ESOL Skills For Life - Entry 2 - Qualification Guide

NOCN Entry 2 Certificate in ESOL Skills for Life
National Open College Network

The National Open College Network (NOCN) is a major awarding body providing a national
framework of credit units and national qualifications. NOCN offers a complementary range of
national and local services including curriculum development to support local, regional and national
demand.
NOCN works with providers, employers, sector bodies and others to develop flexible and
responsive credit based awards and qualifications that widen access to lifelong learning and
address exclusion, participation and achievement.
The NOCN Credit and Qualification Framework provides opportunities for learners to achieve unit
credits and use these to provide a route to full qualifications and further learning. Quality
assurance, supported at the point of delivery, underpins all NOCN credit achievement and
qualifications.
The NOCN Entry 2 Certificate in ESOL Skills for Life is designed to fit within NOCNs flexible
framework. The qualification develops the skills and knowledge that will enable people who have
arrived in the UK, and who are intending to live in the UK, to speak, understand, read and write
English.
NOCN, through its Open College Network (OCNs), has over 3,000 centres across the UK. NOCN
approves centres that can demonstrate the ability to meet national requirements for course delivery
and quality assurance to support credit awards and qualifications.
NOCN has wide-ranging experience in centre and programme approval and supports centres
locally to ensure all awards are valid and valued.
Contents
1. About the qualification................. ..3
2. Who is the qualification for?................. ........................................................................5
3. Offering the qualification .............................................................................................7
4. Achieving the qualification ................ ...9
5. The qualification units ............... ..10
Speaking and Listening
Introduction ........................................................................................................................10
Unit ....................................................................................................................................12
Guidance on Writing Centre Devised Assessments and Assessment Mark Sheets ........14
Skills and Language Required...........................................................................................18
Generic Performance Descriptors ....................................................................................26
Exemplar Internal Assessment Tasks (Four) and corresponding
Exemplar Assessment Mark Sheets .................................................................................31
Reading
Introduction ........................................................................................................................51
Unit ....................................................................................................................................52
Writing
Introduction ........................................................................................................................53
Unit ....................................................................................................................................54
Skills and Language Required...........................................................................................55
6. How is the qualification quality assured? .................58

7. Sample Assessment Record Sheet for Learner Portfolio...........................................59
1. About the qualification

Over 7 million adults in England have difficulties with literacy and numeracy and it is estimated that
a million of these have a first language other than English. Breaking the Language Barriers (DfES
2000) identified the need for a range of awards and qualifications suitable for ESOL learners
that recognise achievement below Level One and that match goals and aspirations beyond Level
Two.
The NOCN Certificates in ESOL Skills for Life at Entry 1, Entry 2 and Entry 3 form part of a suite of
qualifications that can be flexible, accessible and delivered in a range of contexts to meet needs of
learners identified with ESOL needs below Level 1. The qualifications provide opportunities for
delivery to take account of the wealth of cultural experience and diversity of the learners whilst
ensuring their achievement is mapped against national standards.
Each of the qualifications has a unit based approach. This allows learners to achieve in small
steps and gain separate certification for the three modes of Speaking and Listening, Reading and
Writing at appropriate levels to their learning needs. This builds confidence for the achievement of
whole qualifications over time.
The qualifications contribute to the Governments Skills for Life initiative by providing assessment
of ESOL, which is designed around the standards for adult literacy and the Adult ESOL core
curriculum. They are designed to cover the standards and curriculum with sufficient range, breadth
and depth to properly reflect the use of the English language in real world situations, appropriate to
the needs of client groups and the National Qualifications Framework level in question.
Flexibility in relation to assessment of the four skills is provided within the qualification structure.
Assessment tasks have been carefully designed to take account of the broad categories identified
in The New and The Old, the report of the Life in the UK advisory group (Home Office Social
Policy Unit, 2003). Assessment tasks provide opportunities not only for language development but
also to learn about aspects of life and society in the UK that are relevant to settling in and ease of
integration within their community.
This Qualification Guide provides details of the NOCN Entry 2 Certificate in ESOL Skills for Life
with Entry 2 units and assessment information for Speaking and Listening, Reading and Writing.
The qualification meets national standards and is aligned to the Entry 2 Adult Literacy Standards.
Tutors should use the NOCN Entry 1 and Entry 3 Qualification Guides for learners developing their
skills at these levels.
Tutors delivering these qualifications should develop teaching strategies, which are inclusive and
appropriate to the learning needs of their students. Guidance on activities and level can be found
in the Adult ESOL core curriculum. ESOL exemplars are also available from DfES publications ref:
EXESOL.
Guided Learning Hours

The guided learning hours for an average learner following an ESOL Skills for Life qualification are
estimated to be a minimum of 100 hours per mode for each level. This is a notional figure for the
basis of calculating the substance of whole qualifications which are based on the Adult Literacy
Standards and Adult ESOL core curriculum. It does not imply that language modes are taught or
learnt separately. Some learners may be able to achieve these units in a shorter time, other
learners, particularly those with literacy requirements, may take longer.
Basic Skills
Each learning outcome has been mapped to the Adult ESOL core curriculum. In designing
activities for unit assessment the mapping can be used to identify which basic skills could be
addressed through evidence generated by learners. The degree of opportunity in any one unit will
depend on centre-specific factors including learning context, teaching and learning strategies and
resources.
How the Qualification relates to Wider Education and Training Issues

The study of English Language offers ample opportunities to address any or all of the following
issues, through choice of contexts, topics and texts:
An understanding of spiritual, moral, ethical, social and cultural issues.
Awareness of environmental issues, and health and safety considerations.
European developments, consistent with relevant international agreements.
The learning content and assessment tasks for this qualification have been drawn from contexts
that are designed to be both local and familiar to all learners. At the same time some items are
also linked to more international contexts in order to emphasise the international nature of ESOL
learning and to support learners who come from a variety of different countries and backgrounds.
Language Requirements
If you have a requirement for this qualification information to be provided in Welsh for Welsh
speakers wishing to take a qualification in ESOL, please contact NOCN.
2. Who is the qualification for?

The NOCN Entry 2 Certificate in ESOL Skills for Life is particularly suitable for those with little
English who may have recently arrived in the UK or who have newly identified literacy and ESOL
needs.
This qualification is suitable for the following groups of learners:
Refugees and asylum seekers.

Migrant workers from the European Union and Commonwealth countries.
Partners and spouses and other family members of older and new entrants into the UK.
Members of established ethnic communities who have been settled in the UK for some time,
but who need to improve their level of English.
Restrictions on Learner Entry

The minimum age for access to the qualification is 16.
Recommended Prior Learning

It is recommended that learners have been assessed using ESOL diagnostic assessment tools
and are able to meet the national standards at Entry 1 for the relevant mode of Speaking and
Listening, Reading and Writing.
Alternatively learners may have achieved ESOL Skills for Life qualifications at Entry 1 such as the
NOCN Entry 1 Certificate in ESOL Skills for Life or other ESOL Skills for Life qualifications.
Progression Opportunities
In all cases, learners achieving this qualification or separate certification for Speaking and
Listening, Reading and Writing will have achieved at Entry 2 of the Adult ESOL core curriculum.
Progression for ESOL learners can cover a broad spectrum of progression intentions. Learners
can progress to higher levels or sub-levels of the core curriculum as appropriate to their individual
learning needs. Learners could also progress to further adult or community education and workbased learning. Learners may aspire to a working knowledge of English to gain improved access
to work, to local services such as health and education, or to participate more in local life.
Learners with Particular Requirements

Assessment within NOCN Entry Level Certificates in ESOL Skills for Life is designed to be
accessible and inclusive. The criterion referenced approach in the units allows flexibility through
an assessment methodology which is deemed appropriate and rigorous for individuals or groups of
adult learners.
If you have learners with particular requirements you should use the guidance in the NOCN Centre
Handbook in applying for reasonable adjustments.
3. Offering the qualification

Centres wishing to offer the qualification or units of the qualification should in the first instance
contact their Regional OCN office for information and support. A list of all OCN offices and
contacts can be found on the NOCN website www.nocn.org.uk.
Your OCN will advise you on the best and most efficient methods for offering this qualification to
learners. All procedures for the use of this qualification or units of this qualification, including
approval, registration of learners, moderation, externally set assessment and certification will be
completed through your OCN who will have an identified officer to support your centre. If you have
any queries or difficulties at any time you should contact your Regional OCN office.
Approval to Offer NOCN Qualifications or Units of NOCN Qualifications

If you are a new centre and wish to offer this qualification to learners there are three easy steps to
follow:
Step 1.
Step 2.
Step 3.
Contact your Regional OCN office for information and support.

