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Functional Skills ENGLISH Entry 1 2 and 3 Specification 1

Contents

Functional Skills English Entry 1, 2 and 3

For teaching from September 2010 Page ENTRY 1 3

Summary of Assessment 4 1. Introduction 5 2. Content (Standards) 7 3. Scheme of Assessment 9 4. Other Issues 12 Appendix 1 13 Appendix 2 15

ENTRY 2 25


ENTRY 3 47


Functional Skills ENGLISH Entry 1, 2 and 3 Specification 3

Functional Skills ENGLISH Entry 1


SUMMARY OF ASSESSMENT

Controlled assessment at Entry 1 Maximum duration: two hours

Reading

Structured tasks assessing reading of short, simple texts that explain or recount information Writing Structured task assessing the writing of short, simple sentences Speaking, listening and communication Simple discussions/exchanges about familiar topics in a familiar situation

Qualification Accreditation Number: 500/8748/4

Availability of Assessment The controlled assessment will be set twice a year:

Issued in October for completion in November (award reported in January) Issued at the end of March for completion in May (award reported in August)


1. INTRODUCTION AND RATIONALE

The term functional should be considered in the broad sense of providing learners with the skills and abilities they need to take an active and responsible role in their communities, in their workplace and in educational settings. It requires learners to be able to communicate in ways that make them effective and involved as citizens, operate confidently and to convey their ideas and opinions clearly in a wide range of contexts. The aim of Functional Skills English is to encourage learners to demonstrate their speaking, listening and communication, reading and writing skills in real-life contexts. These skills can add immeasurably to an individual’s general quality of life. Functional skills are those core elements of English, mathematics and ICT that provide individuals with the essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and at work. Individuals at any age who possess these skills will be able to participate and progress in education, training and employment as well as develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work. In the case of Functional Skills English Entry 1 this means that learners:

will participate in discussions/exchanges about familiar topics with another person in familiar situations, understanding the main points;

will be able to read and understand short, simple texts;

will be able to write short, simple sentences. Different forms of assessment are appropriate to these different skills and this is recognised in this specification. Reading and writing are assessed in externally set controlled assessments, which are internally marked. Speaking, listening and communication is internally assessed through tasks externally specified by WJEC.

Prior Learning

Although there is no specific requirement for prior learning, this specification builds upon the Programmes of Study for English in Key Stages 1-3. This specification may be followed by any candidate, irrespective of their gender, ethnic, religious or cultural background. This specification is not age-specific and, as such, provides opportunities for candidates to extend their life-long learning.

Progression

The skills candidates develop are vital in the further study of any subject at an equivalent level. This qualification provides progression towards Entry 2 qualifications.


Overlap and Restrictions on Entry There are no restrictions on concurrent entry for other qualifications.

Components of Assessment

Reading and Writing

Reading and writing assessment, designed to assess Entry 1 only, will be externally specified and moderated, and internally marked.

Reading 10 marks - based on the reading and understanding of short, simple texts that explain or recount information. Writing 10 marks - one form of writing required

Speaking, listening and communication Speaking, listening and communication will be internally assessed and based on tasks specified by WJEC twice yearly, that will consist of simple discussion / exchanges about familiar topics. Quality assurance will be through witness statements and the submission of audio recordings of the candidates / a visit by a moderator to monitor assessment and record-keeping. A mark scale /10 will be used with a pre-set pass mark of 6 for Entry 1. There will be opportunities for parallel on-screen assessment, provision becoming available following the first year of assessments.


2. CONTENT

At Entry level, ‘real life’ contexts can often appear quite complex but can be approached by identifying familiar aspects and accessing the more straightforward, simple elements. Entry level learners would be expected to apply their basic skills to make sense of familiar situations and contexts and to apply a limited range of techniques to simple activities.

Speaking, listening and communication

The term discussion is used in its widest sense to mean the spoken exchange of information, ideas or opinions between two or more people in a formal or informal context.

To develop their understanding learners need opportunities to use spoken language in contexts that stretch them.

Functional Skills English Entry 1 Speaking, listening and communication standards

Skill standard Coverage and range

In simple discussions/exchanges, learners can:

At Entry 1, learners will be able to participate in and understand the main points of simple discussions/exchanges about familiar topics with another person in a familiar situation

• Understand the main points of short explanations • Understand and follow instructions • Respond appropriately to comments and requests • Make contributions to be understood • Ask simple questions to obtain specific information.


Reading

Reading texts may require learners to interpret diagrams and illustrations that together with the written element contribute to the meaning of a text. In reading, complexity, purpose, length and variety of texts are the key indicators of progression through the standards. In making judgements about the suitability of texts all of these factors are considered. Short texts are not necessarily simple and texts can be lengthy without being complex. At Entry 1, short, simple texts indicate uncomplicated factual content, and a length that is manageable at this level. This might be a series of instructions about operating equipment or dealing with customers.

Functional Skills English Entry 1 Reading standards


In a short, simple text, learners can:

At Entry 1, learners will be able to read and understand short, simple texts that explain or recount information

• Read and understand simple regular words and

sentences • Understand short texts on familiar topics and

experiences

Writing

The range here might include conveying information, ideas, opinions or requests. In writing, length, level of detail, awareness of purpose, adaptability and complexity are the key indicators of progression. For example, at Entry 1 short, simple sentences might be required to present information about a topic.

Functional Skills English Entry 1 Writing standards

Skill Standard Coverage and range

In short, simple sentences, learners can:

At Entry 1, learners will be able to write short, simple sentences

• Use written words and phrases to present information • Construct simple sentences using full stops • Spell correctly some personal or very familiar words


3. SCHEME OF ASSESSMENT

Structure

Functional Skills English Entry 1 requires demonstration of competence at the relevant level in each of Speaking, listening and communication, Reading, and Writing. These are assessed on separate occasions within a four-week window specified by WJEC within the November and May examinations series. Certification will depend on passing each of the Speaking, listening and communication, Reading and Writing components at Entry 1. Candidates are required to complete the controlled assessment on a topic connected with education, training, work or social roles. The assessment will comprise a Reading component, a Writing component, and a Speaking, listening and communication component, which are internally assessed and externally moderated.

Duration

The Functional Skills English Entry Level controlled assessment may be taken at a time of the centre’s choosing within the window provided. Duration may vary to reflect (i) the range of abilities and needs; (ii) the way in which the Speaking, listening and communication task is integrated within the controlled assessment as a whole. However, there should be a minimum of one hour and a maximum of two hours for the candidate to complete all components of the assessment.

The assessment of Speaking, listening and communication at Entry 1 must be one task to cover the requirements. This may require more than one session to create appropriate contexts and to ensure that all learners have opportunities to demonstrate their ability. At Entry 1, there is a minimum duration of two minutes and a maximum of five applied to the task. Centres are advised to ensure the person participating in the discussion/exchange being assessed is the teacher/tutor. Within the limit for Reading and Writing, centres may decide how to structure the tasks in an appropriate way for the candidature – for example this could take the form of 2 or 3 twenty-minute sessions spread over two weeks or two more extended sessions. The Speaking, listening and communication task may be integrated with this process or completed separately – again as appropriate for the candidature.

Conditions

Speaking, listening and communication assessments will be supervised tasks in an appropriate setting determined by the centre. At Entry 1, the setting should be one familiar to the candidate. A range of resources may be used to ensure that the form of communication, as well as its content, is fit for purpose. The overall assessment for a learner must be made by one person. Please refer to the Administration of controlled assessment document (see Appendix 2).


All assessment, including that of Speaking, listening and communication, must be undertaken in controlled, supervised conditions. For Speaking, listening and communication, this means that the candidate must be made aware that their contribution is for the purposes of assessment and that the assessment must be supervised and outcomes recorded. Reading and Writing assessments are conducted according to the regulations specified in the JCQ booklet Instructions for the Conduct of Examinations. Resource material will be used for the Reading paper: reading this within the time allowed will form part of the task. Candidates should have access to dictionaries, thesauri or spell-check facilities.

Context The assessments (both external and internal components) are concerned with functional skills in reading, writing, speaking, listening and communication. Examples of contexts which provide opportunities to develop suitable questions/scenarios include:

• work and education • community, citizenship and environment • media and communications • family and social issues

The resource materials used for the assessment of reading will be drawn from a range of contemporary paper-based and on-screen instructional and explanatory texts. The context of the assessment will be connected with education, training, work and social roles to provide a relevant and familiar context for candidates while requiring some transfer of skills at a level appropriate to Entry 1.

