ently

and

for c

ontin

uity

(e.g

., ch

angi

ng te

nses

, sel

ectin

g pr

onou

ns, c

onstr

uctin

g ne

gativ

es)

x str

uctu

red

task

s, w

here

the

focu

s is o

n us

ing

the a

ppro

pria

te te

xt ty

pe

conv

entio

ns (e

.g.,

wor

k fo

rms,

dial

ogue

s, e-

mai

ls, le

tters

, stu

dy n

otes

) x

info

rmat

ion-

gath

erin

g ta

sks,

whe

re le

arne

rs m

ust r

epro

duce

and

expl

ain

info

rmat

ion

glea

ned

from

var

ious

sour

ces i

n th

eir o

wn

wor

ds

x fre

e-w

ritin

g ta

sks,

whe

re le

arne

rs ar

e enc

oura

ged

to w

rite

for

com

mun

icat

ion,

exp

ress

ion

and

refle

ctio

n x

writ

ing

in a

cont

ext,

such

as w

orkp

lace

logb

ooks

and

reco

rds

x ta

sks d

irect

ed sp

ecifi

cally

at p

lann

ing,

dra

fting

and

editi

ng w

ritin

g th

roug

h fo

llow

ing

give

n ste

ps, u

sing

an ed

iting

che

ck li

st, ac

cept

ing

feed

back

and

revi

sing

writ

ing.

Pl

anni

ng, d

rafti

ng a

nd e

ditin

g pr

oces

ses s

houl

d be

enc

oura

ged

in a

ll w

ritin

g ta

sks.

Pa

ge 1

0 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

Wri

ting

Out

com

e 2.2

Lear

ners

will

be a

ble

to

prod

uce t

he ap

prop

riate

te

xt ty

pe fo

r the

pur

pose

an

d au

dien

ce.

The

gene

ral s

cope

and

con

text

s of w

ritin

g pr

oduc

ed a

re th

e sa

me

as th

ose

liste

d fo

r Out

com

e 2.

1.

Nar

rativ

e, fa

ctua

l, pe

rsua

sive,

pra

ctic

al o

r mix

ed p

iece

s of w

ritin

g ar

e pr

oduc

ed a

ccor

ding

to th

e req

uire

men

ts of

the

task

. Th

e ran

ge o

f tex

t typ

e co

nven

tions

incl

ude:

x

corre

ct fo

rmat

s, su

ch a

s tho

se u

sed

in b

usin

ess l

ette

rs, m

essa

ges,

wor

k or

ders

or s

impl

e rep

orts

x us

e of o

rgan

ising

tech

niqu

es su

ch a

s hea

ding

s, nu

mbe

ring,

bul

lets

and

simpl

e co

nten

ts pa

ges

x us

e of f

orm

filli

ng c

onve

ntio

ns su

ch a

s usin

g gi

ven

spac

es, c

orre

ct c

ase,

dele

ting,

circ

ling,

abbr

evia

ting,

and

the

use o

f cro

sses

or t

icks

x

spec

ific

wor

kpla

ce te

xt ty

pes t

hat l

earn

ers m

ay n

eed

to p

rodu

ce sh

ould

be

em

phas

ised

x th

e ki

nds o

f writ

ing

requ

ired

in tr

aini

ng a

nd st

udy

shou

ld b

e pra

ctise

d.

Act

iviti

es sh

ould

incl

ude e

xpos

ure

to d

iffer

ent t

ext t

ypes

and

ora

l disc

ussio

ns

on a

spec

ts of

writ

ing

such

as a

ims,

audi

ence

, con

vent

ions

and

form

ats.

Q

uesti

ons s

uch

as th

e fo

llow

ing

can

be u

sed:

x

Who

am

I w

ritin

g fo

r?

x W

hat d

o I h

ope t

o ac

hiev

e?

x W

hy w

ill o

ne fo

rmat

be

mor

e ap

prop

riate

than

ano

ther

for a

par

ticul

ar

purp

ose?

x

Wha

t is t

he e

ffect

of u

sing

the

wro

ng fo

rmat

or p

rese

ntat

ion?

(Il

lustr

ativ

e ex

ampl

es ca

n be

disc

usse

d, e.

g., a

wor

kpla

ce re

port

in

cont

inuo

us w

ritin

g.)

x W

hat i

s the

pur

pose

of n

umbe

ring

or h

eadi

ngs a

nd o

ther

stru

ctur

ing

conv

entio

ns?

x

How

can

I us

e va

rious

writ

ing

tech

niqu

es, f

orm

ats o

r con

vent

ions

to

mak

e m

y w

ritin

g m

ore

effe

ctiv

e?

Wri

ting

Out

com

e 2.3

Le

arne

rs w

ill b

e abl

e to

w

rite r

elev

ant c

onte

nt

The

gene

ral s

cope

and

con

text

s of w

ritin

g pr

oduc

ed a

re th

e sa

me

as th

ose

liste

d fo

r Out

com

e 2.

1.

Topi

cs fo

r writ

ing

shou

ld b

e re

leva

nt a

nd fa

mili

ar, a

nd c

an co

ver p

erso

nal,

soci

al a

nd w

orkp

lace

con

text

s. Th

ere

shou

ld, h

owev

er, b

e an

emph

asis

on th

e ty

pe o

f con

tent

and

cont

exts

requ

ired

for w

orkp

lace

Eng

lish

use,

and

for s

tudy

an

d tra

inin

g pu

rpos

es.

Act

iviti

es ca

n in

clud

e:

x 'm

atch

ing

back

' the

cont

ent o

f a le

arne

r's o

wn

piec

e of w

ritin

g to

the

requ

irem

ents

of th

e w

ritin

g ta

sk o

r top

ic

x ch

ecki

ng th

at e

noug

h in

form

atio

n is

give

n x

iden

tifyi

ng a

nd ed

iting

out

unn

eces

sary

repe

titio

n x

rem

ovin

g irr

elev

ant c

onte

nt

x in

clud

ing

rele

vant

arg

umen

ts in

supp

ort o

f an

idea

or o

pini

on.

Wri

ting

Out

com

e 2.4

Le

arne

rs w

ill b

e abl

e us

e gr

amm

atic

al a

nd o

ther

la

ngua

ge co

nven

tions

so

that

the

mai

n m

essa

ge is

cl

ear

See

Elem

ent 5

Se

e El

emen

t 5

Whi

le so

me

activ

ities

can

be

stru

ctur

ed to

add

ress

this

out

com

e sp

ecifi

cally

, not

e th

at it

is n

early

alw

ays i

nteg

rate

d in

to a

n ap

plie

d ta

sk.

Pa

ge 1

1 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

EL

EM

EN

T 3

SP

EA

KIN

G A

ND

LIS

TE

NIN

G

TIT

LE

E

lem

ent 3

: Spe

akin

g an

d L

iste

ning

PUR

POSE

Le

arne

rs w

ill b

e ab

le to

inte

ract

ora

lly w

ith o

ther

s w

ith a

reas

onab

le d

egre

e of

con

fiden

ce fo

r a n

umbe

r of p

urpo

ses.

Com

plet

e flu

ency

in sp

eaki

ng is

not

ex

pect

ed, b

ut le

arne

rs s

houl

d be

abl

e to

get

thei

r mea

ning

acr

oss

reas

onab

ly c

lear

ly. T

he e

mph

asis

is o

n lis

teni

ng w

ith u

nder

stan

ding

, and

on

bein

g ab

le

to tr

ansf

er m

eani

ng in

to c

once

ptua

l app

licat

ion.

Thi

s is

in s

uppo

rt of

lear

ning

thro

ugh

the

med

ium

of E

nglis

h, a

nd m

eans

that

lear

ners

sho

uld

have

the

conf

iden

ce to

ask

que

stio

ns fo

r cla

rific

atio

n, a

nd to

exp

lore

the

conc

epts

and

con

tent

of l

earn

ing.

To

this

end

, the

use

of o

ther

lang

uage

s in

con

junc

tion

with

Eng

lish

is e

ncou

rage

d w

here

app

ropr

iate

.

OU

TC

OM

ES

SCO

PE &

CO

NT

EX

TS

L

EA

RN

ING

AC

TIV

ITY

GU

IDE

LIN

ES

Sp

eaki

ng a

nd

List

enin

g O

utco

me 3

.1

Lear

ners

will

be a

ble

to

use

strat

egie

s to

unde

rsta

nd sp

oken

la

ngua

ge a

nd to

co

mm

unic

ate c

lear

ly

The

scop

e of

ora

l int

erac

tion

lear

ners

are

exp

ecte

d to

dea

l with

is a

s fo

llow

s:

x sh

ort p

rese

ntat

ions

and

lect

ures

x

aski

ng q

uesti

ons a

nd u

nder

stand

ing

answ

ers i

n re

spon

se to

thes

e x

info

rmal

conv

ersa

tions

on

a per

sona

l lev

el

x fo

rmal

inte

ract

ions

(e.g

., in

terv

iew

situ

atio

ns, s

peec

hes o

r wor

kpla

ce

info

rmat

ion

shar

ing)

x

usin

g sp

oken

lang

uage

for l

earn

ing

purp

oses

, inc

ludi

ng g

roup

wor

k in

tera

ctio

n, tr

ansla

tion

and

code

-sw

itchi

ng.

