specification lrn entry level certificate in esol skills ...€¦ · the lrn esol entry level,...
TRANSCRIPT
-
1
SPECIFICATION
LRN Entry Level Certificate in ESOL Skills for Life
(Speaking and Listening) (Entry 2)
Accreditation Number: 600/4007/5
-
2
Learning Resource Network is an awarding body creating qualifications for educational
institutions, independent learning providers and employers. LRN is building a wide ranging
qualification portfolio including a range of international English qualifications for those who
want to provide evidence of their English Language skills for their professional or personal
development. These qualifications are internationally recognised as providing proof of the
skills and abilities required by educational institutes, professional bodies and governments.
LRN offers its customers qualifications that are easy to deliver, cost effective and user
friendly.
LRN Contact Details
Learning Resource Network
Delta House
175-177 Borough High Street
London
SE2 1HR
Tel: 0870 6258 408
www.lrnglobal.org
-
3
Contents
What are LRN ESOL Qualifications? 04
Entry requirements 05
Language of Materials 05
Tutor qualifications 05
Mode of delivery 05
Delivery approach 06
Guided learning hours 06
Reasonable Adjustments and Special Considerations 06
Progression 07
LRN’s Quality Assurance Policies 07
Examination Procedure 07
Assessment 07
Rationale 08
Overall Performance Criteria 08
Description of the test 09
Procedure 10
Skills and knowledge required 10
Potential topic areas 11
Annex 1 Performance Descriptors - Entry Level 2 12
Annex 2 Key Grammatical Forms Entry Level 2 13
Annex 3 Links with The National Language standards 14
Annex 4 – Assessment Criteria in relation to ESOL Core
Curriculum
15
Policy on Special Considerations and Reasonable
Adjustments
20
Policy on Equality and Diversity 22
-
4
What are LRN ESOL Entry Level Speaking and Listening qualifications?
The LRN ESOL Entry Level, Speaking and Listening Skills for Life qualifications contribute
to the Government’s Skills or Life initiative to improve the overall communications and
literacy of the adult population both in the United Kingdom and abroad. This is achieved
by providing assessment of ESOL, based on the standards for adult literacy and the ESOL
Core Curriculum. The LRN Entry level Speaking and Listening qualification aims to cover
the standards at the levels described in the ESOL Core Curriculum with sufficient range,
breadth and depth to reflect accurately the use of the English language in real world
situations, appropriate to the needs of the learner.
The qualifications for Speaking and Listening at Entry 1, 2 and 3 are designed to cover the
knowledge, skills and understanding required by learners to communicate effectively in
English at the entry Levels and also to offer progression opportunities from one level to
the next. This requires an ability to listen and respond, speak to communicate and
engage in discussion effectively in a variety of situations appropriate to the learners’
level of English using suitable vocabulary.
These qualifications are designed to both support those who have attained literacy
standards in their first language as well as those who have not had an opportunity to
learn within a formal education system and may not be literate in their first language.
The LRN Entry Level Speaking and Listening qualifications:
• are appropriate for people who would like to learn Basic English skills in order to live and/or work in English speaking countries such as:
o refugees or asylum seekers
o members of a British community group settled in the UK
o partners or spouses of settled UK residents
o students intending to study in the UK
• tangibly measure oral communication skills as separate units of assessment at each level. The candidate will demonstrate competence in communicative situations
• support, promote and encourage progression routes within the ESOL SFL entry framework and additional courses or qualifications
• assist learners, where appropriate, to pass the Life in the UK (Citizenship) test and support an application to become a British citizen
-
5
Entry requirements
There is no requirement for candidates to perform at E2 before enrolling on a course or
registering to sit the exam. However, initial assessment procedures carried out either by LRN
or evidence should be submitted by previous providers, to ensure candidates are at the
correct level in their communication skills to undertake Entry 2 qualification and assessment
procedures. Centres entering candidates for these qualifications are expected to provide
teaching programmes which provide learners with the knowledge, skills and understanding
detailed in the ESOL specification document for each level. LRN will continue to support
centres, after induction training, with in-house copies of this specification document
alongside telephone / email support as part of LRN’s holistic and integral approach to
assuring consistent quality across its centres. All tutors delivering this qualification will
already be familiar with the requirements laid down by LSIS, be registered as a ‘member’
under IFL (Institute for Learning) and be well acquainted with the Excellence Gateway
website,www.excellencegateway.org.uk, the accompanying teaching and learning
resources and national updates regarding ESOL .
Candidates will undertake a course of study prepared by their tutors in preparation for
the Speaking and Listening assessments. Tutors will ensure that learners are suitably
prepared to undertake the communications activities in the assessments provided by
LRN.