Pass Marks

A pass mark of 60% will be used as a target in task-setting and in mark schemes for the assessment of Speaking, listening and communication, Reading, and Writing. In Speaking, listening and communication, a mark scale is used to reflect the element of differentiation by outcome in the assessment of these skills and to facilitate internal standardisation and external moderation and quality assurance.

A mark scale /10 will be used with a pre-set pass mark of 6 for Entry 1. Where WJEC have suggested a pass mark for each component, please note that this may change following moderation.


Awarding, Reporting and Re-sitting

Functional Skills English will be awarded at Entry 1 to candidates who have passed each of the Speaking, listening and communication, Reading and Writing components at the required level. Candidates will only be awarded a pass or fail at the level entered. No other level will be awarded. Component achievement remains valid for the duration of the qualification accreditation period. There is no limit to the number of times a candidate may re-sit one or more component(s).

Certification

Where a candidate’s performance is sufficient to meet the level requirements, a Functional Skills qualification pass certificate will be awarded. No grades are issued with respect to these qualifications. A formal statement of results will be available to candidates and will report the level at which the qualification has been awarded and the level at which the assessment components have been achieved. The Functional Skills English qualification certificate will positively report the assessment component/s that has/have been passed to achieve the qualification.


4. OTHER ISSUES

Access and Fair Assessment QC(D)A have reviewed the functional skills standards and assessment criteria through wide ranging consultations and have had the materials analysed by specialist agencies to identify potential barriers to achievement and to mitigate their impact. Functional skills assessments are subject to similar analysis and review protocols. Functional skills assessments will provide a valid measure of the candidates' ability to meet the qualification requirements in line with their normal ways of working. WJEC arrangements for Access/Reasonable Adjustments will follow the Inclusion Statements for Functional Skills (see Appendix 1). Guidance to question paper setters follows advice in ‘Fair Access by Design’ produced jointly by the regulators and the JCQ awarding bodies. This specification has been designed to offer fair access for all candidates and to minimise any later need to make reasonable adjustments for candidates who have particular requirements, while preserving the rigour of the qualification. Where necessary, WJEC will make reasonable adjustments so that candidates with disabilities can access assessment. These will ensure that candidates are not given an unfair advantage or disadvantage compared with candidates not using reasonable adjustments, or invalidate the assessment requirements set out in the specification. WJEC Functional Skills qualifications and assessment materials anticipate the needs of all candidates. There will be a wide age range with access to the Functional skills qualification. For example, younger candidates are likely to have a more limited experience of employment within a particular sector than some older candidates. This does not mean that such contexts should always be avoided but sufficient descriptions and/or images may be necessary to ensure that the contexts are understood by all. All source material will use simple language and avoid jargon.

Assessments will take account of the need to ensure there is no detrimental effect on candidate’s performance as a result of culture-specific contexts, for example in the case of ESOL candidates.

Every effort will be made to ensure that source material is free of any form of bias (e.g. gender, ethnic, age) that might favour or disadvantage any candidate or group of candidates and that specifications and assessment materials provide fair and equal access in terms of disability, gender, race, age, sexual orientation and religion/belief.

In Functional Skills English where barriers to access remain, WJEC will offer candidates with disabilities, as a last resort, exemptions from individual assessment components within the qualification.


APPENDIX 1 Inclusion Statement for Functional Skills English Speaking, listening and communication Speaking, listening and communication within Functional Skills qualifications are defined as non-written communication, normally conducted face-to-face.

In exceptional circumstances, assessment may take place remotely, provided that the medium through which remote assessment takes place:

• does not create barriers to achievement and success

• enables candidates to demonstrate achievement against the full range of standards using the full range of permitted strategies, and

• meets the security requirements specified in criterion 58f of '“The statutory regulation of external qualifications'” (QCA/04/1293).

Scope: The arrangements described apply only to assessment leading to the awarding of the speaking, listening and communication component of Functional Skills in English qualifications. Inclusion Statement for Functional Skills in Speaking, listening and

communication (all levels) The term 'speaking, listening and communication', as used by these standards, is intended to be interpreted in a broadly inclusive way and is not intended to create any unnecessary barriers to candidates with speech or hearing impairment. The needs of individual candidates will vary but, as guidance, the term should be interpreted as meaning communication, discussion and presentation that: • can include use of sign language (eg British Sign Language, sign-supported English)

provided this is made accessible to all participants in the discussion. (It is recognised that BSL is a language in its own right and not a form of English. BSL is, however, permitted as an alternative to English for the assessment of speaking, listening and communication where BSL is the candidate's normal way of communicating in the contexts described by the standards. No other languages are permitted as alternatives to English);

• can include access to augmentative speech equipment and such software as constitutes the candidate's normal way of working;

• does not depend solely on the use of written language or require the individual/s with whom the candidate is communicating to be able to read (as these skills are covered by the requirements for reading and writing).


Reading Scope: The arrangements described by this document apply only to assessment leading to the awarding of the Reading component of Functional Skills in English qualifications.

Inclusion Statement for Functional Skills in Reading (all levels) Reading within Functional Skills qualifications is defined as the independent decoding and understanding of written language and text in a purposeful context.

"Text" is defined as materials that include the use of words that are written, printed, on screen or presented using Braille.

As a reasonable adjustment, candidates who are classed as disabled under the terms of the Disability Discrimination Act (DDA), and use assistive technology as their normal way of reading, can demonstrate that they are able to independently meet the requirements of the reading standards through use of screen reader software.

A human reader cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the reading requirements can be requested for candidates with disabilities who cannot use assistive technology.

Writing Scope: The arrangements described by this document apply only to assessment leading to the awarding of the Reading component of Functional Skills in English qualifications.

Inclusion statement for Functional Skills in Writing (all levels) Writing within Functional Skills qualifications is defined as the independent construction of written text to communicate in a purposeful context. "Text" is defined as materials that include the use of words that are written, printed, on screen or presented using Braille and which are presented in a way that is accessible for the intended audience.

As a reasonable adjustment, candidates who are disabled under the terms of the Disability Discrimination Act (DDA) and who use assistive technology as their normal way of producing written texts can demonstrate that they are able to independently meet the requirements of the writing standards through use of a computer and appropriate software.

A human scribe cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the writing requirements can be requested for candidates with disabilities who cannot use assistive technology.


Appendix 2

Administration of Controlled Assessment for Functional Skills: Entry 1, Entry 2 and Entry 3 English


Introduction Controlled assessment is a form of internal assessment in which control levels are set for each stage of the assessment process: task setting, task taking and task marking.

Controlled assessment Where the Functional Skills qualification criteria allow for internal assessment, this must be undertaken through controlled assessment. • At Entry levels 1, 2 and 3, assessment requirements are externally specified by WJEC

and must be internally marked. Specified assessments provide for contextualised open response assessment.

Regulations for controlled assessment are defined for three stages of assessment:

• Task setting • Task taking • Task marking For each stage the regulatory authorities have specified a certain level of control to ensure authenticity and reliability. Level and skill-specific regulations define the level of control that must operate for the three stages of assessment. Functional Skills specifications at Entry 1, Entry 2 and Entry 3 For English there will be three controlled assessment components to support the separate reporting of assessment outcomes in relation to the three distinct skill areas: reading; writing; speaking, listening and communication. The controlled assessment at all levels will contain a number of tasks/sub-tasks, to ensure coverage of the skills standards.

Time limits Entry 1, Entry 2 and Entry 3 Candidates will have a minimum of one hour and a maximum of two hours to complete all three components of the Functional Skills English controlled assessment. When the assessment period is divided into shorter periods of time, all candidates’ work must be collected and retained securely within the centre between assessment sessions. For example, each assessment session may focus on one of the three components, or be divided further to focus on specific sub-tasks within a component. Centres are advised to undertake the Speaking, listening and communication component before the reading and writing components to familiarise candidates with the scenario of the assessment. Extra time will be allowed to those candidates who qualify for it under the existing regulations. Candidates must provide an individual response for assessment.


Task Setting

WJEC-set controlled assessment tasks will be reviewed for each assessment opportunity (series) to ensure that they continue to set an appropriate challenge.