Complete the NOCN Centre Approval Process.
Follow the guidance in the NOCN Centre Handbook to notify the OCN when
you are ready to deliver the qualification.
Support for Centres

1. Your Regional OCN will provide ongoing support, advice and training as appropriate on the
use of NOCN credit and qualifications including the requirements for assessment.
2. Approval should always take place through the normal OCN processes and will be explicitly
recorded.
3. All centres approved to offer NOCN credit and qualifications will be allocated a unique
NOCN Centre Number.
4. Each centre should identify a Centre Officer who will be responsible for NOCN credit and
qualifications within the centre.
5. The Centre Officer must ensure all procedures detailed in the NOCN Centre Handbook
operate effectively in the centre.
6. The Centre Officer is the person responsible for confirming and ensuring that the centre
meets all the NOCN requirements for Centre Approval.
7. The Centre Officer is responsible for ensuring all relevant NOCN documentation is
distributed as required within the centre and that the security requirements for External
Assessment are adhered to.
Full details of all NOCN requirements are provided in the NOCN Centre Handbook.
Qualification Specific Information
Tutors, assessors, internal and external moderators should have completed the Adult
ESOL core curriculum training and they should either have a teaching qualification
related to ESOL or be working towards one.
Tutors, assessors, internal and external moderators should be aware of the ESOL
exemplification materials. These aim to aid practitioners in understanding levelness
the level of a learners language by real-life demonstrations. They can be obtained
through DfES Publications, Tel: 0845 6022260, e-mail: dfes@prolog.uk.com please
quote ref: EXESOL.
For at least the first year of assessment, internal moderation sampling should cover at
least 50% of any candidature per unit and where numbers are small (less than 30)
should include the full cohort. This is to help centres develop common understanding
and standardise assessment judgements.
4. Achieving the qualification

The NOCN Entry 2 Certificate in ESOL Skills for Life (Speaking and Listening, Reading and
Writing) consists of three mandatory units.
To achieve the full qualification at Entry 2 a learner must satisfactorily achieve all three mandatory
units at Entry 2.
Speaking and Listening internally set and internally marked assessment tasks
Reading externally set assessments, internally marked by centre
Writing - externally set assessments, internally marked by centre
To accommodate spiky profiles learners can also be assessed in different modes at different
levels. When they have achieved all three units of Speaking and Listening, Reading and Writing,
the qualification will be awarded at the level of the lowest unit. Units achieved at a higher level can
then be carried forward for up to three years. When the learner has achieved all three units at the
higher level, the whole qualification is then awarded at the higher level.
Spiky Profile Example: a learner may be ready to be assessed in Reading and Writing at Entry 2
but may have Speaking and Listening skills judged to be at Entry 3 so is assessed for this mode at
Entry 3. If all three units are successfully achieved, the learner is awarded the Certificate in ESOL
Skills for Life at Entry 2, but already has one unit at Entry 3 to carry forward. When the learner
achieves the other two units at Entry 3 they are then awarded the Certificate in ESOL Skills for Life
at Entry 3.
All assessed work should be available for external moderation.
Accredited
QCA Number
NOCN Unit
Code
Unit Title
Level
NOCN 10 Hour Credit

Value
J/103/6590
FN2/E2/QQ/001
Entry 2
10
Y/103/6593
FN2/E2/QQ/002
Reading
Entry 2
10
K/103/6596
FN2/E2/QQ/003
Writing
Entry 2
10
PLEASE NOTE: the units of Reading and Writing can only be achieved through use of the
externally set tasks. They cannot be awarded without successful achievement of the
external assessments.
5. The qualification units

Introduction - Speaking and Listening Entry 2
This unit assesses the skills and knowledge required to meet the national standards at Entry 2 for
Speaking and Listening. At this level, learners can:
Listen and respond to spoken language, including straightforward information, short

narratives, explanations and instructions.
Speak to communicate information, feelings and opinions on familiar topics.
Engage in discussion with one or more people in a familiar situation, to establish shared
understanding about familiar topics.
Tutors will need to teach Speaking and Listening using methods that are inclusive and appropriate
and which take account of the cultural and learning experiences of learners to provide both familiar
and unfamiliar contexts for developing speaking and listening skills at this level. Guidance on
appropriate activities with examples of application and level can be found in the Adult ESOL core
curriculum. Learners should be provided with appropriate support throughout. Opportunities for
learners to discuss progress should be provided at all stages of the learning process. The context
and mode of delivery is flexible and should reflect the needs of the learners and the context in
which they are learning.
Unit Assessment
The unit of assessment includes the learning outcomes and assessment criteria and is mapped to
the national standards and component skills and knowledge in the Adult ESOL core curriculum.
This unit is assessed through tasks that are internally set, internally assessed, internally moderated
and externally moderated. Summative assessment for unit achievement must ensure an accurate
measurement of progress and achievement against the unit assessment criteria.
The Qualification Guide contains the following key documentation:
Unit of assessment
Guidance on Writing Centre Devised Assessments and Assessment Mark Sheets
Skills and Language Required
Generic Performance Descriptors
Five Exemplar Internal Assessment Tasks and corresponding Exemplar Assessment Mark
Sheets
Sample Assessment Record Sheet for Learner Portfolio
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Exemplar Internal Assessment Tasks

Exemplar Internal Assessment Tasks have been provided for your information. The exemplar
assessment is divided into five tasks based on a range of themes relating to everyday situations.
Learners may attempt each unit task at different times. Each task is mapped to the Adult ESOL
core curriculum and is accompanied by an Exemplar Assessment Mark Sheet. This has been
developed by drawing on the Generic Performance Descriptors to assist assessors in making a
clear decision about achievement at Entry 2. The five tasks are designed to evidence all
assessment criteria from the unit. Assessors may use all of the exemplar tasks (if these are
appropriate to the learners context), a combination of these exemplars and their own devised
tasks or all of their own devised tasks to cover all of the assessment criteria. If assessors devise
their own tasks they must use the guidance provided (please see Guidance on Writing Centre
Devised Assessments and Assessment Mark Sheets).
Please note all centre devised assessments and Assessment Mark Sheets must be scrutinised
and approved by the external moderator and subject to awarding body standardisation processes.
Each Exemplar Assessment Mark Sheet has been mapped to the assessment criteria in the unit
and includes Task Specific Performance Descriptors, which support and expand on the Generic
Performance Descriptors to assist assessors in making a clear decision about achievement at
Entry 2. Assessment Mark Sheets are also mapped to the Adult ESOL core curriculum.
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UNIT TITLE:
LEVEL:
10 HOUR CREDIT VALUE:
NOCN UNIT CODE:
ACCREDITED UNIT NUMBER:
Entry 2
10
FN2/E2/QQ/001
J/103/6590
This unit has 5 learning outcomes.

LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1.
Speak clearly to be heard and

understood in straightforward
exchanges.
Sc/E2.1
2.
Make requests, ask questions to

obtain information and respond to
straightforward questions and
requests
Lr/E2.5
Sc/E2.2
Sc/E2.4
3. Present information to others.

Sc/E2.3
1.1
Use stress, pronunciation and intonation

adequately to make speech comprehensible and
meaning understood.
In straightforward exchanges in familiar everyday

contexts:
2.1
Make polite requests using modal verbs or other

forms.
2.2 Recognise and respond appropriately to requests
for information and straightforward questions.
2.3 Ask questions to obtain information from others.
2.4 Ask questions to clarify understanding.
contexts:
3.1
3.2
3.3
3.4
Express clearly a short account about an event

in the past.
Express clearly short, sequenced directions or
instructions.
Express clearly a short description of a person,
place or object.
Express clearly statements of fact and personal
information.
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4.
Follow the main points and make

appropriate contributions to
discussions.
Sd/E2.1
Lr/E2.8
Lr/E2.6
Lr/E2.7
5. Listen to obtain information from

others.
Lr/E2.1
Lr/E2.2
Lr/E2.3
Lr/E2.4
In straightforward discussions in familiar, everyday

contexts:
4.1 Follow and participate in social interaction in
formal and informal situations and make
contributions relevant to the topic.
4.2 Express feelings, likes and dislikes, views and
opinions to others, giving reasons or results.
4.3 Listen, and respond appropriately to, simply
expressed feelings and opinions.
contexts:
5.1. Listen for gist and identify the situation and key
words.
5.2. Listen to and follow short explanations,
directions or instructions.
5.3. Listen for and identify the main points from a
short presentation or explanation.
Mapped to the Adult ESOL core curriculum.
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Guidance on Writing Centre Devised Assessments and Assessment Mark Sheets
General Principles
Centre devised assessments should be developed with reference to the learner context and
learner experience. The tasks must be developed with a view to ensuring that:
All assessment criteria within the unit are evidenced. Where assessors are using a
combination of exemplar tasks and their own devised tasks they must ensure that this
applies.
Assessments are developed that are relevant to learners situations and needs.
There are a variety of contexts to ensure learners are given the opportunity to demonstrate
a range of skills, vocabulary and language appropriate to different situations.
There are real world contexts, so as to provide assessment opportunities that reflect how
language is used in daily life.
There are differing levels of formality both in the language listened to and in the spoken
language required.
Learners are able to demonstrate, through the tasks set, the skills, range and aspects of
language reflected in the Generic Performance Descriptors.
All learners have equality of access to demonstrate their language skills through the tasks.
Stimulus materials to support assessment activity are relevant to the learner and sufficiently
comprehensive to provide equality of opportunity for successful achievement of the unit.
There are opportunities for:

Face-to-face exchanges
Listening in different contexts
Discussion with one or more people.
Tasks are clearly referenced to the Adult ESOL core curriculum.
There is guidance on time requirements, which can vary, but should be similar to those
identified in the Exemplar Internal Assessment Tasks as this secures the level.
Assessment Mark Sheets are designed to support the centre devised assessment tasks
following the same format used in the Exemplar Assessment Mark Sheets and drawing on
the Generic Performance Descriptors.
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Tasks used for assessment must not have been used for teaching and learning purposes.
All centre devised assessments and Assessment Mark Sheets must be scrutinised and approved
by the external moderator and are subject to awarding body standardisation processes.
Devising Listening Tasks and Recording of Scripts

When devising listening tasks, it is important to ensure that:
Learners are given a steer for their listening at the outset, for example, telling them
beforehand to listen for the situation, subject and speakers, to give a focus for their
listening and make it closer to their everyday listening.
Scripts are recorded to represent, as far as possible, authentic spoken language and
not written language read out (unless the script is a speech that has been prepared).
Conversations are in different voices and display the hesitancies, repetitions, that are
characteristic of spoken language, as appropriate to context. Speech may be slightly
slowed down but without distorting the normal stress, rhythm and intonation of everyday
spoken English.
Learners only listen to the tape once unless:

they are listening again for different information
repeat listening would apply in real life.
Pre-prepared tape material is supported by an accurate written script for moderation

and standardisation purposes.
Please note: scripts could be recorded on appropriate media other than tapes.

The Skills and Language Required sheets provide further detail to support the learning outcomes
and assessment criteria in the unit by indicating the breadth and depth of the skills, language and
functions expected at Entry 2. The detail is drawn from the Adult ESOL core curriculum.
Generic Performance Descriptors

The Generic Performance Descriptors for Speaking and Listening at Entry 2 are provided to enable
the assessor to make a judgement about the learners overall performance in relation to the
learning outcomes and assessment criteria in the unit and to the national standards identified for
Entry 2 in the Adult ESOL core curriculum.
The Generic Performance Descriptors identify two bands of achievement, Secure and Satisfactory.
They also identify the qualities of a performance that may fall just below the required level. These
bands are provided to assist assessors in making a final judgement when faced with the range of
achievement demonstrated by learners at this level. The bands are not identified on the learners
certificate but may assist feedback to the learner on strengths and areas for further development.
15
Satisfactory Achievement is the minimum a learner must demonstrate at this level to gain credits
for Speaking and Listening. To achieve an overall Satisfactory, the learner must achieve
Satisfactory or above for each task. To achieve an overall Secure, the learner must achieve
Secure for each task.
Exemplar Assessment Mark Sheets

Exemplar Assessment Mark Sheets are provided to accompany each of the Exemplar Assessment
Tasks for Speaking and Listening Entry 2. These mark sheets are devised to demonstrate how the
Generic Performance Descriptors should be interpreted and related to individual tasks. They are
designed to enable the assessor to make a decision about the quality of a learners performance in
response to a specific task.
Where assessors devise their own tasks to the standard demonstrated in the Exemplar
Assessment Tasks, they must also devise their own mark sheets in the same format, building on
the Generic Performance Descriptors.
The Assessment Mark Sheets are completed and signed by the assessor and presented in the
learners portfolio, together with the evidence from the completed tasks. They are subject to the
moderation and standardisation requirements outlined in the NOCN Centre Handbook.
Instructions for Assessors on Support, Guidance and Assessment Evidence

The assessor should ensure that:
The learner has sufficient information to complete the task before commencing.
The learner has sufficient time to prepare for the task.
The learner understands the task.
The assessor must explain the nature of the task and should read out the questions, but they must
not help the learners with any part of the listening element of the tasks. Learners must form and
express their spoken responses to any part of the assessment task itself without assistance,
prompting, input or intervention of the assessor.
Where assessors are participating in the task, it is recommended that these particular tasks are
taped to enable the assessor to listen again and confirm their judgements against the Generic
Performance Descriptors and the Assessment Mark Sheets.
If a learner does not achieve the task, they must be given another assessment. The context and/or
situation must be changed to ensure the task is not simply repeated.
The assessor must ensure that where learners are being assessed in pairs or groups for a task,
that each learner has a fair opportunity to be assessed on all parts of the task. If necessary, the
assessor may need to intervene and take on a role within a task to ensure equal opportunity for
assessment.
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Assessment Evidence
All assessment evidence will be accompanied by the Assessment Mark Sheets, which record the
final decision. The evidence of the learners achievement will be in the form of Assessor
Observation Records which are supported by taped evidence in at least 10% of performances for
any one task.
Each taped record should be clearly labelled with:
o The name of the learner.
o The name of the assessor.
o The date of the assessment.
Assessor Observation Records must be clear and well-presented and indicate on what basis the
assessment decisions have been made.
Assessor records must contain notes on non-verbal signs used by the learner to attract attention,
seek clarification or reinforce meaning.
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Skills and Language Required - Speaking and Listening Entry 2

The following sheets provide further detail to support the learning outcomes and assessment criteria in the unit by indicating the breadth
and depth of the skills, language and functions expected at Entry 2. The detail is drawn from the Adult ESOL core curriculum.
Unit Learning Outcomes/Assessment

Criteria
1.
1.1
Examples of Skills Required
Speak clearly to be heard and understood in straightforward exchanges

Use stress, pronunciation and intonation Places stress appropriately in familiar words
adequately to make speech
and on key content words in sentences.
comprehensible and meaning
Distinguishes between similar sounding
understood.
phonemes to make meaning clear.
Uses intonation appropriately in statements,
questions, requests and to indicate attitude,
for example, politeness.
Uses intonation to distinguish between a
polite request and a demand.
Uses stress and intonation to emphasise the
main points of accounts and to create
interest.
Uses intonation appropriately when
expressing feelings, likes and dislikes.
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Examples of Language/Grammatical
Forms Required
Sorry to bother you
Could I possibly leave at 12 today? Ive got an
appointment.
Thirty and thirteen

Criteria
Forms Required
2.
2.1
Make requests, ask questions to obtain information and respond to questions and requests
Make polite requests, using modal verbs
Could I speak to the manager, please?
Makes polite requests using modal verbs
or other forms..
Id like to see Mrs Brown, please.
and other forms.
Im Ranjits mother. Could I see Mrs Brown,
Incorporates a request in a longer
please? Its about Ranjits homework.
interaction.
Sorry to bother you. I need to ask you, could I
Prefaces a request with an introductory
possibly leave at 12 today? Ive got an
word or phrase and follow request with an
appointment.
explanation.
2.2
Recognise and respond appropriately to

requests for information and
straightforward questions.
2.3
Ask questions to obtain information from

others.
Recognises different wh-type questions and

yes/no questions and responds with short or
fuller answers, recognising when a fuller
answer is required.
Recognises the time to which the question
refers to and responds appropriately.
How often do you go to the cinema?

Oh only about twice a year
What did you do last night?
I went to the cinema
What are you going to do next year?
Im going to leave college.
Forms wh-type and yes/no type questions.

Uses question form of simple present and
simple past tense of common verbs,
including verbs to be, to do, to have.
Follows up on responses to questions.
Forms questions using appropriate verb
forms and time markers (including adverbs
of frequency) to refer to present, past and
future time.
Asks for directions and instructions, using
questions of different types.
Forms comparative questions.
Whats your address?, Where do you work?,

Do you speak English?, What time is..?
Do you live in York? Have you got a job?
19
Have you got any children?

What do you do at the weekends?
Did you see the news last night?
Are you going to the party tonight?
Can you tell me..?
Excuse me. How do I get to?
Is the train more expensive than the bus?

Criteria
Forms Required
2.4
I dont quite understand. Could you explain it

again please?
What does this mean?
Do you mean..?
How do you spell?
Ask questions to clarify understanding.
Signals misunderstanding and asks for

explanation.
Uses different question types to deal with
uncertainty/lack of understanding.
20

Criteria
3.
3.1
Present information to others

Express clearly a short account about an
event in the past.
3.2
Express clearly short, sequenced directions

or instructions.
Forms Required
Sequences an account so as to make

meaning clear, using time markers, for
example, ago, last year, yesterday, to help
structure the account.
She looked after the children yesterday

morning and then she went to work in the
afternoon.
Recognises and responds appropriately to

requests for directions or instructions.
Uses grammatical forms suitable for the
level, for example, present simple,
imperatives and negative imperatives,
prepositional phrases for direction and
location.
Sequences the information clearly, for
example, with markers such as firstly,
next.
How do I get to..?

Go straight on, past the lights and turn right.
Dont switch it on
Uses the present tense to describe a

person, place or object.
Hes tall and slim.

Its a beautiful town
Its black and white
Uses descriptive adjectives and adds

interest to a description.
Makes comparisons, using comparative

adjectives with er and more.
Shes got long, dark hair

Hes got a beard and a moustache
Its gold with a silver edge
Its more expensive than..
London is bigger than Addis Ababa
3.3
Express clearly a short description of a

person, place or object.
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First you switch the machine on, then you enter

a password.

