Understanding Standards: English for Speakers of Other Languages (ESOL) Higher An Overview of Course Assessment

What this presentation covers an overview of the revised course assessment for Higher ESOL information on what has changed and what is unchanged detailed information on the question paper components detailed information on the ESOL performance: speaking and listening component general guidance on preparing candidates for assessment

An overview of what is unchanged aims and rationale course content the skills of reading, writing, listening and speaking contexts of everyday life, work and study components – question papers for listening, reading and writing and the ESOL performance: speaking and listening the aspects of language that marks are awarded for and the general marking instructions

An overview of what is changed each of the listening, reading, and writing components has a separate question paper each of the question papers has been strengthened and the marks awarded for each increased the time allocated for each question paper has also been increased for the ESOL performance: speaking and listening all candidates will be given an assessment brief

Component Marks Scaled Marks Duration Component 1: question paper: Listening  25 20 45 minutes  Component 2: question paper: Reading  35 1 hour 10 minutes Component 3: question paper: Writing  30 1 hour 40 minutes  Component 4: performance: Speaking and Listening  15 minutes individual preparation 8 – 10 minute paired conversation

Question Paper 1: Listening three recordings on different topics from the contexts of everyday life, work and study one monologue and two spoken interactions, each heard twice questions worth 25 marks in total will be divided across the three texts marks awarded for identifying specific information, showing awareness of context, opinions or attitudes and key aspects of detail  candidates have approximately 45 minutes to complete the question paper

Listening: preparing candidates Candidates should have the opportunity to: listen to recordings of spoken interactions and monologues on a wide variety of topics in the contexts of everyday life, work and study become familiar with the different types of questions used and the instructions on how to answer them listen to recordings twice with little or no context or explanation given prior to listening and answer questions listen to a variety of different voices and accents

Question Paper 2: Reading three reading texts on different topics from the contexts of everyday life, work and study questions worth 35 marks in total will be divided across the three texts marks awarded for identifying specific information, showing awareness of features of text, opinions or attitudes and key aspects of detail  candidates have 1 hour and 10 minutes to complete the question paper

Reading: preparing candidates Candidates should have the opportunity to: read texts on a wide variety of topics in the contexts of everyday life, work and study become familiar with the different types of questions used and the instructions on how to answer them read texts on unfamiliar topics answer questions on a variety of texts without using a dictionary read three different texts and answer similar question types within the time limit of 1 hour and 10 minutes.

Question Paper 3: Writing Candidates will respond to two writing tasks: all candidates will do the everyday life task candidates choose either the work or study task awarded a maximum of 15 marks for each – a total of 30 potential marks available for writing the everyday life task could be an email, social media posting, blog or article the work task will be a report the study task will be an essay

Writing: preparing candidates Candidates should have the opportunity to: respond to a variety of tasks on topics related to everyday life, work or/and study tasks read and analyse what is required in similar tasks become familiar with the marking criteria that will be applied spend time on planning and structuring their response before writing practise writing responses to similar tasks with time limits and without a dictionary understand the importance of checking their writing receive detailed feedback on their writing

Performance: speaking and listening 25 marks awarded for speaking and 5 marks awarded for listening – 30 marks in total a discussion of 8 – 10 minutes (or slightly longer if in a group of three) from everyday life or work or study contexts with one other candidate, peer or the assessor or in a group of no more than three on a topic agreed with the candidate prior to the assessment taking place in response to a prepared assessment brief given to candidates at the start of the assessment 15 minutes individual preparation time

Performance: speaking and listening set by centres within SQA guidelines and conducted under a high degree of supervision and control internally marked in line with SQA marking instructions and marks submitted to SQA externally verified in line with SQA quality assurance procedures the assessment brief should clearly state the task and timings and provide some limited support for candidates in bullet points a recording of the discussion should be retained by the centre along with the assessment brief

Performance: preparing candidates Candidates should have the opportunity to: practise conversations and discussions on a variety of topics from everyday life, work and study-related contexts become comfortable being recorded and recording themselves become familiar with content of assessment briefs on different topics make effective use of the preparation time be familiar with the six aspects of speaking and listening that will be assessed and use these to evaluate their own interactions

Performance: preparing candidates Candidates should: practise different discussions with the same partner or group of three in preparation for the assessment understand that the quality of the interaction is important and that dominating the discussion is not appropriate listen carefully, respond to and explore and expand on points made by their partner to show understanding and develop the discussion attempt to make the discussion as natural and flowing as possible

Useful resources Higher Course specification and support notes Specimen and past papers Course Reports Subject Updates Understanding Standards material for the writing question paper and the performance: speaking and listening

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