SPECIFICATION LRN Entry Level Certificate in ESOL Skills ...€¦ · The LRN ESOL Entry Level, Speaking and Listening Skills for Life qualifications contribute to the Government’s

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SPECIFICATION

LRN Entry Level Certificate in ESOL Skills for Life

(Speaking and Listening) (Entry 2)

Accreditation Number: 600/4007/5

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Learning Resource Network is an awarding body creating qualifications for educational

institutions, independent learning providers and employers. LRN is building a wide ranging

qualification portfolio including a range of international English qualifications for those who

want to provide evidence of their English Language skills for their professional or personal

development. These qualifications are internationally recognised as providing proof of the

skills and abilities required by educational institutes, professional bodies and governments.

LRN offers its customers qualifications that are easy to deliver, cost effective and user

friendly.

LRN Contact Details

Learning Resource Network

Delta House

175-177 Borough High Street

London

SE2 1HR

Tel: 0870 6258 408

www.lrnglobal.org

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Contents

What are LRN ESOL Qualifications? 04

Entry requirements 05

Language of Materials 05

Tutor qualifications 05

Mode of delivery 05

Delivery approach 06

Guided learning hours 06

Reasonable Adjustments and Special Considerations 06

Progression 07

LRN’s Quality Assurance Policies 07

Examination Procedure 07

Assessment 07

Rationale 08

Overall Performance Criteria 08

Description of the test 09

Procedure 10

Skills and knowledge required 10

Potential topic areas 11

Annex 1 Performance Descriptors - Entry Level 2 12

Annex 2 Key Grammatical Forms Entry Level 2 13

Annex 3 Links with The National Language standards 14

Annex 4 – Assessment Criteria in relation to ESOL Core

Curriculum

15

Policy on Special Considerations and Reasonable

Adjustments

20

Policy on Equality and Diversity 22

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What are LRN ESOL Entry Level Speaking and Listening qualifications?

The LRN ESOL Entry Level, Speaking and Listening Skills for Life qualifications contribute

to the Government’s Skills or Life initiative to improve the overall communications and

literacy of the adult population both in the United Kingdom and abroad. This is achieved

by providing assessment of ESOL, based on the standards for adult literacy and the ESOL

Core Curriculum. The LRN Entry level Speaking and Listening qualification aims to cover

the standards at the levels described in the ESOL Core Curriculum with sufficient range,

breadth and depth to reflect accurately the use of the English language in real world

situations, appropriate to the needs of the learner.

The qualifications for Speaking and Listening at Entry 1, 2 and 3 are designed to cover the

knowledge, skills and understanding required by learners to communicate effectively in

English at the entry Levels and also to offer progression opportunities from one level to

the next. This requires an ability to listen and respond, speak to communicate and

engage in discussion effectively in a variety of situations appropriate to the learners’

level of English using suitable vocabulary.

These qualifications are designed to both support those who have attained literacy

standards in their first language as well as those who have not had an opportunity to

learn within a formal education system and may not be literate in their first language.

The LRN Entry Level Speaking and Listening qualifications:

• are appropriate for people who would like to learn Basic English skills in order to live and/or work in English speaking countries such as:

o refugees or asylum seekers

o members of a British community group settled in the UK

o partners or spouses of settled UK residents

o students intending to study in the UK

• tangibly measure oral communication skills as separate units of assessment at each level. The candidate will demonstrate competence in communicative situations

• support, promote and encourage progression routes within the ESOL SFL entry framework and additional courses or qualifications

• assist learners, where appropriate, to pass the Life in the UK (Citizenship) test and support an application to become a British citizen

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Entry requirements

There is no requirement for candidates to perform at E2 before enrolling on a course or

registering to sit the exam. However, initial assessment procedures carried out either by LRN

or evidence should be submitted by previous providers, to ensure candidates are at the

correct level in their communication skills to undertake Entry 2 qualification and assessment

procedures. Centres entering candidates for these qualifications are expected to provide

teaching programmes which provide learners with the knowledge, skills and understanding

detailed in the ESOL specification document for each level. LRN will continue to support

centres, after induction training, with in-house copies of this specification document

alongside telephone / email support as part of LRN’s holistic and integral approach to

assuring consistent quality across its centres. All tutors delivering this qualification will

already be familiar with the requirements laid down by LSIS, be registered as a ‘member’

under IFL (Institute for Learning) and be well acquainted with the Excellence Gateway

website,www.excellencegateway.org.uk, the accompanying teaching and learning

resources and national updates regarding ESOL .