Liste

ning

and

spea

king

inte

ract

ions

can

cove

r a ra

nge o

f per

sona

l, so

cial

and

w

orkp

lace

topi

cs a

nd co

ntex

ts.

The e

mph

asis

is on

usin

g la

ngua

ge fo

r lea

rnin

g, a

nd in

par

ticul

ar, f

or

ques

tioni

ng a

nd p

roce

ssin

g oc

cupa

tiona

l stu

dy m

ater

ial.

The

role

of o

ther

la

ngua

ges i

n th

is co

ntex

t is a

ddre

ssed

. In

add

ition

, the

kin

ds o

f wor

kpla

ce in

tera

ctio

ns th

at ta

ke p

lace

thro

ugh

the

med

ium

of E

nglis

h ar

e ex

plor

ed.

Spea

king

and

liste

ning

stra

tegi

es ar

e pra

ctise

d th

roug

h ac

tiviti

es th

at co

ver

info

rmal

and

form

al co

mm

unic

atio

ns, a

nd st

ruct

ured

and

ope

n-en

ded

disc

ussio

ns. R

ole-

play

s, gr

oup

wor

k, re

port-

back

s, fo

rmal

spee

ches

, pr

esen

tatio

ns a

nd co

nver

satio

n lo

gs ar

e us

ed.

Liste

ning

stra

tegi

es su

ch a

s list

enin

g fo

r det

ail,

liste

ning

for s

peci

fic

info

rmat

ion,

ask

ing

for c

larif

icat

ion,

etc

. sho

uld

be p

ract

ised.

The

abi

lity

to

form

ulat

e m

eani

ngfu

l que

stion

s to

help

in th

e un

ders

tand

ing

of c

once

pts i

s ke

y.

Spea

king

stra

tegi

es su

ch a

s rep

etiti

on, c

heck

ing

back

with

the

liste

ner,

the

use

of e

mph

asis,

etc

. sho

uld

be p

ract

ised.

Th

e rol

e and

impa

ct o

f pro

nunc

iatio

n is

emph

asise

d, w

ith ac

tiviti

es li

nked

to

com

mon

misp

ronu

ncia

tions

and

misu

nder

stand

ings

of E

nglis

h (s

ee E

lem

ent

5). R

eadi

ng al

oud

is al

so a

usef

ul ac

tivity

for c

heck

ing

pron

unci

atio

n.

Lear

ners

mus

t be

able

to tr

ansf

er th

eir u

nder

stand

ing

of a

spok

en te

xt in

to a

n ex

plan

atio

n of

its m

eani

ng. T

his c

an b

e don

e eith

er th

roug

h w

ritin

g in

re

spon

se to

spee

ch, o

r thr

ough

det

aile

d qu

estio

n-an

d-an

swer

act

iviti

es in

an

oral

inte

ract

ion.

Th

e im

pact

of n

onve

rbal

asp

ects

of c

omm

unic

atio

n (s

uch

as b

ody

lang

uage

, ge

sture

s and

tone

) is e

xplo

red.

In

sum

, sus

tain

ed a

nd a

ctiv

e pr

actic

e of

spea

king

and

list

enin

g sk

ills i

n En

glis

h in

the

clas

sroo

m is

stre

ssed

, in

orde

r to

impr

ove

fluen

cy a

nd

conf

iden

ce.

Pa

ge 1

2 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

Spea

king

and

Li

sten

ing

Out

com

e 3.2

Le

arne

rs w

ill b

e abl

e to

id

entif

y th

e pur

pose

, au

dien

ce a

nd e

ffect

s of

the c

omm

unic

atio

n

The

gene

ral s

cope

and

con

text

s are

the

sam

e as

thos

e lis

ted

for O

utco

me

3.1.

V

ario

us p

urpo

ses f

or sp

oken

com

mun

icat

ion

are

expl

ored

, suc

h as

to in

form

, to

instr

uct,

to q

uesti

on, t

o pe

rsua

de, t

o ch

alle

nge,

to e

stabl

ish li

nks,

etc.

The

se

purp

oses

are

link

ed to

who

is sp

eaki

ng (s

ourc

e) a

nd w

ho is

liste

ning

(a

udie

nce)

. Co

nven

tions

for d

iffer

ent i

nter

actio

ns a

re u

sed.

For

exa

mpl

e:

x te

leph

one

inte

ract

ions

x

turn

taki

ng in

mee

tings

, disc

ussio

ns o

r tra

inin

g sit

uatio

ns

x cu

ltura

l con

vent

ions

such

as g

reet

ings

and

leav

e ta

king

s x

form

al o

ral p

rese

ntat

ions

or s

peec

hes.

Act

iviti

es a

s des

crib

ed a

bove

are

use

d.

Way

s in

whi

ch p

urpo

se, s

ourc

e an

d au

dien

ce a

ffect

how

spea

king

and

lis

teni

ng ta

ke p

lace

are

exp

lore

d th

roug

h ac

tiviti

es su

ch a

s que

stion

and

an

swer

, writ

ten

resp

onse

s, gr

oup

wor

k, ro

le-p

lays

, etc

. Thi

s mig

ht in

volv

e lo

okin

g at

diff

eren

t sty

les o

f spe

akin

g, re

giste

r, to

ne, b

ody

lang

uage

, cul

tura

l iss

ues,

the

role

of c

ode-

switc

hing

, etc

. Cr

itica

l lan

guag

e aw

aren

ess s

houl

d al

so b

e enc

oura

ged

thro

ugh

iden

tifyi

ng

and

disc

ussin

g fe

atur

es su

ch a

s:

x m

anip

ulat

ive

and

emot

ive l

angu

age

x w

ays i

n w

hich

fact

s, fic

tion

or o

pini

ons a

re p

rese

nted

x

the

use o

f jar

gon

x

the

use o

f spe

cial

ised

voca

bula

ry

x w

ays i

n w

hich

cul

tura

l cod

es ar

e use

d in

lang

uage

x

barri

ers t

o ef

fect

ive

com

mun

icat

ion.

Spea

king

and

Li

sten

ing

Out

com

e 3.3

Le

arne

rs w

ill b

e abl

e to

us

e an

d re

spon

d to

di

ffere

nt g

ram

mat

ical

an

d str

uctu

ring

feat

ures

of

ora

l com

mun

icat

ion

The

gene

ral s

cope

and

con

text

s are

the

sam

e as

thos

e lis

ted

for O

utco

me

3.1.

Act

iviti

es h

ere

incl

ude:

x

a fo

cus o

n gr

amm

atic

al st

ruct

ures

in o

ral c

omm

unic

atio

n (e

.g.,

tens

e/tim

e m

arke

rs, p

arts

of sp

eech

, con

cord

, act

ive

and

pass

ive

voic

e,

and

com

plex

and

com

poun

d se

nten

ces)

x

unde

rsta

ndin

g an

d pr

actis

ing

struc

turin

g de

vice

s and

con

vent

ions

, suc

h as

intro

duct

ions

and

conc

lusio

ns, a

nd ap

prop

riate

way

s of r

espo

ndin

g in

or

al in

tera

ctio

ns.

Pa

ge 1

3 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

EL

EM

EN

T 4

V

ISU

AL

LIT

ER

AC

Y

TIT

LE

E

lem

ent 4

: Vis

ual L

itera

cy

PUR

POSE

V

isua

l lite

racy

ski

lls a

re a

pplie

d in

bot

h re

adin

g an

d w

ritin

g, a

nd c

an a

lso

be u

sed

as a

bas

is fo

r ora

l int

erac

tion.

Use

s of v

isua

l lite

racy

in th

ese

elem

ents

ha

ve b

een

note

d in

the

rele

vant

tem

plat

es.

Vis

ual l

itera

cy is

pre

sent

ed h

ere

as a

sep

arat

e el

emen

t so

that

mor

e de

tail

can

be g

iven

. Thi

s is

bec

ause

vis

ual l

itera

cy –

impl

ying

fam

iliar

ity w

ith th

e di

ffere

nt w

ays

in w

hich

info

rmat

ion

can

be c

onve

yed

and

orga

nise

d –

is a

key

ski

ll in

occ

upat

iona

l lea

rnin

g an

d pr

ogre

ss. I

nfor

mat

ion

in th

e w

orkp

lace

, an

d in

occ

upat

iona

l tra

inin

g, is

pre

sent

ed a

nd m

edia

ted

in n

umer

ous

way

s: th

is a

pplie

s to

vis

ual r

epre

sent

atio

ns in

pap

er-b

ased

text

s, an

d to

mul

timed

ia

cont

exts

such

as P

ower

Poin

t (or

sim

ilar p

acka

ges)

pre

sent

atio

ns a

nd o

ther

ele

ctro

nic

text

s tha

t dem

and

spec

ific

type

s of r

eadi

ng sk

ills.

Le

arne

rs w

ill u

nder

stan

d th

at th

ere

are

a nu

mbe

r of d

iffer

ent w

ays

of p

rese

ntin

g in

form

atio

n. T

hey

will

be

able

to e

xtra

ct in

form

atio

n fr

om a

rang

e of

vi

sual

and

gra

phic

repr

esen

tatio

ns a

t the

requ

ired

leve

l. Th

ey w

ill b

e ab

le to

pro

duce

vis

ual t

exts

suc

h as

sim

ple

tabl

es a

nd o

rgan

ogra

ms

for p

artic

ular

pu

rpos

es a

ccor

ding

to in

stru

ctio

ns.

