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IEB: ASSESSMENT QUALITY PARTNER TO THE QCTO FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM FRAMEWORK
AQP for Foundational Learning Competence
FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM
FRAMEWORK
CONTENTS
A. FOUNDATIONAL
COMMUNICATION INTRODUCTION
Gives an overview of the aims and scope of Foundational Communication in English, summarising key features.
B. FOUNDATIONAL LEARNING
COMPETENCE COMMUNICATION CURRICULUM FRAMEWORK
Sets out the organising principles and the curriculum elements and outcomes, including learning activity guidelines.
C. FACILITATOR GUIDELINES
AND INTRODUCTION TO TASK EXEMPLARS
Gives general guidelines on methodology, and explains how Task Exemplars illustrate level and approach.
D. ASSESSMENT
REQUIREMENTS
Sets out the programme-based assessment requirements and the external assessment requirements.
Page 2 of 33
IEB: ASSESSMENT QUALITY PARTNER TO THE QCTO FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM FRAMEWORK
A. Foundational Learning Competence Communication in English: Introduction
Foundational Learning refers to the competence identified as a platform for coping with the demands of occupational learning at NQF Levels 2 – 4, in the two key areas of Communication and Mathematical Literacy. These two components make up the Foundational Learning Competence Part Qualification at NQF Level 2. In terms of current policy (February 2012), achievement of this qualification is compulsory for the award of occupational qualifications at NQF Levels 3 and 4. The Curriculum Framework for Foundational Communication in English (FCE) addresses the exit outcomes for the Communication component of the Foundational Learning Competence Part Qualification, in contexts in which English is the language of learning and teaching (LOLT). It describes the English language skills, processes, knowledge and practices that learners need in order to deal confidently and successfully with formal occupational training which occurs mainly through the medium of English, which uses training materials in English, and in which the occupational or trade assessment is in English. This framework could be versioned for other languages if required. Broadly speaking, the Curriculum Framework addresses the same outcomes as any other language programme, namely the knowledge, skills and strategies needed for reading, writing, speaking and listening at a particular level of competence. However, the framework has a particular emphasis on preparing adult learners for occupational training and skills development. To this end, the key features are as follows:
1. An adult and workplace focus
The scope and coverage of the Foundational Learning Competence Communication Framework and related programmes must take into account the constraints on adult learners in workplace and/or training contexts who have limited time and resources for learning. The content covered is therefore not as extensive as the school curriculum at a comparable level (for example, literature is not an object of study). The curriculum framework does not claim 'equivalence' with a particular level of formal schooling.
Key aims are to:
x Familiarise learners with the kinds of English writing they will be expected to deal with
in their training material. x Help them to use and process technical and workplace texts. x Establish a sound basis in English as the language of business, and a basic
understanding of English language modes of organising, analysing and presenting information of a technical or business nature, in preparation for the demands of occupational writing in a particular field.
x Access an English-language occupational environment as a resource. 2. Using English for learning
The framework emphasises acquiring and using study skills for the training context. Key to this is the capable use of English for learning purposes, especially in terms of reading and processing information with understanding, and in terms of seeking clarification about concepts and procedures when necessary.
Page 3 of 33
IEB: ASSESSMENT QUALITY PARTNER TO THE QCTO FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM FRAMEWORK
3. Cognitive depth and transferability
The central concept underpinning the framework is the achievement of foundational English language skills for application in cognitively demanding occupational learning. Real learning requires real language competence, and this is built up over time. Programmes based on the framework should provide a solid knowledge of how the language works, so that learners can master and apply their skills to support further learning in other areas. Learning is not channeled into one type of English usage for a particular industry or occupation, or job-specific vocabulary. The foundation is generic with an emphasis on solid and transferable skills, using language across contexts and for different purposes.
4. Appropriate level
It is obviously difficult to find a level of English language usage that will apply across all occupational sector training, as different sectors and contexts have different needs. The aim of the Foundational Communication Framework is to suggest a generic level and scope of English proficiency that serves as the basis for using English successfully in formal, print-based learning. English language competence is seen as 'foundational to' occupational qualifications at NQF Levels 2 to 4. The level addresses competence required for learning in the FET band, with the emphasis on revising and entrenching skills at NQF Levels 1 – 2. These skills will however need to be applied in training contexts at higher levels. Foundational Communication is a component of the Foundational Learning Competence Part Qualification which is pegged at NQF Level 2.
