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Introduction ................................................................................................................................... 4

Qualification Profile ....................................................................................................................... 5

Glossary ......................................................................................................................................... 6

Learning outcomes and assessment criteria ................................................................................. 7

Qualifcation Framework ................................................................................................................ 8

Guidance ........................................................................................................................................ 9

Appendix 1 ................................................................................................................................... 12

Table of Contents


ESB promotes and assesses English language in a wide range of educational centres: primary and secondary

schools, further and higher educational establishments, universities, prisons, adult learning centres and in

the training sectors of industry and business.

ESB offers a full range of progressive qualifications, recognised and mapped to the relevant common

curriculum requirements.

ESB is a charitable organisation which was founded in 1953 to pioneer the practice and assessment of oral

communication and to recognise its fundamental importance to education.

ESB has grown into an international organisation assessing extensively in the UK, Europe, the Far East and

West Indies.

Introduction


ESB LEVEL 2 AWARD IN EAL FOR YOUNG LEARNERS

Assessment method Assessment by external examiners

Grading Pass / Unsuccessful

Accreditation start date 1st February 2016

Credit value 12

Guided learning hours (GLH) 90

Total Qualifcation Time (TQT) 120

Qualification number 601/8349/4

Age range 5-18

An English Speaking Board EAL

candidate may be anyone who

speaks English as an acquired

language, for example:

A young learner (5-11) in a primary school

A young learner (11-18) in a secondary school

Qualification Profile

Aim – The qualification is for young learners who speak English as an acquired language. The

overall aim is to promote clear, effective, confident oral communication for learners. The

Level 2 Award in EAL is mapped to the ESOL Core Curriculum.

Candidates’ educational backgrounds are often highly diverse. English Speaking Board

assessments are designed to reflect this diversity. Candidates’ real life circumstances and ages

are taken into account when assessments are designed and topics include such themes as

education, relationships, interests, culture and topical issues.


Glossary

Level

Level is an indication of the demand of the learning experience, the depth and/or complexity of achievement and independence in achieving the learning outcomes. There are 9 levels of achievement within the Regulated Qualification Framework (RQF)

Credit value

This is the number of credits awarded upon successful achievement of all unit outcomes. Credit is a numerical value that represents a means of recognising, measuring, valuing and comparing achievement.

Guided learning hours (GLH)

GLH is an estimate of the time allocated to teach, instruct, assess and support learners throughout a unit. Learner-initiated private study, preparation and marking of formative assessment is not taken into account.

Total qualification time (TQT)

Total Qualification Time is comprised of the following two

elements:

(a) The number of hours which an awarding organisation has

assigned to a qualification for Guided Learning, and (b) An estimate of the number of hours a Learner will reasonably

be likely to spend in preparation, study or any other form of participation in education or training, including assessment, which takes place as directed by – but, unlike Guided Learning, not under the Immediate Guidance or Supervision of – a lecturer, supervisor, tutor, or other appropriate provider of education or training.

Learning outcomes

The learning outcomes are the most important component of the unit, they setout what is expected in terms of knowledge, understanding and practical ability as a result of the learning process. Learning outcomes are the results of learning.

Assessment criteria

Assessment criteria set out what is required, in terms of achievement, to meet a learning outcome. The assessment criteria and learning outcomes are the components that inform the learning and assessment that should take place.

ESOL Core Curriculum This was produced to provide a framework for English language

teaching. It defines the skills, knowledge and understanding that

non-native speakers need in order to demonstrate achievement of

the National Standards.

CEFR The Common European Framework of Reference for Languages is

an international standard for describing language ability. It is used

around the world to describe learners' language skills.


In order to pass the assessment, the candidate must achieve all the assessment criteria.

Learning Outcomes

The learner will:

Core

Curriculum

Reference

Assessment Criteria

The learner can:

1. Give a prepared, well-structured

talk using a visual aid or prompt

Sc/L2.1b Sc/L2.1c Sc/L2.4a Sc/L2.4b Sc/L2.4d Sc/L2.4f Sc/L2.5a

1.1 Present information in a logical sequence

to show clear development of ideas

1.2 Express clearly statements of fact,

explanations, accounts, descriptions and

instructions using a range of tenses, as

required, to convey the content of the talk

1.3 Use appropriate register

1.4 State own point of view clearly

2. Lead and contribute to group

discussion on a range of complex

topics leading from a prepared talk

Sd/L2.1a

Sd/L2.2a

Sd/L2.2b Sd/L2.2c Sd/L2.3a Lr/L2.1b Lr/L2.2a Lr/L2.2b

Lr/L2.2c

Lr/L2.2d

Lr/L2.2e

Lr/L2.3a Lr/L2.4a

Lr/L2.4b

2.1 Give detailed responses to a range of

questions, giving the appropriate amount of

information

2.2 Encourage participation by others in a

discussion by posing questions and responding

appropriately

2.3 Follow a narrative and ask questions

related to the content

2.4 Answer questions and express opinions in

appropriate register on a range of topics

3. Follow and participate in a

discussion on a situation chosen

by the assessor

3.1 Express complex likes, dislikes, views and

opinions as required by the situation

3.2 Make suggestions, give advice, make

arrangements or make plans as required by the

situation

3.3 Adapt language and register to the context

given

3.4 Recognise points made by other speakers,

making relevant responses

3.5 Use non-verbal signalling to acknowledge

contributions of others

Level 2 EAL for Young Learners

Learning Outcomes and Assessment Criteria


Assessment Criteria

In order to achieve a pass at this level, candidates are required to achieve the assessment criteria

listed under Learning Outcomes 1 to 3 (page 6).