Criteria
Forms Required
3.4
I dont work on Wednesdays

I was a nurse in Somalia but I dont have a job
now
Im going to take my son to the park tomorrow
Express clearly statements of fact and

personal information.
Uses grammatical forms suitable for the

level, for example, simple present, simple
past, present continuous with future
meaning, prepositions of place and time,
indefinite and definite article, possessive s
and possessive pronouns.
Recognises direct and less direct requests
for information (wh-type and yes/no
questions, Tell me about) and responds
with minimal responses, short forms of the
verb or longer answers, as appropriate.
Links giving personal information with
asking for personal information when
appropriate.
22
Have you got any children?

Yes, two
No I havent
Yes, Ive got two boys. What about you?
I cant swim. Can you?

Im going to college in September. What about
you?

Criteria
4.
4.1
Follow the main points and make appropriate contributions to discussions

Follow and participate in social interaction Greets and responds to greetings.
in formal and informal situations and
make contributions relevant to the topic.
Extends invitations and offers and responds
to invitations and offers.
Takes leave, insisting politely if necessary.
Takes part in more formal interaction,

elaborating where appropriate, for example:
- Introduces self and gives personal
information
- States problems, wishes.
-
Forms Required
Hi. How are you?
Fine, thanks. And you? How was your
weekend?
Would you like tea or coffee?
Would you like another biscuit or some cake?
Id love some cake please.
Would you like to come to dinner tomorrow
evening?
Yes, Id love to. What time? / Sorry, I cant. Im
going to English classes.
Have a good weekend.
Im sorry but I really must go.
I dont want an evening class, because I have

young children.
Sorry Im late. I missed the bus.
Apologises
23

Criteria
Forms Required
4.2
I quite like.., I really dont like..

Im really tired, Im so happy
I like Manchester because its really friendly
I dont like London, so I dont go there very
often
I think..
I think shes a good teacher, because she
listens to us.
Express feelings, likes and dislikes, views

and opinions to others, giving reasons or
results.
4.3
Listen, and respond appropriately to, simply

expressed feelings and opinions.
Expresses degrees of liking/disliking.

Uses a range of adjectives to express
feelings.
Elaborates by expressing reason or result.
Uses simple phrases to introduce an

opinion.
Follows up an opinion by giving a reason or
expressing a result.
Relates to other speakers, making

contributions relevant to the topic and the
discussion.
Links own contribution to that of others,
using discourse markers.
Indicates agreement or disagreement.
Invites contributions from other speakers.

Introduces a new topic of discussion.
24
Youre right, Maybe.., Im not sure.

Thats right, I thinks so, too, Yes, but.., I
dont really agree..
Do you think.?, What do you think about..?
What about..?, How do you feel about..?

Criteria
5.
5.1
Listen to obtain information from others

Listen for gist and identify the situation and
key words.
5.2
Listen to and follow short explanations,

directions and instructions.
5.3
Listen for and identify the main points from

a short presentation or explanation.
Recognises context, identifying the situation,

speaker(s) and/or topic.
Identifies key words in a given context.
Recognises the order of events in an
explanation.
Recognises and responds to sequence
markers, for example, first, then, finally.
Recognises discourse markers, especially
those indicating cause and effect and result,
for example, because of, so, as a result.
Responds appropriately to explanations.
Takes appropriate action in response to
Extracts the main points when listening to
presentations or explanations.
25
Forms Required
Generic Performance Descriptors for Speaking and Listening Entry 2

These performance descriptors are generic and identify the standards required for the internally assessed tasks. They are designed to take account
of differential performance and to allow assessors to balance strengths and development needs of learners so as to be able to make a judgement
whether overall the learners Speaking and Listening is demonstrating achievement at Entry 2.
Learning Outcomes
The learner will:
Performance Descriptor
Secure Achievement
Satisfactory Achievement
Did not achieve
1.
Speaks clearly as to be
comprehensible and make
meaning understood. Uses correct
stress in familiar words and on
important content words in
sentences. Uses intonation
appropriately in a range of
situations, for example, in
statements, requests, questions, to
emphasise, to express feelings and
to express politeness. Pronounces
sounds to make meaning clear to
the listener.
comprehensible and meaning is
understood. Places stress
appropriately in most familiar words
and on key words in most
sentences. Generally uses
intonation appropriately in different
situations, including questions,
requests and to express politeness.
Can pronounce sounds adequately
to make meaning understood.
Occasional lack of clarity and
hesitancy does not impede
communication of meaning.
Speaks some words clearly but has

difficulty with overall clarity of
speech. Places stress
appropriately in some familiar
words but there is inconsistency,
which may impede communication
of meaning. Demonstrates
understanding of need to vary
intonation in certain situations but
may only be able to approximate
politeness. Sounds may be
frequently mispronounced and
impede understanding.
Speak clearly to be heard

and understood in
straightforward exchanges.
Sc/E2.1
26
Learning Outcomes
The learner will:
Secure Achievement
Did not achieve
2.
Makes polite requests using a

range of forms and follows up with
an explanation where appropriate.
Uses a range of wh-type questions
accurately and demonstrates good
control of structure when forming
questions in the past, present and
future, using the appropriate form
of the verb and a range of time
markers. Can follow up on
responses to questions.
Makes polite requests using

appropriate forms, for example
Can, could, Id like, and can follow
with an explanation. Uses a range
of wh-type questions and
demonstrates sufficient control of
structure when forming questions in
the past, present and future,
generally using the appropriate
form of the verb and time markers.
Minor errors and lapses may occur
but questions are sufficiently
accurate to be understood and
obtain information required.
Makes simple requests and asks

simple questions, using appropriate
question words, but there may be
frequent errors in the construction
of questions, particularly in the past
and future tenses, leading to
misunderstandings.
Recognises a variety of questions

and requests and responds with
short and fuller answers, as
required. Recognises the time to
which the question refers in past,
present and future forms, and
responds in the appropriate tense
with very minor lapses.
Recognises different questions and

requests and responds with mainly
short answers, although can use
fuller answers. Generally
recognises the time to which the
question refers, with occasional
lapses, and responds in the
appropriate tense in most cases.
Recognises and responds to

simple questions and requests in
the present tense, although relying
on minimal response and short
answer forms. May need questions
and requests repeated. Makes
frequent errors in recognising
questions in past or future tenses,
and may respond in present tense.
Make requests, ask questions

to obtain information and
respond to straightforward
questions and requests.
Lr/E2.5
Sc/E2.2
Sc/E2.4
27
Learning Outcomes
The learner will:
Secure Achievement
Did not achieve
3. Present information to others.

Sc/E2.3
Expresses information clearly in,

for example, statements of fact,
descriptions, directions, instructions
and short accounts. Demonstrates
good control of the present, past
and future tenses and a sound
grasp of a range of grammatical
features at this level, for example,
imperatives and negative
imperatives, prepositions of place
and time, indefinite and definite
article, possessive s and
possessive pronouns, prepositional
phrases for direction and location.
Expresses information in, for

example, statements of fact,
and short accounts. Demonstrates
some accuracy in use of different
tenses and the grammatical
features at this level, for example,
imperatives and negative
imperatives, prepositions of place
and time, indefinite and definite
article, possessive s and
possessive pronouns.
Expresses simple information in,

for example, statements of fact,
and short accounts but meaning is
not always clear. Demonstrates
limited use of the grammatical
features at this level and has
frequent errors in the use of verb
forms other than the present tense.
Uses appropriate markers to

sequence information (for example,
an account, multi-stage instructions
and directions) and uses different
time markers to structure and make
meaning clear. Uses a number of
descriptive adjectives.
Can sequence information (for

example, an account, multi-stage
instructions and directions) and
uses some time markers to
structure and help make meaning
clear. Uses some descriptive
adjectives.
Can sequence information in some

contexts but use of sequential and
time markers may be limited and
structure is not always clear. Uses
some simple adjectives.
Errors and inaccuracies are limited

and minor.
There may be occasional errors

and inaccuracies in use of
language and grammatical
structures, but these should not
impede communication.
Inaccuracies and errors in overall

language use impede
communication.
28
Learning Outcomes
The learner will:
Secure Achievement
Did not achieve
4. Follow the main points and

make appropriate contributions
to discussions.
Sd/E2.1
Lr/E2.8
Lr/E2.6
Lr/E2.7
Actively engages in social

interactions, with one or more
people, making contributions
relevant to the topic and
discussion. Demonstrates a range
of language to, for example,
introduce self and give personal
information, state problems and
wishes, express degrees of
liking/disliking, feelings and
opinions. Generally elaborates,
when expressing opinions, with a
reason or result.
Takes part in social interactions

with one or more people, making
contributions that are mainly
relevant to the topic and
discussion, although contributions
may be shorter and hesitant.
Demonstrates sufficient appropriate
language to, for example, introduce
self and give personal information,
state problems and wishes,
express degrees of liking/disliking,
feelings and opinions.
Takes part to some extent in social

interactions, although contributions
are short and may not be relevant
to the topic and discussion. Can
introduce self and give personal
information, likes/dislikes and
simple opinions, but range of
language is limited.
Relates to others by inviting

contributions, listening and
responding appropriately to the
feelings and views expressed.
Demonstrates linking of own
contributions to that of others and
indicates agreement or
disagreement.
Generally relates to others,

listening and responding to the
feelings and views expressed,
indicating agreement or
disagreement.
Listens to others but has difficulty

in understanding and identifying
feelings and views expressed. May
need frequent repetition before
responding.
29
Learning Outcomes
The learner will:
Secure Achievement
Did not achieve
5. Listen to obtain information

from others.
Lr/E2.1
Lr/E2.2
Lr/E2.3
Lr/E2.4
Follows and understands short

explanations, narratives and
presentations, getting the gist and
main words, and extracting and
understanding the required detail.
Follows and understands short

main words, and extracting and
understanding most of the required
details, with occasional
misunderstandings.
Follows some aspects of short

some key words but fails to identify
the detail required for full
understanding.
Follows and understands

sequenced directions or
instructions, understanding all of
the stages given and asking
questions to clarify and/or confirm
understanding where necessary.
Responds appropriately to

instructions, understanding the
main stages and asking questions
to clarify and/or confirm
Responds to directions and
instructions although there may be
minor errors.
Follows some aspects of

instructions but repetition and/or
prompting are required.
30
UNIT TITLE: Speaking and Listening Entry 2