Foundational Communication represents a minimum level of competence in relation to occupational training: the model requires that as learners progress in their occupational learning, more sophisticated or context-specific usage will be built into the design of occupational qualifications if and as required.
Pa
ge 4
of 3
3 IE
B: A
SSES
SMEN
T Q
UA
LITY
PA
RTN
ER T
O T
HE
QC
TO
FOU
ND
ATI
ON
AL
LEA
RN
ING
CO
MPE
TEN
CE
CO
MM
UN
ICA
TIO
N IN
EN
GLI
SH: C
UR
RIC
ULU
M F
RA
MEW
OR
K
B.
Foun
datio
nal L
earn
ing
Com
pete
nce
Com
mun
icat
ion
in E
nglis
h: C
urri
culu
m F
ram
ewor
k
FO
UN
DA
TIO
NA
L L
EA
RN
ING
CO
MPE
TE
NC
E C
OM
MU
NIC
AT
ION
in E
NG
LIS
H: C
UR
RIC
UL
UM
FR
AM
EW
OR
K
Org
anis
ing
Prin
cipl
es a
nd C
urri
culu
m O
verv
iew
The
term
'ele
men
t' is
use
d as
an
orga
nisi
ng to
ol to
des
crib
e th
e di
ffere
nt c
ompo
nent
s of t
he
Foun
datio
nal C
omm
unic
atio
n cu
rric
ulum
. The
ele
men
ts r
efer
to th
e ar
eas
of k
now
ledg
e,
skill
s an
d pr
oces
ses
that
sho
uld
be c
over
ed in
a F
ound
atio
nal C
omm
unic
atio
n co
urse
or
prog
ram
me.
The
y ar
e se
t out
sep
arat
ely
as fo
cus
area
s fo
r a la
ngua
ge p
rogr
amm
e, b
ut a
re
mos
tly ta
ught
, pra
ctic
ed, a
pplie
d an
d as
sess
ed in
an
inte
grat
ed w
ay.
Elem
ents
1 –
5 a
re u
npac
ked
into
lea
rnin
g ou
tcom
es. T
hese
are
the
int
ende
d re
sults
of
lear
ning
and
teac
hing
, whi
ch d
escr
ibe
wha
t the
lear
ners
sho
uld
be a
ble
to d
o in
rela
tion
to
the
curr
icul
um e
lem
ent.
El
emen
ts 6
– 7
are
unp
acke
d in
to a
pplic
atio
ns t
hat
are
inte
grat
ed i
nto
gene
ral
lear
ning
ac
tiviti
es th
roug
hout
the
vario
us c
urric
ulum
ele
men
ts. T
hey
are
not p
rese
nted
as a
sses
sabl
e ou
tcom
es.
Elem
ent 1
: Rea
ding
Elem
ent 2
: Writ
ing
Elem
ent 3
: Spe
akin
g an
d Li
sten
ing
Elem
ent 4
: Vis
ual L
itera
cy
Elem
ent 5
: Lan
guag
e St
ruct
ure
and
Use
Elem
ent 6
: Stu
dy S
kills
Elem
ent 7
: Wor
kpla
ce T
erm
inol
ogy
Pa
ge 5
of 3
3 IE
B: A
SSES
SMEN
T Q
UA
LITY
PA
RTN
ER T
O T
HE
QC
TO
FOU
ND
ATI
ON
AL
LEA
RN
ING
CO
MPE
TEN
CE
CO
MM
UN
ICA
TIO
N IN
EN
GLI
SH: C
UR
RIC
ULU
M F
RA
MEW
OR
K
EL
EM
EN
T 1
R
EA
DIN
G
TIT
LE
E
lem
ent 1
: Rea
ding
PUR
POSE
Le
arne
rs w
ill b
e ab
le to
rea
d te
xts
at th
e re
quire
d le
vel w
ith u
nder
stan
ding
, to
extra
ct a
nd u
se in
form
atio
n, a
nd to
mak
e cr
itica
l jud
gmen
ts. T
hey
will
re
cogn
ise
a sp
ecifi
ed ra
nge
of te
xt ty
pes,
unde
rsta
nd th
at th
ese
may
hav
e di
ffer
ent p
urpo
ses
and
audi
ence
s, an
d be
fam
iliar
with
the
mai
n fe
atur
es a
nd
conv
entio
ns o
f the
se te
xts.