Language of Materials
LRN aims to use language that is plain, clear, free from bias and appropriate to Entry Level
candidates. All materials are rigorously checked by LRN officers, and subject specialists
before release. Tutors preparing candidates are expected to ensure that their materials are
clear, diverse and appropriate to Entry level ESOL candidates.
Tutor qualifications
Tutors delivering ESOL programmes are expected to have the relevant qualifications
specified by the Learning and Skills Improvement Service (LSIS). To qualify as a Skills for Life
teacher (ESOL) the following is required:
- QTLS status – encompassing a full teaching qualification & L5 subject specialism in ESOL or
equivalent in IFL qualifications tariff
Mode of delivery
LRN does not define the mode of delivery for LRN ESOL Skills for Life qualifications.
Any mode of delivery (such as full-time, part time, evening only, distance learning) that
meets learners’ needs is acceptable. Whichever mode of delivery is used, centres must
ensure that learners follow a teaching programme appropriate to the requirements of the
qualification.
-
6
Delivery approach
Delivery approach should encompass a communicative approach with a strong emphasis on
participation, interactive activities and materials & methodology that contextualises and
encourages the use of English in everyday practical situations. Learner ability should be
exploited to its full potential. Deliverers are required to select or develop relevant and up-to-
date teaching materials that allow learners to apply their learning to realistic activities in day
to day life. In order to ensure a consistent approach to centre delivery centres are required
to submit their principal teaching material for LRN’s approval in good time before delivery.
Guided learning hours
The guided learning hours for an average learner preparing for an ESOL Skills for Life
Speaking and Listening qualification are estimated to be at least 60 – 70 GLH. Depending on
the language and literacy level of learners, success in the test may require a greater or lesser
number of input hours.
Reasonable Adjustments and Special Considerations
LRN strives to ensure that its qualifications are open and accessible to all. Procedures are in
place to ensure that, wherever possible, appropriate facilities are available in order for
learners with special needs to access assessments.
LRN’s policy document on Special Considerations and Reasonable Adjustments can be found
in Annex 5. The following is a summary of adjustments available to candidates:
Following consultation with LRN;
• specialist equipment may be used as required, and specialist staff (e.g. speech therapists) may be involved;
• candidates may use specialist staff (e.g. speech therapist or signer) as required; • If any candidate requires a customized version of the test, such as in Braille, notice
must be given at least two months prior to the test date;
• Specialist equipment is available for candidates with impaired hearing (e.g. hearing loops)
• Unlimited time is given to candidates with impaired speech for speaking exams • Candidates who require special arrangements, such as extra time , must notify the
test centre two weeks prior to the test date;
• Candidates with dyslexia or specific learning difficulties will be allocated extra time to read questions and write answers
-
7
Progression
LRN Certificates in ESOL Skills for Life have been designed to reflect the wide variation in
candidate’s origins, levels of education and career aims. Progression opportunities may,
therefore, take a variety of paths.
Depending on the level of qualification achieved, it may be appropriate for the learner to
progress to:
• A key skills or functional skills qualification
• GCSE/GCE qualification
• Vocational qualifications
• NVQ
• Higher level ESOL or EFL qualifications
LRN’s Quality Assurance Policies
Quality assurance inspection visits to examination centres
New centres are visited twice a year for the first year of running awards with LRN as part of
LRN’s quality assurance system. Established centres are visited yearly. Visits are also
unannounced and LRN’s representatives check that all prescribed security; safety and
examination administration measures are in place, adequate and fall in line with LRN’s
policies. For those centres that do not fall in line with the guidelines of LRN, a three monthly
follow up procedure is put in place, over a 6 month period. LRN reserves the right to
withdraw the registration of any centre found to be in breach of LRN’s stated procedures for
administering ESOL examinations.
Examination Procedure
Test centres are visited by an LRN- appointed assistant examiner who administers the tests
and the test format is given in the detailed specifications below. Centres where the tests
will be administered are provided with a check-list of requirements including the provision of
a suitable, private room and a local member of staff to act as local co-ordinator and usher on
the day of the test.
Assessment
A common set of criteria is used to mark each section of the test at each level with which the
examiner panel relates the criteria to each task descriptor and specification of each level set
out in the marking scheme. See annex 4 for more thorough breakdown of assessment
criteria that the examiner uses in order to allocate marking.
Each task at each level is assessed separately using the criteria. Each task is generally
awarded a range of 0 – 3 marks, depending on which area of the core curriculum it relates to.