Exemplar Assessment Task One
General Instructions
Learners should not be given written extracts.

Assessment material should be pre-recorded on tape.
Tapes should be played as instructed in the task and not be repeated unless stated.
Assessors should read the questions to the learners and answers must be spoken
where responses are indicated.
Assessment Criteria
covered
Curriculum
Reference
1.1
2.2
5.1
5.2
5.3
Lr/E2.1
Lr/E2.2
Lr/E2.3
Lr/E2.4
Lr/E2.5
Sc/E2.1
Task One
Listen to a short talk on a topic and respond orally to spoken questions in a one-toone with the assessor (8-10 minutes).
Part A
The learner listens to the tape (once only) and is asked the following questions before
listening to the tape:
Who is speaking?
What is the situation?
What topic is the speaker talking about?
31
TAPESCRIPT
Good afternoon everybody and thank you for inviting me to the college this afternoon. Its
lovely to be here. My names Mike Smith and Im a Health & Safety Officer at the local
council. Your teacher invited me here this afternoon to talk to you about safety in the home,
which is something we all need to know about. A lot of people think that accidents usually
happen in the street or at work but did you know that a lot of serious accidents happen in
the home? A lot of these accidents involve little children and can easily be prevented. Im
going to give you some advice on how to keep your home and your family safe.
Firstly, always keep dangerous objects away from children; for example, sharp knives,
scissors, matches, hot saucepans and kettles. Its a good idea to keep them in a cupboard
or drawer, out of reach you know how children are always looking for new things to play
with! This applies to medicines too children often eat tablets because they look like
sweets.
Secondly, never let young children play near electrical sockets. As you know, its very easy
for them to put their little fingers in the sockets. Electrical injuries are common amongst
babies and young children, and electricity can kill. You can buy plastic covers for electrical
sockets, which are a good idea.
Thirdly, if you smoke, dont smoke in bed - this is a common cause of fires and a lot of
people die every year in house-fires. Its so easy to fall asleep with a cigarette in your
hands and its so dangerous.
Finally, always switch off equipment when you are not using it. This includes irons,
televisions and cookers, which can all cause fires if they are left on. Children can also get
burnt if they touch hot irons or cookers.
So, please remember to do these four things and you and your family will be safer in your
home. Thank you for listening and please feel free to ask questions now.
END OF TAPESCRIPT
Part B
The learner is told they will hear the tape again. The learner is asked to identify three things
they hear the speaker tell the audience to do to prevent accidents in the home.
End of assessment task.
32
Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task One
Learner Name:
Learner Registration Number:
Centre Number:
Time of assessment:
Date of assessment:
Assessment Criteria
covered
Curriculum
Reference
1.1
2.2
5.1
5.2
Lr/E2.1
Lr/E2.2
Lr/E2.3
Lr/E2.4
5.3
Lr/E2.5
Sc/E2.1
Listen to a short talk on a topic and respond orally to spoken questions in a one-to-one with the assessor (8-10 minutes)
The learner must achieve a tick in all the boxes at Satisfactory or better in the skills above for an overall Satisfactory Achievement, or a tick in all
the boxes at Secure for an overall Secure Achievement.
Secure Achievement
Did not achieve
Follows and understands the

presentation, identifying the gist
and the key points. Responses to
questions demonstrate they have
extracted and understood the
required detail. Demonstrates a
clear recognition of the subject
matter. (5.1, 5.2, 5.3)
Follows and understands the

and the key points. Responses to
questions demonstrate they have
extracted most of the required
details, with occasional minor
misunderstandings.
Demonstrates general
understanding of the subject
matter. (5.1, 5.2, 5.3)
Follows some aspects of the

and some key words. Responses
to questions fail to demonstrate a
full understanding of the details
and subject matter. Questions
may need repetition and
prompting may be required.
(5.1, 5.2, 5.3)
33
Secure Achievement
Did not Achieve
comprehensible and make meaning
understood. Uses correct stress
and intonation in responses to
questions and pronounces most
sounds clearly. (1.1)
Speaks clearly so that meaning is

appropriately in most familiar
words and generally uses
appropriate intonation when
responding to questions.
Pronounces most sounds
adequately to make meaning
understood and occasional lack of
clarity does not impede
communication. (1.1)
Speaks some words clearly but

has difficulty with overall clarity of
speech. Places stress
appropriately in some familiar
words and pronounces some
sounds correctly, but
inconsistency creates difficulty for
the listener. There is little attempt
to vary intonation when
responding to questions. (1.1)
Recognises and responds to the

questions with the level of detail
required in short or fuller answers,
elaborating responses where
appropriate. Provides information
relevant to the questions. (2.2)

questions with most of the detail
required. Responses are mainly
short form although demonstrates
some fuller answers. Provides
information that is generally
relevant to the questions, with
occasional lapses. (2.2)
Responds to the questions but

has difficulty providing sufficient
relevant detail and may need
prompting. The questions may
need repetition and responses are
minimal and short form.
Information provided may not be
relevant to the questions. (2.2)
Assessor name: ________________________________

Assessor signature: _____________________________
Date of assessment:_____________________________
34

Exemplar Assessment Task Two

Learners responses must be spoken, not written.
Learners must be encouraged to develop their responses to demonstrate the language and
skills required for the level.
Assessment Criteria
covered
Curriculum
Reference
1.1
Sc/E2.1
2.1
Sc/E2.2
2.2
Sc/E2.3
2.3
Sc/E2.4
2.4
3.4
Lr/E2.5
Task Two
Take part in a formal one-to-one role-play with the assessor in connection with booking a
place on a course (8-10 minutes).
The learner is told they going to apply to do a course in a subject of their choice at their local
college. They visit the college. The assessor plays the role of college receptionist and provides the
information requested by the learner, offering different options, and asks for personal information
to enrol the learner on a course.
Learner greets assessor.

Learner requests details about courses
Assessor gives learner different options (for example, shorter and longer courses, daytime and
evening classes, part-time or full-time)
Learners chooses options and gives reasons for choices
Assessor checks if there is space on the course
Learner requests further details (for example, starting date, length, day and time, cost).
Assessor answers the requests for information.
Assessor asks for personal information to compete the form. This should include questions that
enable the learner to provide personal details using different tenses. For example, name,
address and telephone number, date of birth, marital status, employment status, do they have
children, do they receive benefit, how they will travel to college, past educational experience,
how are they going to pay.
Assessor confirms booking.
Learner thanks and takes leave.
Assessor encourages learner to check back and ask questions to clarify understanding where
necessary throughout.