Th

e te

rm 'g

raph

ic re

pres

enta

tion'

is u

sed

here

to re

fer t

o an

y pi

ctor

ial o

r dia

gram

mat

ic re

pres

enta

tion

as in

dica

ted

by th

e ex

ampl

es g

iven

bel

ow.

OU

TC

OM

ES

SCO

PE &

CO

NT

EX

TS

L

EA

RN

ING

AC

TIV

ITY

GU

IDE

LIN

ES

V

isual

Lite

racy

O

utco

me

4.1

Lear

ners

will

be a

ble

to

iden

tify

the p

urpo

ses o

f vi

sual

and

gra

phic

re

pres

enta

tions

The t

ypes

of g

raph

ic re

pres

enta

tions

whi

ch le

arne

rs w

ill g

ener

ally

dea

l with

in

clud

e the

follo

win

g:

x ta

bles

x

diag

ram

s x

simpl

e gr

aphs

x

simpl

e sp

read

shee

ts fo

r fin

anci

al in

form

atio

n

x or

gano

gram

s x

flow

cha

rts

x m

ind

map

s x

carto

ons

x ill

ustra

tions

x

poste

rs

x te

chni

cal d

raw

ings

x

simpl

e pla

ns

x m

aps

x Po

wer

Poin

t (or

sim

ilar)

pres

enta

tions

Act

iviti

es fo

r all

outc

omes

shou

ld ai

m a

t exp

osur

e to

, and

pra

ctic

e w

ith, v

isual

an

d gr

aphi

c tex

ts. T

he m

ain

aim

is to

hel

p le

arne

rs fe

el a

t eas

e w

ith d

iffer

ent

way

s of p

rese

ntin

g in

form

atio

n, so

that

they

can

eas

ily u

nder

stand

wha

t is

bein

g pr

esen

ted.

W

here

a pr

ogra

mm

e ha

s bee

n de

signe

d fo

r a p

artic

ular

occ

upat

iona

l sec

tor,

the e

mph

asis

will

be

on th

e m

ost c

omm

only

use

d vi

sual

repr

esen

tatio

ns in

that

se

ctor

. A

ctiv

ities

rela

ted

to u

nder

stand

ing

the p

urpo

ses o

f visu

al li

tera

cy e

xam

ples

ca

n be

don

e thr

ough

: x

verb

al a

nd w

ritte

n re

spon

ses t

o str

uctu

red

ques

tions

on

info

rmat

ion

pres

ente

d

x tra

nsfe

r of i

nfor

mat

ion

from

one

form

to a

noth

er, e

.g.,

from

a gr

aph

to a

sim

ple

tabl

e x

sum

mar

ising

info

rmat

ion

x

labe

ling

of d

iagr

ams a

nd te

chni

cal d

raw

ings

on

the b

asis

of g

iven

in

form

atio

n.

Pa

ge 1

4 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

Fo

r thi

s out

com

e, 'pu

rpos

es' w

ill fo

cus o

n ho

w a

nd w

hy th

e fo

llow

ing

are

pres

ente

d or

conv

eyed

:

x sim

ple

statis

tics

x se

quen

ces,

rela

tions

hips

and

pro

cess

es

x co

mpa

rison

s: sim

ilarit

ies a

nd d

iffer

ence

s x

repr

esen

tatio

ns o

f sha

pe a

nd si

ze

x hi

erar

chie

s of i

mpo

rtanc

e x

listin

gs

x im

ages

, ide

as a

nd fe

elin

gs (c

arto

ons,

illus

tratio

ns a

nd p

hoto

s).

Visu

al L

itera

cy

Out

com

e 4.

2 Le

arne

rs w

ill b

e abl

e to

id

entif

y th

e m

ain

feat

ures

of c

omm

on

visu

al a

nd g

raph

ic

repr

esen

tatio

ns

The

gene

ral s

cope

is c

over

ed in

Out

com

e 4.

1.

Mai

n fe

atur

es sh

ould

cov

er:

x fu

nctio

ns o

f hea

ding

s, su

bhea

ding

s, la

bels,

hea

ders

and

foot

ers,

keys

, sc

ale,

etc.

x

rela

tions

hips

bet

wee

n co

lum

ns, b

oxes

or c

ircle

s x

func

tions

of a

rrow

s or o

ther

link

ing

devi

ces

x ef

fect

s and

aim

s of m

ovin

g im

ages

and

ove

rlays

in P

ower

Poin

t pr

esen

tatio

ns.

Act

iviti

es re

late

d to

iden

tifyi

ng th

e fe

atur

es o

f visu

al li

tera

cy e

xam

ples

can

be

done

thro

ugh:

x

verb

al a

nd w

ritte

n re

spon

ses t

o str

uctu

red

ques

tions

on

info

rmat

ion

pres

ente

d

x la

belin

g of

dia

gram

s and

tech

nica

l dra

win

gs o

n th

e bas

is of

giv

en

info

rmat

ion.

Visu

al L

itera

cy

Out

com

e 4.

3 Le

arne

rs w

ill b

e abl

e to

un

ders

tand

the

mea

ning

of

visu

al a

nd g

raph

ic

repr

esen

tatio

ns a

nd

expl

ain

thei

r con

tent

The

gene

ral s

cope

is c

over

ed in

Out

com

e 4.

1.

Act

iviti

es re

late

d to

und

ersta

ndin

g th

e m

eani

ng o

f visu

al li

tera

cy e

xam

ples

can

be d

one t

hrou

gh:

x re

spon

ding

to v

isual

gra

phic

repr

esen

tatio

ns a

s the

bas

is fo

r ext

ende

d w

ritin

g or

deb

ates

x

verb

al a

nd w

ritte

n re

spon

ses t

o str

uctu

red

ques

tions

on

info

rmat

ion

pres

ente

d x

trans

fer o

f inf

orm

atio

n fro

m o

ne fo

rm to

ano

ther

, e.g

., fro

m a

grap

h to

a

simpl

e ta

ble

x su

mm

arisi

ng in

form

atio

n

x la

belin

g of

dia

gram

s and

tech

nica

l dra

win

gs o

n th

e bas

is of

giv

en

info

rmat

ion.

Pa

ge 1

5 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

Visu

al L

itera

cy

Out

com

e 4.

4 Le

arne

rs w

ill b

e abl

e to

pr

esen

t inf

orm

atio

n in

ba

sic v

isual

and

gra

phic

w

ays

In re

spon

se to

giv

en in

form

atio

n, le

arne

rs w

ill b

e ab

le to

pro

duce

: x

simpl

e ta

bles

x

simpl

e gr

aphs

x

simpl

e org

anog

ram

s x

min

d m

aps

x nu

mbe

red

lists

x

labe

led

diag

ram

s or d

raw

ings

x

poste

rs

x an

out

line o

f a p

rese

ntat

ion.

Th

e inf

orm

atio

n gi

ven

to p

rom

pt th

e de

velo

pmen

t of v

isual

or g

raph

ic

info

rmat

ion

can

cove

r per

sona

l, so

cial

and

wor

kpla

ce c

onte

xts.

The

focu

s sh

ould

, how

ever

, be o

n w

ork-

rela

ted

pres

enta

tions

of d

ata

or in

form

atio

n,

visu

al li

tera

cy in

trai

ning

mat

eria

l, an

d te

chni

ques

for u

sing

visu

al

repr

esen

tatio

ns fo

r stu

dy sk

ills.

This

can

be d

one

thro

ugh:

x

indi

vidu

al o

r gro

up p

roje

cts a

imed

at th

e co

llect

ion

of d

ata (

e.g.

, pos

ters

, pr

esen

tatio

ns)

x sim

ple p

rese

ntat

ions

on

a gi

ven

topi

c

x tra

nsfe

r of i

nfor

mat

ion

from

one

visu

al fo

rm to

ano

ther

. .

Pa

ge 1

6 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

EL

EM

EN

T 5

L

AN

GU

AG

E S

TR

UC

TU

RE

AN

D U

SE

TIT

LE

E

lem

ent 5

: Lan

guag

e St

ruct

ure

and

Use

PUR

POSE

Th

is e

lem

ent i

n th

e Fo

unda

tiona

l Com

mun

icat

ion

Fram

ewor

k gi

ves

lear

ners

a c

onsc

ious

und

erst

andi

ng o

f how

lang

uage

wor

ks, a

nd p

rovi

des

them

with

th

e vo

cabu

lary

with

whi

ch to

talk

abo

ut la

ngua

ge.

Gra

mm

ar d

escr

ibes

wor

ds in

term

s of

thei

r fu

nctio

n or

use

. It g

ives

rul

es o

r co

nven

tions

on

how

wor

ds f

it to

geth

er to

for

m th

e ba

sic u

nit o

f th

e En

glish

la

ngua

ge, t

he s

ente

nce.