See annex 4 for more information. The test carries a maximum possible score of 85 marks
To achieve a Pass candidates must score a minimum of 47/85 marks equating to 55%, to
receive a pass with merit they must score more than 73/63, equating to 85% upwards.
-
8
These examinations are 100% externally assessed and assessment starts after
standardisation procedure is run by the examiner panel for every paper set. This is to ensure
consistency across the board in line with LRN’s quality assurance thus ensuring that a
professionally administered assessment package is offered to both providers and learners.
Candidates who receive a ‘fail’ will need to wait at least 3 months before re-sitting to ensure
enough time for development / progression on level. Candidates will not sit the same test
twice nor be examined by the same examiner.
Rationale
The rationale for assessment strongly bases itself around what candidates can do. There is
fluidity within the test for learners to evidence they are at above adequate level, adequate
or fail. Candidates who are at above adequate performance will achieve a pass with merit,
those that are at adequate performance will achieve a pass and those who are at inadequate
performance will receive a fail. Successful candidates will have demonstrated their ability to
perform at the level of competence set out in the Adult ESOL Core Curriculum for Entry Level
1. Specific competences that may be tested at each level are set out below.
The tests are interactive and integrate speaking and listening by engaging candidates in
realistic tasks set in relevant contexts.
The Adult ESOL Core Curriculum sets out clear links between topics, relevant learning
objectives knowledge and understanding. These tests are designed to require candidates to
demonstrate practical language skills at an appropriate level with knowledge and
understanding.
Overall Performance Criteria
These qualifications conform to the specifications set out in the Adult ESOL Core Curriculum.
Each level carries a series of level descriptors with a breakdown of components under each
descriptor.
The level descriptors are listed as follows:
Entry Level 2
Listen and respond to spoken language - listen for the gist of short explanations,
listen for detail using key words to extract some specific information, follow single-
step instructions in a familiar context, asking for instructions to be repeated if
necessary, listen and respond to requests for personal information, speak and listen
in exchanges and in everyday contexts.
Speak to communicate - speak clearly to be heard and understood in simple
exchanges, make requests using appropriate terms, ask questions to obtain specific
information, make statements of fact clearly, speak and listen in exchanges and
everyday contexts.
Engage in discussion – take part in more formal interaction covering a range of
-
9
situations stretching from expressing likes and dislikes to giving personal information
and more.
A more detailed breakdown is detailed in annex 1.
Description of the test
Format
The test takes the form of approximately 20 minute face-to-face conversation between 2
candidates and one examiner. The entire interaction is recorded in order to assist the
examiner’s assessment and for monitoring as part of LRN’s quality assurance procedures.
There are three sections to this conversation.
The first section consists of:
Introduction & warm up – lasting up to 5 minutes. This has a strong relation to any of the
following: listen & respond; respond to requests for information; speak to communicate;
giving personal information and engage in discussion which directs the candidate towards
responding to a series of personal questions that lead into a short, simple discussion that
suits the demands of an Entry 2 test. In this part the candidate has the opportunity to more
than adequately expand on answers if able, or adequately demonstrate that he / she
understands wh- question through responding with a short answer or with more
information. There is sufficient space in the rubric for the examiner to prompt candidates to
expand on language if able.
This section is also designed to put the candidate at ease while the examiner is pitching the
level of ability of each candidate. It gives both candidate and examiner time to prepare for
subsequent sections, while evidencing ability.
The second section consists of:
Listening comprehension, giving descriptions, describing activities – lasting up to 6 minutes
Candidates perform two activities that test their ability in any of the following areas: listen
for the main points in short explanations, give instructions, comment on likes and dislikes;
recall past activities; describe activities; plan for the future; give information in a basic
exchange; give a short explanation about something; say how they feel about something.
There is sufficient leeway in the rubric to suit both weak and strong E2 candidates. The
second part of this section requests the candidate to expand on the previous activity (in
phase 2). It is also up to 2 minutes long.
The third section consists of:
Role plays & discussion – lasting up to 8 minutes
There are two activities placing the candidate in a familiar & realistic situation where an
exchange of information takes place. This can stretch stronger candidates and it directs the
candidate towards the speak to communicate, engage in discussion & listen and respond
descriptors in the ESOL Core Curriculum.
-
10
Procedure
Section 1
Section 1 will always cover an exchange that requires the candidate to listen & respond and
give personal information. Section 2 and 3 will always be linked together in theme, for
example where section 2 asks questions about transport systems, section 3 will require
candidates to perform a role play in connection to transport systems – ie. getting on a bus,
or paying for a train ticket. The examiner introduces himself/herself and then asks questions
to obtain personal information from the candidate such as where he or she comes from,
family members, accommodation, likes and dislikes relating to areas such as food,
neighbourhood, hobbies, family etc.