R
eadi
ng s
kills
will
be
taug
ht a
nd a
pplie
d in
an
inte
grat
ed w
ay, i
n co
njun
ctio
n w
ith o
ral,
writ
ten
and
info
rmat
ion-
gath
erin
g ac
tiviti
es. T
he r
ange
of
read
ing
text
s as
des
crib
ed b
elow
can
be
exte
nded
for
teac
hing
pur
pose
s. A
ny s
ingl
e te
xt m
ay m
eet m
ore
than
one
set
of
spec
ifica
tions
, or
may
be
of
mix
ed te
xt ty
pes
(for
exa
mpl
e, a
text
may
incl
ude
cont
inuo
us d
escr
iptio
n an
d vi
sual
imag
es, a
nd m
ay h
ave
both
a p
ersu
asiv
e an
d a
prac
tical
func
tion)
. A
ny s
ingl
e te
xt c
an a
lso
be u
sed
for
teac
hing
or
asse
ssin
g ag
ains
t a n
umbe
r of
out
com
es. A
s go
od p
ract
ice,
text
s th
at c
an b
e us
ed f
or a
num
ber
of
activ
ities
, and
that
add
ress
out
com
es in
and
acr
oss
the
diff
eren
t ele
men
ts, s
houl
d be
foun
d or
dev
elop
ed (f
or e
xam
ple,
the
sam
e te
xt c
an b
e us
ed a
s th
e ba
se fo
r rea
ding
for i
nfor
mat
ion,
writ
ing
in re
spon
se to
this
info
rmat
ion,
or f
or v
erba
l rep
ort-b
acks
).
OU
TC
OM
ES
SCO
PE &
CO
NT
EX
TS
L
EA
RN
ING
AC
TIV
ITY
GU
IDE
LIN
ES
R
eadi
ng O
utco
me 1
.1
Lear
ners
will
be a
ble
to
use r
eadi
ng st
rate
gies
Text
s of v
aryi
ng le
ngth
s can
be
used
for t
each
ing,
dep
endi
ng o
n th
e pu
rpos
e of
the
read
ing
activ
ity.
The
scop
e of
text
s use
d sp
ecifi
cally
for c
ompr
ehen
sion
and
clo
se re
adin
g pu
rpos
es is
as f
ollo
ws:
x
appr
oxim
ate
leng
th o
f up
to 8
00 –
850
wor
ds
x se
nten
ces a
nd sy
ntax
are
not o
ver-c
ompl
ex, a
lthou
gh co
mpo
und
sent
ence
s will
be p
rese
nt (s
ee E
lem
ent 5
) x
punc
tuat
ion
is lim
ited
to th
e m
ost f
requ
ently
use
d fo
rms (
see
Elem
ent 5
) x
para
grap
h co
nven
tions
are
used
, as a
ppro
pria
te to
the
text
type
x
form
attin
g co
nven
tions
such
as h
eadi
ngs,
num
berin
g an
d fo
nt c
hang
es
are
used
x
text
s may
be
acco
mpa
nied
by
illus
tratio
ns, t
able
s and
gra
phs
x a g
loss
ary
is pr
ovid
ed fo
r com
plex
or u
ncom
mon
voc
abul
ary
and
acro
nym
s.
Read
ing
strat
egie
s suc
h as
the
follo
win
g ar
e ta
ught
and
pra
ctise
d:
x fin
ding
topi
c sen
tenc
es
x sk
imm
ing
and
scan
ning
hea
ding
s, nu
mbe
ring
and
any
othe
r seq
uenc
ing
info
rmat
ion
x
infe
rring
the
mea
ning
of u
nfam
iliar
voc
abul
ary
thro
ugh
wor
d-at
tack
sk
ills a
nd co
ntex
t clu
es
x lo
okin
g at
how
par
ts of
wor
ds, p
hras
es a
nd se
nten
ces r
elat
e to
eac
h ot
her
to b
uild
up
mea
ning
x
mak
ing
pred
ictio
ns o
n th
e bas
is of
wha
t has
alre
ady
been
read
x
draw
ing
conc
lusio
ns
x us
ing
glos
sarie
s or d
ictio
narie
s whe
re re
quire
d x
read
ing
alou
d an
d di
scus
sing
how
mea
ning
is co
nvey
ed th
roug
h at
tent
ion
to p
unct
uatio
n, p
ause
s and
stre
ss.