Format

The examination is completed in groups with an assessor and consists of three tasks:

a prepared talk

questions and discussion

group discussion/ group problem-solving activity

The recommended maximum number of candidates for EAL for Young Learners Level 2 is 23 for one

examiner in a day to allow for individual time schedules, changeover and breaks. For larger numbers

ESB can provide additional examiner(s) on the same day or assessments may be run over

consecutive days.

Task 1. Giving a prepared talk Estimated time: 4-5 minutes per

candidate

The syllabus provides examples of topics and the teacher will have helped the candidate to choose a

topic to talk about.

The candidate prepares and gives a structured talk on the topic, with reference to a visual aid such

as a poster or slideshow, to the group and the assessor for approximately 4-5 minutes. Candidates

should explore various points of view and give their own opinions. Candidates may use PowerPoint.

Task 2. Questions and discussion Estimated time: 5 minutes per

discussion

After their talk, the candidate will initiate and lead a short group discussion on the topic of the talk

with all other candidates. All candidates are required to contribute to the discussion.

Task 3. Group discussion/ Problem-solving activity Estimated time: 3 minutes per candidate

The assessor gives the group a complex situation relating to everyday life, which candidates must

discuss as a group OR the assessor gives the group a problem which they must discuss and solve as a

group.

The speaking and listening assessments are conducted on site at approved ESB centres by a team of ESB

trained assessors.

All assessors are independent of the centres they visit and subject to moderation following Ofqual

guidelines.

Assessment takes place in small groups (preferably of 6 candidates).

Candidate interaction is an integral part of the assessment.

Each candidate is assessed according to the unit learning outcomes and assessment criteria (see page 6).

On completion of the assessment, the candidate receives a report form with their grade.

Successful candidates receive a certificate giving the learning qualification title and level achieved.

Qualification Framework


Guidance

English Speaking Board EAL for Young Learners assessments can be incorporated into any

scheme of work based on the Adult ESOL Core Curriculum, which may be accessed on

excellencegateway.org.uk, or the CEFR, which may be accessed at

http://www.coe.int/t/dg4/linguistic (see Appendix 1).

When preparing candidates prior to the examination, teachers should be fully aware of the task requirements of the assessment as outlined in the syllabus.

Language

multiple complex/ compound sentences

a range of conjunctions for various purposes

conditional forms using if and unless

modal forms

non-defining and defining relative clauses

reported speech with a range of tenses

a range of embedded questions

question tags

passive voice - various tenses

noun phrases

verb + ing/verb + infinitive

definite, indefinite and zero articles

a range of expressions to indicate possession

future perfect simple

present perfect continuous

past perfect

a range of phrasal verbs

comparisons using fewer and less

collocations using nouns, adjectives or verbs with prepositions

a range of adverbial phrases

a wide range of intensifiers

discourse markers

ellipsis in informal speech

colloquial language

http://www.coe.int/t/dg4/linguistic


Vocabulary

Daily life and routine

Pets and animals

Food and drink

Toys and games

Countries and nationalities

Family, friends and relationships

Youth culture

Home, neighbourhood and community

School and education

Hobbies, skills and interests

Religious and cultural activities

Sports, health and fitness

Travel and transport

Feelings and emotions

Special occasions

Language and languages


Example situations

a. Healthy lifestyle – Discuss and give advice on diet and exercise to a friend who is wanting to

improve their life style. Discuss which is the best diet, British or the diet of your own

culture. Where can you get good advice about healthy living? What have you tried that has

been effective? Summarise the main points for the assessor at the end of the discussion.

b. Travel – Discuss the other cities that you have visited in the UK, which were the best places

and why ? Which is the best/cheapest way to travel? Is it good to visit other places and

what do you look for when you go to a new place? What are the problems when travelling

in the UK? Summarise the main points for the assessor.

c. Popular culture – One of your school friends is spending too much time on Facebook/social

media and their school work is suffering. Discuss whether it is a good thing or is it a waste

of time? Suggest ways of reducing time spent on Facebook, practical ways of dealing with

the problems of social media. Summarise the action points for the assessor.

d. Education – Discuss whether it is better to stay at college and get more qualifications or

leave at 16/18 to start working and get experience. One of your friends has been offered

work in her/his family’s business. Give advice, offer opinions and discuss whether s/he

should take this opportunity. Feedback the main points to the assessor.

e. Special occasions – One of your friends wants to go to his/her friend’s birthday party but it

is on the same day at his/her old aunt’s party. The family want him/her to go to the aunt’s

party. Discuss and give advice on the situation. Are family celebrations more important than

friends’ parties? Talk about your own experience/feelings about the issue and decide on the

best advice for your friend. Summarise the main points for the assessor.


Appendix 1

Common Reference Levels: global scale

CEFR

Basic User A1

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate basic need.

Independent User

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and Independent disadvantages of various options.

Proficient User

C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.


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English Speaking Board (International) Ltd

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Tel: (+44) 01695 573439 Fax: (+44) 01695 228003

Web: www.esbuk.org Email:

©English Speaking Board (International) Ltd

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that information contained in publications is fully accurate at the time of going to press, however, our latest versions of all publications / policies are to be found on our website www.esbuk.org

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