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A1440-E2 A1441-E2 A1450-E2 A1442-E3 A1443-E3 C1444-E3 A1445-01 A1446-01 C1447-01 A1448-02 A1449-02 Issue 3 60128392 60128410 6013768X 60128483 60128501 60129189 6012846X 60128896 60129244 60128938 60128963 Jun 18
ENTRY 2, ENTRY 3, LEVEL 1, LEVEL 2
AWARDS AND CERTIFICATES IN
MANDARIN CHINESE
QUALIFICATION GUIDANCE
The following qualifications are available in Mandarin Chinese
Entry 2 Award in Speaking and Listening – single unit Entry 2 Award in Reading and Writing – single unit Entry 2 Award in Practical Mandarin Chinese – 2 units Speaking and Listening / Reading and Writing Entry 3 Award in Speaking and Listening – 3 units Speaking / Listening / Dialogue Entry 3 Award in Reading and Writing – 3 units Reading / Writing / Reading and Written Response Entry 3 Certificate in Practical Mandarin Chinese - 6 units Speaking / Listening / Dialogue / Reading / Writing/Reading and Written Response Level 1 Award in Speaking and Listening – 3 units Speaking / Listening / Dialogue Level 1 Award in Reading and Writing – 3 units Reading / Writing / Reading and Written Response Level 1 Certificate in Practical Mandarin Chinese - 6 units Speaking / Listening / Dialogue / Reading / Writing / Reading and Written Response Level 2 Award in Speaking and Listening – 3 units Speaking / Listening / Dialogue Level 2 Award in Reading and Writing – 3 units Reading / Writing / Reading and Written Response
Contents Qualification Summary 1 Unit Details 5 Recognition of Prior Learning (RPL), Exemption and Credit Transfer 67 Certification 68 Glossary of Terms 69
1
Qualification Summary
ABC Qualifications in Mandarin Chinese There are Awards at Entry Level 2, Entry Level 3 and Levels 1 and 2 There are Certificates at Entry Level 3 and Level 1
Qualifications
Non-Roman Script Awards and Certificates in Mandarin Chinese Entry 2 Award in Speaking and Listening in Mandarin Chinese [60128392] Entry 2 Award in Reading and Writing in Mandarin Chinese [60128410] Entry 2 Award in Practical Mandarin Chinese [6013768X] Entry 3 Award in Speaking and Listening in Mandarin Chinese [60128483] Entry 3 Award in Reading and Writing in Mandarin Chinese [60128501] Entry 3 Certificate in Practical Mandarin Chinese [60129189] Level 1 Award in Speaking and Listening in Mandarin Chinese [6012846X] Level 1 Award in Reading and Writing in Mandarin Chinese [60128896] Level 1 Certificate in Practical Mandarin Chinese [60129244] Level 2 Award in Speaking and Listening in Mandarin Chinese [60128938] Level 2 Award in Reading and Writing in Mandarin Chinese [60128963] Numbers in box brackets indicate Qualification Ref numbers
Assessment Internal assessment, internal and external moderation
Grading Pass
Operational Start Date 01/09/2014
Review Date Entry 3 – Level 1 31/08/2018
Operational End Date
Entry 2 Award in Speaking and Listening in Mandarin Chinese 31/08/2018 Entry 2 Award in Reading and Writing in Mandarin Chinese 31/08/2018 Entry 2 Award in Practical Mandarin Chinese 31/08/2018 Entry 3 Award in Speaking and Listening in Mandarin31/08/2018 Chinese Entry 3 Award in Reading and Writing in Mandarin 31/08/2018 Chinese Entry 3 Certificate in Practical Mandarin Chinese 31/08/2018 Level 1 Award in Reading and Writing in Mandarin 31/08/2018 Chinese Level 1 Award in Speaking and Listening in Mandarin31/08/2018 Chinese Level 1 Certificate in Practical Mandarin Chinese 31/08/2018 Level 2 Award in Speaking and Listening in Mandarin Chinese 31/08/2018 Level 2 Award in Reading and Writing in Mandarin Chinese 31/08/2018
Certification End Date
Entry 2 Award in Speaking and Listening in Mandarin Chinese 31/08/2019 Entry 2 Award in Reading and Writing in Mandarin Chinese 31/08/2019 Entry 2 Award in Practical Mandarin Chinese 31/08/2019 Entry 3 Award in Speaking and Listening in Mandarin31/08/2019 Chinese
2
Entry 3 Award in Reading and Writing in Mandarin 31/08/2019 Chinese Entry 3 Certificate in Practical Mandarin Chinese 31/08/2019 Level 1 Award in Reading and Writing in Mandarin 31/08/2019 Chinese Level 1 Award in Speaking and Listening in Mandarin31/08/2019 Chinese Level 1 Certificate in Practical Mandarin Chinese 31/08/2019 Level 2 Award in Speaking and Listening in Mandarin Chinese 31/08/2019 Level 2 Award in Reading and Writing in Mandarin Chinese 31/08/2019
ABC Sector Languages
Ofqual SSA Sector 12.2
Stakeholder Support CfA
Contact See ABC web site for the Centre Support Officer responsible for these qualifications
3
Entry Level 2, Entry Level 3, Level 1 and Level 2 Awards in Mandarin Chinese Entry Level 3 and Level 1 Certificates in Mandarin Chinese Rules of Combination: Non-Roman Scripts Entry Level 2 Award in Speaking and Listening - learners must achieve a minimum of 3 credits Entry Level 2 Award in Reading and Writing - learners must achieve a minimum of 3 credits Entry Level 2 Award in Practical Mandarin Chinese – learners must achieve a minimum of 6 credits Entry Level 3 Award in Speaking and Listening - learners must achieve a minimum of 6 credits Entry Level 3 Award in Reading and Writing - learners must achieve a minimum of 9 credits Entry Level 3 Certificate in Practical Mandarin Chinese 15 credits Level 1 Award in Speaking and Listening - learners must achieve a minimum of 9 credits Level 1 Award in Reading and Writing - learners must achieve a minimum of 9 credits Level 1 Certificate in Practical Mandarin Chinese 18 credits Level 2 Award in Speaking and Listening - learners must achieve a minimum of 9 credits Level 2 Award in Reading and Writing - learners must achieve a minimum of 9 credits The GLH given below is an estimated time but could vary depending on the centre and learners (e.g. it could be less than that stated).
Unit Level Credit Value
GLH Page No.