Kno

win

g th

ese

rule

s an

d co

nven

tions

hel

ps le

arne

rs s

ee h

ow th

e la

ngua

ge w

orks

and

how

mea

ning

is b

uilt

up. I

t also

hel

ps le

arne

rs

unde

rsta

nd th

e m

istak

es th

ey m

ay m

ake

in sp

eech

or w

ritin

g, a

nd h

ow to

corre

ct th

ese.

Th

is e

lem

ent i

s int

egra

l to

the

lear

ning

pro

cess

of a

ll th

e la

ngua

ge sk

ills.

So, f

or e

xam

ple,

whe

n re

adin

g or

writ

ing

– w

heth

er it

is u

npac

king

the

stru

ctur

e of

a w

ord,

a c

ompl

ex s

ente

nce,

a d

ense

par

agra

ph o

r an

ext

ende

d te

xt –

an

unde

rsta

ndin

g of

the

lan

guag

e in

use

hel

ps l

earn

ers

impr

ove

thei

r ow

n pe

rfor

man

ce.

The

lear

ning

act

ivity

gui

delin

es s

elec

t exa

mpl

es o

f how

ther

e ca

n be

exp

licit

teac

hing

and

pra

ctic

e of

lang

uage

ski

lls. I

t mus

t be

stre

ssed

, how

ever

, tha

t th

e te

achi

ng a

nd le

arni

ng o

f gra

mm

ar sh

ould

be

inte

grat

ed in

to th

e ot

her e

lem

ents

as m

uch

as p

ossi

ble.

OU

TC

OM

ES

SCO

PE &

CO

NT

EX

TS

L

EA

RN

ING

AC

TIV

ITY

GU

IDE

LIN

ES

La

ngua

ge S

truc

ture

O

utco

me

5.1

Lear

ners

will

be

fam

iliar

with

com

mon

gr

amm

atic

al fu

nctio

ns

of w

ords

, and

how

th

ese

affe

ct m

eani

ng

The

scop

e of

this

out

com

e in

clud

es th

e fo

llow

ing:

x

Parts

of s

peec

h (n

ouns

, ver

bs, a

djec

tives

, adv

erbs

, pre

posi

tions

, pr

onou

ns [s

ingu

lar,

plur

al a

nd g

ende

r], a

rticl

es a

nd c

onju

nctio

ns)

x R

ole

and

form

s of t

ense

s (pr

esen

t, pa

st a

nd fu

ture

; per

fect

and

co

ntin

uous

form

s; re

gula

r and

irre

gula

r ver

bs; p

rese

nt a

nd p

ast

parti

cipl

es; t

he ro

le o

f aux

iliar

y ve

rbs;

act

ive

and

pass

ive;

su

bjec

t/ver

b ag

reem

ent [

conc

ord]

in p

erso

n, n

umbe

r and

gen

der)

x

Wor

d fo

rmat

ion

(e.g

., pr

efix

es, s

uffix

es, s

ingu

lar a

nd p

lura

l for

ms,

com

para

tive

and

supe

rlativ

e fo

rms,

com

poun

d w

ords

) x

Wor

d ch

ange

s (e.

g., c

hang

ing

adje

ctiv

es to

adv

erbs

[qui

ck –

qu

ickl

y]; n

oun

to a

djec

tive

[nat

ion

– na

tiona

l]; v

erb

to n

oun

to

adje

ctiv

e [h

unt –

hun

ter –

hun

ted]

) x

Spel

ling

and

pron

unci

atio

n (e

.g.,

lette

rs, v

owel

s, co

nson

ants

and

sy

llabl

es; b

asic

spel

ling

rule

s; w

ays i

n w

hich

pro

nunc

iatio

n an

d w

ord

stre

ss a

ffec

ts m

eani

ng).

Not

e: L

earn

ers t

hem

selv

es d

o no

t nee

d to

be

able

to 'd

efin

e' al

l the

te

chni

cal g

ram

mat

ical

term

s, al

thou

gh th

ey sh

ould

be

fam

iliar

with

bas

ic

gram

mat

ical

term

inol

ogy

so th

at th

ese

term

s can

be

used

in te

achi

ng, f

or

erro

r rec

ogni

tion

and

feed

back

. A g

ood

Eng

lish

gram

mar

ref

eren

ce te

xt

is an

ess

entia

l res

ourc

e fo

r fa

cilit

ator

s.

Wor

k ex

plic

itly

with

tens

es, t

hrou

gh b

oth

stru

ctur

ed g

ram

mat

ical

task

s and

in

the

cont

ext o

f tex

ts th

at y

ou m

ay b

e us

ing

for o

ther

ele

men

ts. T

alk

abou

t ho

w v

erb

chan

ges a

ffec

t the

mea

ning

of a

text

and

its s

eque

nce

of e

vent

s. G

et le

arne

rs to

pra

ctis

e us

ing

diffe

rent

tens

es, a

nd ta

lk a

bout

how

diff

eren

t fo

rms o

f ten

ses w

ork.

Y

ou c

an u

se p

arts

of t

exts

use

d fo

r oth

er e

lem

ents

to id

entif

y an

d di

scus

s ex

ampl

es o

f gra

mm

atic

al p

roce

sses

, suc

h as

: x

How

Eng

lish

pron

ouns

hav

e diff

eren

t for

ms a

ccor

ding

to th

eir f

unct

ion

in th

e se

nten

ce (I

/me,

he/h

im, s

he/h

er, e

tc.).

x

How

pro

noun

s wor

k to

repl

ace

noun

phr

ases

(e.g

., 'T

hey

follo

wed

the

tall

blon

d m

an w

ith th

e one

bla

ck sh

oe b

ecom

es T

hey

follo

wed

him

). x

How

con

junc

tions

may

hav

e diff

eren

t fun

ctio

ns (e

.g.,

the d

iffer

ence

the

two

sent

ence

s We

walk

ed a

nd h

e tal

ked

and

He t

alke

d wh

ile w

e wa

lked

).

Pa

ge 1

7 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

x Th

e im

porta

nce o

f con

cord

and

how

this

affe

cts m

eani

ng (e

.g.,

the

diffe

renc

e bet

wee

n 'I

brok

e m

y to

e pla

ying

foot

ball'

and

'I b

roke

his

toe

play

ing

foot

ball'

etc

.) x

Disc

ussin

g ex

cept

ions

to g

ener

al ru

les,

e.g.

: o

ad

ject

ives

that

use

'mor

e' an

d 'm

ost'

inste

ad o

f suf

fixes

(e.g

., m

ore

info

rmed

; mos

t gen

erou

s)

o

adje

ctiv

es th

at c

anno

t hav

e deg

rees

of c

ompa

rison

(e.g

., un

ique

; pe

rfect

) o

no

uns s

uch

as u

ncou

ntab

le n

ouns

that

don

't hav

e plu

rals

(e.g

., in

form

atio

n; g

old;

milk

) D

ictio

narie

s can

be

used

for w

ork

arou

nd sp

ellin

g, p

ronu

ncia

tion

and

gram

mat

ical

feat

ures

(e.g

., de

gree

s of c

ompa

rison

of a

djec

tives

(pre

tty,

pret

tier,

pret

tiest)

, irre

gula

r plu

rals,

irre

gula

r for

ms o

f ver

bs, s

peci

al w

ays i

n w

hich

wor

ds ar

e us

ed (e

.g.,

with

a p

artic

ular

pre

posit

ion

– In

the

mea

ntim

e).

Wor

d ga

mes

such

as c

ross

wor

ds, s

crab

ble

and

hang

man

can

be

used

for

unde

rsta

ndin

g ho

w w

ords

are b

uilt

up.

Cl

assr

oom

disc

ussio

n sh

ould

also

dra

w o

n kn

owle

dge o

f ow

n an

d ot

her

lang

uage

s, as

a ba

sis fo

r und

ersta

ndin

g ho

w la

ngua

ges w

ork.

La

ngua

ge S

truc

ture

O

utco

me

5.2

Lear

ners

use

gr

amm

atic

al

know

ledg

e to

wor

k w

ith a

nd c

onst

ruct

m

eani

ngfu

l sen

tenc

es

The

scop

e of

this

out

com

e in

clud

es th

e fo

llow

ing:

x

Sent

ence

type

s and

tran

sfor

mat

ions

(e.g

., si

mpl

e se

nten

ces,

stat

emen

ts, q

uest

ions

, com

man

ds, e

xcla

mat

ions

, cha

ngin

g po

sitiv

e se

nten

ces t

o ne

gativ

e se

nten

ces a

nd v

ice

vers

a, c

hang

ing

activ

e se

nten

ces t

o pa

ssiv

e se

nten

ces a

nd v

ice

vers

a)

x B

asic

sent

ence

ana

lysi

s (e.

g., u

nder

stan

ding

subj

ects

, pre

dica

tes,

and

obje

cts i

n te

rms o

f how

they

func

tion

to m

ake

mea

ning

; diff

eren

ce

betw

een

sim

ple

and

com

poun

d se

nten

ces;

how

con

junc

tions

wor

k in

se

nten

ces;

phr

ases

and

cla

uses

in se

nten

ces)

x

How

pro

nunc

iatio

n an

d st

ress

in se

nten

ces a

ffect

s mea

ning

.