35
Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Two
Learner Name:
Centre Number:
Assessment Criteria
covered
Curriculum
Reference
Time of assessment:
Date of assessment:
1.1
2.1
2.2
2.3
2.4
Sc/E2.1
Sc/E2.2
Sc/E2.3
Sc/E2.4
Lr/E2.5
3.4
Take part in a formal one-to-one role-play with the assessor in connection with booking a place on a course (8-10 minutes)
Secure Achievement
Did not achieve
Speaks clearly as to be comprehensible

and make meaning understood. Uses
correct stress in familiar words and
pronounces most sounds clearly.
Demonstrates variation in intonation to
express politeness in the requests and
responses to questions, and
demonstrates clear recognition of the
formality of the situation. (1.1)

understood. Places stress appropriately in
most familiar words and generally uses
appropriate intonation to express politeness
in the requests and responses to questions.
Pronounces most sounds adequately to
make meaning understood and occasional
lack of clarity does not impede
communication. Demonstrates sufficient
recognition of the formality of the situation.
(1.1)

difficulty with overall clarity of
speech. Places stress appropriately
in some familiar words and
pronounces some sounds correctly,
but inconsistency creates difficulty
for the listener. There is little
variation in intonation, although may
attempt to express politeness in
requests and responses. May have
difficulty responding to the formality
of the situation. (1.1)
36
Secure Achievement
Did not achieve
Makes polite requests and asks

questions, using a range of forms and
follows up with an explanation if
necessary. Demonstrates good control
of structure and verb forms when forming
questions in the present and future. Can
follow up on assessors responses to
requests for information.
Makes polite requests and asks questions,

using appropriate forms and may follow
with an explanation if necessary.
Demonstrates sufficient control of structure
and verb forms when forming questions in
the present and future, with occasional
minor errors. Despite some lapses,
questions are sufficiently accurate to be
understood.
Makes simple requests and asks

simple questions, using appropriate
question words, but there may be
frequent errors in the construction of
questions and use of verb forms,
particularly in the future tense.
Inaccuracies and errors create
difficulty for the listener and may
Recognises the questions asked and

responds with the level of detail required,
using short or fuller answers as
appropriate. Responds to questions in
the appropriate tense with very minor
lapses.
Recognises most of the questions asked

and responds mainly with short answers
and some fuller answers. Generally
responds to questions in the appropriate
tense, with occasional lapses.
Asks questions to clarify understanding

where necessary.
(2.1, 2.2, 2.3, 2.4)
Generally asks questions to clarify

(2.1, 2.2, 2.3, 2.4)

more simple questions asked but
may make errors in recognising
questions in past or future tenses.
May need questions and requests
repeated. Responses are generally
short answer forms and fail to
provide the level of detail required
without prompting.
(2.1, 2.2, 2.3)
37
Secure Achievement
Did not achieve
Expresses personal information clearly,

demonstrating a sound grasp of the
grammatical features at this level. Errors
and inaccuracies are limited and minor.
(3.4)
Expresses personal information,

demonstrating some accuracy in key
grammatical features at this level.
Occasional errors in use of language and
grammatical structures do not impede
communication.
(3.4)
Expresses simple personal

information but meaning is not
always clear due to frequent errors
in use of language and grammatical
features at this level.
(3.4)
Assessor name: ________________________________

38

Exemplar Assessment Task Three

Learners must be encouraged to develop their responses to demonstrate the language
and skills required for the level.
Assessment Criteria
covered
Curriculum
Reference
1.1
Lr/E2.1
2.1
2.2
Lr/E2.2
Lr/E2.4
2.4
Lr/E2.5
3.2
Sc/E2.1
5.2
Sc/E2.2
Sc/E2.3
Task Three
Take part in a role-play asking for and giving instructions on how to do something or
directions on how to get somewhere (6-8 minutes each).
Learners work in pairs and take it in turns to ask/give instructions or directions. In each case,
the assessor identifies the place/task, which must be selected to ensure the
directions/instructions involve at least three separate stages.
Learner A asks Learner B either for directions to a given place (for example, a
college, the hospital, a cinema, a leisure centre) or how to perform a given task (for
example, making a simple dish, using a piece of equipment).
Learner B responds to Learner A and provides sequenced directions/instructions.
Learner A demonstrates understanding by checking back, confirming and

summarising.
Learner B responds to any additional questions.
Learners reverse roles using a different place/task.
39
Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Three
Learner Name:
Centre Number:
Assessment Criteria
covered
Curriculum
Reference
Time of assessment:
Date of assessment:
1.1
2.1
2.2
2.3
2.4
3.2
5.2
Lr/E2.1
Lr/E2.2
Lr/E2.4
Lr/E2.5
Sc/E2.1
Sc/E2.2
Sc/E2.3
Take part in a role-play asking for and giving instructions on how to do something or directions on how to get somewhere (6-8
minutes each).
Secure Achievement
Did not achieve
meaning understood. Uses
correct stress in familiar words
and pronounces most sounds
clearly. Demonstrates variation
in intonation to express
politeness in the request. (1.1)

and uses polite intonation in the
request. Pronounces most sounds
adequately to make meaning
understood and occasional lack of
clarity does not impede
communication. (1.1)

difficulty with overall clarity of speech.
Places stress appropriately in some
familiar words and pronounces some
sounds correctly, but inconsistency
creates difficulty for the listener. May
attempt to express politeness in the
request. (1.1)
40
Secure Achievement
Did not achieve
Makes a polite request for

directions/instructions, using an
appropriate form. Asks further
questions to seek clarification
and request additional
information, where necessary.
Makes a polite request for

appropriate form. Asks some
questions to seek clarification and
request additional information, where
necessary.
Makes a simple request for

appropriate form. May ask simple
questions to seek clarification or
request additional information, but
inaccuracies and errors create
difficulty for the listener and may
Recognises the questions

asked and responds with the
level of detail required, using
short or fuller answers as
appropriate, with very minor
lapses.
(2.2, 2.3, 2.4)
Recognises most of the questions

asked and responds mainly with short
answers.
(2.2, 2.3, 2.4)
Recognises and responds to the more

simple questions asked but may need
questions repeated. Responses are
short answer forms and fail to provide
the level of detail required without
prompting.
(2.2, 2.3, 2.4)
Gives clear directions or

instructions of at least three
separate stages, using
appropriate markers to
sequence and make meaning
clear. Demonstrates a sound
grasp of appropriate
grammatical features for giving
instructions or directions.
(3.2)
Gives directions or instructions of at

least three separate stages, using
some markers to sequence and help
make meaning clear. Demonstrates
sufficient accuracy in use of some
grammatical features for giving
instructions or directions. Occasional
errors are minor and do not impede
understanding.
(3.2)
Gives simple directions or instructions

but use of sequence markers may be
limited. Demonstrates limited use of
appropriate grammatical features for
giving instructions or directions, with
errors and inaccuracies leading to
misunderstandings.
(3.2)
41
Secure Achievement
Did not achieve

instructions of at least three
separate stages, asking
questions to clarify and/or
confirm understanding where
necessary. Responds
appropriately to directions or
instructions by summarising the
stages and following up with
additional questions where
appropriate. (5.2)
Follows and understands the main

stages of sequenced directions or
instructions, asking questions to
clarify and/or confirm understanding
where necessary. Responds to
directions or instructions by providing
a summary of the stages, although
there may be minor errors. (5.2)
Follows some aspects of sequenced

directions or instructions but repetition
and/or prompting are required and
understanding is limited.
(5.2)
Assessor name: ________________________________

42

Exemplar Assessment Task Four
Learners should not be given written extracts or prompts.

Assessment Criteria
covered
Curriculum
Reference
1.1
2.1
2.2
2.3
3.4
4.1
4.2
4.3
Lr/E2.1
Lr/E2.2
Lr/E2.5
Lr/E2.6
Sc/E2.2
Sc/E2.3
Sc/E2.4
Sd/E2.1
2.4
Lr/E2.7
3.1
Lr/E2.8
3.3
Sc/E2.1
Task Four
Give an account of a visit to a place or an event to a small group. Other learners ask questions
to get more information and detail (8-10 minutes each account, including questions).
Learners work in groups of three. Each learner takes it in turn to give an account and both of the other
learners must ask questions about the subject of the account. Learners are assessed in each role. The
assessor may start the questioning and follow up on the responses to encourage the learners to follow
suit. The learners are encouraged by the assessor to follow up answers to extend into a discussion and
express opinions and views about the topic of each account.
Learner A is asked to tell a small group (2) about a visit to a place (for example, another country,
town, famous sight) or an event (for example, a wedding, a party). The learner is asked to
describe the place/event, describe what happened, talk about their experience and what they
thought of it.
Learners B and C ask questions to get more information and detail. They follow up the answers
to their questions where possible.
Each learner takes it in turns to play Learner A using a different place/event from their own experience.
Assessor encourages learners to check back and ask questions to clarify understanding where
necessary throughout.

43
Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Four
Learner Name:
Centre Number:
Assessment Criteria
covered
Curriculum
Reference
1.1
Lr/E2.1
Time of assessment:
Date of assessment:
2.2
Lr/E2.2
2.3
2.4
3.1
Lr/E2.5
Lr/E2.6
Lr/E2.7
3.3
Lr/E2.8
3.4
Sc/E2.1
4.1
4.2
Sc/E2.2
Sc/E2.3
4.3
Sc/E2.4
Sd/E2.1
Give an account of a visit to a place or an event to a small group. Other learners ask questions to get more information and detail (810 minutes each account, including questions).
Secure Achievement
Did not achieve
meaning understood. Uses
correct stress in familiar words
and pronounces most sounds
clearly. Demonstrates variation
in intonation to emphasise main
points of the account and ask
questions. (1.1)

and varies intonation in questions.
Pronounces most sounds adequately
to make meaning understood and
occasional lack of clarity does not
impede communication. (1.1)

difficulty with overall clarity of speech.
Places stress appropriately in some
familiar words and pronounces some
sounds correctly, but inconsistency
creates difficulty for the listener. (1.1)
44
Secure Achievement
Did not achieve
Asks questions relevant to the

topic, to obtain further
information and detail.
Demonstrates good control of
structure and verb forms when
forming questions in the past,
present and future. Can follow
up on responses to the
questions.
Asks questions to obtain further