Non-Roman Script
Mandarin Chinese
Entry Level 2 Award in Speaking and Listening in Mandarin Chinese
Speaking and Listening in Mandarin Chinese [H/505/7925] E2 3 20 5
Entry Level 2 Award in Reading and Writing in Mandarin Chinese
Reading and Writing in Mandarin Chinese [T/505/7928] E2 3 28 9
Entry Level 2 Award in Practical Mandarin Chinese
Speaking and Listening in Mandarin Chinese [H/505/7925] E2 3 20 5
Reading and Writing in Mandarin Chinese [T/505/7928] E2 3 28 9
Entry Level 3 Award in Speaking and Listening in Mandarin Chinese
Speaking in Mandarin Chinese [A/505/7929] E3 2 20 12
Listening in Mandarin Chinese [M/505/7930] E3 2 20 15
Dialogue in Mandarin Chinese [T/505/7931] E3 2 20 18
Entry Level 3 Award in Reading and Writing in Mandarin Chinese
Reading in Mandarin Chinese [A/505/7932] E3 3 25 21
Writing in Mandarin Chinese [F/505/7933] E3 3 25 24
Reading and Written Response in Mandarin Chinese [J/505/7934]
E3 3 25 27
Entry Level 3 Certificate in Practical Mandarin Chinese
Speaking in Mandarin Chinese [A/505/7929] E3 2 20 12
Listening in Mandarin Chinese [M/505/7930] E3 2 20 15
Dialogue in Mandarin Chinese [T/505/7931] E3 2 20 18
Reading in Mandarin Chinese [A/505/7932] E3 3 25 21
Writing in Mandarin Chinese [F/505/7933] E3 3 25 24
Reading and Written Response in Mandarin Chinese [J/505/7934]
E3 3 25 27
4
Level 1 Award in Speaking and Listening in Mandarin Chinese
Speaking in Mandarin Chinese [L/505/7935] 1 3 20 30
Listening in Mandarin Chinese [R/505/7936] 1 3 20 33
Dialogue in Mandarin Chinese [Y/505/7937] 1 3 25 36
Level 1 Award in Reading and Writing in Mandarin Chinese
Reading in Mandarin Chinese [D/505/7938] 1 3 28 39
Writing in Mandarin Chinese [H/505/7939] 1 3 28 42
Reading and Written Response in Mandarin Chinese [D/505/7941]
1 3 28 45
Level 1 Certificate in Practical Mandarin Chinese
Speaking in Mandarin Chinese [L/505/7935] 1 3 20 30
Listening in Mandarin Chinese [R/505/7936] 1 3 20 33
Dialogue in Mandarin Chinese [Y/505/7937] 1 3 25 36
Reading in Mandarin Chinese [D/505/7938] 1 3 28 39
Writing in Mandarin Chinese [H/505/7939] 1 3 28 42
Reading and Written Response in Mandarin Chinese [D/505/7941]
1 3 28 45
Level 2 Award in Speaking and Listening in Mandarin Chinese
Speaking in Mandarin Chinese [H/505/7942] 2 3 22 48
Listening in Mandarin Chinese [K/505/7943] 2 3 22 51
Dialogue in Mandarin Chinese [M/505/7944] 2 3 28 54
Level 2 Award in Reading and Writing in Mandarin Chinese
Reading in Mandarin Chinese [T/505/7945] 2 3 25 58
Writing in Mandarin Chinese [A/505/7946] 2 3 25 61
Reading and Written Response in Mandarin Chinese [J/505/7948]
2 3 25 64
Numbers in box brackets indicate unit number If learners achieve credits from units of the same title (or linked titles) at more than one level, they cannot count credits achieved from both units towards the credit target of a qualification
Entry Requirements No formal entry requirements
Age Range Pre 16 16 – 18 19 +
LARS Reference
Entry 2 Award in Speaking and Listening in Mandarin Chinese – 60128392 Entry 2 Award in Reading and Writing in Mandarin Chinese – 60128410 Entry 2 Award in Practical Mandarin Chinese – 6013768X Entry 3 Award in Speaking and Listening in Mandarin Chinese – 60128483 Entry 3 Award in Reading and Writing in Mandarin Chinese – 60128501 Entry 3 Certificate in Practical Mandarin Chinese – 60129189 Level 1 Award in Speaking and Listening in Mandarin Chinese – 6012846X Level 1 Award in Reading and Writing in Mandarin Chinese – 60128896 Level 1 Certificate in Practical Mandarin Chinese – 60129244 Level 2 Award in Speaking and Listening in Mandarin Chinese – 60128938 Level 2 Award in Reading and Writing in Mandarin Chinese – 60128963
5
Recommended GLH1
Entry 2 Award in Speaking and Listening in Mandarin Chinese – 20 Entry 2 Award in Reading and Writing in Mandarin Chinese – 28 Entry 2 Award in Practical Mandarin Chinese - 48 Entry 3 Award in Speaking and Listening in Mandarin Chinese – 60 Entry 3 Award in Reading and Writing in Mandarin Chinese – 75 Entry 3 Certificate in Practical Mandarin Chinese – 135 Level 1 Award in Speaking and Listening in Mandarin Chinese – 65 Level 1 Award in Reading and Writing in Mandarin Chinese – 84 Level 1 Certificate in Practical Mandarin Chinese – 149 Level 2 Award in Speaking and Listening in Mandarin Chinese – 72 Level 2 Award in Reading and Writing in Mandarin Chinese – 75
Recommended TQT2
Entry 2 Award in Speaking and Listening in Mandarin Chinese – 30 Entry 2 Award in Reading and Writing in Mandarin Chinese – 30 Entry 2 Award in Practical Mandarin Chinese - 60 Entry 3 Award in Speaking and Listening in Mandarin Chinese – 60 Entry 3 Award in Reading and Writing in Mandarin Chinese – 90 Entry 3 Certificate in Practical Mandarin Chinese – 150 Level 1 Award in Speaking and Listening in Mandarin Chinese – 90 Level 1 Award in Reading and Writing in Mandarin Chinese – 90 Level 1 Certificate in Practical Mandarin Chinese – 180 Level 2 Award in Speaking and Listening in Mandarin Chinese – 90 Level 2 Award in Reading and Writing in Mandarin Chinese – 90
Credit Value
Entry 2 Award in Speaking and Listening in Mandarin Chinese – 3 Entry 2 Award in Reading and Writing in Mandarin Chinese – 3 Entry 2 Award in Practical Mandarin Chinese -6 Entry 3 Award in Speaking and Listening in Mandarin Chinese – 6 Entry 3 Award in Reading and Writing in Mandarin Chinese – 9 Entry 3 Certificate in Practical Mandarin Chinese – 15 Level 1 Award in Speaking and Listening in Mandarin Chinese – 9 Level 1 Award in Reading and Writing in Mandarin Chinese – 9 Level 1 Certificate in Practical Mandarin Chinese – 18 Level 2 Award in Speaking and Listening in Mandarin Chinese – 9 Level 2 Award in Reading and Writing in Mandarin Chinese – 9
Type of Funding Available
See LARS (Learning Aim Rates Service)
Minimum Qualification Fee
See ABC web site for current fees and charges
Unit Fee Unit fees are based upon a unit’s individual credit value. Please see the ABC web site for the current fee charged per credit.
Additional Information See ABC web site for resources available for this qualification.
1 See Glossary of Terms
2 See Glossary of Terms
6
Unit Details Unit Title
H/505/7925 Speaking and Listening in Mandarin Chinese
Level
Entry 2
Credit Value
3
Guided Learning Hours
20
Unit Summary
Learners will be able to understand and use basic words and phrases in familiar situations. They will be able to take part in simple interactions, applying the basic rules of pronunciation and employing appropriate and commonly used conventions. They will begin to develop an awareness of the cultural conventions in the target language. A simple dictionary can be used by learners to prepare for both Learning Outcomes 1 and 3 but any notes made in the target language must be handed in to the tutor prior to the assessment. Learning Outcome 1 does not need to be recorded. Learning Outcome 3 must be recorded (audio or video) and should be tutor led
Learning Outcomes (1 to 3) The learner will
Assessment Criteria (1.1 to 3.1) The learner can
1. Be able to form basic phrases in the target language
1.1 Speak at least 4 basic phrases relating to familiar events which must include
a limited range of everyday vocabulary / set phrases
a basic question
basic link words in everyday use
basic numbers (at least 1–20)
pronunciation that is sufficient to be understood
2. Be able to recognise basic words / short phrases expressed orally in the target language
2.1 Listen to at least 5 basic words and/or key phrases relating to familiar events in the target language which must include
a limited range of everyday vocabulary
simplest ways of expressing the present tense/timeframe
a question form
basic link words in everyday use
basic numbers (at least 1–20) and write the meaning in English without the use of a dictionary
7
3. Be able to take part in a simple interaction in the target language
3.1 Maintain communication during a simple interaction about familiar events with a minimum of 10 phrases (at least 4 from the learner) which must include
a limited range of everyday vocabulary and set phrases
appropriate and commonly used conventions such as greetings and common courtesies
simplest ways of expressing the present tense/timeframe
a limited range of basic questions
basic link words in everyday use
basic numbers (at least 1–20)
pronunciation that is sufficient to be understood
Links to National Occupational Standards UK Occupational Language Standards 2010: Understand: Basic, Performance Criteria 1-4 Speak: Basic, Performance Criteria 1-4, 8 Common European Framework: A1 Spoken Interaction, A1 Spoken Production, A1 Listening
8
SUPPORTING UNIT INFORMATION
H/505/7925 Speaking and Listening in Mandarin Chinese – Entry 2
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
basic common phrases and items of vocabulary both international and country specific
the range of sounds required in the spoken language
common courtesies such as pardon, sorry, please, thank you, can you help
appropriate and commonly used conventions in the target language
simple agreement/disagreement e.g. yes/no, statements of fact e.g. there/here is, I would like and simple interrogatives e.g. how much? Have you?
simplest ways of expressing the present tense/timeframe
basic positive and negative structures
link words in everyday use
basic numbers
Learning Outcome 1 (speaking) does not need to be recorded. Learning Outcome 3 (dialogue) must be recorded (audio or video) and should be tutor led. Learners can use a dictionary to prepare for both Learning outcomes 1 and 3 but any notes made in the target language must be handed in to the tutor prior to the assessment.
TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve speaking and listening skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.
9
EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence for this unit must be available for external moderation Learning Outcome 1 - ABC Witness Statement*
This unit does not need to be recorded. The only evidence required for the Speaking unit is the ABC Witness Statement* which must be completed and signed by the tutor.
One Witness statement is valid for an entire cohort.
Learning Outcome 2
The transcript or the recording of the listening material in the target language.
The task presented to the Learners and their written responses in English Learning Outcome 3
The recording (audio or video) of the dialogue which must be tutor led.
The List of learners showing order of tape/disc recording (Audio/video record form)
The Tutor brief showing the tutor’s role
The Learner brief showing the learner prompts in English. (please note that the Learner brief must not show the tutor’s utterances).
Tutor Tracking Document *
The tutor tracking document for Entry 2 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes and assessment criteria achieved/not achieved per learner, per cohort.
Declaration of Authenticity *
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report * Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
10
Unit Title
T/505/7928 Reading and Writing in Mandarin Chinese
Level
Entry 2
Credit Value
3
Guided Learning Hours
28
Unit Summary
Learners will understand and write basic words / characters and phrases on familiar subjects in the target language. Learners will demonstrate an understanding of the conventions related to the target language script. Written work produced by learners does not have to be handwritten. A simple dictionary can be used by learners for this unit
Learning Outcomes (1 to 3) The learner will
Assessment Criteria (1.1 to 3.1) The learner can
1. Be able to understand basic written words and key phrases on familiar subjects in the target language
1.1 Read 5 words / short phrases in everyday use in the target language and write the meaning in English using a simple dictionary/glossary if required
2. Be able to use a simple dictionary/glossary
2.1 Use a simple dictionary/glossary to translate a list of 5 words / short phrases new to the learner into the target language
3. Be able to recognise and respond in writing to basic written requests in the target language
3.1 Read 5 written requests for basic information given in the target language and respond in writing in the target language which must include
a limited range of everyday vocabulary/set phrases
basic link words in everyday use
basic numbers (at least 1–20)
basic principles of language and script
Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Basic, Performance Criteria 1-5 Write: Basic, Performance Criteria 1-5 Common European Framework: A1 Reading, A1 Writing
11
SUPPORTING UNIT INFORMATION
T/505/7928 Reading and Writing in Mandarin Chinese – Entry 2
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen and where appropriate to the language)
basic common phrases and items of vocabulary both international and country specific
the direction of the script
the type of script (Latin, consonant based, syllabic, ideographic)
the role of elements such as accents, umlauts, short vowels, character strokes
the basic principles of spelling / tone differences (e.g. silent consonants in French, the use of capital letters in German, short vowels in Arabic, tone differences and light tone in Mandarin) and how these correspond to sound (if appropriate to the language)
how to link words together to create short phrases e.g. and
basic numerical data
simplest ways of expressing the present tense/timeframe
A simple dictionary/glossary can be used for all learning outcomes for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading and writing skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.
12
EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence must be available for external moderation Learning Outcome 1
The task as presented to the learners and their written answers in English Learning Outcome 2
The task (new words/ phrases) as presented to the learners and their written answers in English
Learning Outcome 3
The task as presented to the learners and their written responses in English
Tutor Tracking Document *
The tutor tracking document for Entry 2 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes and assessment criteria achieved/not achieved per learner, per cohort.
Declaration of Authenticity *
Every learner must complete a Declaration of Authenticity* which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report * Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION
*All forms and additional guidance on this unit can be found on the ABC website
www.abcawards.co.uk
13
Unit Title
A/505/7929 Speaking in Mandarin Chinese
Level
Entry 3
Credit Value
2
Guided Learning Hours
20
Unit Summary
Learners will be able to use basic words and key phrases in familiar situations in the target language and ask simple questions A simple dictionary can be used by learners to prepare for both learning outcomes but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded
Learning Outcomes (1 to 2) The learner will
Assessment Criteria (1.1 to 2.1) The learner can
1. Be able to express basic words and short phrases in the target language
1.1 Generate at least 4 phrases relating to familiar events which must include the following
a limited range of everyday vocabulary / set phrases including 1 negative
simplest ways of expressing the present tense/timeframe
basic link words in everyday use
pronunciation that is sufficient to be understood
basic numbers (at least 1–1000)
2. Be able to express short and simple questions in the target language
2.1 Generate at least 6 short and simple questions using
a limited range of everyday vocabulary / set phrases
simplest ways of expressing the present tense/timeframe
a limited range of basic question forms
pronunciation that is sufficient to be understood
Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Basic, Performance Criteria 1-8 Common European Framework: A1 Spoken Production
14
SUPPORTING UNIT INFORMATION
A/505/7929 Speaking in Mandarin Chinese – Entry 3
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
formal and informal language if appropriate
a range of common items of vocabulary and at least one negative structure
words used to link ideas e.g. and, but, also
how to ask questions both those requiring a yes / no answer and those requiring basic information in prescribed contexts
the basic rules of pronunciation and pronounce words and simple phrases accurately enough not to impair communication
simple structures to express like / dislike
present tense/timeframe with frequently used verbs / structures
basic numbers
A simple dictionary can be used by learners to prepare for both learning outcomes but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve speaking skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.
15
EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence for this unit must be available for external moderation Learning Outcomes 1 and 2 - ABC Witness Statement*
This unit does not need to be recorded. The only evidence required for the Speaking unit is the ABC Witness Statement* which must be completed and signed by the tutor.
One Witness statement is valid for an entire cohort. Tutor Tracking Document*
The tutor tracking document for Entry 3 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
16
Unit Title
M/505/7930 Listening in Mandarin Chinese
Level
Entry 3
Credit Value
2
Guided Learning Hours
20
Unit Summary
Learners will be able to demonstrate understanding of basic words and key phrases in familiar situations spoken in the target language. Learners will also be able to extract specific details from a passage spoken in the target language. Learners must not use a dictionary in this unit
Learning Outcomes (1 to 2) The learner will
Assessment Criteria (1.1 to 2.2) The learner can
1. Be able to recognise and understand basic words and short phrases expressed orally in the target language
1.1 Listen to at least 8 phrases in the target language which must include
a limited range of everyday vocabulary
simplest ways of expressing the present tense/timeframe
a negative statement
a simple question form
expressions of like / dislike
basic numbers (at least 1-1000) 1.2 Demonstrate understanding of the above, by answering in English a minimum of 5 questions set in English
2. Be able to listen to and extract specific details from given material expressed orally in the target language
2.1 Listen to a short passage in the target language which must include
a limited range of everyday vocabulary
simplest ways of expressing the present tense/timeframe
basic numbers (at least 1–1000)
a negative statement
basic link words in everyday use 2.2 Demonstrate understanding of the above by noting in English at least 5 specific details
Links to National Occupational Standards UK Occupational Language Standards 2010: Understand: Basic, Performance Criteria 1-7 Common European Framework: A1 Listening
17
SUPPORTING UNIT INFORMATION
M/505/7930 Listening in Mandarin Chinese – Entry 3
INDICATIVE CONTENT This unit will introduce learners to the following key information (relating to the topics chosen)
present tense/timeframe with frequently used verbs / structures and a range of common items of vocabulary and phrases within the prescribed contexts
at least one negative structure e.g. not; never
simple agreement / disagreement e.g. ok, fine, that’s good, not ok
simple structures to express like / dislike e.g. like/don’t like, adore/detest, love/hate
questions requiring a yes / no answer e.g. do you have..? Is it..? Can I..?
questions requiring basic information e.g. Where is/are..? What is/are..?