Topics that are mixed will relate solely to the learner materials at Entry 2. Examiners are
asked to mix scenarios appropriately with the rest of the test, to avoid repetition. So, where
there is a dialogue at the cinema in section 3, the candidate will not be asked about
favourite films etc in section 1.
Section 2
This section consists of a series of 2 short tasks:
The examiner checks understanding on instructions, information exchange, directions,
commands, descriptions by asking the candidate to indicate a place on a map, identify a
person in a picture or follow a sequence.
Section 3
Candidates undertake an exchange whereby they respond to a cue which requires them to
obtain information through formulating questions. They are also expected to respond
appropriately and check the information is correct whilst carrying out the task. Scenarios are
usually based in the educational institution they attend or a surrounding that is familiar to
them – ie. a cinema, leisure centre, café, train station, friend’s house. Section 3 stretches out
to the engage in discussion references of the core curriculum with more leeway and without
constant prompts from the examiner so that the candidates have the opportunity to present
language. The topic of discussion is in some way related to the section which is for the
purpose of context and familiarity.
Skills and knowledge required
Tests at Entry Level 2 are based on the basic skills level descriptors and individual
component skills, knowledge and understanding as set out in the Adult ESOL Core
Curriculum. See Annex 1 for more information.
An individual test administration will only incorporate a sample of the elements included in
this table, but the preparation of candidates is expected to cover the complete specification.
-
11
Potential topic areas
Test tasks may be set within any of the following everyday topic areas:
Meeting new people Making small talk Everyday routines
Telling the time -12 hour
clock
Shopping for necessities –
butcher, baker, supermarket
Going to the doctors
Transport Making an appointment Asking for and giving
directions
Planning an event Friends and family Common jobs
Describing your home The weather Buying clothes
Problems in the home Describing places Possessions in the home
Food Clothes Furniture
Talking about past events
Key Grammatical Forms
The key grammatical forms set out in Annex 2 below indicate the general level of
competence that the candidate will be expected to achieve. Not all the listed grammatical
forms will be specifically tested in any one example of the test.
See annex 2 for more detail.
-
12
Annex 1 Performance Descriptors, Entry Level 2
Basic Skills Standard Descriptor Component Skill and Knowledge and Understanding
Speak to communicate
Sc/E2.1 speak clearly to be heard and understood in straightforward exchanges
a) use stress and intonation adequately to make speech comprehensible and meaning understood b) articulate the sounds of English to make meaning understood
Sc/E2.2 make requests and ask questions to obtain information in everyday contexts
a) make requests: ask for things or action b) make requests: ask for permission c) ask for personal details d) ask for factual information (present, past, future) e) ask for directions and instructions f) ask for description of people, places and things
Sc/E2.3 express clearly statements of fact and short accounts and descriptions
a) express statements of fact b) give personal information c) give a short account d) give an explanation e) give directions and instructions f) give a short description
Sc/E2.4 ask questions to clarify understanding
a) ask for clarification and explanation
Engage in discussion
Sd/E2.1 follow the main points and make appropriate contributions to the discussion
a) take part in social interaction b) take part in more formal interaction c) express likes and dislikes, feelings, wishes and hopes d) express views and opinions e) relate to other speakers
Listen and respond
Lr/E2.1 listen for and follow the gist of explanations, instructions and narratives
a) recognise context and predict general meaning b) listen for gist in a short passage, e.g. TV or radio c) listen for gist in a conversation d) listen for gist and respond, in face-to-face situations
Lr/E2.2 listen for detail in short explanations, instructions and narratives
a) listen for detail in short narratives and explanations b) listen for detail and respond, in face-to-face situations c) listen for grammatical detail d) listen for phonological detail
Lr/E2.3 listen for and identify the main points of short explanations or presentations
a) extract the main points when listening to presentations b) extract the main points of an explanation in a face-to-face situation, and respond c) extract straightforward information for a specific purpose
Lr/E2.4 listen to and follow short, straightforward explanations and instructions
a) listen to, follow and respond to explanations, directions and instructions
Lr/E2.5 respond to straightforward questions
a) listen and respond to requests for action/permission b) respond to requests for information