For Entry 1, Entry 2 and Entry 3, each controlled assessment component may contain more than one task/sub-task. Centres have the opportunity to contextualise some elements of the tasks to best-suit their centre-specific circumstances.

The following suggestions indicate the type of controlled assessment set and the level of contextualisation permitted. Specific details will be provided with each task.

Examples of tasks at Entry 1, Entry 2 and Entry 3:

WJEC task set:

Speaking, listening and communication – the focus of the task can be contextualised to include familiar/local references for candidates. Centres cannot replace the specified task with one of their own devising.

Reading: Names of people and places in the reading assessment can be contextualised to include those familiar to the candidate. Centres cannot replace the specified task with one of their own devising.

Writing: ‘Write a note to …’ centres can contextualise the audience of texts to be constructed by the candidates to include those familiar to the candidate. Centres cannot replace the specified task with one of their own devising.

The Speaking, listening and communication task(s) will be sent to centres with the reading and writing assessments prior to the four week assessment window.

Task Taking

At Entry 1, Entry 2 and Entry 3, candidates are permitted up to 10 hours preparation time within the four-week assessment window for each series, in addition to the two hours to complete all three components of the controlled assessment. Research and/or preliminary notes will not be permitted in the assessment session(s).

Entry 1, Entry 2 and Entry 3 candidates are permitted to provide oral responses to the reading tasks and these responses must be transcribed precisely by the teacher/tutor. Candidates submitting oral responses must be assessed by a teacher/tutor at the time of the response. The teacher/tutor must submit sufficient written evidence of assessment to justify the marks awarded to candidates for oral responses.

All candidates should complete all work under formal supervision. Preparation work may be completed under limited supervision. If candidates are provided with worksheets/scaffolding for the controlled assessment, copies of the assistance they have been given must be included with the sample sent to the moderator and a note made on the candidate’s controlled assessment cover sheet as to the nature of the help given.

Candidates may have access to dictionaries, thesauri and spell-check programs. The work may be hand-written or word-processed.

Once the assessment session is complete, candidates are not permitted to resubmit work. If plagiarism is discovered after the assessment session, it will not be possible for the candidate to resubmit the work and no marks will be awarded.

Teacher/Tutor support throughout the controlled assessment of Reading and Writing should be limited to explanation of the tasks, details of which should be recorded as part of the assessment. If teacher/tutor intervention is used, this should be noted and taken into consideration when the assessment is made. The exception to this is in the assessment of Speaking, listening and communication where it is expected that teacher/tutor prompts would form part of the task.

The work of individual candidates may be informed by working with others in the preparatory stage, for example in discussion groups.


Task Marking After the completion of the assessment session, the work will be marked internally according to mark schemes/assessment criteria provided by WJEC. Candidates may see their marked work but it is important that the work is kept securely in the teacher/tutor’s possession to prevent any tampering with it. The teacher/tutor marking the work should provide annotation on the Reading and Writing tasks to support the marks awarded. This should take the form of:

• summary comments either on the work (usually at the end) or on a cover sheet; • key pieces of evidence flagged throughout the work by annotation either in the margin or

in the text; • a combination of the above. Indications as to how marks have been awarded should: • be clear and unambiguous; • be appropriate to the nature and form of the work; • facilitate the standardisation of marking within the centre; • enable the moderator to check the application of the assessment criteria to the marking.

The evidence to support the marks awarded should: • indicate where the assessment criteria have been met, e.g. by writing key phrases from

the criteria (such as ‘awareness of values’, ‘selects information’, ‘uses a variety of techniques’) at the appropriate point in the work;

• indicate any planning and processing not undertaken individually, and provide details of any assistance or prompting given to the candidate.

Moderation will take place at two levels: 1. Within the centre to ensure that a uniform standard has been applied across the teaching

groups. There must be opportunities to exchange work/view candidates’ performances and discuss the criteria during the assessment window: significant differences in the application of criteria and hence in rank-ordering will be difficult to resolve at the final stage of assessment. One person must take responsibility for the final moderation procedure within a centre, sampling the work of each teaching group.

2. Through the inspection of a sample of the work by WJEC moderators. For Entry 1, Entry 2 and Entry 3, the sample will be selected according to a formula set by WJEC, based on the centre’s overall rank order. Details of this formula, contained in the Controlled Assessment Manual, will be sent to centres. For entries of up to 10 candidates, all controlled assessments will be sent. Further samples of controlled assessment will be sent to the moderator if required. WJEC reserves the right to call in all of a centre’s controlled assessments if this proves necessary.


Internal Moderation: Centres should use reference and archive materials (such as exemplar material provided by WJEC) to help set the standard of marking within the centre. Prior to marking, it is useful to undertake a trial marking exercise. Teachers mark the same relatively small sample of work to allow for the comparison of marking standards. The exercise can take place at appropriate stages during the assessment window and has three beneficial effects: it helps to bring about greater comparability in the marking standards; it may identify at an early stage any teachers whose standards are out of line with that of their colleagues; and it alleviates a heavy marking load at the end of the assessment window. Where the work for a component has been marked by more than one teacher in a centre, standardisation of marking should normally be carried out according to one of the following procedures: Either a sample of work which has been marked by each teacher is re-marked by the teacher who is in charge of internal standardisation; Or all the teachers responsible for marking a component exchange some marked work (preferably at a meeting led by the teacher in charge of internal standardisation) and compare their marking standards. Where standards are found to be inconsistent, the discrepant teacher(s) should make adjustments to their marks or re-consider the marks of all candidates for whom they were responsible. The new marks should be checked by the teacher in charge of internal standardisation. Following completion of the marking and of internal standardisation, the work must be retained by the centre and not returned to the candidates until all possibility of enquiries about results has been exhausted. Centres should retain evidence that internal standardisation has been carried out. External Moderation: At Entry 1, Entry 2 and Entry 3 sample assessments plus a sample marksheet (FS/EL1) will be submitted to the moderator at the appropriate time according to WJEC regulations. A coversheet must be completed for each candidate. Information on the coversheet must include: i) the candidate’s name and number; ii) the centre name and number; iii) the mark(s) for the task(s); iv) a summative comment on the candidate’s performance; v) an indication of the level of support given, if any. Each coversheet must be signed by the candidate and the teacher/tutor as a declaration that the work is entirely the candidate’s own. The moderator marks are compared with the centre marks for the sample of work. If any of the differences between the moderator marks and the centre marks exceeds the specified tolerance, adjustments will be applied to the centre marks. If further evidence of the centre’s marking is required, the moderator may request some or all of the remaining work, which must have been kept securely and be available. If there is a significant disagreement between the centre’s rank order and the moderator’s rank order, the moderator’s marks may be implemented for all candidates for the component at the centre. In certain circumstances (for example, if internal standardisation has not been carried out), the awarding body may ask the centre to re-consider its marks. Marks for the sample must be recorded in rank order (beginning with the highest) on the Moderation Sample Marksheet (FS/EL1).


Clearly indicate on the Moderation Sample Marksheet (FS/EL1) the total number of candidates entered. N.B. In addition, the following points should be considered in selecting the sample: (i) Each teaching group should be represented. (ii) Where there are several candidates on a particular mark these will count towards the

total number in calculating the rank order, but normally only one candidate's work on a particular mark will be submitted.

(iii) Work submitted should where possible meet the full requirements of the specification; i.e. candidates who have not completed all three components should not be included, but be replaced by that of the nearest candidate (either higher or lower) with complete controlled assessment.

The Moderator’s Report will be sent to the centre following the external moderation of the controlled assessment, and will provide feedback on: (i) the efficiency of the centre’s administration; (ii) the accuracy of the centre’s assessments against the criteria and in relation to the

agreed standard for the component; (iii) whether the centre’s marks have been adjusted.

Training: The assessment of speaking, listening and communication, and Reading and Writing at Entry 1, Entry 2 and Entry 3, will feature on the agenda of the annual round of CPD meetings held in the Autumn term. Reference will be made to exemplar material. A representative from each centre will be expected to attend each year’s meeting.