How do I..? Which..? When..? What time..?
words used to link ideas e.g. and, but, also
the use of formal and informal language if appropriate
simple numerical data
Learners must not use a dictionary in this unit If centres use pictures or symbols these must only complement the activity. The pictures/symbols must not provide the answers or aid understanding. Learning Outcome 2 – the short passage should be long enough to include all elements required. Centres need to use their professional judgement. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve listening skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.
18
Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence must be available for external moderation Learning Outcome 1
The transcript or the recording of the listening material in the target language
The task presented to the Learners and their written responses in English. Learning Outcome 2
The transcript or the recording of the listening material in the target language
The task presented to the Learners and their written responses in English. Tutor Tracking Document*
The tutor tracking document for Entry 3 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
19
Unit Title
T/505/7931 Dialogue in Mandarin Chinese
Level
Entry 3
Credit Value
2
Guided Learning Hours
20
Unit Summary
Learners will be able to understand and use simple phrases and questions to exchange information in familiar situations in the target language A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. Please note the dialogue must be recorded (audio or video) and should be tutor led
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.1) The learner can
1. Be able to take part in a simple dialogue in the target language
1.1 Participate in a dialogue with a minimum of 12 simple phrases (the learner must contribute a minimum of 6 utterances) which must include
a limited range of everyday vocabulary
simplest ways of expressing the present tense/timeframe
one question from the learner
an appropriate response to an unknown question
basic numbers (at least 1–1000)
a negative response from the learner
basic link words in everyday use
pronunciation that is sufficient to be understood
Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Basic, Performance Criteria 1-8 Understand: Basic, Performance Criteria 1-7 Common European Framework: A1 Spoken Interaction, A1 Spoken Production, A1 Listening
20
SUPPORTING UNIT INFORMATION
T/505/7931 Dialogue in Mandarin Chinese – Entry 3
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
the importance of non-verbal communication
phrases such as please repeat, slowly please, I don’t understand
formal and informal language if appropriate
a range of common items of vocabulary and at least one negative structure
words used to link ideas e.g. and, but, also
questions, both those requiring a yes / no answer and those requiring basic information, in prescribed contexts
the basic rules of pronunciation to recognise words and simple phrases
simple structures to express like / dislike
present tense/timeframe with frequently used verbs / structures
simple numerical data
For this unit learners can use a dictionary to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. Please note the dialogue must be recorded (audio or video) and should be tutor led TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve dialogue skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.
21
Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence must be available for external moderation Learning Outcome 1
The recording (audio or video) of the dialogue which must be tutor led.
The List of learners showing order of tape/disc recording (Audio/video record form)
The Tutor brief showing the tutor’s role
The Learner brief showing the learner prompts in English (please note that the Learner brief must not show the tutor’s utterances) Tutor Tracking Document*
The tutor tracking document for Entry 3 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report * Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included.
ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
22
Unit Title
A/505/7932 Reading in Mandarin Chinese
Level
Entry 3
Credit Value
3
Guided Learning Hours
25
Unit Summary
Learners will recognise basic written signs and understand simple written instructions and texts on familiar subjects in the target language. Written work produced by learners does not need to be handwritten. A dictionary can be used by learners for this unit
Learning Outcomes (1 to 2) The learner will
Assessment Criteria (1.1 to 2.2) The learner can
1. Understand basic instructions /signs in the target language
1.1 Read and give the meaning in English to 10 signs/instructions given in the target language using a dictionary/glossary if required
2. Understand a text in the target language consisting of vocabulary in everyday use
2.1 Read a simple written text in the target language which must include
a limited range of everyday vocabulary
simplest ways of expressing the present tense/timeframe
a negative form
basic link words in everyday use
basic numerical data (at least 1–1000) using a dictionary/glossary if required 2.2 Respond in English to 5 questions set in English demonstrating understanding of the text above using a dictionary/glossary if required
Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Basic, Performance Criteria 1-9 Common European Framework: A1 Reading
23
SUPPORTING UNIT INFORMATION
A/505/7932 Reading in Mandarin Chinese – Entry 3
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
formal and informal language
a range of common items of vocabulary and at least one negative structure
words used to link ideas e.g. and, but, also
basic numerical data
questions, both those requiring yes / no answers and those requiring basic information, in prescribed contexts
the basic rules of grammar to recognise words and simple phrases
simple structures to express like / dislike
present tense/timeframe with frequently used verbs / structures
simple written forms / conventions of the target language
using a simple dictionary/glossary / phrase book (target language>English)
A simple dictionary can be used for all learning outcomes for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.
24
EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence must be available for external moderation Learning Outcome 1
The task (signs/instructions in the target language) as presented to the learners
The learners’ written answers in English Learning Outcome 2
The task (short text in the target language ) as presented to the learners
The questions set in English and the learners’ written answers in English Tutor Tracking Document*
The tutor tracking document for Entry 3 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report * Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
25
Unit Title
F/505/7933 Writing in Mandarin Chinese
Level
Entry 3
Credit Value
3
Guided Learning Hours
25
Unit Summary
Learners will learn how to write basic short phrases and sentences on familiar topics. They will demonstrate their ability to do this by composing lists and basic messages on familiar topics in the target language. Written work produced by learners does not have to be handwritten. A dictionary can be used by learners for this unit
Learning Outcomes (1 to 2) The learner will
Assessment Criteria (1.1 to 2.1) The learner can
1. Be able to produce a simple list of items on familiar topics in the target language
1.1 Write a simple list of a minimum of 7 items in the target language from a specific topic using a dictionary/glossary if required
2. Be able to write a basic short message or note in the target language
2.1 Write a basic message or note in the target language conveying at least one piece of information and one question demonstrating
simplest ways of expressing the present tense/timeframe
correct use of basic sentence structures
correct use of basic question forms using a dictionary/glossary if required
Links to National Occupational Standards UK Occupational Language Standards 2010: Write: Basic, Performance Criteria 1-8 Common European Framework: A1 Writing
26
SUPPORTING UNIT INFORMATION
F/505/7933 Writing in Mandarin Chinese – Entry 3
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
the distinction between formal and informal language if appropriate
a range of common items of vocabulary and at least one basic negative structure
some basic connectors (e.g. and, but, also)
questions requiring a yes / no answer and those requiring basic information in prescribed contexts
a basic knowledge of simple grammar rules
a basic knowledge of frequently used verbs and simple structures to express the present tense/timeframe
how to express likes and dislikes
recognition and use of simple written forms and conventions
using a basic bilingual dictionary, glossary or phrase book
A dictionary can be used by learners for all learning outcomes for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve writing skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.
27
EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1
The Writing task as presented to the learners in English
The learners’ written responses in the target language Learning Outcome 2
The Writing task, as presented to the learners in English
The learners’ written response in the target language. Tutor Tracking Document*
The tutor tracking document for Entry 3 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included.
ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
28
Unit Title
J/505/7934 Reading and Written Response in Mandarin Chinese
Level
Entry 3
Credit Value
3
Guided Learning Hours
25
Unit Summary
Learners will be able to read simple messages including questions or requests for information on familiar subjects in the target language and produce a written response in the target language. Written work produced by learners does not need to be handwritten A dictionary can be used by learners for this unit
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.2) The learner can
1. Be able to read and respond to simple written material in the target language
1.1 Read a simple message written in the target language which must include
questions or requests for information
a limited range of everyday vocabulary
simplest ways of expressing the present tense/timeframe
a negative form
basic link words in everyday use
basic numerical data (within the range 1–1000) using a dictionary/glossary if required 1.2 Write a short reply in the target language responding to the questions or requests for information contained within the message above using a dictionary/glossary if required
Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Basic, Performance Criteria 1-9 Write: Basic, Performance Criteria 1-8 Common European Framework: A1 Reading, A1 Writing
29
SUPPORTING UNIT INFORMATION
J/505/7934 Reading and Written Response in Mandarin Chinese – Entry 3
INDICATIVE CONTENT This unit will introduce learners to the following key information (relating to the topics chosen)
formal and informal language
a range of common items of vocabulary and at least one negative structure
words used to link ideas e.g. and, but, also
recognising questions, both those requiring a yes / no answer and those requiring basic information, in prescribed contexts
basic numerical data
the basic rules of grammar to recognise words and simple phrases
present tense/timeframe with frequently used verbs / structures
simple structures to express like / dislike
recognition and use of simple written forms / conventions of the target language
using a simple dictionary/glossary / phrase book (target language>English; English>target language)
A dictionary can be used by learners for all learning outcomes TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading and written response skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.
30
EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1
The simple message (provided in the target language) as presented to the learners.
The learners’ responses (in the target language) to the questions or requests for information contained within the stimulus material.
Tutor Tracking Document*
The tutor tracking document for Entry 3 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included.
ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
31
Unit Title
L/505/7935 Speaking in Mandarin Chinese
Level
1
Credit Value
3
Guided Learning Hours
20
Unit Summary
Learners will be able to use a limited range of simple words and sentences to form statements and questions in familiar situations. They will be able to give a short talk on a familiar topic. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.1) The learner can
1. Be able to form simple statements to provide information in the target language
1.1 Speak on a chosen topic using at least 8 phrases which must include
at least 1 expression of like/dislike or intention
relevant everyday vocabulary
simple adjectives
simplest ways of expressing at least 2 tenses/timeframes
a negative statement
simple link words in everyday use
intonation and pronunciation to express meaning clearly
simple numbers (at least 1–1000)
Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Predictable, Performance Criteria 1-10 Common European Framework: A2 Spoken Production
32
SUPPORTING UNIT INFORMATION
L/505/7935 Speaking in Mandarin Chinese – Level 1
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
the distinction between formal and informal language if appropriate
a range of basic positive / negative structures
a wider range of basic connectors (e.g. therefore), appropriate prepositions, and appropriate adjectives / adverbs to create simple descriptions, expressions of frequency
a basic knowledge of modal verbs (e.g. can, must, would like), requests for information (e.g. how, when, do you, have you, are you), permission to act (e.g. may I, can I)
a basic knowledge of simple structures to express at least 2 tenses/time frames – past/ present/ future where appropriate to the language
simple numerical data
*It is expected that learners will be able to demonstrate correct use of at least 2 tenses/timeframes - past/present/future - with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve speaking skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.
33
EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1 - ABC Witness Statement*
This unit does not need to be recorded. The only evidence required for the Speaking unit is the ABC Witness Statement* which must be completed and signed by the tutor.
One Witness statement is valid for an entire cohort.
Tutor Tracking Document*
The tutor tracking document for Level 1 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
34
Unit Title
R/505/7936 Listening in Mandarin Chinese
Level
1
Credit Value
3
Guided Learning Hours
20
Unit Summary
Learners will be able to understand simple words and sentences in familiar situations spoken in the target language and be able to extract specific details to demonstrate understanding. Learners must not use a dictionary in this unit
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.2) The learner can
1. Be able to understand spoken material expressed in the target language and extract specific details
1.1 Listen to a dialogue or monologue in the target language of at least 16 utterances which must include
relevant everyday vocabulary
simple adjectives
simplest ways of expressing past, present and future tenses/timeframes where appropriate to the language
a negative structure
simple numbers (at least 1–1000) 1.2 Answer in English a minimum of 6 specific questions set in English to demonstrate understanding of the above dialogue or monologue
Links to National Occupational Standards UK Occupational Language Standards 2010: Understand: Predictable, Performance Criteria 1-9 Common European Framework: A2 Listening
35
SUPPORTING UNIT INFORMATION
R/505/7936 Listening in Mandarin Chinese – Level 1
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
the distinction between formal and informal language if appropriate
a range of basic positive / negative structures
a wider range of basic connectors (e.g. therefore), appropriate prepositions, and appropriate adjectives / adverbs to create simple descriptions, expressions of frequency
a basic knowledge of modal verbs (e.g. can, must, would like), requests for information (e.g. how, when, do you, have you, are you), permission to act (e.g. may I, can I)
a basic knowledge of simple structures to express past, present and future tenses/timeframes where appropriate to the language*
some recognition of common liaison and elision where appropriate to the language (e.g. sounding consonants before vowels, omission of vowels and syllables)
simple numerical data
*It is expected that learners will be able to demonstrate correct understanding of the past, present and future tenses/timeframes with the exception of languages where separate timeframes are not part of the structure of the language. Learners must not use a dictionary in this unit If centres use pictures or symbols these must complement not replace the source passage. The pictures/symbols must not provide the answers or aid understanding. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve listening skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.
36
Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1
The transcript or the recording of the listening material in the target language.
The task presented to the Learners and their written responses in English. Tutor Tracking Document*
The tutor tracking document for Level 1 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
37
Unit Title
Y/505/7937 Dialogue in Mandarin Chinese
Level
1
Credit Value
3
Guided Learning Hours
25
Unit Summary
Learners will be able to use and understand a limited range of simple words, sentences and questions to take part in short dialogues in familiar situations. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment Please note the dialogue must be recorded (audio or video) and should be tutor led
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.1) The learner can
1. Be able to participate in a dialogue in the target language
1.1 Participate in a dialogue in the target language about familiar events of at least 12 exchanges (minimum of 6 from the learner) which must include
relevant everyday vocabulary
simple adjectives
a negative structure
the simplest ways of expressing at least 2 tenses/timeframes
simple link words
a question from the learner
a response to at least 1 unknown open question
intonation and pronunciation to express meaning clearly
simple numbers (at least 1–1000)
Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Predictable, Performance Criteria 1-10 Understand: Predictable, Performance Criteria 1-9 Common European Framework: A2 Listening; A2 Spoken Interaction, A2 Spoken Production
38
SUPPORTING UNIT INFORMATION
Y/505/7937 Dialogue in Mandarin Chinese – Level 1
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
the distinction between formal and informal language if appropriate
a range of basic positive / negative structures
open and closed questions
a wider range of basic connectors (e.g. therefore), appropriate prepositions, and appropriate adjectives / adverbs to create simple descriptions, expressions of frequency
a basic knowledge of modal verbs (e.g. can, must, would like), requests for information (e.g. how, when, do you, have you, are you), permission to act (e.g. may I, can I)
a basic knowledge of simple structures to express at least 2 tenses/timeframes – past/ present/future/ where appropriate to the language*
some recognition of common liaison and elision where appropriate. (e.g. sounding consonants before vowels, omission of vowels and syllables
conventions related to common social and business interactions
*It is expected that learners will be able to demonstrate during the dialogue assessment the correct use of at least 2 tenses/timeframes - past/present/future - with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. Please note the dialogue must be recorded (audio or video) and should be tutor led. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve dialogue skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.