Pa
ge 6
of 3
3 IE
B: A
SSES
SMEN
T Q
UA
LITY
PA
RTN
ER T
O T
HE
QC
TO
FOU
ND
ATI
ON
AL
LEA
RN
ING
CO
MPE
TEN
CE
CO
MM
UN
ICA
TIO
N IN
EN
GLI
SH: C
UR
RIC
ULU
M F
RA
MEW
OR
K
Re
adin
g te
xts c
an c
over
a ra
nge
of p
erso
nal,
soci
al a
nd w
orkp
lace
cont
exts
and
topi
cs. T
ext t
ypes
will
incl
ude:
x na
rrativ
e (e.
g., s
torie
s and
des
crip
tions
of e
vent
s)
x fa
ctua
l (e.
g., e
xtra
cts f
rom
wor
kpla
ce m
anua
ls or
trai
ning
mat
eria
l, in
form
atio
n pa
mph
lets,
dic
tiona
ries a
nd n
ewsp
aper
artic
les)
x
pers
uasiv
e (e.
g., p
ublic
ity m
ater
ial,
adve
rtise
men
ts, p
oste
rs a
nd le
tters
) x
prac
tical
(e.g
., fo
rms,
wor
k re
cord
s, in
struc
tions
, dire
ctio
ns, m
emos
, e-
mai
ls, ti
met
able
s, co
ntra
cts a
nd U
nem
ploy
men
t Ins
uran
ce F
und
[UIF
] fo
rms)
x
aesth
etic
text
s (e.
g., p
oetry
, son
gs a
nd a
dver
tisem
ents)
. Th
e em
phas
is sh
ould
be o
n ge
nuin
e w
orkp
lace
text
s tha
t set
out
info
rmat
ion
that
nee
ds to
be
extra
cted
and
pro
cess
ed. H
owev
er, a
ll te
xt ty
pes c
an b
e us
ed
to p
rom
ote r
eadi
ng st
rate
gies
.
Rea
ding
Out
com
e 1.2
Le
arne
rs w
ill b
e abl
e to
id
entif
y th
e m
ain
idea
s in
a te
xt
The
scop
e an
d co
ntex
ts a
re th
e sa
me
as th
ose
liste
d fo
r Out
com
e 1.
1.
Com
preh
ensio
n of
lite
ral m
eani
ng o
f the
text
will
be
built
up
thro
ugh
activ
ities
su
ch a
s:
x us
ing
read
ing
strat
egie
s x
guid
ed o
ral p
air o
r gro
up d
iscus
sions
on
the
text
x
oral
or w
ritte
n an
swer
s giv
en to
que
stion
s on
the
text
x
resp
onse
s to
gap
fill,
mul
tiple
cho
ice
and
cloz
e ac
tiviti
es o
n th
e te
xt
x su
mm
arisi
ng a
nd se
quen
cing
text
cont
ent w
ithin
gui
delin
es
x m
akin
g di
stinc
tions
bet
wee
n w
hat i
s rel
evan
t and
wha
t is n
ot re
leva
nt to
th
e m
ain
idea
x
refe
rring
bac
k to
the
text
to su
ppor
t vie
ws o
n m
ain
idea
s or m
essa
ges
x en
cour
agin
g le
arne
rs to
ask
que
stion
s abo
ut th
e te
xt fo
r cla
rific
atio
n of
m
eani
ng a
nd co
ncep
ts.
R
eadi
ng O
utco
me 1
.3
Lear
ners
will
be a
ble
to
iden
tify
conv
entio
ns a
nd
form
ats o
f diff
eren
t tex
t ty
pes
The
scop
e an
d co
ntex
ts a
re th
e sa
me
as th
ose
liste
d fo
r Out
com
e 1.
1, b
ut
the
emph
asis
is o
n w
orki
ng w
ith te
xts w
hich
hav
e sp
ecifi
c fo
rmat
and
styl
e fe
atur
es.
Exa
mpl
es a
re le
tters
, rep
orts,
mem
os, c
urric
ulum
vita
e (CV
s),
oper
atin
g in
struc
tions
, tim
etab
les,
wor
k pl
ans,
elec
troni
c tex
ts an
d stu
dy p
lans
. Th
e fo
cus i
s prim
arily
on
wor
kpla
ce te
xt ty
pes,
oper
atin
g pr
oced
ures
and
in
struc
tions
, and
on
train
ing
mat
eria
l. Co
nven
tions
for h
eadi
ngs,
subh
eadi
ngs,
num
berin
g, ta
bles
of c
onte
nts,
title
s, ad
dres
ses,
bulle
t poi
nts,
labe
ling
of v
isual
info
rmat
ion
and
font
use
are
co
vere
d.