Authentication of Controlled Assessment Candidates are required to sign that the work submitted is their own and teachers/assessors are required to confirm that the work is solely that of the candidate concerned and was conducted under the required conditions. A copy of the authentication form will be provided by WJEC. It is important to note that all candidates are required to sign this form, and not just those whose work makes up the sample submitted to the moderator/verifier. Malpractice discovered prior to the candidate signing the declaration of authenticity need not be reported to WJEC but must be dealt with in accordance with the centre’s internal procedures. Before any work towards the controlled assessment is undertaken, the attention of candidates should be drawn to the relevant JCQ Notice to Candidates. This is available on the JCQ website (www.jcq.org.uk) and included in Instructions for Conducting Coursework/Portfolios in Examinations; Guidance for Teachers/Assessors also available on the JCQ website.


FUNCTIONAL SKILLS ENGLISH ENTRY LEVEL READING Enter the marks of all your candidates in rank order for this component only regardless of tier of entry. Please include all E1, E2 and E3 candidates on this form.

Name of Centre: __________________________________________ Centre Number: _____________

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WJEC Moderator: Moderator use only – suggested scaling:

FS/E 871


FUNCTIONAL SKILLS ENGLISH ENTRY LEVEL WRITING Enter the marks of all your candidates in rank order for this component only regardless of tier of entry. Please include all E1, E2 and E3 candidates on this form.

Name of Centre: _______________________________________ Centre Number: _______________

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FUNCTIONAL SKILLS ENGLISH ENTRY LEVEL SLC Enter the marks of all your candidates in rank order for this component only. A maximum audio sample of six is required reflecting the top, middle and bottom of the range of marks across all levels entered. If an audio sample is not provided then witness statements for all candidates should be submitted.


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Reading

Structured tasks assessing reading and understanding of straightforward texts that explain, inform or recount information Writing Structured tasks assessing the writing of short texts with some awareness of the intended audience Speaking, listening and communication Making active contributions in discussions/exchanges about familiar topics in a familiar situation







will read and understand straightforward texts that explain, inform or recount information;

will be able to write short texts with some awareness of the intended audience;

will be able to participate in discussions/exchanges about familiar topics, making

active contributions, with one or more people in familiar situations. Different forms of assessment are appropriate to these different skills and this is recognised in this specification. Reading and writing are assessed in externally set controlled assessments, which are internally marked. Speaking, listening and communication is internally assessed through tasks externally specified by WJEC.

Prior Learning


Progression

The skills candidates develop are vital in the further study of any subject at an equivalent level. This qualification provides progression towards Entry 3 qualifications.


Overlap and Restrictions on Entry There are no restrictions on concurrent entry for other qualifications.

Components of Assessment

Reading and Writing


Reading 20 marks - based on the reading and understanding of straightforward texts that explain, inform or recount information. Writing 20 marks - two forms of writing required

Speaking, listening and communication Speaking, listening and communication will be internally assessed and based on tasks specified by WJEC twice yearly, that will consist of simple discussion / exchanges about familiar topics. Quality assurance will be through witness statements and the submission of audio recordings of the candidates / a visit by a moderator to monitor assessment and record-keeping. A mark scale /20 will be used with a pre-set pass mark of 12 for Entry 2. There will be opportunities for parallel on-screen assessment, provision becoming available following the first year of assessments.


2. CONTENT

At Entry level, ‘real life’ contexts can often appear quite complex but can be approached by identifying familiar aspects and accessing the more straightforward, simple elements. Entry level learners would be expected to apply their basic skills to make sense of familiar situations and contexts and to apply a limited range of techniques to simple activities.

Speaking, listening and communication

The term discussion is used in its widest sense to mean the spoken exchange of information, ideas or opinions between two or more people in a formal or informal context. Contributions to discussion are used as indicators of progression in this area. So, for example, active contributions at Entry 2 are likely to be brief responses that are relevant to the topic.

To develop their understanding learners need opportunities to use spoken language in contexts that stretch them.



In discussions and exchanges, learners can:

At Entry 2, learners will be able to participate in discussions/exchanges about familiar topics, making active contributions, with one or more people in familiar situations

• Identify the main points of short explanations and instructions • Make appropriate contributions that are clearly understood • Express simply feelings or opinions and understand those expressed by others • Communicate information so that the meaning is clear • Ask and respond to straightforward questions • Follow the gist of discussions


Reading

Reading texts may require learners to interpret diagrams and illustrations that together with the written element contribute to the meaning of a text.

In reading, complexity, purpose, length and variety of texts are the key indicators of progression through the standards. In making judgements about the suitability of texts all of these factors are considered. Short texts are not necessarily simple and texts can be lengthy without being complex. At Entry 2, straightforward texts indicates uncomplicated factual content, rather than content dealing with a complexity of ideas. This might be a short article in a newspaper about a local issue or a series of instructions about operating equipment or dealing with customers.

Functional Skills English Entry 2 Reading standards


In straightforward texts, learners can:

At Entry 2, learners will be able to read and understand straightforward texts that explain, inform or recount information

• Understand the main events in chronological texts • Read and understand simple instructions and

directions • Read and understand high frequency words and

words with common spelling patterns • Use knowledge of alphabetical order to locate

information

Writing

The range here might include conveying information, ideas, opinions or requests.

In writing, length, level of detail, awareness of purpose, adaptability and complexity are the key indicators of progression. For example, at Entry 2 short texts may be the few sentences required to pass on a message about arrangements that have been changed.



In short texts, learners can:

At Entry 2, learners will be able to write short texts with some awareness of the intended audience

• Use written words and phrases to record and present

information • Construct compound sentences using common

conjunctions • Punctuate correctly, using upper and lower case, full

stops and question marks • Spell correctly all high frequency words and words

with common spelling patterns


3. SCHEME OF ASSESSMENT

Structure


Duration

The Functional Skills English Entry Level controlled assessment may be taken at a time of the centre’s choosing within the window provided. Duration may vary to reflect (i) the range of abilities and needs; (ii) the way in which Speaking, listening and communication tasks are integrated within the controlled assessment as a whole. However, there should be a minimum of one hour and a maximum of two hours for the candidate to complete all components of the assessment.

The assessment of Speaking, listening and communication at Entry 2 must be two tasks to cover the requirements. This may require more than one session to create appropriate contexts and to ensure that all learners have opportunities to demonstrate their ability. At Entry 2, there is a minimum duration of three minutes and a maximum of five applied to the task. Within the limit for Reading and Writing, centres may decide how to structure the tasks in an appropriate way for the candidature – for example this could take the form of 2 or 3 twenty-minute sessions spread over two weeks or two more extended sessions. The Speaking, listening and communication task may be integrated with this process or completed separately – again as appropriate for the candidature.

Conditions

Speaking, listening and communication assessments will be supervised tasks in an appropriate setting determined by the centre. At Entry 2, the situation should be one familiar to the candidate. A range of resources may be used to ensure that the form of communication, as well as its content, is fit for purpose. The overall assessment for a learner must be made by one person. Please refer to the Guidance for controlled assessment of Speaking, listening and communication document (see Appendix 2).


All assessment, including that of Speaking, listening and communication, must be undertaken in controlled, supervised conditions. For Speaking, listening and communication, this means that the candidate must be made aware that their contribution is for the purposes of assessment and that the assessment must be supervised and outcomes recorded. Reading and Writing assessments are conducted according to the regulations specified in the JCQ booklet Instructions for the Conduct of Examinations. Resource material will be used for the Reading paper: reading this within the time allowed will form part of the task. Candidates should have access to dictionaries, thesauri or spell-check facilities, as appropriate.



The resource materials used for the assessment of reading will be drawn from a range of contemporary paper-based and on-screen instructional, explanatory and persuasive texts. The context of the assessment will be connected with education, training, work and social roles to provide a relevant and familiar context for candidates while requiring some transfer of skills at a level appropriate to Entry 2.

Pass Marks

A pass mark of 60% will be used as a target in task-setting and in mark schemes for the assessment of Speaking, listening and communication, Reading, and Writing. In Speaking, listening and communication, a mark scale is used to reflect the element of differentiation by outcome in the assessment of these skills and to facilitate internal standardisation and external verification and quality assurance.

A mark scale /20 will be used with a pre-set pass mark of 12 for Entry 2. Where WJEC have suggested a pass mark for each component, please note that this may change following moderation.




Certification Where a candidate’s performance is sufficient to meet the level requirements, a Functional Skills qualification pass certificate will be awarded. No grades are issued with respect to these qualifications. A formal statement of results will be available to candidates and will report the level at which the qualification has been awarded and the level at which the assessment components have been achieved. The Functional Skills English qualification certificate will positively report the assessment component/s that has/have been passed to achieve the qualification.