39
Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1
The recording (audio or video) of the dialogue which must be tutor led.
The List of learners showing order of tape/disc recording (Audio/video record form)
The Tutor brief showing the tutor’s role
The Learner brief showing the learner prompts in English (please note that the Learner brief must not show the tutor’s utterances) Tutor Tracking Document*
The tutor tracking document for Level 1 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
40
Unit Title
D/505/7938 Reading in Mandarin Chinese
Level
1
Credit Value
3
Guided Learning Hours
28
Unit Summary
Learners will read and understand simply written texts on familiar subjects in the target language that use simple structures in past, present and future tenses/timeframes where appropriate. Written work produced by learners does not need to be handwritten A dictionary can be used by learners for this unit
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.2) The learner can
1. Be able to read and understand a simple text in the target language
1.1 Read a simple written text in the target language which must include
relevant everyday vocabulary
simplest ways of expressing present, past and future tenses/timeframes
at least one negative structure
simple numerical data (within the range 1–1000)
prepositions or adjectives or adverbs
simple link words in everyday use
expressions of frequency using a dictionary/glossary if required 1.2 Respond in English to 7 questions set in English demonstrating understanding of the text above using a dictionary/glossary if required
Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Predictable, Performance Criteria 1-8 Common European Framework: A2 Reading
41
SUPPORTING UNIT INFORMATION
D/505/7938 Reading in Mandarin Chinese – Level 1
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
the distinction between formal and informal language
a range of basic positive /negative structures
simple numerical data
a wider range of basic connectors (e.g. therefore), appropriate prepositions, and appropriate adjectives / adverbs to create simple descriptions, expressions of frequency
a basic knowledge of modal verbs (e.g. can, must, would like), requests for information (e.g. how, when, do you, have you, are you), permission to act (e.g. may I, can I)
a basic knowledge of simple structures to express past, present and future tenses/timeframes where appropriate to the language*
use of simple dictionaries / glossaries (target language>English)
conventions used in letters, notes, forms
*It is expected that learners will be able to demonstrate the ability to read and understand the past, present and future tenses/timeframes - with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.
42
EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1
The simple written text in the target language as presented to the learners.
The questions set in English and the learners’ written answers in English Tutor Tracking Document*
The tutor tracking document for Level 1 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
43
Unit Title
H/505/7939 Writing in Mandarin Chinese
Level
1
Credit Value
3
Guided Learning Hours
28
Unit Summary
Learners will be able to write simple texts in the target language. Written work produced by learners does not need to be handwritten A dictionary can be used by learners for this unit
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.1) The learner can
1. Be able to write simple text in the target language
1.1 Write 2 different types of simple text in the target language, both of which must be a minimum of 60 words, which must include the following across the 2 texts
a greeting
relevant everyday vocabulary
the simplest ways of expressing present, past and future tenses/timeframes
an expression of intention or possibility or wish
an expression of frequency
prepositions or adjectives or adverbs
at least one question form
at least one negative form
simple numerical data (within the range 1–1000)
simple link words using a dictionary/glossary if required
Links to National Occupational Standards UK Occupational Language Standards 2010: Write: Predictable, Performance Criteria 1-7 Common European Framework: A2 Writing
44
SUPPORTING UNIT INFORMATION
H/505/7939 Writing in Mandarin Chinese – Level 1
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
the distinction between formal and informal language
a range of basic positive /negative structures
simple numerical data
a wider range of basic connectors (e.g. therefore), appropriate prepositions, and appropriate adjectives / adverbs to create simple descriptions, expressions of frequency
a basic knowledge of modal verbs (e.g. can, must, would like), requests for information (e.g. how, when, do you, have you, are you), permission to act (e.g. may I, can I)
a basic knowledge of simple structures to express past, present and future tenses/timeframes where appropriate to the language*
conventions a) used in letters / cards (e.g. one example of an opening and closing phrase), notes, forms b) addressing envelopes
an awareness of grammar requirements when constructing sentences; word order, punctuation, other as appropriate
use of simple dictionaries/glossaries
*It is expected that learners will be able to demonstrate through their writing the correct use of the past, present and future tenses/timeframes with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve writing skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.
45
Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1
The Writing task 1 , as presented to the learners in English, plus their written responses in the target language (minimum 60 words)
The Writing task 2 , as presented to the learners in English, plus their written responses in the target language (minimum 60 words)
Tutor Tracking Document*
The tutor tracking document for Level 1 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
46
Unit Title
D/505/7941 Reading and Written Response in Mandarin Chinese
Level
1
Credit Value
3
Guided Learning Hours
28
Unit Summary
Learners will be able to read simply written text on familiar subjects in the target language, and produce a written response in the target language. Written work produced by learners does not need to be handwritten. A dictionary can be used by learners for this unit
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.2) The learner can
1. Be able to read and respond in the target language to simple written text
1.1 Read a simple text in the target language which must include
relevant everyday vocabulary
the simplest ways of expressing present, past and future tenses/timeframes
expressions of intention or possibility or wish using a dictionary if required 1.2 Write a response of at least 60 words in the target language to a stimulus written in the target language which must include the following
relevant everyday vocabulary
the simplest ways of expressing at least 2 tenses/timeframes i.e. present, past, future
appropriate selection and use of formal and informal language
prepositions or adjectives or adverbs
simple link words in everyday use using a dictionary if required
Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Predictable, Performance Criteria 1-8 Write: Predictable, Performance Criteria 1-7 Common European Framework: A2 Reading, A2 Writing
47
SUPPORTING UNIT INFORMATION
D/505/7941 Reading and Written Response in Mandarin Chinese – Level 1
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
the distinction between formal and informal language
a range of basic positive / negative structures
simple numerical data
a wider range of basic connectors (e.g. therefore), appropriate prepositions, and appropriate adjectives / adverbs to create simple descriptions, expressions of frequency
a basic knowledge of modal verbs (e.g. can, must, would like), requests for information (e.g. how, when, do you, have you, are you), permission to act (e.g. may I, can I)
a basic knowledge of simple structures to understand written forms of the past, present and future tenses/timeframes where appropriate to the language*
a basic knowledge of simple structures to write at least 2 tenses/timeframes – past/ present/future/ where appropriate to the language*
conventions a) used in letters / cards (e.g. one example of an opening and closing phrase), notes, forms b) addressing envelopes
an awareness of grammar requirements when constructing sentences; word order, punctuation, other as appropriate
use of simple dictionaries/glossaries
*It is expected that learners will be able to read and understand the past, present and future tenses/timeframes and be able to respond in writing using the correct forms of at least 2 tenses/timeframes with the exception of languages where separate timeframes are not part of the structure of the language A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading and written response skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated.
48
Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1
The simple text (in the target language) as presented to the learners.
The learners’ responses (in the target language) to the questions or requests for information contained within the stimulus material.
Tutor Tracking Document*
The tutor tracking document for Level 1 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
49
Unit Title
H/505/7942 Speaking in Mandarin Chinese
Level
2
Credit Value
3
Guided Learning Hours
22
Unit Summary
Learners will be able to speak in the target language, generating sentences in everyday usage, some of which may be complex, using past, present and future tenses/timeframes and conditional forms where appropriate to the language A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.1) The learner can
1. Be able to express routine information in the target language
1.1 Speak for 1–2 minutes in the target language on a chosen topic which must include
vocabulary in everyday use
adjectives and adverbs
past, present and future tenses/timeframes
negative statements
opinions or preferences
compound sentences
intonation and pronunciation to express meaning clearly
routine numerical data
Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Routine, Performance Criteria 1-13 Common European Framework: B1 Spoken Production
50
SUPPORTING UNIT INFORMATION
H/505/7942 Speaking in Mandarin Chinese – Level 2
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
a wider range of commonly used positive / negative structures
a wider range of connectors, verbs, adjectives, including comparative, superlative, adverbs, expressions of frequency
a wider range of modal verbs (or equivalent) to express ability, need, desire, compulsion
a working knowledge of structures expressing past, present and future tenses/timeframes and conditional forms as appropriate to the language*
the imperative form
common and standard conventions to express preference, opinion, condolence, acceptance and refusal, some of which may be idiomatic
a range of polite expressions of gratitude, regret, apology, annoyance some of which may be idiomatic
routine numerical data
compound sentences – if these are not appropriate for the target language consult ABC Awards
*It is expected that learners will be able to demonstrate their ability to speak using the past, present and future tenses/timeframes and conditional forms - with the exception of languages where separate timeframes are not part of the structure of the language. The topic can be selected solely by the learner or by consultation with the tutor/assessor. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve speaking skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated.