Candidates will undertake a course of study prepared by their tutors in preparation for

the Speaking and Listening assessments. Tutors will ensure that learners are suitably

prepared to undertake the communications activities in the assessments provided by

LRN.

Language of Materials

LRN aims to use language that is plain, clear, free from bias and appropriate to Entry Level

candidates. All materials are rigorously checked by LRN officers, and subject specialists

before release. Tutors preparing candidates are expected to ensure that their materials are

clear, diverse and appropriate to Entry level ESOL candidates.

Tutor qualifications

Tutors delivering ESOL programmes are expected to have the relevant qualifications

specified by the Learning and Skills Improvement Service (LSIS). To qualify as a Skills for Life

teacher (ESOL) the following is required:

- QTLS status – encompassing a full teaching qualification & L5 subject specialism in ESOL or

equivalent in IFL qualifications tariff

Mode of delivery

LRN does not define the mode of delivery for LRN ESOL Skills for Life qualifications.

Any mode of delivery (such as full-time, part time, evening only, distance learning) that

meets learners’ needs is acceptable. Whichever mode of delivery is used, centres must

ensure that learners follow a teaching programme appropriate to the requirements of the

qualification.

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Delivery approach

Delivery approach should encompass a communicative approach with a strong emphasis on

participation, interactive activities and materials & methodology that contextualises and

encourages the use of English in everyday practical situations. Learner ability should be

exploited to its full potential. Deliverers are required to select or develop relevant and up-to-

date teaching materials that allow learners to apply their learning to realistic activities in day

to day life. In order to ensure a consistent approach to centre delivery centres are required

to submit their principal teaching material for LRN’s approval in good time before delivery.

Guided learning hours

The guided learning hours for an average learner preparing for an ESOL Skills for Life

Speaking and Listening qualification are estimated to be at least 60 – 70 GLH. Depending on

the language and literacy level of learners, success in the test may require a greater or lesser

number of input hours.

Reasonable Adjustments and Special Considerations

LRN strives to ensure that its qualifications are open and accessible to all. Procedures are in

place to ensure that, wherever possible, appropriate facilities are available in order for

learners with special needs to access assessments.

LRN’s policy document on Special Considerations and Reasonable Adjustments can be found

in Annex 5. The following is a summary of adjustments available to candidates:

Following consultation with LRN;

• specialist equipment may be used as required, and specialist staff (e.g. speech therapists) may be involved;

• candidates may use specialist staff (e.g. speech therapist or signer) as required; • If any candidate requires a customized version of the test, such as in Braille, notice

must be given at least two months prior to the test date;

• Specialist equipment is available for candidates with impaired hearing (e.g. hearing loops)

• Unlimited time is given to candidates with impaired speech for speaking exams • Candidates who require special arrangements, such as extra time , must notify the

test centre two weeks prior to the test date;

• Candidates with dyslexia or specific learning difficulties will be allocated extra time to read questions and write answers

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Progression

LRN Certificates in ESOL Skills for Life have been designed to reflect the wide variation in

candidate’s origins, levels of education and career aims. Progression opportunities may,

therefore, take a variety of paths.

Depending on the level of qualification achieved, it may be appropriate for the learner to

progress to:

• A key skills or functional skills qualification

• GCSE/GCE qualification

• Vocational qualifications

• NVQ

• Higher level ESOL or EFL qualifications

LRN’s Quality Assurance Policies

Quality assurance inspection visits to examination centres

New centres are visited twice a year for the first year of running awards with LRN as part of

LRN’s quality assurance system. Established centres are visited yearly. Visits are also

unannounced and LRN’s representatives check that all prescribed security; safety and

examination administration measures are in place, adequate and fall in line with LRN’s

policies. For those centres that do not fall in line with the guidelines of LRN, a three monthly

follow up procedure is put in place, over a 6 month period. LRN reserves the right to

withdraw the registration of any centre found to be in breach of LRN’s stated procedures for

administering ESOL examinations.

Examination Procedure

Test centres are visited by an LRN- appointed assistant examiner who administers the tests

and the test format is given in the detailed specifications below. Centres where the tests

will be administered are provided with a check-list of requirements including the provision of

a suitable, private room and a local member of staff to act as local co-ordinator and usher on

the day of the test.

Assessment

A common set of criteria is used to mark each section of the test at each level with which the

examiner panel relates the criteria to each task descriptor and specification of each level set

out in the marking scheme. See annex 4 for more thorough breakdown of assessment

criteria that the examiner uses in order to allocate marking.