4. OTHER ISSUES

Access and Fair Assessment QC(D)A have reviewed the functional skills standards and assessment criteria through wide ranging consultations and have had the materials analysed by specialist agencies to identify potential barriers to achievement and to mitigate their impact. Functional skills assessments are subject to similar analysis and review protocols. Functional skills assessments will provide a valid measure of the candidates' ability to meet the qualification requirements in line with their normal ways of working. WJEC arrangements for Access/Reasonable Adjustments will follow the Inclusion Statements for Functional Skills (see Appendix 1). Guidance to question paper setters follows advice in ‘Fair Access by Design’ produced jointly by the regulators and the JCQ awarding bodies. This specification has been designed to offer fair access for all candidates and to minimise any later need to make reasonable adjustments for candidates who have particular requirements, while preserving the rigour of the qualification. Where necessary, WJEC will make reasonable adjustments so that candidates with disabilities can access assessment. These will ensure that candidates are not given an unfair advantage or disadvantage compared with candidates not using reasonable adjustments, or invalidate the assessment requirements set out in the specification. WJEC Functional Skills qualifications and assessment materials anticipate the needs of all candidates. There will be a wide age range with access to the Functional skills qualification. For example, younger candidates are likely to have a more limited experience of employment within a particular sector than some older candidates. This does not mean that such contexts should always be avoided but sufficient descriptions and/or images may be necessary to ensure that the contexts are understood by all. All source material will use simple language and avoid jargon. Assessments will take account of the need to ensure there is no detrimental effect on candidates’ performance as a result of culture-specific contexts, for example in the case of ESOL candidates. Every effort will be made to ensure that source material is free of any form of bias (e.g. gender, ethnic, age) that might favour or disadvantage any candidate or group of candidates and that specifications and assessment materials provide fair and equal access in terms of disability, gender, race, age, sexual orientation and religion/belief.

In Functional Skills English where barriers to access remain, WJEC will offer candidates with disabilities, as a last resort, exemptions from individual assessment components within the qualification. A candidate may be exempt from up to two components.


APPENDIX 1 Inclusion Statements for Functional Skills English Speaking, listening and communication Speaking, listening and communication within Functional Skills English qualifications are defined as non-written communication, normally conducted face-to-face. In exceptional circumstances, assessment may take place remotely, provided that the medium through which remote assessment takes place:



• meets the security requirements specified in criterion 58f of The statutory regulation of external qualifications (QCA/04/1293).

Scope: The arrangements described apply only to assessment leading to the awarding of the speaking, listening and communication component of Functional Skills in English qualifications.

Inclusion Statement for Functional Skills in Speaking, listening and communication (all levels)

The term 'speaking, listening and communication', as used by these standards, is intended to be interpreted in a broadly inclusive way and is not intended to create any unnecessary barriers to candidates with speech or hearing impairment. The needs of individual candidates will vary but, as guidance, the term should be interpreted as meaning communication, discussion and presentation that: • can include use of sign language (e.g. British Sign Language, sign-supported English)

provided this is made accessible to all participants in the discussion. (It is recognised that BSL is a language in its own right and not a form of English. BSL is, however, permitted as an alternative to English for the assessment of speaking, listening and communication where BSL is the candidate's normal way of communicating in the contexts described by the standards. No other languages are permitted as alternatives to English);

• can include access to augmentative speech equipment and such software as constitutes

the candidate's normal way of working; • does not depend solely on the use of written language or require the individual/s with whom

the candidate is communicating to be able to read (as these skills are covered by the requirements for reading and writing).


Reading Scope: The arrangements described apply only to assessment leading to the awarding of the Reading component of Functional Skills English qualifications.

Writing Scope: The arrangements described apply only to assessment leading to the awarding of the Writing component of Functional Skills English qualifications.

Inclusion statement for Functional Skills in writing (all levels)

Writing within Functional Skills English qualifications is defined as the independent construction of written text to communicate in a purposeful context. "Text" is defined as materials that include the use of words that are written, printed, on screen or presented using Braille and which are presented in a way that is accessible for the intended audience. As a reasonable adjustment, candidates who are disabled under the terms of the Disability Discrimination Act (DDA) and who use assistive technology as their normal way of producing written texts can demonstrate that they are able to independently meet the requirements of the writing standards through use of a computer and appropriate software. A human scribe cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the writing requirements can be requested for candidates with disabilities who cannot use assistive technology.

Inclusion Statement for Functional Skills in Reading (all levels)

Reading within Functional Skills English qualifications is defined as the independent decoding and understanding of written language and text in a purposeful context. "Text" is defined as materials that include the use of words that are written, printed, on screen or presented using Braille. As a reasonable adjustment, candidates who are classed as disabled under the terms of the Disability Discrimination Act (DDA), and use assistive technology as their normal way of reading, can demonstrate that they are able to independently meet the requirements of the reading standards through use of screen reader software. A human reader cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the reading requirements can be requested for candidates with disabilities who cannot use assistive technology.


Appendix 2

Administration of Controlled Assessment for Functional Skills: Entry 1, Entry 2 and Entry 3 English






• Task setting • Task taking • Task marking

For each stage the regulatory authorities have specified a certain level of control to ensure authenticity and reliability. Level and skill-specific regulations define the level of control that must operate for the three stages of assessment.

Functional Skills specifications at Entry 1, Entry 2 and Entry 3

For English there will be three controlled assessment components to support the separate reporting of assessment outcomes in relation to the three distinct skill areas: reading; writing; speaking, listening and communication.

The controlled assessment at all levels will contain a number of tasks/sub-tasks, to ensure coverage of the skills standards.

Time limits

Entry 1, Entry 2 and Entry 3

Candidates will have a minimum of one hour and a maximum of two hours to complete all three components of the Functional Skills English controlled assessment. When the assessment period is divided into shorter periods of time, all candidates’ work must be collected and retained securely within the centre between assessment sessions. For example, each assessment session may focus on one of the three components, or be divided further to focus on specific sub-tasks within a component. Centres are advised to undertake the Speaking, listening and communication component before the reading and writing components to familiarise candidates with the scenario of the assessment. Extra time will be allowed to those candidates who qualify for it under the existing regulations. Candidates must provide an individual response for assessment.

Task Setting

WJEC-set controlled assessment tasks will be reviewed for each assessment opportunity (series) to ensure that they continue to set an appropriate challenge.

For Entry 1, Entry 2 and Entry 3, each controlled assessment component may contain more than one task/sub-task. Centres have the opportunity to contextualise some elements of the tasks to best-suit their centre-specific circumstances.


The following suggestions indicate the type of controlled assessment set and the level of contextualisation permitted. Specific details will be provided with each task.

Examples of tasks at Entry 1, Entry 2 and Entry 3:

WJEC task set:

Speaking, listening and communication – the focus of the task can be contextualised to include familiar/local references for candidates. Centres cannot replace the specified task with one of their own devising.

Reading: Names of people and places in the reading assessment can be contextualised to include those familiar to the candidate. Centres cannot replace the specified task with one of their own devising.

Writing: ‘Write a note to …’ centres can contextualise the audience of texts to be constructed by the candidates to include those familiar to the candidate. Centres cannot replace the specified task with one of their own devising.

The Speaking, listening and communication task(s) will be sent to centres with the reading and writing assessments prior to the four week assessment window.

Task Taking

At Entry 1, Entry 2 and Entry 3, candidates are permitted up to 10 hours preparation time within the four-week assessment window for each series, in addition to the two hours to complete all three components of the controlled assessment. Research and/or preliminary notes will not be permitted in the assessment session(s).

Entry 1, Entry 2 and Entry 3 candidates are permitted to provide oral responses to the reading tasks and these responses must be transcribed precisely by the teacher/tutor. Candidates submitting oral responses must be assessed by a teacher/tutor at the time of the response. The teacher/tutor must submit sufficient written evidence of assessment to justify the marks awarded to candidates for oral responses.

All candidates should complete all work under formal supervision. Preparation work may be completed under limited supervision. If candidates are provided with worksheets/scaffolding for the controlled assessment, copies of the assistance they have been given must be included with the sample sent to the moderator and a note made on the candidate’s controlled assessment cover sheet as to the nature of the help given.