Lear
ners
will
take
par
t in
oral
or w
ritte
n ac
tiviti
es th
at in
volv
e:
x id
entif
ying
cha
ract
erist
ics o
r fea
ture
s of a
spec
ific
text
type
x
disc
ussin
g th
e fu
nctio
ns o
f var
ious
conv
entio
ns
x ta
lkin
g ab
out a
nd id
entif
ying
how
form
at, l
ayou
t and
conv
entio
ns a
ffect
m
eani
ng
x us
ing
conv
entio
ns to
hel
p w
ith se
quen
cing
and
sum
mar
ising
x
conv
ertin
g te
xt fr
om o
ne fo
rmat
to a
noth
er.
Pa
ge 7
of 3
3 IE
B: A
SSES
SMEN
T Q
UA
LITY
PA
RTN
ER T
O T
HE
QC
TO
FOU
ND
ATI
ON
AL
LEA
RN
ING
CO
MPE
TEN
CE
CO
MM
UN
ICA
TIO
N IN
EN
GLI
SH: C
UR
RIC
ULU
M F
RA
MEW
OR
K
Rea
ding
Out
com
e 1.4
Le
arne
rs w
ill b
e abl
e to
id
entif
y th
e org
anisa
tion
and
struc
ture
of a
text
The
scop
e an
d co
ntex
ts fo
r ind
ivid
ual t
exts
are
the
sam
e as
thos
e lis
ted
for
Out
com
e 1.
1.
The
scop
e co
uld
also
incl
ude
train
ing
guid
es o
r wor
kpla
ce m
anua
ls th
at
are
divi
ded
into
cha
pter
s or s
ectio
ns.
Lear
ners
nee
d to
be
able
to u
nder
stand
the
way
in w
hich
mea
ning
is b
uilt
up in
a t
ext b
y un
ders
tand
ing
how
the
flow
of i
deas
is st
ruct
ured
. Act
iviti
es w
ill
invo
lve
the
follo
win
g:
x an
alys
ing
how
intro
duct
ions
, par
agra
ph b
reak
s and
con
clus
ions
are
use
d
x id
entif
ying
the
orde
r and
sequ
ence
of e
vent
s or i
deas
x
findi
ng su
ppor
ting
state
men
ts or
illu
strat
ive e
xam
ples
x
look
ing
at h
ow g
ram
mar
affe
cts m
eani
ng, e
.g.,
how
a c
hang
e of t
ense
ca
n af
fect
the
logi
cal s
eque
nce,
how
pro
noun
refe
renc
es sh
ow w
ho o
r w
hat i
s bei
ng re
ferre
d to
in a
text
, and
how
conj
unct
ions
and
link
ing
phra
ses (
e.g.
, and
, but
, bec
ause
, the
refo
re, i
n sp
ite o
f) ill
ustra
te c
ause
an
d ef
fect
x
anal
ysin
g ho
w a
nd w
hy so
me
info
rmat
ion
is pr
esen
ted
in d
iffer
ent
chap
ters
or s
ectio
ns, e
spec
ially
in re
latio
n to
trai
ning
mat
eria
l.
Ora
l or w
ritte
n an
swer
s giv
en to
que
stion
s on
the
text
can
invo
lve:
x
'unsc
ram
blin
g' th
e te
xt (e
.g.,
putti
ng p
arag
raph
s int
o th
e co
rrect
ord
er
and
iden
tifyi
ng p
arag
raph
s tha
t do
not b
elon
g in
a te
xt)
x se
nten
ce co
mpl
etio
n x
resp
onse
s to
gap
fill,
mul
tiple
cho
ice
and
cloz
e ac
tiviti
es o
n th
e te
xt
x m
arki
ng te
xt to
iden
tify
the
mai
n in
dica
tors
(e.g
., un
derli
ning
a te
nse
chan
ge o
r a c
ause
-and
-effe
ct in
dica
tor)
x su
mm
arisi
ng k
ey id
eas,
ther
eby
show
ing
unde
rsta
ndin
g of
the
supp
ortin
g sta
tem
ent o
r illu
strat
ive e
xam
ples
x
rew
ritin
g th
e te
xt in
sim
ple
way
s to
chan
ge m
eani
ng.
R
eadi
ng O
utco
me 1
.5
Lear
ners
will
be a
ble
to
inte
rpre
t and
resp
ond
criti
cally
to a
text
The
scop
e an
d co
ntex
ts a
re th
e sa
me
as th
ose
liste
d fo
r Out
com
e 1.