Each task at each level is assessed separately using the criteria. Each task is generally

awarded a range of 0 – 3 marks, depending on which area of the core curriculum it relates to.

See annex 4 for more information. The test carries a maximum possible score of 85 marks

To achieve a Pass candidates must score a minimum of 47/85 marks equating to 55%, to

receive a pass with merit they must score more than 73/63, equating to 85% upwards.

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These examinations are 100% externally assessed and assessment starts after

standardisation procedure is run by the examiner panel for every paper set. This is to ensure

consistency across the board in line with LRN’s quality assurance thus ensuring that a

professionally administered assessment package is offered to both providers and learners.

Candidates who receive a ‘fail’ will need to wait at least 3 months before re-sitting to ensure

enough time for development / progression on level. Candidates will not sit the same test

twice nor be examined by the same examiner.

Rationale

The rationale for assessment strongly bases itself around what candidates can do. There is

fluidity within the test for learners to evidence they are at above adequate level, adequate

or fail. Candidates who are at above adequate performance will achieve a pass with merit,

those that are at adequate performance will achieve a pass and those who are at inadequate

performance will receive a fail. Successful candidates will have demonstrated their ability to

perform at the level of competence set out in the Adult ESOL Core Curriculum for Entry Level

1. Specific competences that may be tested at each level are set out below.

The tests are interactive and integrate speaking and listening by engaging candidates in

realistic tasks set in relevant contexts.

The Adult ESOL Core Curriculum sets out clear links between topics, relevant learning

objectives knowledge and understanding. These tests are designed to require candidates to

demonstrate practical language skills at an appropriate level with knowledge and

understanding.

Overall Performance Criteria

These qualifications conform to the specifications set out in the Adult ESOL Core Curriculum.

Each level carries a series of level descriptors with a breakdown of components under each

descriptor.

The level descriptors are listed as follows:

Entry Level 2

Listen and respond to spoken language - listen for the gist of short explanations,

listen for detail using key words to extract some specific information, follow single-

step instructions in a familiar context, asking for instructions to be repeated if

necessary, listen and respond to requests for personal information, speak and listen

in exchanges and in everyday contexts.

Speak to communicate - speak clearly to be heard and understood in simple

exchanges, make requests using appropriate terms, ask questions to obtain specific

information, make statements of fact clearly, speak and listen in exchanges and

everyday contexts.

Engage in discussion – take part in more formal interaction covering a range of

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situations stretching from expressing likes and dislikes to giving personal information

and more.

A more detailed breakdown is detailed in annex 1.

Description of the test

Format

The test takes the form of approximately 20 minute face-to-face conversation between 2

candidates and one examiner. The entire interaction is recorded in order to assist the

examiner’s assessment and for monitoring as part of LRN’s quality assurance procedures.

There are three sections to this conversation.

The first section consists of:

Introduction & warm up – lasting up to 5 minutes. This has a strong relation to any of the

following: listen & respond; respond to requests for information; speak to communicate;

giving personal information and engage in discussion which directs the candidate towards

responding to a series of personal questions that lead into a short, simple discussion that

suits the demands of an Entry 2 test. In this part the candidate has the opportunity to more

than adequately expand on answers if able, or adequately demonstrate that he / she

understands wh- question through responding with a short answer or with more

information. There is sufficient space in the rubric for the examiner to prompt candidates to

expand on language if able.

This section is also designed to put the candidate at ease while the examiner is pitching the

level of ability of each candidate. It gives both candidate and examiner time to prepare for

subsequent sections, while evidencing ability.

The second section consists of:

Listening comprehension, giving descriptions, describing activities – lasting up to 6 minutes

Candidates perform two activities that test their ability in any of the following areas: listen

for the main points in short explanations, give instructions, comment on likes and dislikes;

recall past activities; describe activities; plan for the future; give information in a basic

exchange; give a short explanation about something; say how they feel about something.

There is sufficient leeway in the rubric to suit both weak and strong E2 candidates. The

second part of this section requests the candidate to expand on the previous activity (in

phase 2). It is also up to 2 minutes long.

The third section consists of:

Role plays & discussion – lasting up to 8 minutes

There are two activities placing the candidate in a familiar & realistic situation where an

exchange of information takes place. This can stretch stronger candidates and it directs the

candidate towards the speak to communicate, engage in discussion & listen and respond

descriptors in the ESOL Core Curriculum.