Candidates may have access to dictionaries, thesauri and spell-check programs. The work may be hand-written or word-processed.



The work of individual candidates may be informed by working with others in the preparatory stage, for example in discussion groups.


Task Marking

After the completion of the assessment session, the work will be marked internally according to mark schemes/assessment criteria provided by WJEC. Candidates may see their marked work but it is important that the work is kept securely in the teacher/tutor’s possession to prevent any tampering with it.

The teacher/tutor marking the work should provide annotation on the Reading and Writing tasks to support the marks awarded. This should take the form of:


in the text; • a combination of the above.

Indications as to how marks have been awarded should: • be clear and unambiguous; • be appropriate to the nature and form of the work; • facilitate the standardisation of marking within the centre; • enable the moderator to check the application of the assessment criteria to the marking.

The evidence to support the marks awarded should: • indicate where the assessment criteria have been met, e.g. by writing key phrases from

the criteria (such as ‘awareness of values’, ‘selects information’, ‘uses a variety of techniques’) at the appropriate point in the work;


Moderation will take place at two levels:

1. Within the centre to ensure that a uniform standard has been applied across the teaching groups. There must be opportunities to exchange work/view candidates’ performances and discuss the criteria during the assessment window: significant differences in the application of criteria and hence in rank-ordering will be difficult to resolve at the final stage of assessment. One person must take responsibility for the final moderation procedure within a centre, sampling the work of each teaching group.


Internal Moderation:

Centres should use reference and archive materials (such as exemplar material provided by WJEC) to help set the standard of marking within the centre.

Prior to marking, it is useful to undertake a trial marking exercise. Teachers mark the same relatively small sample of work to allow for the comparison of marking standards. The exercise can take place at appropriate stages during the assessment window and has three beneficial effects: it helps to bring about greater comparability in the marking standards; it may identify at an early stage any teachers whose standards are out of line with that of their colleagues; and it alleviates a heavy marking load at the end of the assessment window.


Where the work for a component has been marked by more than one teacher in a centre, standardisation of marking should normally be carried out according to one of the following procedures:

Either a sample of work which has been marked by each teacher is re-marked by the teacher who is in charge of internal standardisation;

Or all the teachers responsible for marking a component exchange some marked work (preferably at a meeting led by the teacher in charge of internal standardisation) and compare their marking standards.

Where standards are found to be inconsistent, the discrepant teacher(s) should make adjustments to their marks or re-consider the marks of all candidates for whom they were responsible. The new marks should be checked by the teacher in charge of internal standardisation.

Following completion of the marking and of internal standardisation, the work must be retained by the centre and not returned to the candidates until all possibility of enquiries about results has been exhausted.

Centres should retain evidence that internal standardisation has been carried out.

External Moderation:

At Entry 1, Entry 2 and Entry 3 sample assessments plus a sample marksheet (FS/EL1) will be submitted to the moderator at the appropriate time according to WJEC regulations. A coversheet must be completed for each candidate. Information on the coversheet must include: i) the candidate’s name and number; ii) the centre name and number; iii) the mark(s) for the task(s); iv) a summative comment on the candidate’s performance; v) an indication of the level of support given, if any. Each coversheet must be signed by the candidate and the teacher/tutor as a declaration that the work is entirely the candidate’s own.

The moderator marks are compared with the centre marks for the sample of work. If any of the differences between the moderator marks and the centre marks exceeds the specified tolerance, adjustments will be applied to the centre marks.

If further evidence of the centre’s marking is required, the moderator may request some or all of the remaining work, which must have been kept securely and be available.

If there is a significant disagreement between the centre’s rank order and the moderator’s rank order, the moderator’s marks may be implemented for all candidates for the component at the centre.

In certain circumstances (for example, if internal standardisation has not been carried out), the awarding body may ask the centre to re-consider its marks.

Marks for the sample must be recorded in rank order (beginning with the highest) on the Moderation Sample Marksheet (FS/EL1).

Clearly indicate on the Moderation Sample Marksheet (FS/EL2) the total number of candidates entered.

N.B. In addition, the following points should be considered in selecting the sample: (i) Each teaching group should be represented. (ii) Where there are several candidates on a particular mark these will count towards the

total number in calculating the rank order, but normally only one candidate's work on a particular mark will be submitted.



The Moderator’s Report will be sent to the centre following the external moderation of the controlled assessment, and will provide feedback on: (i) The efficiency of the centre’s administration; (ii) The accuracy of the centre’s assessments against the criteria and in relation to the

agreed standard for the component; (iii) Whether the centre’s marks have been adjusted.

Training:

The assessment of speaking, listening and communication, and Reading and Writing at Entry 1, Entry 2 and Entry 3, will feature on the agenda of the annual round of CPD meetings held in the Autumn term. Reference will be made to exemplar material. A representative from each centre will be expected to attend each year’s meeting.





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Reading

Structured tasks assessing reading and understanding of the purpose and content of straightforward texts that explain, inform or recount information Writing Structured tasks assessing the writing of texts with some adaptation to the intended audience Speaking, listening and communication Making some extended contributions in familiar formal and informal discussions/exchanges







will read and understand the purpose and content of straightforward texts that explain, inform or recount information;

will be able to write texts with some adaptation to the intended audience;

will be able to respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges.

Different forms of assessment are appropriate to these different skills and this is recognised in this specification. Reading and writing are assessed in externally set controlled assessments, which are internally marked. Speaking, listening and communication is internally assessed through tasks externally specified by WJEC.

Prior Learning


Progression

The skills candidates develop are vital in the further study of any subject at an equivalent level. This qualification provides progression towards Level 1 qualifications.


Overlap and Restrictions on Entry There are no restrictions on concurrent entry for other qualifications. Components of Assessment

Reading and Writing


Reading 30 marks - based on the reading and understanding of the purpose and content of straightforward texts that explain, inform and recount information. Writing 30 marks - two forms of writing required that show some adaptation to the intended audience.

Speaking, listening and communication Speaking, listening and communication will be internally assessed and based on tasks specified by WJEC twice yearly, that will consist of familiar formal and informal discussions and exchanges. Quality assurance will be through witness statements and the submission of audio recordings of the candidates / a visit by a moderator to monitor assessment and record-keeping. A mark scale /30 will be used with a pre-set pass mark of 18 for Entry 3. There will be opportunities for parallel on-screen assessment, provision becoming available following the first year of assessments.


2. CONTENT

At Entry level, ‘real life’ contexts can often appear quite complex but can be approached by identifying familiar aspects and accessing the more straightforward, simple elements. Entry level learners would be expected to apply their basic skills to make sense of familiar situations and contexts and to apply a limited range of techniques to simple activities. Speaking, listening and communication

The term discussion is used in its widest sense to mean the exchange of information, ideas or opinions between two or more people in a formal or informal context. Contributions to discussion are used as indicators of progression in this area. So, for example, extended contributions at Entry 3 might be characterised by the development of ideas in more depth involving longer exchanges. To develop their understanding learners need opportunities to use language in contexts that stretch them.



In formal and informal discussions and exchanges, learners can:

At Entry 3, learners will be able to respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges

• Follow the main points of discussions • Use techniques to clarify and confirm understanding • Give own point of view and respond appropriately to

others’ point of view • Use appropriate language in formal

discussions/exchanges • Make relevant contributions, allowing for and responding

to others’ input


Reading

Reading texts may require learners to interpret diagrams and illustrations that together with the written element contribute to the meaning of a text.

In reading, complexity, purpose, length and variety of texts are the key indicators of progression through the standards. In making judgements about the suitability of texts all of these factors are considered. Short texts are not necessarily simple and texts can be lengthy without being complex. At Entry 3, straightforward texts indicates uncomplicated factual content, rather than content dealing with a complexity of ideas, but learners will need to demonstrate some understanding of the purpose of a text. Functional Skills English Entry 3 Reading standards


In straightforward texts, learners can:

At Entry 3, learners will be able to read and understand the purpose and content of straightforward texts that explain, inform and recount information

• Understand the main points of texts • Obtain specific information through detailed reading • Use organisational features to locate information • Read and understand texts in different formats using

strategies/techniques appropriate to the task

Writing

The range here might include conveying information, ideas, opinions or requests.