51
Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1 - ABC Witness Statement*
This unit does not need to be recorded. The only evidence required for the Speaking unit is the ABC Witness Statement* which must be completed and signed by the tutor.
One Witness statement is valid for an entire cohort. Tutor Tracking Document*
The tutor tracking document for Level 2 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report * Whichever method the centre uses, the submission must contain evidence of internal moderation.
ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
52
Unit Title
K/505/7943 Listening in Mandarin Chinese
Level
2
Credit Value
3
Guided Learning Hours
22
Unit Summary
Learners will be able to listen to and understand sentences in everyday usage, some of which may be complex, in past, present and future tenses/timeframes where appropriate to the target language Learners must not use a dictionary in this unit
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.2) The learner can
1. Be able to understand information and opinions presented in spoken form
1.1 Listen to a dialogue or monologue in the target language of at least 20 utterances which must include
vocabulary in everyday use
adjectives and adverbs
past, present and future tenses/timeframes
link words in everyday use
compound sentences
routine numerical data
negative statements 1.2 Answer in English a minimum of 8 questions set in English to demonstrate understanding of the above dialogue or monologue
Links to National Occupational Standards UK Occupational Language Standards 2010: Understand: Routine, Performance Criteria 1-9 Common European Framework: B1 Listening
53
SUPPORTING UNIT INFORMATION
K/505/7943 Listening in Mandarin Chinese – Level 2
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
a wider range of commonly used positive / negative structures
At L2 it is expected that learners are familiar with a wider range of connectors, verbs, adjectives (including comparative, superlative), adverbs, expressions of frequency
a wider range of modal verbs (or equivalent) to express ability, need, desire, compulsion
a working knowledge of structures expressing past, present and future tenses/timeframes and conditional forms as appropriate to the language*
the imperative form
common and standard conventions to express preference, opinion, condolence, acceptance and refusal some of which may be idiomatic
a range of polite expressions of gratitude, regret, apology, annoyance, some of which may be idiomatic
routine numerical data
compound sentences – if these are not appropriate for the target language consult ABC Awards
*It is expected that learners will be able to demonstrate their ability to understand the past, present and future tenses/timeframes and conditional forms - with the exception of languages where separate timeframes are not part of the structure of the language.
Learners must not use a dictionary in this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve listening skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.
54
Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1
The transcript or the recording of the listening material in the target language.
The task presented to the Learners and their written responses in English. Tutor Tracking Document*
The tutor tracking document for Level 2 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
55
Unit Title
M/505/7944 Dialogue in Mandarin Chinese
Level
2
Credit Value
3
Guided Learning Hours
28
Unit Summary
Learners will be able to participate in conversation which may include complex elements using past, present and future tenses/timeframes. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment Please note the dialogue must be recorded (audio or video) and should be tutor led
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.1) The learner can
1. Be able to maintain a dialogue in the target language and clarify meaning
1.1 Maintain a dialogue in the target language with a minimum of 16 exchanges (at least 8 produced by the learner) which must include the following
vocabulary in everyday use
adjectives and adverbs
past, present and future tenses/timeframes
compound sentences
appropriate intonation and pronunciation
a question from the learner
a response to at least 1 unknown open question
negative statements
routine numerical data
Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Routine, Performance Criteria 1-13 Understand: Routine, Performance Criteria 1-9 Common European Framework: B1 Listening, B1 Spoken Interaction, B1 Spoken Production
56
SUPPORTING UNIT INFORMATION
M/505/7944 Dialogue in Mandarin Chinese – Level 2
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
a wider range of commonly used negative structures
a wider range of connectors, verbs, adjectives (including comparative, superlative), adverbs, expressions of frequency
a wider range of modal verbs (or equivalent) to express ability, need, desire, compulsion
a working knowledge of structures expressing past, present and future tenses/timeframes and conditional forms as appropriate to the language*
the imperative form
common and standard conventions to express preference, opinion, condolence, acceptance and refusal some of which may be idiomatic
a range of polite expressions of gratitude, regret, apology, annoyance, some of which may be idiomatic
open and closed questions
routine numerical data
*It is expected that learners will be able to demonstrate during the dialogue assessment correct use of the past, present and future tenses/timeframes and conditional forms - with the exception of languages where separate timeframes are not part of the structure of the language. Please note the dialogue must be recorded and should be tutor led. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve dialogue skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated.
57
Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1
The recording (audio or video) of the dialogue which must be tutor led.
The List of learners showing order of tape/disc recording (Audio/video record form)
The Tutor brief showing the tutor’s role
The Learner brief showing the learner prompts in English (please note that the Learner brief must not show the tutor’s utterances) Tutor Tracking Document*
The tutor tracking document for Level 2 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included.
58
ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
59
Unit Title
T/505/7945 Reading in Mandarin Chinese
Level
2
Credit Value
3
Guided Learning Hours
25
Unit Summary
Learners will read and understand written text in the target language on everyday matters, some of it complex in structure, in past, present and future tenses/timeframes. A dictionary can be used by learners for this unit
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.2) The learner can
1. Be able to read and understand written text in the target language
1.1 Read 2 written texts in the target language which must include the following across the 2 texts
relevant everyday vocabulary
simple and complex sentences
present, past and future tenses/timeframes
commonly used conditional forms as appropriate
expressions of intention or possibility or wish
expressions of frequency
appropriate prepositions, adjectives and adverbs
negative structures
routine numerical data 1.2 Respond in English to questions set in English to demonstrate understanding of the texts above using a dictionary/glossary if required
Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Routine, Performance Criteria 1-8 Common European Framework: B1 Reading
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SUPPORTING UNIT INFORMATION
T/505/7945 Reading in Mandarin Chinese – Level 2
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
a knowledge of structures expressing intention, wish and possibility
the distinction between formal and informal language
a wider range of commonly used positive / negative structures
routine numerical data
a wider range of connectors, verbs, adjectives (including comparative, superlative), adverbs, expressions of frequency
a wider range of modal verbs (or equivalent) to express ability, need, desire, compulsion
a working knowledge of structures expressing past, present and future tenses/timeframes, conditional forms and the infinitive as appropriate to the language*
common and standard conventions to express preference, opinion, condolence, acceptance and refusal some of which may be idiomatic
different styles of writing: letters (formal, informal), memos, notes, brochures, articles, accounts
a range of polite expressions of gratitude, regret, apology, annoyance some of which may be idiomatic
*It is expected that learners will be able to read and understand the past, present and future tenses/timeframes and conditional forms - with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.
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Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1
The 2 written texts in the target language as presented to the learners.