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Procedure

Section 1

Section 1 will always cover an exchange that requires the candidate to listen & respond and

give personal information. Section 2 and 3 will always be linked together in theme, for

example where section 2 asks questions about transport systems, section 3 will require

candidates to perform a role play in connection to transport systems – ie. getting on a bus,

or paying for a train ticket. The examiner introduces himself/herself and then asks questions

to obtain personal information from the candidate such as where he or she comes from,

family members, accommodation, likes and dislikes relating to areas such as food,

neighbourhood, hobbies, family etc.

Topics that are mixed will relate solely to the learner materials at Entry 2. Examiners are

asked to mix scenarios appropriately with the rest of the test, to avoid repetition. So, where

there is a dialogue at the cinema in section 3, the candidate will not be asked about

favourite films etc in section 1.

Section 2

This section consists of a series of 2 short tasks:

The examiner checks understanding on instructions, information exchange, directions,

commands, descriptions by asking the candidate to indicate a place on a map, identify a

person in a picture or follow a sequence.

Section 3

Candidates undertake an exchange whereby they respond to a cue which requires them to

obtain information through formulating questions. They are also expected to respond

appropriately and check the information is correct whilst carrying out the task. Scenarios are

usually based in the educational institution they attend or a surrounding that is familiar to

them – ie. a cinema, leisure centre, café, train station, friend’s house. Section 3 stretches out

to the engage in discussion references of the core curriculum with more leeway and without

constant prompts from the examiner so that the candidates have the opportunity to present

language. The topic of discussion is in some way related to the section which is for the

purpose of context and familiarity.

Skills and knowledge required

Tests at Entry Level 2 are based on the basic skills level descriptors and individual

component skills, knowledge and understanding as set out in the Adult ESOL Core

Curriculum. See Annex 1 for more information.

An individual test administration will only incorporate a sample of the elements included in

this table, but the preparation of candidates is expected to cover the complete specification.

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Potential topic areas

Test tasks may be set within any of the following everyday topic areas:

Meeting new people Making small talk Everyday routines

Telling the time -12 hour

clock

Shopping for necessities –

butcher, baker, supermarket

Going to the doctors

Transport Making an appointment Asking for and giving

directions

Planning an event Friends and family Common jobs

Describing your home The weather Buying clothes

Problems in the home Describing places Possessions in the home

Food Clothes Furniture

Talking about past events

Key Grammatical Forms

The key grammatical forms set out in Annex 2 below indicate the general level of

competence that the candidate will be expected to achieve. Not all the listed grammatical

forms will be specifically tested in any one example of the test.

See annex 2 for more detail.

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Annex 1 Performance Descriptors, Entry Level 2

Basic Skills Standard Descriptor Component Skill and Knowledge and Understanding

Speak to communicate

Sc/E2.1 speak clearly to be heard and understood in straightforward exchanges

a) use stress and intonation adequately to make speech comprehensible and meaning understood b) articulate the sounds of English to make meaning understood

Sc/E2.2 make requests and ask questions to obtain information in everyday contexts

a) make requests: ask for things or action b) make requests: ask for permission c) ask for personal details d) ask for factual information (present, past, future) e) ask for directions and instructions f) ask for description of people, places and things

Sc/E2.3 express clearly statements of fact and short accounts and descriptions

a) express statements of fact b) give personal information c) give a short account d) give an explanation e) give directions and instructions f) give a short description

Sc/E2.4 ask questions to clarify understanding

a) ask for clarification and explanation

Engage in discussion

Sd/E2.1 follow the main points and make appropriate contributions to the discussion

a) take part in social interaction b) take part in more formal interaction c) express likes and dislikes, feelings, wishes and hopes d) express views and opinions e) relate to other speakers

Listen and respond

Lr/E2.1 listen for and follow the gist of explanations, instructions and narratives

a) recognise context and predict general meaning b) listen for gist in a short passage, e.g. TV or radio c) listen for gist in a conversation d) listen for gist and respond, in face-to-face situations

Lr/E2.2 listen for detail in short explanations, instructions and narratives

a) listen for detail in short narratives and explanations b) listen for detail and respond, in face-to-face situations c) listen for grammatical detail d) listen for phonological detail

Lr/E2.3 listen for and identify the main points of short explanations or presentations

a) extract the main points when listening to presentations b) extract the main points of an explanation in a face-to-face situation, and respond c) extract straightforward information for a specific purpose

Lr/E2.4 listen to and follow short, straightforward explanations and instructions

a) listen to, follow and respond to explanations, directions and instructions

Lr/E2.5 respond to straightforward questions

a) listen and respond to requests for action/permission b) respond to requests for information