information and detail. Demonstrates
sufficient control of structure and verb
forms when forming questions in the
past, present and future, with
occasional minor errors. Despite
some lapses, questions are
sufficiently accurate to be understood.
Asks simple questions, but there may

be frequent errors in the construction
of questions and use of verb forms,
particularly in the past or future
tenses. Inaccuracies and errors
create difficulty for the listener and
may impede communication.
Recognises the questions

asked and responds with the
level of detail required, using
short or fuller answers as
appropriate. Responds to
questions in the appropriate
tense with very minor lapses.
Recognises most of the questions

asked, although some repetition may
be required, and responds mainly with
short answers. Generally responds to
questions in the appropriate tense,
with occasional lapses.
Asks questions to clarify

understanding where
necessary.
(2.2, 2.3, 2.4)
May ask questions to clarify

(2.2, 2.3, 2.4)
Recognises and responds to the more

simple questions asked but may make
errors in recognising questions in past
or future tenses. May need questions
repeated. Responses are in short
answer form and fail to provide the
level of detail required without
prompting.
(2.2, 2.3)
45
Secure Achievement
Did not achieve
Gives a clear account with a

description of the place or event,
using a range of adjectives.
Provides sufficient detail for interest
and demonstrates good control of
the past tense and a sound grasp of
appropriate grammatical features.
Uses a range of appropriate markers
to sequence and structure the
account and make meaning clear.
(3.1, 3.3, 3.4)
Gives an account with a description

of the place or event, using some
adjectives. Provides some detail
and demonstrates reasonable
accuracy in use of the past tense
and appropriate grammatical
features. Uses some markers to
sequence and structure the
account. Occasional errors and
inaccuracies should not impede
understanding. (3.1, 3.3, 3.4)
Gives an outline account of a place or

event, although may misunderstand the
requirements of the task.
Demonstrates limited use of adjectives,
markers and appropriate grammatical
features, and may make frequent errors
in use of the past tense. Errors and
inaccuracies may lead to
misunderstandings.
(3.1, 3.3, 3.4)
Actively engages in the interaction

following the account, keeping
questions and contributions relevant
to the topic. Demonstrates a range
of language to express degrees of
liking/disliking, feelings or opinions.
Listens and responds appropriately
to the feelings and views expressed
by others, indicating agreement or
disagreement. (4.1, 4.2, 4.3)
Takes part in the interaction

following the account, making some
relevant contributions.
Demonstrates sufficient language to
express degrees of liking/disliking,
feelings or opinions. Listens and
responds to the feelings and views
expressed by others, indicating
agreement or disagreement.
(4.1, 4.2, 4.3)
Takes part to some extent in the

interaction following the account,
although contributions are short and
may not be relevant to the topic due to
misunderstanding. Range of language
used to express likes, dislikes and
opinions is limited. May have difficulty
following the discussion and
understanding the feelings and views
expressed by others. (4.1, 4.2, 4.3)
Assessor name: ________________________________

46

Exemplar Assessment Task Five

Assessment Criteria
covered
Curriculum
Reference
Lr/E2.6
1.1
Lr/E2.7
4.1
Lr/E2.8
4.2
4.3
Sc/E2.1
Sd/E2.1
Task Five
Take part in a formal discussion in a small group (3) to express and exchange
opinions and feelings about a local place (for example, a road, a park, a
shopping centre, a library) (10-15 minutes).
Assessor tells the learners that they are in a community meeting with other residents they do
not know. Assessor identifies the local place to be discussed. The place can be presented as
a visual. The place chosen is something that generates strong views, opinions and feelings,
for example a dangerous road, an unsafe area, a problematic amenity. The learners work in
groups of three.
Assessor initiates discussion by either expressing a view to prompt responses or asking one
of the learners the question, Tell us what you think about.
Each learner takes it in turn to say what they think about that place, what they like and what
they dont like. It is important that the learners give reasons for their views, likes and dislikes.
The learners are encouraged to respond to the views, opinions and feelings expressed by
each other, to invite the views of others and to follow up answers.
Assessor encourages learners to check back and ask questions to clarify understanding
where necessary throughout.
47
Exemplar Assessment Mark Sheet for Speaking and Listening Entry 2 - Task Five
Learner Name:
Centre Number:
Assessment Criteria
covered
Curriculum
Reference
1.1
Lr/E2.6
Time of assessment:
Date of assessment:
4.1
4.2
Lr/E2.7
Lr/E2.8
4.3
Sc/E2.1 Sd/E2.1
Take part in a formal discussion in a small group (3) to express and exchange opinions and feelings about a local place (for example,
a road, a park, a shopping centre, a library). (10-15 minutes).
Secure Achievement
Did not achieve
meaning understood.
Demonstrates variation in
intonation to express feelings
during the discussion and
clearly recognises the formality
of the situation (1.1)

understood and demonstrates some
variation in intonation. Demonstrates
sufficient recognition of the formality
of the situation. Occasional lack of
clarity in pronunciation does not
impede communication. (1.1)

difficulty with overall clarity of speech
and use of intonation is limited. May
have difficulty responding to the
formality of the situation.
Inconsistencies in pronunciation create
difficulty for the listeners. (1.1)
48
Secure Achievement
Did not achieve
Actively engages in the

interaction, keeping
contributions relevant to the
topic and discussion.
Demonstrates a range of
language to express degrees of
liking/disliking, feelings and
opinions, elaborating in most
cases with reasons. Invites
contributions from others,
listening and responding
appropriately to the feelings and
views expressed. Follows and
understands the discussion,
linking own contributions to that
of others and indicating
agreement or disagreement
where appropriate.
(4.1, 4.2, 4.3)
Follows and takes part in the

interaction, making contributions that
are mainly relevant to the topic and
discussion, although contributions
may be shorter. Demonstrates
sufficient language to express
degrees of liking/disliking, feelings or
opinions, providing some reasons for
views. Listens and responds to the
feelings and views expressed by
others, understanding most of the
points made and indicating agreement
or disagreement in some cases.
(4.1, 4.2, 4.3)
Takes part to some extent in the

interaction, although contributions are
short and may not be relevant to the
topic due to misunderstanding. Range
of language used to express likes,
dislikes and opinions is limited. Listens
to others but may have difficulty
following the discussion and
understanding the feelings and views
expressed by others.
(4.1, 4.2, 4.3)
Assessor name: ________________________________

49
Exemplar Assessment Mark Sheet Summary

To achieve the unit learners must achieve all assessment criteria at Secure or Satisfactory for the assessment tasks.
Tasks
Secure Achievement
Task One
Task Two
Task Three
Task Four
Task Five
Tick appropriate box

Learner has achieved the unit for Speaking and Listening Entry 1
Learner has not achieved the unit for Speaking and Listening Entry 1
Assessor name: _____________________________________

Assessor signature: __________________________________
Date of assessment: _________________________________
50
Did not achieve
Introduction - Reading Entry 2

Reading. At this level, learners can:
Read and understand short, straightforward texts on familiar topics.

Read and obtain information from short documents, familiar sources and signs and
symbols.
Tutors will need to teach Reading at text, sentence and word level using methods that are inclusive
and appropriate and which take account of the cultural and learning experiences of learners.
Guidance on appropriate activities with examples of application and level can be found in the Adult
ESOL core curriculum. Learners should be provided with appropriate support throughout.
Opportunities for learners to discuss progress should be provided at all stages of the learning
process. The context and mode of delivery is flexible and should reflect the needs of the learners
and the context in which they are learning.
Unit Assessment
This unit is assessed through externally set tasks that are internally marked, internally moderated
and externally moderated. These are available at the end of this External Assessment Pack.
Learners not achieving the unit can be reassessed provided a different set of external assessment
tasks are used. These will be provided by the Regional OCN. A three-week period must have
elapsed from the learners previous attempt.
The Qualification Guide contains the following key documentation for Reading:
Unit of Assessment
The External Assessment Pack for Reading contains:
Centre Instructions for the Conduct of External Assessment

Unit of Assessment
Instructions to Assessors
Guidance for Marking External Assessment
Assessment Mark Sheet
External Assessment Tasks for Reading for learners
51
UNIT TITLE:
Reading
LEVEL:
NOCN UNIT CODE:
Entry 2
10
FN2/E2/QQ/002
Y/103/6593

LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand main events from text.

Rt/E2.1
1.1. Select the main events and information

from short, straightforward texts.
2. Recognise different purposes of text at

this level.
Rt/E2.2
2.1. Identify the different purposes of texts,

such as, public signs and notices, lists,
forms, notes, records, e-mails, simple
narratives, letters and diagrams.
3. Use knowledge of simple and compound

sentence structure to work out meaning.
Rs/E2.1
3.1
4. Use common sources of information.