Lr/E2.6 listen to and identify simply expressed feelings and opinions
a) listen to and identify simply expressed feelings and opinions b) take part in social interaction c) take part in more formal interaction
Lr/E2.7 follow the gist of discussions
a) follow the gist of discussions
Lr/E2.8 follow the main points and make appropriate contributions to the discussion
a) follow the main points of discussions
-
13
Annex 2 - Key Grammatical Forms Entry Level 2
Simple and Compound Sentences
• word order in compound sentences, e.g.: subject – verb – (object) + and/but + subject – verb – (object)
• there was/were/there is going to be • clauses joined with conjunctions and/but/or
• a limited range of common verbs + –ing form • verb + infinitive with and without to
• wh– questions • comparative questions • alternative questions • question words when, what time, how often, why, how and expressions
• statements with question tags, using Entry 1 and Entry 2 tenses
Noun Phrase
• countable and uncountable nouns • simple noun phrases • object and reflexive pronouns • determiners of quantity – any, many
• use of articles including: definite article and zero article with uncountable nouns; definite article with superlatives
• possessive s and possessive pronouns Verb forms and time markers in statements, interrogatives, negatives and short forms
• simple present tense of: regular transitive and intransitive verbs with frequency adverbs and phrases • simple past tense of regular and common irregular verbs with time markers such as ago • future time using: present continuous; use of time markers
• modals and forms with similar meaning: must to express obligation; mustn’t to express prohibition; have to, had to to express need; could to make requests; couldn’t to express impossibility • use of simple modal adverbs: possibly, probably, perhaps
• very common phrasal verbs Adjectives
• adjectives and adjective word order • comparatives, regular and common irregular forms
Adverbs and prepositional phrases
• prepositions and prepositional phrases of place and time
• adverbs and simple adverbial phrases including: sequencing: (after that); of time and place (in the morning, at the bus stop); of frequency: (always, sometimes); of manner (carefully, quickly) • word order with adverbs and adverbial phrases • use of intensifiers, e.g. really, quite, so
Discourse • adverbs to indicate sequence – first, finally • use of substitution • markers to structure spoken discourse
-
14
Annex 3 - Links with ESOL Entry 2 and the National Language Standards
The table below demonstrates how ESOL SFL Entry level correlates to the National
Qualifications Framework.
LRN
Certificate in
ESOL Skills
for Life
QCDA Common
European
Framework
National
Language
standards
NQF QCF NSAL Functi
onal
Skills
Key
Skills
A language
in common
Level 2 2 2 2 2 2
National
Curriculum
Levels 2 – 8
C1
Operational
proficiency
4
Level 1 1 1 1 1 1 B2
Vantage
3
Entry 3
Entry
Entry
Entry 3 Entry
3
B1
Threshold
2
Entry 2 Entry 2 Entry
2
A2
Waystage
1
Entry 2 Entry 2 Entry
2
Level 1
secure/
threshold
A1
Breakthrough
Entry
-
15
Annex 4 – Assessment criteria based on ESOL Core Curriculum
Assessment
Criteria
ESOL CC ref Language features
Ma
rk a
llo
cati
on
1 -
Fa
il
Ina
de
qu
ate
pe
rfo
rma
nce
Ma
rk a
llo
cati
on
2
Pa
ss
Ad
eq
ua
te
pe
rfo
rma
nce
Ma
rk a
llo
cati
on
3
Pa
ss w
ith
me
rit
Mo
re t
ha
n
ad
eq
ua
te
pe
rfo
rma
nce
1.
Pronunciation
Sc/E2.1a, b
Candidate can make
him/herself understood
through articulating the
sounds of English and uses the
correct stress & intonation to
make speech comprehensible
to a sympathetic native
speaker.
Performance pertaining to
pass with merit can contain
MINOR inaccuracies with
some hesitancy that do not
impede communication.
Adequate performance can
contain inaccuracies with
some hesitancy that can
occasionally impede
communication and require a
sympathetic ear.
Inadequate performance
contains inaccuracies with
large gaps in flow and a large
degree of hesitancy that is
impeding and requires
significant effort from the
listener to understand in
relation to the performance
descriptors at E2.
2. Grammatical
accuracy
Sc/E2.2a-f,
3a-f, 4a
Sd/E2.1 a- e
Candidate can be understood
in exchanges when asking for
things or action & make
requests, asking for factual
information (present, past,
future), asking for description
of people, places and things,
express statements of fact,
giving personal information,
giving a short account of
something, giving directions
sentence structure in relation
to the correct tense in relation to the time regular
transitive and intransitive
verbs with frequency adverbs
and phrases, simple past
tense of regular and common
irregular verbs with time
markers such as ago, future
-
16
time using: present
continuous, modals and forms
with similar meaning
use simple modal adverbs:
possibly, probably, perhaps
(see breakdown of Language
competency in ESOL Entry 2
CC – pages 70 – 72 for a more
comprehensive overview of
language features and
communicative functions
expected).