Lr/E2.6 listen to and identify simply expressed feelings and opinions

a) listen to and identify simply expressed feelings and opinions b) take part in social interaction c) take part in more formal interaction

Lr/E2.7 follow the gist of discussions

a) follow the gist of discussions

Lr/E2.8 follow the main points and make appropriate contributions to the discussion

a) follow the main points of discussions

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Annex 2 - Key Grammatical Forms Entry Level 2

Simple and Compound Sentences

• word order in compound sentences, e.g.: subject – verb – (object) + and/but + subject – verb – (object)

• there was/were/there is going to be • clauses joined with conjunctions and/but/or

• a limited range of common verbs + –ing form • verb + infinitive with and without to

• wh– questions • comparative questions • alternative questions • question words when, what time, how often, why, how and expressions

• statements with question tags, using Entry 1 and Entry 2 tenses

Noun Phrase

• countable and uncountable nouns • simple noun phrases • object and reflexive pronouns • determiners of quantity – any, many

• use of articles including: definite article and zero article with uncountable nouns; definite article with superlatives

• possessive s and possessive pronouns Verb forms and time markers in statements, interrogatives, negatives and short forms

• simple present tense of: regular transitive and intransitive verbs with frequency adverbs and phrases • simple past tense of regular and common irregular verbs with time markers such as ago • future time using: present continuous; use of time markers

• modals and forms with similar meaning: must to express obligation; mustn’t to express prohibition; have to, had to to express need; could to make requests; couldn’t to express impossibility • use of simple modal adverbs: possibly, probably, perhaps

• very common phrasal verbs Adjectives

• adjectives and adjective word order • comparatives, regular and common irregular forms

Adverbs and prepositional phrases

• prepositions and prepositional phrases of place and time

• adverbs and simple adverbial phrases including: sequencing: (after that); of time and place (in the morning, at the bus stop); of frequency: (always, sometimes); of manner (carefully, quickly) • word order with adverbs and adverbial phrases • use of intensifiers, e.g. really, quite, so

Discourse • adverbs to indicate sequence – first, finally • use of substitution • markers to structure spoken discourse

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Annex 3 - Links with ESOL Entry 2 and the National Language Standards

The table below demonstrates how ESOL SFL Entry level correlates to the National

Qualifications Framework.

LRN

Certificate in

ESOL Skills

for Life

QCDA Common

European

Framework

National

Language

standards

NQF QCF NSAL Functi

onal

Skills

Key

Skills

A language

in common

Level 2 2 2 2 2 2

National

Curriculum

Levels 2 – 8

C1

Operational

proficiency

4

Level 1 1 1 1 1 1 B2

Vantage

3

Entry 3

Entry

Entry

Entry 3 Entry

3

B1

Threshold

2

Entry 2 Entry 2 Entry

2

A2

Waystage

1

Entry 2 Entry 2 Entry

2

Level 1

secure/

threshold

A1

Breakthrough

Entry

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Annex 4 – Assessment criteria based on ESOL Core Curriculum

Assessment

Criteria

ESOL CC ref Language features

Ma

rk a

llo

cati

on

1 -

Fa

il

Ina

de

qu

ate

pe

rfo

rma

nce

Ma

rk a

llo

cati

on

2

Pa

ss

Ad

eq

ua

te

pe

rfo

rma

nce

Ma

rk a

llo

cati

on

3

Pa

ss w

ith

me

rit

Mo

re t

ha

n

ad

eq

ua

te

pe

rfo

rma

nce

1.

Pronunciation

Sc/E2.1a, b

Candidate can make

him/herself understood

through articulating the

sounds of English and uses the

correct stress & intonation to

make speech comprehensible

to a sympathetic native

speaker.

Performance pertaining to

pass with merit can contain

MINOR inaccuracies with

some hesitancy that do not

impede communication.

Adequate performance can

contain inaccuracies with

some hesitancy that can

occasionally impede

communication and require a

sympathetic ear.

Inadequate performance

contains inaccuracies with

large gaps in flow and a large

degree of hesitancy that is

impeding and requires

significant effort from the

listener to understand in

relation to the performance

descriptors at E2.