Act

iviti

es c

ould

incl

ude:

x

Exer

cise

s whe

re le

arne

rs h

ave

to d

istin

guis

h be

twee

n a

'wor

d sa

lad'

, w

ell-f

orm

ed se

nten

ces t

hat a

re n

ever

thel

ess n

onse

nse,

wel

l-for

med

se

nten

ces t

hat h

ave

mea

ning

x

Iden

tifyi

ng th

e in

tent

of t

he se

nten

ce in

its c

onte

xt –

this

coul

d be

inte

gral

to

a re

adin

g or

writ

ing

activ

ity

x Si

mpl

e se

nten

ce a

naly

sis in

to su

bjec

t, pr

edic

ates

and

obj

ects

x

Iden

tifyi

ng h

ow co

njun

ctio

ns a

ffect

sequ

ence

and

mea

ning

(e.g

., wh

en,

befo

re, a

fter l

inke

d to

tim

e; b

ecau

se li

nked

to re

ason

; the

refo

re li

nked

to

effe

ct e

tc.)

x Ta

lkin

g ab

out t

he st

ruct

ure o

f sen

tenc

es a

s a w

ay o

f und

ersta

ndin

g th

eir

wor

king

s mor

e cle

arly

; disc

ussio

n w

ith e

xam

ples

. x

Whi

le re

adin

g, le

arne

rs d

iscus

s com

plex

sent

ence

s and

exp

lain

wha

t pu

rpos

e is

bein

g se

rved

by

the

vario

us c

laus

es.

x U

sing

read

ing

alou

d ac

tiviti

es to

expl

ore

how

wor

d str

ess i

n En

glish

se

nten

ces c

an c

hang

e m

eani

ng.

Pa

ge 1

8 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

Lang

uage

Str

uctu

re

Out

com

e 5.

3 Le

arne

rs u

se

gram

mat

ical

kn

owle

dge

to p

roce

ss

and

unde

rsta

nd

conn

ecte

d pa

ragr

aphs

an

d lo

nger

text

s

The

scop

e of

this

out

com

e in

clud

es th

e fo

llow

ing:

x

Punc

tuat

ion

with

in a

nd b

etw

een

sent

ence

s (e.

g., f

ull s

tops

, que

stio

n m

arks

, exc

lam

atio

n m

arks

, apo

stro

phes

of o

mis

sion

[don

't, c

an't,

he

's] a

nd b

elon

ging

[the

mot

her's

son]

, diff

eren

t fun

ctio

ns o

f co

mm

as, q

uota

tion

mar

ks in

dire

ct sp

eech

, etc

.) x

Para

grap

h co

nstru

ctio

n:

o

Iden

tific

atio

n of

topi

c se

nten

ce a

nd su

ppor

ting

sent

ence

s. o

Co

nstru

ctio

n of

par

agra

phs w

ith to

pic

and

supp

ortin

g se

nten

ces.

o

Usin

g va

riety

in v

ocab

ular

y to

avo

id re

petit

ion.

o

A

void

ing

redu

ndan

cies

, e.g

., m

y Dad

he,

mor

e bi

gger

than

and

can

to g

o.

o

Del

etin

g w

ords

to m

ake t

he p

arag

raph

tigh

ter.

o

Tr

acin

g co

nnec

tions

bet

wee

n pa

ragr

aphs

.

Act

iviti

es co

uld

incl

ude:

x

Inse

rting

pun

ctua

tion

whe

re re

quire

d x

Look

ing

at e

xam

ples

of h

ow c

hang

ing

punc

tuat

ion

chan

ges t

he m

eani

ng,

or h

ow in

corre

ct p

unct

uatio

n hi

des o

r dist

orts

the

mea

ning

x

Read

ing

alou

d, u

sing

punc

tuat

ion

for p

ause

s and

con

veyi

ng m

eani

ng.

x Re

arra

ngin

g w

ords

, phr

ases

and

sent

ence

s to

prod

uce

a m

ore

read

er-

frien

dly

and

conv

inci

ng o

rder

x

Iden

tifyi

ng si

gnpo

st w

ords

and

phr

ases

and

logi

cal c

onne

ctor

s in

text

s. x

Usin

g su

mm

arisi

ng sk

ills t

o sh

ow u

nder

stand

ing

of fl

ow o

f ide

as.

This

outc

ome

is pr

actis

ed in

the

cont

ext o

f ext

ende

d w

ritin

g of

all

kind

s. Fe

edba

ck sh

ould

em

phas

ise h

ow p

arag

raph

bre

aks s

uppo

rt th

e lo

gica

l pr

ogre

ssio

n of

idea

s.

Pa

ge 1

9 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

EL

EM

EN

T 6

ST

UD

Y S

KIL

LS

T

ITL

E

Ele

men

t 6: S

tudy

Ski

lls

PUR

POSE

Th

e m

ain

purp

ose

of th

is e

lem

ent i

s to

help

lear

ners

use

Eng

lish

effe

ctiv

ely

for l

earn

ing

and

train

ing.

Le

arne

rs a

re f

amili

aris

ed w

ith l

earn

ing

stra

tegi

es a

nd w

ays

of p

lann

ing

and

man

agin

g th

eir

lear

ning

act

iviti

es a

nd r

esou

rces

. Th

ey p

ract

ise

usin

g te

rmin

olog

y lin

ked

to tr

aini

ng a

ctiv

ities

and

task

s, an

d to

ass

essm

ent.

The

trans

fer o

f inf

orm

atio

n be

twee

n sp

oken

and

writ

ten

sour

ces,

and

from

oth

er

lang

uage

s com

mon

ly in

use

in th

e en

viro

nmen

t, is

esp

ecia

lly e

mph

asis

ed.

Not

e: T

his

elem

ent

is d

escr

ibed

in

term

s of

app

licat

ions

to

be p

rom

oted

in t

he c

ours

e of

the

lea

rnin

g pr

ogra

mm

e, r

athe

r th

an i

n te

rms

of

asse

ssab

le o

utco

mes

.

APP

LIC

AT

ION

S

SCO

PE &

CO

NT

EX

TS

L

EA

RN

ING

AC

TIV

ITY

GU

IDE

LIN

ES

App

licat

ion

6.1

Und

ersta

nd a

nd u

se

com

mon

stud

y an

d tra

inin

g te

rmin

olog

y

Exam

ples

of l

earn

ing

task

type

s are

: x

obse

rvat

ion

of p

erfo

rman

ce

x or

al q

uesti

onin

g x

assig

nmen

t x

writ

ten

asse

ssm

ent o

r tes

t x

proj

ect

x pr

esen

tatio

n.

Exam

ples

of i

nstru

ctio

ns ar

e:

x m

ultip

le-c

hoic

e in

struc

tions

(e.g

., tic

k, u

nder

line,

circ

le, d

elet

e, m

atch

, fil

l in,

com

plet

e, la

bel,

etc.)

x

exte

nded

task

instr

uctio

ns (e

.g.,

find,

des

crib

e, se

lect

, com

pare

, con

trast,

di

scus

s, su

mm

arise

, etc

.) x

spec

ific p

ract

ical

wor

kpla

ce le

arni

ng in

struc

tions

(e.g

., pr

epar

e, id

entif

y,

dism

antle

, con

struc

t …).

Thes

e ap

plic

atio

ns

are

inte

grat

ed

into

ge

nera

l le

arni

ng

and

asse

ssm

ent

activ

ities

. How

ever

, fac

ilita

tors

can

mak

e the

se e

xplic

it by

: x

chec

king

that

lear

ners

do

in fa

ct u

nder

stand

the

mea

ning

of s

tudy

-sp

ecifi

c ter

min

olog

y an

d in

struc

tions

x

givi

ng le

arne

rs o

ppor

tuni

ties t

o pr

actis

e res

pond

ing

to a

sses

smen

t fo

rmat

s and

instr

uctio

ns

x ho

ldin

g di

scus

sions

on

why

cer

tain

task

s are

und

erta

ken

and

pres

ente

d in

spec

ific

way

s and

form

ats,

and

whe

ther

or n

ot th

ey co

uld

be d

one

diffe

rent

ly (

e.g.

, whe

n is

oral

que

stion

ing

appr

opria

te?

Wha

t kin

ds o

f w

orkp

lace

lear

ning

nee

ds to

be

chec

ked

in fo

rmal

way

s?).

Pa

ge 2

0 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

App

licat

ion

6.2

Und

ersta

nd a

nd u

se

diffe

rent

lear

ning

str

ateg

ies

Exam

ples

of s

trate

gies

are:

x

aski

ng q

uesti

ons

x m

emor

ising

x

note

taki

ng

x su

mm

arisi

ng

x sk

imm

ing

and

scan

ning

x

usin

g vi

sual

aids

(e.g

., m

ind

map

s and

dia

gram

s)

x us

ing

refe

renc

ing

skill

s (e.

g., c

onte

nts,

page

refe

renc

es a

nd in

dexe

s)

x in

corp

orat

ing

feed

back

x

wor

king

with

oth

ers

x de

velo

ping

a stu

dy sy

stem

x

findi

ng a

nd u

sing

addi

tiona

l res

ourc

es (l

ibra

ries,

refe

renc

e boo

ks o

r te

xts,

the

inte

rnet

or o

ther

peo

ple)

x

usin

g tra

nsla

tion

into

oth

er la

ngua

ges f

or c

larif

icat

ion

of c

once

pts.