Rt/E2.3
Rw/E2.5
4.1. Use key features of text, such as,

contents/index page and tabular format
to locate everyday information from
sources, such as timetables, Yellow
Pages.
4.2 Use initial letters to find and/or
sequence words in alphabetical order.
5. Recognise a range of high frequency

familiar words.
Rw/E2.2
5.1
52
Confirm and work out meaning of

simple and compound sentences.
Identify a range of high frequency

and/or familiar words.
Introduction - Writing Entry 2

Writing. At this level, learners can:
Write to communicate information with some awareness of the intended audience.
Tutors will need to teach Writing at text, sentence and word level using methods that are inclusive
and appropriate and which take account of the cultural and learning experiences of learners.
Guidance on appropriate activities with examples of application and level can be found in the Adult
ESOL core curriculum. Learners should be provided with appropriate support throughout.
Opportunities for learners to discuss progress should be provided at all stages of the learning
process. The context and mode of delivery is flexible and should reflect the needs of the learners
and the context in which they are learning.
Unit Assessment
This unit is assessed through externally set tasks that are internally marked, internally moderated
and externally moderated. These are available at the end of this External Assessment Pack.
Learners not achieving the unit can be reassessed provided a different set of external assessment
tasks are used. These will be provided by the Regional OCN. A three-week period must have
elapsed from the learners previous attempt.
The Qualification Guide contains the following key documentation for Writing:
Unit of Assessment
The External Assessment Pack for Writing contains:
Centre Instructions for the Conduct of External Assessment

Unit of Assessment
Additional Information for Assessors
Instructions to Assessors
Guidance for Marking External Assessment
Assessment Mark Sheet and Performance Descriptors
Samples of Marked Scripts and Commentary
External Assessment Tasks for Writing for learners
53
UNIT TITLE:
Writing
LEVEL:
NOCN UNIT CODE:
Entry 2
10
K/103/6596
FN2/E2/QQ/003

LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Use written words and phrases to record

or present information.
Wt/E2.1
1.1. Compose simple texts, selecting

appropriate content, format and layout
for the purpose and audience.
2. Construct compound sentences using

conjunctions.
Ws/E2.1
2.1. Combine simple sentences to make

compound sentences using common
conjunctions.
3. Use adjectives.
Ws/E2.2
3.1. Use adjectives to describe people,

places, feelings and objects.
4. Use punctuation.
Ws/E2.3
Ws/E2.4
4.1. Use punctuation to indicate boundary

markers in sentences and to separate
items in a list.
4.2. Use capital letters for proper nouns.
5. Spell personal details and familiar

common words.
Ww/E2.1
5.1. Spell correctly the majority of personal

details and familiar common words.
6. Produce legible handwritten text.

Ww/E2.2
6.1. Form and proportion upper and lower

case letters appropriately.
54
Skills and Language Required Writing Entry 2

The following sheets provide further detail to support the learning outcomes and assessment criteria in the unit by indicating the
breadth and depth of the skills, language and functions expected at Entry 2. The detail is drawn from the Adult ESOL core
curriculum.

Criteria
1.
1.1
Use written words and phrases to record or present information.

Compose simple texts, selecting
Selects appropriate text for the purpose

appropriate content, format and layout
and audience.
for the purpose and audience.
Uses conventions, format and layout

appropriate to the selected text.
Includes relevant content in text.
2. Construct compound sentences using conjunctions.

2.1 Combine simple sentences to make
Uses conjunctions to combine simple

compound sentences using common
sentences into compound sentences.
conjunctions.
Uses mostly correct word order in simple

and compound sentences.
Uses simple tenses appropriately in

compound sentences.
55
Examples of Language /Grammatical

Forms and Texts Required
An email
A simple formal or informal letter
A personal narrative
A simple story
A message
A form
Conjunctions:
and, but, so, or
Word order of simple clauses joined by a

conjunction:
Subject-verb-(object) + and/but+subjectverb-(object)
Tenses:
the simple present, simple past and
future time including present continuous

Criteria
3.
3.1
Use adjectives.
Use adjectives to describe people,
places, feelings and objects.

Selects and uses appropriate adjectives

to describe people, places, feelings and
objects.
Uses mostly correct word order of
adjectives when used together in
sentences.
Starts the majority of compound and

simple sentences with capital letters.
Use full stops or question marks
appropriately at the end of sentences
and questions.
Uses comas to separate items in lists.
Uses capital letters for the majority of

proper nouns.
4.
4.1
Use punctuation.
Use punctuation to indicate boundary
markers in sentences and to separate
items in a list.
4.2
Use capital letters for proper nouns.
56
Common adjectives:
big, young, beautiful, happy
Regular/irregular comparative adjectives:
better, worse, younger, bigger and more
beautiful
Full stops, question marks and capital

letters.
Commas in a list:,
apples, bananas, oranges, pears and
grapes
Proper nouns:
days, months names of people and
places

Criteria
5.
5.1
6.
6.1
Spell personal details and familiar common words.

Spell correctly the majority of personal
Spells correctly personal details.
details and familiar common words.
Spells correctly most familiar common

words.
Spells most structural endings correctly.
Produce legible handwritten text.

Form and proportion upper and lower
case letters appropriately.
Forms and spaces letters and words

appropriately.
57

Familiar common words may include

common verbs and vocabulary relevant
to learners daily lives.
Structural endings:
plurals (s), ed, and ing.
6. How is the qualification quality assured?

General Information
All centres wishing to deliver the qualification, or units of the qualification, will need to demonstrate
the ability to manage and deliver the units and/or the qualification, including adherence to quality
assurance and assessment regulations.
Your Regional OCN will provide guidance and give support in enabling you to deliver the
qualification.
The NOCN standard quality assurance arrangements and requirements include:
Internal assessment of all assessment tasks and activities.

Internal moderation.
External moderation.
Standardisation.
Details and guidance are provided in the NOCN Centre Handbook.
Recommendation for the Award of Credit

See NOCN Centre Handbook.
National Standardisation
NOCN will undertake a process of standardisation annually. Units from the qualification will be
selected for standardisation events and OCNs will require assessment materials and copies of
learners assessed work with moderation reports from centres each year. OCNs will notify centres
on an annual basis of the required sample and materials for standardisation purposes. Each
centre offering the specified units is required, as part of the Centre Approval Process, to
provide assessment materials for standardisation.
Feedback on national standardisation activity will be available to centres annually through their
OCN. National standardisation will establish:
Statements on the standards for each unit.

Recommendations, advice and guidance for use of the qualification and assessment of
units.
58
7. Sample Assessment Record Sheet for Learner Portfolio

For tracking learner achievement. This is not for learner registration or for claiming the
Award of Credit. Please see NOCN Centre Handbook for these details.
Learner Name:
Centre Number:
Unit Achieved
Centre Name:
Level
Achieved
NOCN Code

Reading
Writing
Full ESOL Qualification
59
Assessor
Signature
Date

ESOL Skills For Life - Entry 2 - Qualification Guide

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6. How is the qualification quality assured? .................58

NOCN Entry 2 Certificate in ESOL Skills for Life

1. About the qualification

NOCN Entry 2 Certificate in ESOL Skills for Life

Guided Learning Hours

How the Qualification relates to Wider Education and Training Issues

NOCN Entry 2 Certificate in ESOL Skills for Life

2. Who is the qualification for?

Refugees and asylum seekers.

Restrictions on Learner Entry

Recommended Prior Learning

NOCN Entry 2 Certificate in ESOL Skills for Life

Learners with Particular Requirements

NOCN Entry 2 Certificate in ESOL Skills for Life

3. Offering the qualification

Approval to Offer NOCN Qualifications or Units of NOCN Qualifications

Contact your Regional OCN office for information and support.

Support for Centres

NOCN Entry 2 Certificate in ESOL Skills for Life

Qualification Specific Information

NOCN Entry 2 Certificate in ESOL Skills for Life

4. Achieving the qualification

NOCN 10 Hour Credit

Speaking and Listening

NOCN Entry 2 Certificate in ESOL Skills for Life

5. The qualification units

Listen and respond to spoken language, including straightforward information, short

NOCN Entry 2 Certificate in ESOL Skills for Life

Exemplar Internal Assessment Tasks

NOCN Entry 2 Certificate in ESOL Skills for Life

Speaking and Listening

This unit has 5 learning outcomes.

The learner will:

The learner can:

Speak clearly to be heard and

Make requests, ask questions to

3. Present information to others.

Use stress, pronunciation and intonation

In straightforward exchanges in familiar everyday

Make polite requests using modal verbs or other

Express clearly a short account about an event

NOCN Entry 2 Certificate in ESOL Skills for Life

Follow the main points and make

5. Listen to obtain information from

In straightforward discussions in familiar, everyday

Mapped to the Adult ESOL core curriculum.

NOCN Entry 2 Certificate in ESOL Skills for Life

Guidance on Writing Centre Devised Assessments and Assessment Mark Sheets

There are opportunities for:

Tasks are clearly referenced to the Adult ESOL core curriculum.

NOCN Entry 2 Certificate in ESOL Skills for Life

Devising Listening Tasks and Recording of Scripts

Learners only listen to the tape once unless:

Pre-prepared tape material is supported by an accurate written script for moderation

Skills and Language Required

Generic Performance Descriptors

NOCN Entry 2 Certificate in ESOL Skills for Life

Exemplar Assessment Mark Sheets

Instructions for Assessors on Support, Guidance and Assessment Evidence

NOCN Entry 2 Certificate in ESOL Skills for Life