2. Grammatical

accuracy

Sc/E2.2a-f,

3a-f, 4a

Sd/E2.1 a- e

Candidate can be understood

in exchanges when asking for

things or action & make

requests, asking for factual

information (present, past,

future), asking for description

of people, places and things,

express statements of fact,

giving personal information,

giving a short account of

something, giving directions

sentence structure in relation

to the correct tense in relation to the time regular

transitive and intransitive

verbs with frequency adverbs

and phrases, simple past

tense of regular and common

irregular verbs with time

markers such as ago, future

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time using: present

continuous, modals and forms

with similar meaning

use simple modal adverbs:

possibly, probably, perhaps

(see breakdown of Language

competency in ESOL Entry 2

CC – pages 70 – 72 for a more

comprehensive overview of

language features and

communicative functions

expected).

Candidates who achieve pass

with merit (more than

adequate performance) show

confidence at their level with

minimal hesitancy expected at

E2 level, a wider range of

structures that stretch beyond

E2 language features and

ambition to produce more

complex structures, beyond

E2 level. The candidate may

make mistakes when

attempting this but will not be

penalised as it lies beyond E2

structure.


contain inaccuracies with

some hesitancy that can

occasionally impede


more sympathetic ear.



large gaps in speech and

sentence flow and

inaccuracies impede

communication and require

more effort from the listener

to understand at the required

level

3. Use of

vocabulary

Sc/E2.2a-f,

3a-f, 4a

Sd/E2.1 a- e

Candidate demonstrates an

appropriate range of general

and topic based vocabulary.

Candidate very common

phrasal verbs, adjectives and

adjective word order,

adverbial phrases including

time and place, frequency and

manner – ie. carefully, quickly

(see breakdown of Language

competency in ESOL Entry 2

CC – pages 70 - 72 for a more

comprehensive overview of

language features expected

for grammatical accuracy.

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confidence to communicate

more freely with minimum

hesitancy at the required

level, a wider range of






make mistakes when



structure.


contain some hesitancy and

inaccuracies that can

occasionally impede


sympathetic ear.



large gaps in speech and

sentence flow and

inaccuracies impede

communication and require

more effort from the listener

to understand.

4. Discourse

management

Sc/E2.2a-f,

3a-f, 4a

Sd/E2.1a-e

The candidate uses cohesive

devices that stretch language

at the required level – this

includes using more complex

sentences with related

vocabulary and noun phrases,

sentence connectives and

sequencing devices such as

after that, first, finally




confidence to communicate

more freely with minimum

hesitancy at the required level

and ambition to produce a

wider range of structures,

vocabulary and connectives

that stretch beyond E2

language features. The

candidate may make mistakes

when attempting this but will

not be penalised as it lies

beyond E2 structure.

Candidates performing within

adequate performance

bracket may use simple

structures with related

vocabulary, use connectives

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but not all of the time and

with some hesitancy.

Sentences can also contain

inaccuracies that can

occasionally impede

communication.



bracket do not construct

sentences but rather nouns

and verbs that do not connect

to make a sentence, large

gaps in speech pitched below

the required level are also

present. Speech patterns

contain structural and

vocabulary related

inaccuracies that may be

impeding and do not

communicate ideas

appropriate for E2.

5. Listening

comprehension

Lr/E2.1a-d;

Lr/E2.3a,-c;

Lr/E2.5a,b;

Lr/E2.6a-c

Lr/E2.5a,b;

Lr/E2.2a-d;

Lr/E2.4a-c;

Lr/E2.7a,

Lr/E2.8a

Gist

Candidates can recognise the

context & predict general

meaning, listen for gist and

respond, in face-to-face

situations, listen to and

identify simply expressed

feelings and opinions

Candidates can recognise the

context & predict general

meaning, listen for gist and

respond, in face-to-face

situations, listen to and

identify simply expressed

feelings and opinions, follow a

simple discussion on a familiar

topic.

Candidates who fall into the

above adequate performance

bracket may need occasional

paraphrasing and repetition

for clarification, and

responses are appropriate in

most exchanges.

Adequate performance at this

level equates to the candidate

needing the examiner /

pairing candidate to

paraphrase and root for

clarification, although

responses tend to be

appropriate in most

exchanges at the required

level.


inadequate performance

bracket equate to the

candidate not responding

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appropriately in most

exchanges, including basic

ones, despite frequent

(accurate – for pairing

candidate) paraphrasing,

repetition and clarification

from examiner and / or

pairing candidate.

See pages 70 – 72 in the E2

Core Curriculum for further

breakdown.

Lr/E2.2a-d;

Lr/E2.3a,-c;

Lr/E2.4a-c;

Lr/E2.7a,

Lr/E2.8a

Detail

Candidate can listen to, follow

and respond to explanations,

directions and instructions,

extract the main points of an

explanation in a face-to-face

situation, and respond, listen

to phonological detail, listen

to and identify simply

expressed feelings and

opinions.