In writing, length, level of detail, awareness of purpose, adaptability and complexity are the key indicators of progression. For example, at Entry 3 where learners are required to make some adaptation, this might be adapting a straightforward set of instructions for different readers.


Coverage and range Coverage and range

In texts, learners can:

At Entry 3, learners will be able to write texts with some adaptation to the intended audience

• Plan, draft and organise writing • Sequence writing logically and clearly • Use basic grammar including appropriate verb-tense and

subject-verb agreement • Check work for accuracy, including spelling


3. SCHEME OF ASSESSMENT Structure


Duration

The Functional Skills English Entry Level controlled assessment may be taken at a time of the centre’s choosing within the window provided. Duration may vary to reflect (i) the range of abilities and needs; (ii) the way in which Speaking, listening and communication task is integrated within the controlled assessment as a whole. However, there should be a minimum of one hour and a maximum of two hours for the candidate to complete all components of the assessment.

The assessment of Speaking, listening and communication at Entry 3 must be two tasks to cover the requirements. This may require more than one session to create appropriate contexts and to ensure that all learners have opportunities to demonstrate their ability. At Entry 3, there is a minimum duration of three minutes and a maximum of five applied to each task. Within the limit for Reading and Writing, centres may decide how to structure the tasks in an appropriate way for the candidature – for example this could take the form of 2 or 3 twenty-minute sessions spread over two weeks or two more extended sessions. The Speaking, listening and communication task may be integrated with this process or completed separately – again as appropriate for the candidature.

Conditions

Speaking, listening and communication assessments will be supervised tasks in an appropriate setting determined by the centre. A range of resources may be used to ensure that the form of communication, as well as its content, is fit for purpose. The overall assessment for a learner must be made by one person. Please refer to the Administration of controlled assessment document (see Appendix 2). All assessment, including that of Speaking, listening and communication, must be undertaken in controlled, supervised conditions. For Speaking, listening and communication, this means that the candidate must be made aware that their contribution is for the purposes of assessment and that the assessment must be supervised and outcomes recorded.


Reading and Writing assessments are conducted according to the regulations specified in the JCQ booklet Instructions for the Conduct of Examinations. Resource material will be used for the Reading paper: reading this within the time allowed will form part of the task. Candidates should have access to dictionaries, thesauri or spell-check facilities, as appropriate.



The resource materials used for the assessment of reading will be drawn from a range of contemporary paper-based and on-screen instructional, explanatory and persuasive texts. The context of the assessment will be connected with education, training, work and social roles to provide a relevant and familiar context for candidates while requiring some transfer of skills at a level appropriate to Entry 3.

Pass Marks

A pass mark of 60% will be used as a target in task-setting and in mark schemes for the assessment of Speaking, listening and communication, Reading, and Writing. In Speaking, listening and communication, a mark scale is used to reflect the element of differentiation by outcome in the assessment of these skills and to facilitate internal standardisation and external moderation and quality assurance.

A mark scale /30 will be used with a pre-set pass mark of 18 for Entry 3.

Where WJEC have suggested a pass mark for each component, please note that this may change following moderation.




Certification

Where a candidate’s performance is sufficient to meet the level requirements, a Functional Skills qualification pass certificate will be awarded. No grades are issued with respect to these qualifications. A formal statement of results will be available to candidates and will report the level at which the qualification has been awarded and the level at which the assessment components have been achieved. The Functional Skills English qualification certificate will positively report the assessment component/s that has/have been passed to achieve the qualification.


4. OTHER ISSUES

Access and Fair Assessment QC(D)A have reviewed the functional skills standards and assessment criteria through wide ranging consultations and have had the materials analysed by specialist agencies to identify potential barriers to achievement and to mitigate their impact. Functional skills assessments are subject to similar analysis and review protocols. Functional skills assessments will provide a valid measure of the candidates' ability to meet the qualification requirements in line with their normal ways of working. WJEC arrangements for Access/Reasonable Adjustments will follow the Inclusion Statements for Functional Skills (see Appendix 1). Guidance to question paper setters follows advice in ‘Fair Access by Design’ produced jointly by the regulators and the JCQ awarding bodies. This specification has been designed to offer fair access for all candidates and to minimise any later need to make reasonable adjustments for candidates who have particular requirements, while preserving the rigour of the qualification. Where necessary, WJEC will make reasonable adjustments so that candidates with disabilities can access assessment. These will ensure that candidates are not given an unfair advantage or disadvantage compared with candidates not using reasonable adjustments, or invalidate the assessment requirements set out in the specification. WJEC Functional Skills qualifications and assessment materials anticipate the needs of all candidates. There will be a wide age range with access to the Functional skills qualification. For example, younger candidates are likely to have a more limited experience of employment within a particular sector than some older candidates. This does not mean that such contexts should always be avoided but sufficient descriptions and/or images may be necessary to ensure that the contexts are understood by all. All source material will use simple language and avoid jargon.

Assessments will take account of the need to ensure there is no detrimental effect on candidates’ performance as a result of culture-specific contexts, for example in the case of ESOL candidates.

Every effort will be made to ensure that source material is free of any form of bias (e.g. gender, ethnic, age) that might favour or disadvantage any candidate or group of candidates and that specifications and assessment materials provide fair and equal access in terms of disability, gender, race, age, sexual orientation and religion/belief.

In Functional Skills English where barriers to access remain, WJEC will offer candidates with disabilities, as a last resort, exemptions from individual assessment components within the qualification. A candidate may be exempt from up to two components.


APPENDIX 1

Inclusion Statements for Functional Skills English

Speaking, listening and communication Speaking, listening and communication within Functional Skills English qualifications are defined as non-written communication, normally conducted face-to-face.

In exceptional circumstances, assessment may take place remotely, provided that the medium through which remote assessment takes place:



• meets the security requirements specified in criterion 58f of The statutory regulation of external qualifications (QCA/04/1293).

Scope: The arrangements described apply only to assessment leading to the awarding of the speaking, listening and communication component of Functional Skills in English qualifications. Inclusion Statement for Functional Skills in Speaking, listening and

communication (all levels) The term 'speaking, listening and communication', as used by these standards, is intended to be interpreted in a broadly inclusive way and is not intended to create any unnecessary barriers to candidates with speech or hearing impairment.

The needs of individual candidates will vary but, as guidance, the term should be interpreted as meaning communication, discussion and presentation that:

• can include use of sign language (e.g. British Sign Language, sign-supported English) provided this is made accessible to all participants in the discussion. (It is recognised that BSL is a language in its own right and not a form of English. BSL is, however, permitted as an alternative to English for the assessment of speaking, listening and communication where BSL is the candidate's normal way of communicating in the contexts described by the standards. No other languages are permitted as alternatives to English);

• can include access to augmentative speech equipment and such software as constitutes the candidate's normal way of working;

• does not depend solely on the use of written language or require the individual/s with whom the candidate is communicating to be able to read (as these skills are covered by the requirements for reading and writing).


Reading Scope: The arrangements described apply only to assessment leading to the awarding of the Reading component of Functional Skills English qualifications.

Writing Scope: The arrangements described apply only to assessment leading to the awarding of the Writing component of Functional Skills English qualifications.

Inclusion statement for Functional Skills in writing (all levels)

Writing within Functional Skills English qualifications is defined as the independent construction of written text to communicate in a purposeful context.

"Text" is defined as materials that include the use of words that are written, printed, on screen or presented using Braille and which are presented in a way that is accessible for the intended audience.

As a reasonable adjustment, candidates who are disabled under the terms of the Disability Discrimination Act (DDA) and who use assistive technology as their normal way of producing written texts can demonstrate that they are able to independently meet the requirements of the writing standards through use of a computer and appropriate software.

A human scribe cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the writing requirements can be requested for candidates with disabilities who cannot use assistive technology.

Inclusion Statement for Functional Skills in Reading (all levels)

Reading within Functional Skills English qualifications is defined as the independent decoding and understanding of written language and text in a purposeful context.

"Text" is defined as materials that include the use of words that are written, printed, on screen or presented using Braille.

As a reasonable adjustment, candidates who are classed as disabled under the terms of the Disability Discrimination Act (DDA), and use assistive technology as their normal way of reading, can demonstrate that they are able to independently meet the requirements of the reading standards through use of screen reader software.