1. F
or
this
out
com
e th
e fo
cus w
ill b
e m
ore
on p
ersu
asiv
e or
aes
thet
ic te
xts t
hat
cont
ain
idea
s and
opi
nion
s rat
her t
han
on fa
ctua
l tex
ts th
at si
mpl
y lis
t or
pres
ent i
nfor
mat
ion.
How
ever
, lea
rner
s sho
uld
be a
ble
to c
ompa
re
diffe
rent
type
s of t
exts
in o
rder
to p
rom
ote
thei
r int
erpr
etat
ive
and
anal
ytic
al sk
ills.
Lear
ners
mus
t be
enco
urag
ed to
look
bey
ond
the
liter
al m
eani
ng o
f the
text
an
d ap
ply
anal
ytic
al sk
ills t
o w
hat t
hey
have
read
. Q
uesti
ons s
uch
as th
e fo
llow
ing
are
used
to p
rom
pt a
naly
sis:
x W
hat i
s the
pur
pose
of t
he te
xt?
x W
ho is
it in
tend
ed fo
r?
x W
here
doe
s it c
ome
from
or w
ho w
rote
it?
x D
oes t
he te
xt e
xpre
ss o
pini
ons,
fact
s, em
otio
ns, v
alue
s or a
mix
ture
of
thes
e? H
ow d
o yo
u kn
ow th
is?
x Is
the
writ
er tr
ying
to p
ersu
ade
the
read
er to
a c
erta
in v
iew
?
x D
oes t
he w
riter
use
any
dev
ices
to ac
hiev
e the
pur
pose
(e.g
., slo
gans
or
hum
our)?
x
Wha
t are
you
r opi
nion
s and
vie
ws o
n w
hat y
ou h
ave r
ead?
Pa
ge 8
of 3
3 IE
B: A
SSES
SMEN
T Q
UA
LITY
PA
RTN
ER T
O T
HE
QC
TO
FOU
ND
ATI
ON
AL
LEA
RN
ING
CO
MPE
TEN
CE
CO
MM
UN
ICA
TIO
N IN
EN
GLI
SH: C
UR
RIC
ULU
M F
RA
MEW
OR
K
It
is re
com
men
ded
that
lear
ners
are
enc
oura
ged
to re
ad lo
nger
text
s suc
h as
no
vels,
bio
grap
hies
or s
hort
storie
s, se
lect
ed o
n th
e bas
is of
lear
ner i
nter
est.
Ther
e are
a n
umbe
r of p
ublis
hers
and
org
anisa
tions
that
hav
e de
velo
ped
'easy
re
ader
s' fo
r adu
lts w
ho ar
e try
ing
to im
prov
e th
eir E
nglis
h re
adin
g sk
ills.
Re
adin
g an
d un
ders
tand
ing
of th
ese
long
er te
xts w
ill n
ot b
e fo
rmal
ly a
sses
sed.
H
owev
er, i
t is g
ener
ally
acc
epte
d th
at th
e m
ore
a lea
rner
read
s, th
e m
ore
he/sh
e w
ill u
nder
stand
the
text
and
the
mor
e hi
s/her
voc
abul
ary
will
impr
ove.
Th
e ke
y pu
rpos
es o
f enc
oura
ging
read
ing
of lo
nger
text
s are
: x
to st
eer l
earn
ers t
owar
ds a
habi
t of r
eadi
ng, i
.e.,
to h
elp
lear
ners
in
tern
alise
read
ing
strat
egie
s and
skill
s thr
ough
susta
ined
app
licat
ion
x to
pro
mot
e the
idea
of r
eadi
ng fo
r enj
oym
ent.
Thes
e que
stion
s can
be a
ddre
ssed
ora
lly a
nd th
roug
h w
ritte
n re
spon
ses t
o str
uctu
red
or o
pen-
ende
d qu
estio
ns. L
earn
ers m
ust b
e gu
ided
to su
ppor
t the
ir co
nclu
sions
, jud
gmen
ts an
d op
inio
ns w
ith re
fere
nce
to th
e tex
t. A
ctiv
ities
coul
d in
clud
e:
x G
ettin
g le
arne
rs to
repo
rt ba
ck o
n an
d sh
are
thei
r exp
erie
nces
of r
eadi
ng.
x Bu
ildin
g re
adin
g al
oud
into
pro
gram
me
time.