Candidates who fall into the

above adequate performance

bracket may need occasional

paraphrasing and repetition

for clarification, and

responses are appropriate in

most exchanges.

Adequate performance at this

level equates to the candidate

needing to paraphrase and

root for clarification, although

responses tend to be

appropriate in most

exchanges at the required

level.


inadequate performance

bracket equates to the

candidate not responding

appropriately in most

exchanges, including basic

ones, despite frequent

(accurate – for pairing

candidate) paraphrasing,

repetition and clarification

from examiner and / or

pairing candidate.

See pages 70 – 72 in the E2

Core Curriculum for further

breakdown.

6. Interactive

Communication

Sd/E2.1a-e

Lr/E2.1d,

Lr/E2.1d;

Lr/E2.2a,b,

Take part in social interaction

through performing

effectively in both informal

and formal situations;

20

Lr/E2.5a,b;

Lr/E2.6a-c

expressing likes and dislikes,

feelings, wishes and hopes;

expressing views and

opinions; relating to other

speakers;

demonstrating capability of

listening skills through

listening for gist and

responding in face-to-face

situations; following short

explanations and instructions;

listening and responding to

requests for action/

permission; listening to and

identify expressed feelings

and opinions; taking part in

social interaction and taking

part in more formal

interaction

6. Overall

achievement

Sc/E2.1:a,b;

Sc/E2.2:a-f;

Sc/E2.3:a-f;

Sc/E2.4:a; Sd/E2.1a-e;

Lr/E2.8:a;

Lr/E2.7:a;

Lr/E2.6:a-c;

Lr/E2.5:a-b;

Lr/E2.4:a;

Lr/E2.3:a-c;

Lr/E2.2:a-d;

Lr/E2.1:a-d

This feature relates to the

candidates overall

effectiveness in meeting all

aspects of the performance

criteria as one feature.

Candidates who demonstrate

more than adequate

performance show confidence

at their level with minimum

hesitancy, a wider range of






make mistakes when



structure.


contain inaccuracies that can

occasionally impede

communication with some

hesitancy and require a slight

sympathetic ear.


contains inaccuracies that do

not evidence ability at the

required level. There are also

gaps in flow of speech.

21

LEARNING RESOURCE NETWORK

POLICY: SPECIAL CONSIDERATION AND REASONABLE ADJUSTMENTS

Special Consideration

Learning Resource Network (LRN) employs such assessment methods which test the

students’ knowledge and understanding and whilst reasonable consideration can be given to

allow for a degree of special consideration, we wish to make it clearly understood that

should a student fail to attend an examination due to, or should their performance in an

examination be affected by circumstances such as, conditions of illness, injury or temporary

incapacity, LRN will accept a request for the candidate to sit the examination at the next

scheduled sitting (with no charge). If a candidate fails to attend their examination, they are

to follow the laid down guidelines as shown within the student handbook.

Reasonable Adjustments

LRN intends to ensure reasonable and fair access to its assessments and in so doing, intends

to provide all students with any reasonable assistance they may require to complete their

examinations. Students who feel their circumstances merits assistance are strongly

encouraged to make contact with LRN least one month prior to their examination date.

Students will be asked to provide documented evidence (e.g. a medical certificate) to

support their request and are required to complete form RA1.

Students who have a medical condition that may affect their performance or the

performance of any other candidate should advise LRN in advance of the Examination.

Where a student provides the requested information as to their special circumstances and

provided documentation is provided in support of an adjustment to their assessment, LRN

will relay the information to the Education Board, who will take these circumstances into

consideration when arriving at its decision.

Monitoring and Evaluation

Our policy on reasonable adjustments and special consideration will be monitored and

formally reviewed as part our policy on self assessment and continuous improvement. The

results of which will be reported and formally signed off by the Accountable Officer of the

Awarding Organisation

22

Application for Special Consideration / Reasonable Adjustment (RA1)

This form must be completed by the student and approved by LRN administration support

team before the examination is due to take place. All details submitted on this form will be

treated in the strictest confidence.

Students wishing to apply for a reasonable adjustment must complete this form, attach any

relevant documentation, and submit it 14 days before their examination in order to allow

sufficient time for arrangements to be made. In exceptional cases (e.g. injury), late

applications will be accepted, however the level of support available may be restricted.