A human reader cannot be used to demonstrate the requirements of the standards as this does not meet the requirement for independence. As a last resort, an exemption from the reading requirements can be requested for candidates with disabilities who cannot use assistive technology.


Appendix 2

Administration of Controlled Assessment for functional skills: Entry 1, Entry 2 and Entry 3 English






• Task setting • Task taking • Task marking For each stage the regulatory authorities have specified a certain level of control to ensure authenticity and reliability. Level and skill-specific regulations define the level of control that must operate for the three stages of assessment. Functional Skills specifications at Entry 1, Entry 2 and Entry 3 For English there will be three controlled assessment components to support the separate reporting of assessment outcomes in relation to the three distinct skill areas: reading; writing; speaking, listening and communication. The controlled assessment at all levels will contain a number of tasks/sub-tasks, to ensure coverage of the skills standards.

Time limits Entry 1, Entry 2 and Entry 3 Candidates will have a minimum of one hour and a maximum of two hours to complete all three components of the Functional Skills English controlled assessment. When the assessment period is divided into shorter periods of time, all candidates’ work must be collected and retained securely within the centre between assessment sessions. For example, each assessment session may focus on one of the three components, or be divided further to focus on specific sub-tasks within a component. Centres are advised to undertake the Speaking, listening and communication component before the reading and writing components to familiarise candidates with the scenario of the assessment. Extra time will be allowed to those candidates who qualify for it under the existing regulations. Candidates must provide an individual response for assessment.


Task Setting WJEC-set controlled assessment tasks will be reviewed for each assessment opportunity (series) to ensure that they continue to set an appropriate challenge. For Entry 1, Entry 2 and Entry 3, each controlled assessment component may contain more than one task/sub-task. Centres have the opportunity to contextualise some elements of the tasks to best-suit their centre-specific circumstances. The following suggestions indicate the type of controlled assessment set and the level of contextualisation permitted. Specific details will be provided with each task. Examples of tasks at Entry 1, Entry 2 and Entry 3: WJEC task set: Speaking, listening and communication – the focus of the task can be contextualised to include familiar/local references for candidates. Centres cannot replace the specified task with one of their own devising. Reading: Names of people and places in the reading assessment can be contextualised to include those familiar to the candidate. Centres cannot replace the specified task with one of their own devising. Writing: ‘Write a note to …’ centres can contextualise the audience of texts to be constructed by the candidates to include those familiar to the candidate. Centres cannot replace the specified task with one of their own devising. The Speaking, listening and communication task(s) will be sent to centres with the reading and writing assessments prior to the four week assessment window.

Task Taking At Entry 1, Entry 2 and Entry 3, candidates are permitted up to 10 hours preparation time within the four-week assessment window for each series, in addition to the two hours to complete all three components of the controlled assessment. Research and/or preliminary notes will not be permitted in the assessment session(s). Entry 1, Entry 2 and Entry 3 candidates are permitted to provide oral responses to the reading tasks and these responses must be transcribed precisely by the teacher/tutor. Candidates submitting oral responses must be assessed by a teacher/tutor at the time of the response. The teacher/tutor must submit sufficient written evidence of assessment to justify the marks awarded to candidates for oral responses. All candidates should complete all work under formal supervision. Preparation work may be completed under limited supervision. If candidates are provided with worksheets/scaffolding for the controlled assessment, copies of the assistance they have been given must be included with the sample sent to the moderator and a note made on the candidate’s controlled assessment cover sheet as to the nature of the help given. Candidates may have access to dictionaries, thesauri and spell-check programs. The work may be hand-written or word-processed.




The work of individual candidates may be informed by working with others in the preparatory stage, for example, in discussion groups.

Task Marking

After the completion of the assessment session, the work will be marked internally according to mark schemes/assessment criteria provided by WJEC. Candidates may see their marked work but it is important that the work is kept securely in the teacher/tutor’s possession to prevent any tampering with it.

The teacher/tutor marking the work should provide annotation on the Reading and Writing tasks to support the marks awarded. This should take the form of:


in the text; • a combination of the above.

Indications as to how marks have been awarded should:

• be clear and unambiguous; • be appropriate to the nature and form of the work; • facilitate the standardisation of marking within the centre; • enable the moderator to check the application of the assessment criteria to the marking.

The evidence to support the marks awarded should:

• indicate where the assessment criteria have been met, e.g. by writing key phrases from the criteria (such as ‘awareness of values’, ‘selects information’, ‘uses a variety of techniques’) at the appropriate point in the work;


Moderation will take place at two levels:

1. Within the centre to ensure that a uniform standard has been applied across the teaching groups. There must be opportunities to exchange work/view candidates’ performances and discuss the criteria during the assessment window: significant differences in the application of criteria and hence in rank-ordering will be difficult to resolve at the final stage of assessment. One person must take responsibility for the final moderation procedure within a centre, sampling the work of each teaching group.



Internal Moderation: Centres should use reference and archive materials (such as exemplar material provided by WJEC) to help set the standard of marking within the centre. Prior to marking, it is useful to undertake a trial marking exercise. Teachers mark the same relatively small sample of work to allow for the comparison of marking standards. The exercise can take place at appropriate stages during the assessment window and has three beneficial effects: it helps to bring about greater comparability in the marking standards; it may identify at an early stage any teachers whose standards are out of line with that of their colleagues; and it alleviates a heavy marking load at the end of the assessment window. Where the work for a component has been marked by more than one teacher in a centre, standardisation of marking should normally be carried out according to one of the following procedures: Either a sample of work which has been marked by each teacher is re-marked by the teacher who is in charge of internal standardisation; Or all the teachers responsible for marking a component exchange some marked work (preferably at a meeting led by the teacher in charge of internal standardisation) and compare their marking standards. Where standards are found to be inconsistent, the discrepant teacher(s) should make adjustments to their marks or re-consider the marks of all candidates for whom they were responsible. The new marks should be checked by the teacher in charge of internal standardisation. Following completion of the marking and of internal standardisation, the work must be retained by the centre and not returned to the candidates until all possibility of enquiries about results has been exhausted. Centres should retain evidence that internal standardisation has been carried out. External Moderation: At Entry 1, Entry 2 and Entry 3 sample assessments plus a sample marksheet (FS/EL1) will be submitted to the moderator at the appropriate time according to WJEC regulations. A coversheet must be completed for each candidate. Information on the coversheet must include: i) the candidate’s name and number; ii) the centre name and number; iii) the mark(s) for the task(s); iv) a summative comment on the candidate’s performance; v) an indication of the level of support given, if any. Each coversheet must be signed by the candidate and the teacher/tutor as a declaration that the work is entirely the candidate’s own. The moderator marks are compared with the centre marks for the sample of work. If any of the differences between the moderator marks and the centre marks exceeds the specified tolerance, adjustments will be applied to the centre marks. If further evidence of the centre’s marking is required, the moderator may request some or all of the remaining work, which must have been kept securely and be available. If there is a significant disagreement between the centre’s rank order and the moderator’s rank order, the moderator’s marks may be implemented for all candidates for the component at the centre. In certain circumstances (for example, if internal standardisation has not been carried out), the awarding body may ask the centre to re-consider its marks. Marks for the sample must be recorded in rank order (beginning with the highest) on the Moderation Sample Marksheet (FS/EL1).


Clearly indicate on the Moderation Sample Marksheet (FS/EL3) the total number of candidates entered. N.B. In addition, the following points should be considered in selecting the sample:

(i) Each teaching group should be represented.

(ii) There are several candidates on a particular mark these will count towards the total number in calculating the rank order, but normally only one candidate's work on a particular mark will be submitted.


The Moderators’ Report will be sent to the centre following the external moderation of the controlled assessment, and will provide feedback on:

(i) The efficiency of the centre’s administration;

(ii) The accuracy of the centre’s assessments against the criteria and in relation to the agreed standard for the component;

(iii) Whether the centre’s marks have been adjusted.

Training: The assessment of speaking, listening and communication, and reading and writing at Entry 1, Entry 2 and Entry 3, will feature on the agenda of the annual round of CPD meetings held in the Autumn term. Reference will be made to exemplar material. A representative from each centre will be expected to attend each year’s meeting.





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WJEC FS English - Entry 1, 2 & 3 Specification 2010 / KB 6 December 2011

FS/E 873

functional skills english entry 1 2 and 3 specification 1 ... · functional skills english entry 1,...

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