The questions set in English and the learners’ written answers in English Tutor Tracking Document*
The tutor tracking document for Level 2 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
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Unit Title
A/505/7946 Writing in Mandarin Chinese
Level
2
Credit Value
3
Guided Learning Hours
25
Unit Summary
Learners will be able to write routine text in the target language which could include writing everyday letters of a formal or informal nature and creative writing. Written work produced by learners does not need to be handwritten. A dictionary can be used by learners for this unit
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.1) The learner can
1. Be able to write continuous text in the target language
1.1 Write continuous text of a minimum of 150 words in the target language which must include the following
relevant everyday vocabulary
complex sentences
present, past and future tenses/timeframes
commonly used conditional forms
expressions of intention or possibility or wish
expressions of frequency prepositions, adjectives and adverbs
question forms
negative forms
routine numerical data using a dictionary/glossary if required
Links to National Occupational Standards UK Occupational Language Standards 2010: Write: Routine, Performance Criteria 1-7 Common European Framework: B1 Writing
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SUPPORTING UNIT INFORMATION
A/505/7946 Writing in Mandarin Chinese – Level 2
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
the distinction between formal and informal language
a wider range of commonly used positive / negative structures
routine numerical data
a wider range of connectors, verbs, adjectives (including comparative, superlative), adverbs, expressions of frequency
a wider range of modal verbs (or equivalent) to express ability, need, desire, compulsion
a working knowledge of structures expressing past, present and future tenses/timeframes, conditional forms and the infinitive as appropriate to the language*
common and standard conventions to express preference, opinion, condolence, acceptance and refusal some of which may be idiomatic
different styles of writing: letters (formal, informal), memos, notes, brochures, articles, accounts
a range of polite expressions of gratitude, regret, apology, annoyance some of which may be idiomatic
*It is expected that learners will be able to demonstrate in their writing the correct forms of the past, present and future tenses/timeframes and conditional forms - with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve writing skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.
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Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1
The Writing task, as presented to the learners in English, plus their written responses in the target language (minimum 150 words)
Tutor Tracking Document*
The tutor tracking document for Level 2 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
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Unit Title
J/505/7948 Reading and Written Response in Mandarin Chinese
Level
2
Credit Value
3
Guided Learning Hours
25
Unit Summary
Learners will be able to read and understand a range of routine materials on everyday matters in the target language, some of it complex in structure, to produce a written response in the target language Written work produced by the learner does not need to be handwritten A dictionary can be used by learners for this unit
Learning Outcomes (1 to 1) The learner will
Assessment Criteria (1.1 to 1.2) The learner can
1. Be able to read and respond in the target language to written text
1.1 Read a text in the target language which must include
relevant everyday vocabulary
complex sentences
present, past and future tenses/timeframes
expressions of intention or possibility or wish
expressions of frequency
prepositions, adjectives and adverbs using a dictionary if required 1.2 Write a response of at least 80 words in the target language to a stimulus written in the target language which must include the following
relevant everyday vocabulary
ways of expressing at least 3 tenses/timeframes
appropriate selection and use of formal and informal language
prepositions, adjectives, adverbs
complex sentences using a dictionary if required
Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Routine, Performance Criteria 1-8 Write: Routine, Performance Criteria 1-7 Common European Framework: B1 Reading, B1 Writing
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SUPPORTING UNIT INFORMATION
J/505/7948 Reading and Written Response in Mandarin Chinese – Level 2
INDICATIVE CONTENT
This unit will introduce learners to the following key information (relating to the topics chosen)
the distinction between formal and informal language
a wider range of commonly used positive / negative structures
routine numerical data
a wider range of connectors, verbs, adjectives (including comparative, superlative), adverbs, expressions of frequency
a wider range of modal verbs (or equivalent) to express ability, need, desire, compulsion
a working knowledge of structures expressing past, present and future tenses/timeframes, conditional forms and the infinitive as appropriate to the language*
common and standard conventions to express preference, opinion, condolence, acceptance and refusal some of which may be idiomatic
different styles of writing: letters (formal, informal), memos, notes, brochures, articles, accounts
a range of polite expressions of gratitude, regret, apology, annoyance some of which may be idiomatic
*It is expected that learners will be able to read and understand the past, present and future tenses/timeframes and be able to respond in writing using the correct forms of at least 3 tenses/timeframes with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading and written response skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.
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Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1
The text (in the target language) as presented to the learners.
The learners’ responses (in the target language) to the questions or requests for information contained within the stimulus material.
Tutor Tracking Document*
The tutor tracking document for Level 2 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.
Declaration of Authenticity*
Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.
Evidence of Internal Moderation
Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.
It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk
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Recognition of Prior Learning (RPL), Exemption and Credit Transfer
ABC Awards policy enables learners to avoid duplication of learning and assessment
in a number of ways:
Recognition of Prior Learning (RPL) – a method of assessment that considers
whether a learner can demonstrate that they can meet the assessment
requirements for a unit through knowledge, understanding or skills they
already possess and do not need to develop through a course of learning.
Exemption - Exemption applies to any certificated achievement which is
deemed to be of equivalent value to a unit within ABC qualification but which
does not necessarily share the exact learning outcomes and assessment
criteria. It is the assessor’s responsibility, in conjunction with the Internal
Moderator, to map this previous achievement against the assessment
requirements of the ABC qualification to be achieved in order to determine its
equivalence.
Any queries about the relevance of any certificated evidence, should be
referred in the first instance to your centre’s internal moderator and then to
ABC.
It is important to note that there may be restrictions upon a learner’s ability to
claim exemption or credit transfer which will be dependent upon the currency
of the unit/qualification and a learner’s existing levels of skill or knowledge.
Where past certification only provides evidence that could be considered for
exemption of part of a unit, learners must be able to offer additional evidence
of previous or recent learning to supplement their evidence of achievement.
Credit Transfer – ABC may attach credit to a qualification, a unit or a
component. Credit transfer is the process of using certificated credits
achieved in one qualification and transferring that achievement as a valid
contribution to the award of another qualification. Units/Components
transferred must share the same learning outcomes and assessment criteria
along with the same unit number. Assessors must ensure that they review
and verify the evidence through sight of:
original certificates OR
copies of certificates that have been signed and dated by the
internal moderator confirming the photocopy is a real copy and
make these available for scrutiny by the External Moderator.
Equivalencies – opportunities to count credits from the unit(s) from other
qualifications or from unit(s) submitted by other recognised organisations
towards the place of mandatory or optional unit(s) specified in the rule of
combination. The unit must have the same credit value or greater than the
unit(s) in question and be at the same level or higher.
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ABC encourages its centres to recognise the previous achievements of learners through Recognition of Prior Learning (RPL), Exemption and Credit Transfer. Prior achievements may have resulted from past or present employment, previous study or voluntary activities. Centres should provide advice and guidance to the learner on what is appropriate evidence and present that evidence to the external moderator in the usual way.
Certification
Learners will be certificated for all units and qualifications that are achieved and claimed. ABC’s policies and procedures are available on the ABC web site.
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Appendices
Glossary of Terms
GLH (Guided Learning Hours)
GLH is where the learner participates in education or training under the immediate
guidance or supervision of a tutor (or other appropriate provider of education or
training). It may be helpful to think – ‘Would I need to plan for a member of staff to
be present to give guidance or supervision?’
GLH is calculated at qualification level and not unit/component level.
Examples of Guided Learning include:
Face-to-face meeting with a tutor
Telephone conversation with a tutor
Instant messaging with a tutor
Taking part in a live webinar
Classroom-based instruction
Supervised work
Taking part in a supervised or invigilated assessment
The learner is being observed.
TQT (Total Qualification Time)
‘The number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required, in order for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification.’ The size of a qualification is determined by the TQT. TQT is made up of the Guided Learning Hours (GLH) plus all other time taken in
preparation, study or any other form of participation in education or training but not
under the direct supervision of a lecturer, supervisor or tutor.
TQT is calculated at qualification level and not unit/component level. Examples of unsupervised activities that could contribute to TQT include:
Researching a topic and writing a report
Watching an instructional online video at home/e-learning
Watching a recorded webinar
Compiling a portfolio in preparation for assessment
Completing an unsupervised practical activity or work
Rehearsing a presentation away from the classroom
Practising skills unsupervised
Requesting guidance via email – will not guarantee an immediate response.