Section 1 – candidate and exam details

Student Name Student Registration

Number

Exam Title

Date of exam

Section 2 – level of support required

Please specify the level of support required Support required

Additional time required (up to 30 minutes)1

Unlimited time required for candidates with impaired speech

(Speaking & Listening exam)

Exam Paper in Large Font

Access arrangement (please specify in box below*)

Other support (please explain in the section below)

Access to a PC2

Access to hearing loop

Please specify the reason for the level of adjustment indicated above

(Use additional paper if required)

Does the student have a medical condition which LRN needs to be made aware of in

advance?

Yes (Medical Certificate or other appropriate documentation must be attached)

No

Name:

Date:

Contact number/e-mail address:

(*) Access arrangement could include an alternative access route to the exam environment

or a separate exam room.

To be completed by LRN:

Approved Not approved Date of approval: ___________

1 Applies to reading and writing units. 2 Only in exceptional circumstances and on the proviso the PC has the spell check and thesaurus functions disabled.

23

LEARNING RESOURCE NETWORK

POLICY: DIVERSITY AND EQUALITY Overview

Learning Resource Network (LRN) is committed to ensuring fair and equal access to its

qualifications, examinations and support materials. Our Diversity and Equality policy seeks

to eliminate unfair treatment, thereby ensuring all candidates are treated fairly regardless of

race, gender, disability, age, origin, religious or political beliefs, sexual orientation, socio-

economic background, marital or civil partnership status.

Key Principles

LRN is committed to promoting equality of opportunity and prevent unlawful or unjustifiable

bias or discrimination. Specifically, we will comply fully with the requirements laid out in the

following legislative acts and regulations:

• Sex Discrimination Act 1975; • Sex Discrimination (Gender Reassignment) Regulations 1999; • Race Relations Act 1976; • Disability Discrimination Act 1995; • Employment Equality (Sexual Orientation) Regulations 2003; • Employment Equality (Religion or Belief) Regulations 2003;

In addition to the specified acts of legislation mentioned above, LRN will strive to ensure all

students are treated fairly regardless of age, origin, socio-economic background, marital or

civil partnership status

Changes to legislation and regulations over time

References to the aforementioned legislation include amendments which have been made

to the legislation or regulations over time. LRN will ensure it remains up to date with said

changes to legislation and regulations, and will ensure relevant changes are made to its

policy in order to ensure its policy reflects LRN practice. Relevant changes will be

implemented in close consultation with its student population and in liaison with its

assessment centres and stakeholder network, which include LLUK, UK Border Agency and

Educational institutions.

Monitoring

As part of our monitoring arrangements, LRN will:

• Closely monitor the diverse intake of its student cohort through the use of an equal opportunities monitoring form, which will be attached to its student registration

form;

• Monitor the implementation of its policy at periodic points of the reporting year and take immediate action should it discover lapses in how its policy is being

implemented across its assessment centres and throughout its operational

processes;

24

• Carry out a full review of its unit/qualification development and design process, assessment and awarding functions to determine if student are being directly or

indirectly discriminated against, and if so, the level of remedial action required;

• Carry out a review as to whether there is any intentional or unintentional barriers to access or equality of opportunity concerns raised through the implementation of its

policies;

• Conduct an annual review of its Diversity and Equality policy, which will include consulting those involved in all aspects of the Awarding Organisation. E.g. - students,

assessment centres, examiners, senior invigilators, invigilators as well as Awarding

Organisation staff responsible for monitoring student services;

• Specifically consider whether its policy on Reasonable Adjustments and Special Consideration are affected by the outcome of its annual self assessment;

• Following the outcome of its annual self assessment, determine whether action is required and if so, recommend the necessary action through an action plan with the

Diversity and Equality Review Group and Education Committee;

• Where there is evidence of room for improvement, LRN will update its operational policies and procedures whilst ensuring adherence to legislation, policy, LRN practice

or regulation;

• Formally review our policy on Diversity and Equality; the results of which will be reported and formally signed off by the Accountable Officer of the Awarding

Organisation.

Communication

Should students, stakeholders or assessment centres wish to contact us regarding our policy

on Diversity and Equality, please send your enquiry to:

In writing

Examinations Services

Delta House

175-177 Borough High Street

London

SE2 1HR

By e-mail

[email protected]

By telephone

0870 6258 408

By fax

0207 681 1327

For enquiries on accessing this document in Braille, large print or an alternative format,

please contact us at the address shown above.

Documents

SPECIFICATION LRN Entry Level Certificate in ESOL Skills ...€¦ · The LRN ESOL Entry Level, Speaking and Listening Skills for Life qualifications contribute to the Government’s