Thes

e ap

plic

atio

ns a

re i

nteg

rate

d in

to g

ener

al l

earn

ing

activ

ities

. H

owev

er,

faci

litat

ors c

an m

ake

thes

e ex

plic

it by

: x

mak

ing

sure

that

lear

ners

are

mad

e aw

are

of a

vaila

ble r

esou

rces

, and

kn

ow h

ow to

use

them

x

prac

tisin

g le

arni

ng st

rate

gies

such

as n

ote-

taki

ng o

r list

enin

g fo

r det

ail.

App

licat

ion

6.3

Man

age

lear

ning

and

le

arni

ng m

ater

ials

Exam

ples

are

: x

know

ing

the

spec

ific

term

inol

ogy

and/

or la

ngua

ge st

yle

used

in a

spec

ific

wor

kpla

ce o

r occ

upat

iona

l tra

inin

g co

ntex

t x

iden

tifyi

ng le

arni

ng st

eps a

nd g

oals

x

plan

ning

and

tim

etab

ling

x ke

epin

g le

arni

ng re

sour

ces a

nd o

wn

wor

k in

goo

d or

der (

e.g.

, por

tfolio

s of

evi

denc

e).

Thes

e ap

plic

atio

ns a

re i

nteg

rate

d in

to g

ener

al l

earn

ing

activ

ities

. H

owev

er,

faci

litat

ors c

an m

ake

thes

e ex

plic

it by

: x

givi

ng sp

ecifi

c gu

idan

ce o

n ho

w to

kee

p ow

n w

ork

and

lear

ning

m

ater

ials

in o

rder

(e.g

., co

mpi

ling

portf

olio

s in

Foun

datio

nal

Com

mun

icat

ion;

com

pilin

g po

rtfol

ios i

n ot

her f

ield

s of s

tudy

if

appl

icab

le; k

eepi

ng lo

g bo

oks o

r tim

e sh

eets

for p

ract

ical

or w

orkp

lace

le

arni

ng if

appl

icab

le).

Pa

ge 2

1 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

EL

EM

EN

T 7

W

OR

KPL

AC

E T

ER

MIN

OL

OG

Y

T

ITL

E

Ele

men

t 7: W

orkp

lace

Ter

min

olog

y

PUR

POSE

Th

e m

ain

purp

ose

of th

is e

lem

ent i

s to

help

lear

ners

use

Eng

lish

effe

ctiv

ely

in th

e w

orkp

lace

and

in o

ccup

atio

nal d

omai

ns.

Lear

ners

are

fam

iliar

ised

with

com

mon

ly u

sed

form

s of s

poke

n an

d w

ritte

n co

mm

unic

atio

ns in

and

abo

ut th

e w

orkp

lace

. The

aim

is to

ena

ble

lear

ners

to

talk

abo

ut a

nd e

ngag

e w

ith t

he w

orld

of

wor

k th

roug

h th

e m

ediu

m o

f En

glis

h. P

rogr

amm

es m

ay i

nclu

de 'E

nglis

h fo

r sp

ecifi

c pu

rpos

es' i

n te

rms

of

parti

cula

r occ

upat

iona

l voc

abul

ary,

or i

n te

rms o

f a p

artic

ular

occ

upat

iona

l env

ironm

ent (

e.g.

, cus

tom

er s

ervi

ces,

man

ufac

turin

g, e

tc.),

alo

ngsi

de g

ener

al

use

of E

nglis

h fo

r a n

umbe

r of p

urpo

ses a

nd c

onte

xts.

Th

e ap

plic

atio

ns, s

cope

and

con

text

s gi

ven

here

dra

w o

n a

revi

ew o

f the

'gen

eric

' uni

t sta

ndar

ds p

rodu

ced

by a

num

ber o

f diff

eren

t occ

upat

iona

l sec

tors

in

the

inte

rest

s of '

wor

k re

adin

ess'.

N

ote:

Thi

s el

emen

t is

des

crib

ed i

n te

rms

of a

pplic

atio

ns t

o be

pro

mot

ed i

n th

e co

urse

of

the

lear

ning

pro

gram

me,

rat

her

than

ass

essa

ble

outc

omes

.

APP

LIC

AT

ION

S

SCO

PE &

CO

NT

EX

TS

L

EA

RN

ING

AC

TIV

ITY

GU

IDE

LIN

ES

App

licat

ion

7.1

Disc

uss a

nd u

nder

stand

th

e ke

y fe

atur

es o

f a

wor

kpla

ce

Use

and

und

ersta

nd te

rms s

uch

as:

x pu

rpos

e of t

he o

rgan

isatio

n (e

.g.,

prim

ary

and

seco

ndar

y in

dustr

y, se

rvic

e se

ctor

s, et

c.)

x bu

sines

s ter

min

olog

y (e

.g.,

prod

uctio

n, su

pply

and

dem

and,

capi

tal,

prof

itabi

lity,

etc

.) x

hum

an re

sour

ces (

pers

onne

l, re

mun

erat

ion,

ben

efits

, etc

.)

x bu

sines

s flo

w, p

lann

ing,

fore

casti

ng a

nd b

udge

ting

x

orga

nisa

tiona

l dyn

amic

s (e.

g., m

anag

emen

t and

uni

on ro

les,

wor

kpla

ce

orga

nogr

ams,

flat o

r hie

rarc

hica

l stru

ctur

e, et

c.)

x le

gisla

tive

cont

exts

x

valu

e sy

stem

s (e.

g., m

issio

n an

d va

lue

state

men

ts)

x he

alth

and

safe

ty re

gula

tions

x

custo

mer

(int

erna

l or e

xter

nal)

rela

tions

x

wor

kpla

ce is

sues

(e.g

., H

IV/A

IDS,

bar

riers

to co

mm

unic

atio

n, d

iver

sity

issue

s, w

ork

flow

, etc

.).

Thes

e app

licat

ions

are

inte

grat

ed in

to g

ener

al le

arni

ng a

ctiv

ities

. So

me o

f the

text

s use

d fo

r rea

ding

, writ

ing

and

visu

al li

tera

cy a

ctiv

ities

shou

ld

addr

ess t

he sc

ope a

nd co

ntex

ts lis

ted

for t

his e

lem

ent.

Pa

ge 2

2 of

33

IEB

: ASS

ESSM

ENT

QU

ALI

TY P

AR

TNER

TO

TH

E Q

CTO

FO

UN

DA

TIO

NA

L LE

AR

NIN

G C

OM

PETE

NC

E C

OM

MU

NIC

ATI

ON

IN E

NG

LISH

: CU

RR

ICU

LUM

FR

AM

EWO

RK

App

licat

ion

7.2

Iden

tify

and

disc

uss

com

mon

feat

ures

of

wor

kpla

ce ro

les a

nd

resp

onsib

ilitie

s

Use

and

und

ersta

nd te

rms s

uch

as:

x w

orkp

lace

role

s (e.

g., m

anag

emen

t, su

perv

isory

, tea

m, i

ndiv

idua

l, ad

viso

ry, c

oach

, men

tor,

etc.)

x

wor

kpla

ce in

tera

ctio

ns (e

.g.,

wor

king

in a

team

, usin

g co

nven

tions

for

repo

rting

, iss

uing

and

rece

ivin

g in

struc

tions

, etc

.) x

wor

kpla

ce b

ehav

iour

and

eth

ics.

Som

e of t

he te

xts u

sed

for r

eadi

ng, w

ritin

g an

d vi

sual

lite

racy

act

iviti

es sh

ould

ad

dres

s the

scop

e and

cont

exts

liste

d fo

r thi

s ele

men

t.

App

licat

ion

7.3

Use

Eng

lish

in sp

ecifi

c oc

cupa

tions

(o

ptio

nal)

Whe

re ap

prop

riate

in c

usto

mise

d de

liver

y of

a p

rogr

amm

e fo

r a se

ctor

, the

fo

cus c

an b

e on

spec

ific c

luste

rs o

f ter

min

olog

y (e

.g.,

scie

ntifi

c, te

chni

cal o

r bu

sines

s), a

ppro

ache

s (e.

g., d

ealin

g w

ith c

usto

mer

s or c

lient

s) o

r the

tech

nica

l sh

orth

and/

abbr

evia

tions

use

d in

spec

ific o

ccup

atio

ns.

Cus

tom

ised

lear

ning

act

iviti

es (o

ptio

nal).

Page 23 of 33

IEB: ASSESSMENT QUALITY PARTNER TO THE QCTO FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM FRAMEWORK

C. Foundational Communication in English: Guidelines for Facilitators

The Foundational Learning Competence Communication Curriculum Framework describes the scope and coverage of an appropriate programme or course, but does not give the sequence and progression of activities, or prescribe specific texts. The framework is not itself a learning programme: it is a description of what needs to be covered in a learning programme leading to foundational competence, referenced by illustrative examples of the types of activities and applications that would support the goals for Foundational Communication as described in Section A. The assumption is that providers working in the field will develop or adapt their own materials. We therefore offer some guidelines in the form of general notes on methodology, and exemplars of tasks and activities to illustrate the level of Foundational Communication.