Candidates who achieve pass
with merit (more than
adequate performance) show
confidence at their level with
minimal hesitancy expected at
E2 level, a wider range of
structures that stretch beyond
E2 language features and
ambition to produce more
complex structures, beyond
E2 level. The candidate may
make mistakes when
attempting this but will not be
penalised as it lies beyond E2
structure.
Adequate performance can
contain inaccuracies with
some hesitancy that can
occasionally impede
communication and require a
more sympathetic ear.
Inadequate performance
contains inaccuracies with
large gaps in speech and
sentence flow and
inaccuracies impede
communication and require
more effort from the listener
to understand at the required
level
3. Use of
vocabulary
Sc/E2.2a-f,
3a-f, 4a
Sd/E2.1 a- e
Candidate demonstrates an
appropriate range of general
and topic based vocabulary.
Candidate very common
phrasal verbs, adjectives and
adjective word order,
adverbial phrases including
time and place, frequency and
manner – ie. carefully, quickly
(see breakdown of Language
competency in ESOL Entry 2
CC – pages 70 - 72 for a more
comprehensive overview of
language features expected
for grammatical accuracy.
-
17
Candidates who achieve pass
with merit (more than
adequate performance) show
confidence to communicate
more freely with minimum
hesitancy at the required
level, a wider range of
structures that stretch beyond
E2 language features and
ambition to produce more
complex structures, beyond
E2 level. The candidate may
make mistakes when
attempting this but will not be
penalised as it lies beyond E2
structure.
Adequate performance can
contain some hesitancy and
inaccuracies that can
occasionally impede
communication and require a
sympathetic ear.
Inadequate performance
contains inaccuracies with
large gaps in speech and
sentence flow and
inaccuracies impede
communication and require
more effort from the listener
to understand.
4. Discourse
management
Sc/E2.2a-f,
3a-f, 4a
Sd/E2.1a-e
The candidate uses cohesive
devices that stretch language
at the required level – this
includes using more complex
sentences with related
vocabulary and noun phrases,
sentence connectives and
sequencing devices such as
after that, first, finally
Candidates who achieve pass
with merit (more than
adequate performance) show
confidence to communicate
more freely with minimum
hesitancy at the required level
and ambition to produce a
wider range of structures,
vocabulary and connectives
that stretch beyond E2
language features. The
candidate may make mistakes
when attempting this but will
not be penalised as it lies
beyond E2 structure.
Candidates performing within
adequate performance
bracket may use simple
structures with related
vocabulary, use connectives
-
18
but not all of the time and
with some hesitancy.
Sentences can also contain
inaccuracies that can
occasionally impede
communication.
Candidates performing within
Inadequate performance
bracket do not construct
sentences but rather nouns
and verbs that do not connect
to make a sentence, large
gaps in speech pitched below
the required level are also
present. Speech patterns
contain structural and
vocabulary related
inaccuracies that may be
impeding and do not
communicate ideas
appropriate for E2.
5. Listening
comprehension
Lr/E2.1a-d;
Lr/E2.3a,-c;
Lr/E2.5a,b;
Lr/E2.6a-c
Lr/E2.5a,b;
Lr/E2.2a-d;
Lr/E2.4a-c;
Lr/E2.7a,
Lr/E2.8a
Gist
Candidates can recognise the
context & predict general
meaning, listen for gist and
respond, in face-to-face
situations, listen to and
identify simply expressed
feelings and opinions
Candidates can recognise the
context & predict general
meaning, listen for gist and
respond, in face-to-face
situations, listen to and
identify simply expressed
feelings and opinions, follow a
simple discussion on a familiar
topic.
Candidates who fall into the
above adequate performance
bracket may need occasional
paraphrasing and repetition
for clarification, and
responses are appropriate in
most exchanges.
Adequate performance at this
level equates to the candidate
needing the examiner /
pairing candidate to
paraphrase and root for
clarification, although
responses tend to be
appropriate in most
exchanges at the required
level.
Candidates performing within
inadequate performance
bracket equate to the
candidate not responding
-
19
appropriately in most
exchanges, including basic
ones, despite frequent
(accurate – for pairing
candidate) paraphrasing,
repetition and clarification
from examiner and / or
pairing candidate.
See pages 70 – 72 in the E2
Core Curriculum for further
breakdown.