Pa
ge 9
of 3
3 IE
B: A
SSES
SMEN
T Q
UA
LITY
PA
RTN
ER T
O T
HE
QC
TO
FOU
ND
ATI
ON
AL
LEA
RN
ING
CO
MPE
TEN
CE
CO
MM
UN
ICA
TIO
N IN
EN
GLI
SH: C
UR
RIC
ULU
M F
RA
MEW
OR
K
EL
EM
EN
T 2
W
RIT
ING
T
ITL
E
Ele
men
t 2: W
ritin
g
PUR
POSE
Le
arne
rs w
ill b
e ab
le t
o w
rite
text
s at
the
spe
cifie
d le
vel
for
reco
rdin
g an
d co
nvey
ing
info
rmat
ion
and
idea
s. La
ngua
ge, f
orm
and
con
tent
sui
t th
e pu
rpos
e an
d au
dien
ce o
f th
e ta
sk. L
earn
ers
will
be
able
to w
rite
legi
bly
and
use
spel
ling,
pun
ctua
tion
and
lang
uage
stru
ctur
es s
o th
at th
e te
xt c
an b
e un
ders
tood
, eve
n if
usag
e is
not
ent
irely
cor
rect
or c
onsi
sten
t.
Writ
ing
skill
s w
ill b
e ta
ught
and
app
lied
in a
n in
tegr
ated
way
, in
conj
unct
ion
with
rea
ding
and
ora
l act
iviti
es. T
he r
ange
of
text
s to
be
prod
uced
(as
de
scrib
ed b
elow
) can
be
exte
nded
for t
each
ing
purp
oses
. Th
e go
als
of p
lann
ing,
dra
fting
and
edi
ting
of w
ritin
g w
ill b
e st
ress
ed, e
spec
ially
in re
latio
n to
writ
ing
in a
lear
ning
con
text
. Dra
fting
and
edi
ting
skill
s sh
ould
be
supp
orte
d in
all
cont
inuo
us w
ritin
g ac
tiviti
es.
OU
TC
OM
ES
SCO
PE &
CO
NT
EX
TS
L
EA
RN
ING
AC
TIV
ITY
GU
IDE
LIN
ES
W
ritin
g O
utco
me 2
.1
Lear
ners
will
be a
ble
to
use
writ
ing
stra
tegi
es
Cont
inuo
us w
ritin
g of
up
to tw
o pa
ges (
or ap
prox
imat
ely
400
– 45
0 w
ords
) is
gene
rally
exp
ecte
d. F
orm
s and
tem
plat
es o
f var
ious
kin
ds ar
e co
mpl
eted
. Lo
nger
pie
ces o
f writ
ing,
such
as a
pro
ject
or r
esea
rch
repo
rt, a
re p
rodu
ced
acco
rdin
g to
instr
uctio
ns.
Writ
ing
gene
rally
show
s the
follo
win
g fe
atur
es:
x sim
ple
and
com
plex
sent
ence
s are
form
ed, w
ith th
e occ
asio
nal u
se o
f su
b-cl
ause
s (se
e Ele
men
t 5)
x se
nten
ces c
an b
e lin
ked
toge
ther
in a
mea
ning
ful a
nd lo
gica
l way
x
writ
ing
is str
uctu
red
thro
ugh
the
use o
f par
agra
phs f
or co
ntin
uous
w
ritin
g x
head
ings
, ind
enta
tions
, num
berin
g an
d po
int f
orm
s are
use
d if
requ
ired.
W
ritin
g is
prod
uced
for a
num
ber o
f diff
eren
t con
text
s and
pur
pose
s, in
clud
ing
pers
onal
, soc
ial a
nd w
orkp
lace
con
text
s. To
pics
, con
tent
and
text
type
s are
va
ried:
x
narra
tive (
e.g.
, sto
ries a
nd d
escr
iptio
ns o
f eve
nts)
x
fact
ual (
e.g.
, des
crip
tions
of t
echn
ical
or w
orkp
lace
task
s, stu
dy n
otes
, m
essa
ges a
nd si
mpl
e re
ports
) x
pers
uasiv
e (e.
g., l
ette
rs, s
impl
e ad
verti
sem
ents,
pos
ters
, and
shor
t ess
ays
givi
ng v
iew
s and
opi
nion
s on
fam
iliar
topi
cs)
x pr
actic
al (e
.g.,
a w
ide r
ange
of f
orm
s, w
ork
reco
rds,
timet
able
s, e-
mai
ls,
lists,
sim
ple c
ostin
g an
alys
es, s
impl
e bud
gets,
age
ndas
, and
oth
er te
xts
requ
iring
the
fillin
g in
of i
nfor
mat
ion
are
com
plet
ed ac
cord
ing
to th
e in
struc
tions
).