1. Entry assumptions and length of programme

A foundational learning programme would aim to reach the outcomes set out in the framework by the end of the course of learning. Working back from these and taking into account an average programme length of about 200 hours, a typical learner should have a minimum of ABET Level 3 competence in English on entry to the programme. Learners who have not established basic literacy and writing skills will not be able to cope with the coverage and activities set out in the framework. It is recommended that providers develop placement or diagnostic entry assessments. They will then either need to tailor the programme and its duration to suit the needs of a particular group of learners, or suggest alternatives if learners are going to be unable to cope with a standard foundational learning programme.

2. Guidelines on Methodology

The following approaches are suggested for delivery of the Foundational Learning Competence Communication Curriculum Framework: x Teaching methods should include promotion of the SAQA critical cross-field outcomes

during learning. x The emphasis is on practice and application of language skills, not on learning 'about'

the language. Therefore active and participatory learning is supported. The programme encourages learners to do practical learning such as finding things out for themselves, doing project-based learning, applying what has been learnt and problem solving. It also implies that the methods will include peer and group activities as well as individual activities. There should be an emphasis on open-ended oral discussions, reflections and report-backs in class.

x The different curriculum elements are taught in an integrated way. x Learners' own knowledge, experience, skills and home-language resources are drawn

on where possible. x Explicit links should be made with any occupational training the learners may be

involved in. x Learners are given guidance on managing their own learning strategies, resources and

materials, and on keeping their own records.

Page 24 of 33

IEB: ASSESSMENT QUALITY PARTNER TO THE QCTO FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM FRAMEWORK

3. Good practice elements of programme design

There are many models and resources that give guidelines for the development of programmes and course materials. The following is a distillation of generally accepted categories of criteria. They are formulated here in the context of course development against the FC Framework for a programme in Foundational Communication in English.

3.1 Overall programme plan

The programme plan should include: x broad outcomes to be achieved at the end of learning; x entry diagnostic assessment; x an overview of the assessment requirements; x some indication of how the programme is structured and organised (e.g.,

through themes or content coverage; time-based modules); x time frames; and x an overview of the approach.

3.2 Programme structure

x There should be a progressive build-up of skills with an evident developmental line of progression.

x There should be a balance between input, activities, feedback and assessment. x Knowledge and skills should be revised and assessed at key points.

3.3 Content

x The requirements of the Foundational Learning Competence Communication Framework should be addressed.

x Content should be free of mistakes, current and accurate. x Content should be varied and interesting, with a sufficient range of topics and

contexts to help with the transfer of skills, while remaining in line with the purpose of Foundational Communication in English.

x Learners' knowledge of other languages is used as a learning resource.

3.4 Design of activities and lessons

x Activities should have a clear purpose, which is communicated to the learner. x Activities are scaffolded to help learners progress through the different steps of

a problem or task. x There should be a range of different types of tasks and activities (e.g., oral,

written and multimedia presentations; individual, pair and group work; brainstorms, buzz groups, role-plays and structured discussions; short and simple practice tasks; longer applied or integrated projects).

x Instructions for the task and evidence or output requirements should be clear, simple and unambiguous.

x Where appropriate, answers or guidelines for evidence should be given. x Some tasks should be open-ended, allowing for a range of interpretations. x Formatting of instructions (e.g., headings and numbering; spaces for answering)

should be clear and consistent.

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3.5 Readability and language

x Language, style and syntax should be clear and understandable (e.g., not too wordy or too dense; with appropriate sentence and paragraph length).

x Technical terms or complex vocabulary should be explained or defined where needed.

x Simple, clear and unambiguous instructions should be given.

3.6 Assessment

x Formative assessment activities are varied and useful, and are used to give feedback to learners.

x Formative assessment for feedback should be built into learning activities. x Assessment opportunities should be built in at key points in the programme,

without being overwhelming. x Peer and self-assessment opportunities should be provided in addition to

facilitator assessment. x Programme-based assessment requirements should be clearly spelled out so that

learners understand what is being assessed and how it is being assessed. x The emphasis is on applied competence, and therefore learners produce a

significant body of work. x Guidance should be given on what to expect from the external assessment.

For further guidance on programme-based assessment and the external assessment, see Section D.

3.7 Presentation

x The layout and presentation of information should be user-friendly (e.g., readable fonts, adequate spacing, logical and consistent numbering and heading conventions, useable table of contents, etc.).

x Illustrations and graphics should be relevant, clearly captioned and logically placed.

x Information should be presented in a variety of ways (e.g., narrative texts, tables, graphs, organograms, etc.).

x Materials should be visually appealing, well organised, and easy to use and maintain.

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4. Exemplars

An exemplar is a typical example or illustration of the types of tasks learners could do, the kinds of evidence required, and the expected levels of performance. Abstract descriptions and definitions of outcomes and criteria can become self-defeating: exemplars show concrete examples of the levels and skills expected at this level. They also open up the criteria by which a learner's work can be judged, and contribute to a common understanding of the 'standard' of competence at a level. The exemplars given as support material generally illustrate integrated outcomes (i.e. the activities may involve several curriculum elements, such as reading, writing, visual literacy and study skills in relation to one text or related texts). These exemplars are designed primarily as teaching activities during a programme. This means that the tasks themselves do not represent the summative achievement level of learners at the end of the programme, although some of the evidence produced could be judged at a summative standard. The exemplars have the following features:

4.1 A workplace/occupational focus

The exemplars have been developed for the most part from genuine occupational training texts. This is in support of the key aim of preparing learners to use English in their occupational training. The texts have been used as a basis for giving learners practice in accessing and processing this kind of information, and using English to help them deal with occupational learning and materials. Some of the texts have been chosen from particular occupational contexts (e.g., Information Technology and vehicle manufacture). This does not mean that they can only be used with learners who are in that field. The texts use occupational content as the vehicle for practising language skills: the activities are not based on knowledge of that particular field (and neither do they assess occupational knowledge), but present the kind of layout, style, visual and language processing demands that learners may need to deal with through any type of content. Given that the Foundational Learning Programme supports cross-sector occupational training, texts and activities used in programmes could cover any of the occupational areas or generic workplace contexts. The main aim of these occupationally-focused exemplars is to suggest to developers how to derive learning material for language application from adapted or non-adapted occupational training material or workplace texts.

4.2 Social or general interest texts and activities

The points made in 4.1 above do not mean to suggest that the Foundational Learning Programme should be made up entirely of workplace or occupational materials – these exemplars are given here mainly to emphasise the occupational preparation aim of the programme. It is important that any learning programme includes activities that tap into general, social or personal adult interests beyond the workplace, in order to stimulate interest and the wider application of language skills. Learners can use and produce texts from any contexts that interest them. Other resources such as music and film can also be integrated into learning activities.

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4.3 Extension work

The exemplars in this Pack generally take the form of an integrated set of language tasks linked to one text or several short, related texts. While in this sense these exemplars are 'stand-alone' integrated tasks, the particular skills they address should be followed up, practised and incorporated into other activities. Each exemplar is followed by suggestions for extension work on this particular set of skills. In addition, materials developers and facilitators may well see other ways in which they can build on the exemplars themselves.

4.4 Audience

The exemplars contain an overview and notes for facilitators. The tasks and activities themselves are addressed directly to the learners, with scaffolding and vocabulary support where necessary to help them understand the instructions and carry out the activities. Each exemplar begins with an explanation to the learner of the purpose of the tasks. Where appropriate, assessment criteria with which learners can engage are given.

4.5 Assessment

These exemplars are designed mainly as learning activities rather than assessment tasks. However, they can be used for formative assessment purposes, either for feedback or for evaluating the learner's progress at any particular stage in the programme. Answers, assessment criteria or grading tools are given where appropriate, either in the body of the exemplar for learners to use or at the end for the facilitator to apply.

4.6 Format

The features given above are illustrated in the broad format through which the exemplars are presented. This is summarised below.

OVERVIEW OF THE EXEMPLAR

This is addressed to the facilitator or materials developer. x Purpose of this exemplar: a description of the kind of text used, the focus of the learning activity

and the skills addressed. x Outcomes addressed: cross-reference to the elements and outcomes set out in the FC Framework. x Formative assessment options: suggestions on when and how assessment can happen, and

assessment criteria and grids where necessary.

THE EXEMPLAR

This is addressed to the learner.

A brief overview of the purpose and nature of the task is given. This is then followed by the relevant texts and questions, with instructions and guidelines on completing the task. Answers are given where appropriate for learners to use for self-assessment, or for the facilitator to use.

ADDITIONAL NOTES

This is addressed to the facilitator or materials developer.

Suggestions for extension work, or how guidelines for facilitators might be linked to this type of task.

There are five Task Exemplars currently available from the QCTO.

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D. Foundational Communication in English: Assessment Requirements 1. PROGRAMME-BASED REQUIREMENTS

Programme-based assessment for Foundational Communication is based on two elements: x ongoing, formative assessment built into activities, which could lead to a variety of

outputs and products covering the range suggested in the FC Framework; and x formal assessments that produce evidence of particular elements and outcomes in the

FC Framework range.

It is expected that the provider will undertake a range of formal assessments for various purposes throughout the programme. Here we are concerned only with the minimum specified formal assessment tasks, covering three categories of skills to be formally assessed in relation to the elements and outcomes set out in the FC Framework. This work will be kept in a Portfolio of Evidence. The assessment grids given under each tasks are only examples of the types of approaches that can be used, providers are free to use other templates and approaches provided they are fit-for-purpose.