Lr/E2.2a-d;
Lr/E2.3a,-c;
Lr/E2.4a-c;
Lr/E2.7a,
Lr/E2.8a
Detail
Candidate can listen to, follow
and respond to explanations,
directions and instructions,
extract the main points of an
explanation in a face-to-face
situation, and respond, listen
to phonological detail, listen
to and identify simply
expressed feelings and
opinions.
Candidates who fall into the
above adequate performance
bracket may need occasional
paraphrasing and repetition
for clarification, and
responses are appropriate in
most exchanges.
Adequate performance at this
level equates to the candidate
needing to paraphrase and
root for clarification, although
responses tend to be
appropriate in most
exchanges at the required
level.
Candidates performing within
inadequate performance
bracket equates to the
candidate not responding
appropriately in most
exchanges, including basic
ones, despite frequent
(accurate – for pairing
candidate) paraphrasing,
repetition and clarification
from examiner and / or
pairing candidate.
See pages 70 – 72 in the E2
Core Curriculum for further
breakdown.
6. Interactive
Communication
Sd/E2.1a-e
Lr/E2.1d,
Lr/E2.1d;
Lr/E2.2a,b,
Take part in social interaction
through performing
effectively in both informal
and formal situations;
-
20
Lr/E2.5a,b;
Lr/E2.6a-c
expressing likes and dislikes,
feelings, wishes and hopes;
expressing views and
opinions; relating to other
speakers;
demonstrating capability of
listening skills through
listening for gist and
responding in face-to-face
situations; following short
explanations and instructions;
listening and responding to
requests for action/
permission; listening to and
identify expressed feelings
and opinions; taking part in
social interaction and taking
part in more formal
interaction
6. Overall
achievement
Sc/E2.1:a,b;
Sc/E2.2:a-f;
Sc/E2.3:a-f;
Sc/E2.4:a; Sd/E2.1a-e;
Lr/E2.8:a;
Lr/E2.7:a;
Lr/E2.6:a-c;
Lr/E2.5:a-b;
Lr/E2.4:a;
Lr/E2.3:a-c;
Lr/E2.2:a-d;
Lr/E2.1:a-d
This feature relates to the
candidates overall
effectiveness in meeting all
aspects of the performance
criteria as one feature.
Candidates who demonstrate
more than adequate
performance show confidence
at their level with minimum
hesitancy, a wider range of
structures that stretch beyond
E2 language features and
ambition to produce more
complex structures, beyond
E2 level. The candidate may
make mistakes when
attempting this but will not be
penalised as it lies beyond E2
structure.
Adequate performance can
contain inaccuracies that can
occasionally impede
communication with some
hesitancy and require a slight
sympathetic ear.
Inadequate performance
contains inaccuracies that do
not evidence ability at the
required level. There are also
gaps in flow of speech.
-
21
LEARNING RESOURCE NETWORK
POLICY: SPECIAL CONSIDERATION AND REASONABLE ADJUSTMENTS
Special Consideration
Learning Resource Network (LRN) employs such assessment methods which test the
students’ knowledge and understanding and whilst reasonable consideration can be given to
allow for a degree of special consideration, we wish to make it clearly understood that
should a student fail to attend an examination due to, or should their performance in an
examination be affected by circumstances such as, conditions of illness, injury or temporary
incapacity, LRN will accept a request for the candidate to sit the examination at the next
scheduled sitting (with no charge). If a candidate fails to attend their examination, they are
to follow the laid down guidelines as shown within the student handbook.
Reasonable Adjustments
LRN intends to ensure reasonable and fair access to its assessments and in so doing, intends
to provide all students with any reasonable assistance they may require to complete their
examinations. Students who feel their circumstances merits assistance are strongly
encouraged to make contact with LRN least one month prior to their examination date.
Students will be asked to provide documented evidence (e.g. a medical certificate) to
support their request and are required to complete form RA1.
Students who have a medical condition that may affect their performance or the
performance of any other candidate should advise LRN in advance of the Examination.
Where a student provides the requested information as to their special circumstances and
provided documentation is provided in support of an adjustment to their assessment, LRN
will relay the information to the Education Board, who will take these circumstances into
consideration when arriving at its decision.
Monitoring and Evaluation
Our policy on reasonable adjustments and special consideration will be monitored and
formally reviewed as part our policy on self assessment and continuous improvement. The
results of which will be reported and formally signed off by the Accountable Officer of the
Awarding Organisation
-
22
Application for Special Consideration / Reasonable Adjustment (RA1)
This form must be completed by the student and approved by LRN administration support
team before the examination is due to take place. All details submitted on this form will be
treated in the strictest confidence.
Students wishing to apply for a reasonable adjustment must complete this form, attach any
relevant documentation, and submit it 14 days before their examination in order to allow
sufficient time for arrangements to be made. In exceptional cases (e.g. injury), late
applications will be accepted, however the level of support available may be restricted.
Section 1 – candidate and exam details
Student Name Student Registration
Number
Exam Title
Date of exam
Section 2 – level of support required
Please specify the level of support required Support required
Additional time required (up to 30 minutes)1
Unlimited time required for candidates with impaired speech
(Speaking & Listening exam)
Exam Paper in Large Font
Access arrangement (please specify in box below*)
Other support (please explain in the section below)
Access to a PC2
Access to hearing loop
Please specify the reason for the level of adjustment indicated above
(Use additional paper if required)
Does the student have a medical condition which LRN needs to be made aware of in
advance?
Yes (Medical Certificate or other appropriate documentation must be attached)
No
Name:
Date:
Contact number/e-mail address:
(*) Access arrangement could include an alternative access route to the exam environment
or a separate exam room.
To be completed by LRN:
Approved Not approved Date of approval: ___________
1 Applies to reading and writing units. 2 Only in exceptional circumstances and on the proviso the PC has the spell check and thesaurus functions disabled.
-
23
LEARNING RESOURCE NETWORK
POLICY: DIVERSITY AND EQUALITY Overview
Learning Resource Network (LRN) is committed to ensuring fair and equal access to its
qualifications, examinations and support materials. Our Diversity and Equality policy seeks
to eliminate unfair treatment, thereby ensuring all candidates are treated fairly regardless of
race, gender, disability, age, origin, religious or political beliefs, sexual orientation, socio-
economic background, marital or civil partnership status.
Key Principles
LRN is committed to promoting equality of opportunity and prevent unlawful or unjustifiable
bias or discrimination. Specifically, we will comply fully with the requirements laid out in the
following legislative acts and regulations:
• Sex Discrimination Act 1975; • Sex Discrimination (Gender Reassignment) Regulations 1999; • Race Relations Act 1976; • Disability Discrimination Act 1995; • Employment Equality (Sexual Orientation) Regulations 2003; • Employment Equality (Religion or Belief) Regulations 2003;
In addition to the specified acts of legislation mentioned above, LRN will strive to ensure all
students are treated fairly regardless of age, origin, socio-economic background, marital or
civil partnership status
Changes to legislation and regulations over time
References to the aforementioned legislation include amendments which have been made
to the legislation or regulations over time. LRN will ensure it remains up to date with said
changes to legislation and regulations, and will ensure relevant changes are made to its
policy in order to ensure its policy reflects LRN practice. Relevant changes will be
implemented in close consultation with its student population and in liaison with its
assessment centres and stakeholder network, which include LLUK, UK Border Agency and
Educational institutions.
Monitoring
As part of our monitoring arrangements, LRN will:
• Closely monitor the diverse intake of its student cohort through the use of an equal opportunities monitoring form, which will be attached to its student registration
form;
• Monitor the implementation of its policy at periodic points of the reporting year and take immediate action should it discover lapses in how its policy is being
implemented across its assessment centres and throughout its operational
processes;
-
24
• Carry out a full review of its unit/qualification development and design process, assessment and awarding functions to determine if student are being directly or
indirectly discriminated against, and if so, the level of remedial action required;
• Carry out a review as to whether there is any intentional or unintentional barriers to access or equality of opportunity concerns raised through the implementation of its
policies;
• Conduct an annual review of its Diversity and Equality policy, which will include consulting those involved in all aspects of the Awarding Organisation. E.g. - students,
assessment centres, examiners, senior invigilators, invigilators as well as Awarding
Organisation staff responsible for monitoring student services;
• Specifically consider whether its policy on Reasonable Adjustments and Special Consideration are affected by the outcome of its annual self assessment;
• Following the outcome of its annual self assessment, determine whether action is required and if so, recommend the necessary action through an action plan with the
Diversity and Equality Review Group and Education Committee;
• Where there is evidence of room for improvement, LRN will update its operational policies and procedures whilst ensuring adherence to legislation, policy, LRN practice
or regulation;
• Formally review our policy on Diversity and Equality; the results of which will be reported and formally signed off by the Accountable Officer of the Awarding
Organisation.
Communication
Should students, stakeholders or assessment centres wish to contact us regarding our policy
on Diversity and Equality, please send your enquiry to:
In writing
Examinations Services
Delta House
175-177 Borough High Street
London
SE2 1HR
By e-mail
By telephone
0870 6258 408
By fax
0207 681 1327
For enquiries on accessing this document in Braille, large print or an alternative format,
please contact us at the address shown above.