Task 1: Reading Reading skills are assessed through a comprehension task on a text in the range of 600 to 800 words. Texts may be narrative, factual, persuasive or functional, and should include some visual literacy elements. At least 10 questions to be answered in formal written form should be set on the text. Questions should cover the following range:

Range

Literal understanding Learners are asked to find and recognise straightforward meaning or information that is clearly given in the text.

Interpretive or analytical understanding Learners are asked to find and understand implied meaning or suggested information that is not explicitly stated in the text. They may be asked to recognise bias, or draw conclusions and express opinions on the text. They may be asked to recognise relationships in the text, such as comparing and contrasting. They may also be asked to interpret information given through visuals such as graphs or diagrams.

Application Learners are asked to use information that has been given, and apply it in a different way (e.g., presenting the information given in a narrative in a table; processing and re-formulating information given through graphic representations).

Structure Learners are asked to recognise ways in which the structure, organisation and formatting of a text have an impact on the reader (e.g., by helping or obscuring understanding).

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Assessment criteria should be developed in relation to each question, in terms of how well the purpose of the question was dealt with by the learner. An example of a grid that could be adapted for specific questions is given below. Other approaches are to use marks for weighting different questions.

Learner achievement levels against assessment criteria

Not achieved Answer does not make sense, the question or text has not been understood, the answer is full of errors and misinterpretations.

Partially achieved Answer shows some understanding of the text and/or question, but is missing the main point or is too full of errors.

Achieved Answer is relevant to the purpose and content of the question, and uses reasonably accurate language to get across the meaning required.

Achieved with excellence Answer shows ability to go beyond the minimum demands of the question while staying relevant to the question. Ideas are clearly expressed, and some originality or creativity is shown.

Task 2: Writing

Learners will be formally assessed on at least two pieces of extended writing in response to a specific assignment, instruction or topic. The two pieces of writing should differ from each other in form and purpose. Examples are: x a narrative or descriptive piece of writing in response to a topic; and x a formal piece of writing linked to an occupational or workplace topic. This should be

writing that uses specific conventions, such as a report or formal letter, and includes some visual representations (e.g., diagrams, flow charts) according to instructions.

Assessment criteria will be developed specific to each topic. The following categories of criteria should be addressed.

Content x Content is relevant to the topic.

x Content shows awareness of purpose, audience and context. x Content avoids repetition.

Structure x Appropriate formatting conventions are used (e.g., headings, numbering, spacing, etc.) if required by the task.

x There is effective and appropriate use of paragraphing. x Clear opening and concluding paragraphs are given. x There is a logical sequence and flow of ideas; events, ideas or descriptions

are clearly linked.

Language use x Appropriate tone and register are used as required by the topic or task. x Some complex constructions are used. x Syntax (word order) is sufficiently controlled so that meaning is clear. x Minor errors of agreement, tense, articles, pronouns, prepositions,

punctuation and spelling do not obscure meaning. x Appropriate linking words are used.

Vocabulary use x Language shows awareness of purpose, audience and context. x Vocabulary use goes beyond simple repetition of common words. x Vocabulary is appropriate to the topic or task.

Process x There is evidence of planning. x There is evidence of redrafting and correcting for improvement.

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Task 3: Speaking and listening

The assessment of speaking and listening should be an ongoing activity accomplished through a variety of tasks (e.g., speeches, role-plays, discussions, presentations, etc.) and informal observation (e.g., group work, question and answer sessions, etc.).

General assessment criteria

A general grid for assessment of speaking and listening skills applied in various contexts and interactions is given below.

Criterion 1: Literal comprehension

Can understand the overall meaning of the interaction; can identify and select information given in a spoken text.

Criterion 2: Interpretive comprehension

Can pick up obvious examples of hidden messages, bias, implicit values and concealment of information.

Criterion 3: Purpose and content

Can understand or put across main ideas, information or feelings clearly so that the main purpose of the communication is achieved. The content is relevant to the speaking and listening interaction taking place.

Criterion 4: Appropriacy

Can use the appropriate tone, language and register for the situation and the participants, e.g., formal, informal, greetings and leave takings, use of polite forms or more casual terms, etc.

Criterion 5: Fluency

Can speak fairly easily on the whole; hesitations and pauses do not disturb the overall flow of meaning.

Criterion 6: Conventions

Can use appropriate patterns and routines of communication in context, e.g., telephone greetings, openings to formal speeches, etc.

Criterion 7: Language

Can use language structures and vocabulary to express meaning fairly clearly on the whole. Where errors of structure or grammar are made, they do not seriously interfere with clarity of meaning. Can recognise major errors in speech.

Criterion 8: Process

Can maintain and manage interactions, e.g., question and answer, turn taking, etc. Checks on own and others' understanding, and can recognise signals that show that communication is not taking place successfully. Can make an accurate judgment on how well or badly the communication went. Can use own language or request translation where necessary.

Criterion 9: Voice

Pronunciation is varied but does not seriously interfere with understanding. Stress, pace and volume are appropriate for the interaction.

Criterion 10: Body language

Can use hand signals, gestures and facial expressions appropriately.

Assessment of a specified task

One formal assessment of speaking and listening skills should be undertaken. Typically, this could be a speech or presentation of about five minutes on a given topic – in the context of the Foundational Communication, this should be on a workplace-related topic. For example, learners in a workplace could give a presentation on the mission and values of the company, or on the nature of the company and the products or services it offers, or on health and safety practices. An assessment grid specific to the task would be used.

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In the context of these examples, the following kinds of guidelines could be given to learners.

x Gathering information on which to base the presentation (e.g., getting the mission and

value statements; talking to people to find out their views on these; finding company descriptions of products, brochures or organograms; and getting information on health and safety procedures).

x Gathering or developing visual support material for their presentations (e.g., workplace-related posters or brochures, PowerPoint presentations, illustrative examples, or pictures of health and safety equipment).

x Planning and writing the presentation (e.g., including an introduction, structuring the different parts of the presentation, and coming to a concluding statement).

Portfolio of Evidence Each learner will keep a Portfolio of Evidence containing the evidence of these three tasks, and his/her overall assessment record as compiled by the facilitator. These Portfolios of Evidence may be required for quality assurance purposes.

2. EXTERNAL SUMMATIVE ASSESSMENT

General Information The Foundational National External Assessment is a national assessment offered in the two learning areas of Foundational Communication and Foundational Mathematical Literacy. Its purpose is to provide a quick and efficient assessment instruments to benchmark the broad competence level of an individual in the two Foundational Learning areas, in support of successful occupational training. This national assessment has the following features: x It is a machine scored, item-based multiple choice format assessment. x It is available at regular intervals, with quick delivery of results. x It is administered by an external Assessment Quality Partner appointed by the QCTO. x Successful candidates are awarded a statement of results by the QCTO.

Success in the Foundational Learning Competence assessment in both learning areas is compulsory for final award of any occupational qualifications at NQF Levels 3 – 4. Candidates can enter the assessments before or during their occupational training. If successful in a learning area, they do not need to undertake a Foundational Learning programme in that area. If unsuccessful, they undertake the relevant learning programme and then re-take the relevant Foundational Learning Assessment.

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3. The National External Assessment for Foundational Communication

The purpose of this assessment is to check whether a learner has sufficient competence and skills in the target language to engage successfully with formal occupational training through the medium of English at NQF Levels 3 – 4. (It is currently optional for NQF Level 2.) The assessment is based on the Foundational Learning Competence Communication Curriculum Framework, within the limitations imposed by this format (i.e., there is no assessment of speaking and listening skills, and production of extended writing). In a test of this nature, the main focus areas are: x the application of reading and interpretive skills, in terms of accessing, processing and

using information presented in different ways; and x recognition of writing and grammatical strategies and conventions.

The sampled outcomes, derived from the Foundational Communication framework, include assessment of the learner's ability to: x identify main points x recognise supporting ideas and detail x make inferences x track connections between ideas x understand structure and organisation of texts x understand information presented in a variety of visual forms x recognise different purposes and text types x understand language conventions and forms x demonstrate knowledge of writing conventions x demonstrate knowledge of grammar and syntax

The assessment takes into account (i) the spread of outcomes; and (ii) cognitive levels of difficulty, according to the following formula:

Elementary 20%

Intermediate 60%

Advanced 20%

The assessment is structured as follows:

Section Content Number of items

A Extended reading text, maximum 600 words 25

B Short texts, paragraphs or single sentences 20

C Visual literacy tasks (e.g., flow charts, graphs, diagrams, advertisements, tables lists)

15

Total of 60 items

50% Pass Mark for Competence

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Providers should advise learners who are below ABET Level 3 in English language competence that they are unlikely to be able to deal with the language and literacy demands of the test.

Learners in programmes should be prepared for the assessment through: x Familiarisation with the format and instructions of the paper. x Practice in reading and understanding multiple choice questions, in terms of what these

are assessing and how to 'think through' the options given. x Practice in using time efficiently in order to complete the paper. The Foundational National External Assessment is administered by an Assessment Quality Partner appointed by the QCTO.