Writ
ing
skill
s sho
uld
be p
ract
ised
in a
var
iety
of w
ays:
x str
uctu
red
task
s, w
here
the
focu
s is o
n lin
king
wor
ds, s
ente
nces
and
pa
ragr
aphs
in m
eani
ngfu
l way
s (e.
g., c
ompl
etin
g te
xts a
nd fi
lling
in
miss
ing
sect
ions
) x
struc
ture
d ta
sks,
whe
re th
e fo
cus i
s on
usin
g la
ngua
ge el
emen
ts co
nsist
ently
and
for c
ontin
uity
(e.g
., ch
angi
ng te
nses
, sel
ectin
g pr
onou
ns, c
onstr
uctin
g ne
gativ
es)
x str
uctu
red
task
s, w
here
the
focu
s is o
n us
ing
the a
ppro
pria
te te
xt ty
pe
conv
entio
ns (e
.g.,
wor
k fo
rms,
dial
ogue
s, e-
mai
ls, le
tters
, stu
dy n
otes
) x
info
rmat
ion-
gath
erin
g ta
sks,
whe
re le
arne
rs m
ust r
epro
duce
and
expl
ain
info
rmat
ion
glea
ned
from
var
ious
sour
ces i
n th
eir o
wn
wor
ds
x fre
e-w
ritin
g ta
sks,
whe
re le
arne
rs ar
e enc
oura
ged
to w
rite
for
com
mun
icat
ion,
exp
ress
ion
and
refle
ctio
n x
writ
ing
in a
cont
ext,
such
as w
orkp
lace
logb
ooks
and
reco
rds
x ta
sks d
irect
ed sp
ecifi
cally
at p
lann
ing,
dra
fting
and
editi
ng w
ritin
g th
roug
h fo
llow
ing
give
n ste
ps, u
sing
an ed
iting
che
ck li
st, ac
cept
ing
feed
back
and
revi
sing
writ
ing.
Pl
anni
ng, d
rafti
ng a
nd e
ditin
g pr
oces
ses s
houl
d be
enc
oura
ged
in a
ll w
ritin
g ta
sks.
Pa
ge 1
0 of
33
IEB
: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
IN E
NG
LISH
: CU
RR
ICU
LUM
FR
AM
EWO
RK
Wri
ting
Out
com
e 2.2
Lear
ners
will
be a
ble
to
prod
uce t
he ap
prop
riate
te
xt ty
pe fo
r the
pur
pose
an
d au
dien
ce.
The
gene
ral s
cope
and
con
text
s of w
ritin
g pr
oduc
ed a
re th
e sa
me
as th
ose
liste
d fo
r Out
com
e 2.
1.
Nar
rativ
e, fa
ctua
l, pe
rsua
sive,
pra
ctic
al o
r mix
ed p
iece
s of w
ritin
g ar
e pr
oduc
ed a
ccor
ding
to th
e req
uire
men
ts of
the
task
. Th
e ran
ge o
f tex
t typ
e co
nven
tions
incl
ude:
x
corre
ct fo
rmat
s, su
ch a
s tho
se u
sed
in b
usin
ess l
ette
rs, m
essa
ges,
wor
k or
ders
or s
impl
e rep
orts
x us
e of o
rgan
ising
tech
niqu
es su
ch a
s hea
ding
s, nu
mbe
ring,
bul
lets
and
simpl
e co
nten
ts pa
ges
x us
e of f
orm
filli
ng c
onve
ntio
ns su
ch a
s usin
g gi
ven
spac
es, c
orre
ct c
ase,
dele
ting,
circ
ling,
abbr
evia
ting,
and
the
use o
f cro
sses
or t
icks
x
spec
ific
wor
kpla
ce te
xt ty
pes t
hat l
earn
ers m
ay n
eed
to p
rodu
ce sh
ould
be
em
phas
ised
x th
e ki
nds o
f writ
ing
requ
ired
in tr
aini
ng a
nd st
udy
shou
ld b
e pra
ctise
d.
Act
iviti
es sh
ould
incl
ude e
xpos
ure
to d
iffer
ent t
ext t
ypes
and
ora
l disc
ussio
ns
on a
spec
ts of
writ
ing
such
as a
ims,
audi
ence
, con
vent
ions
and
form
ats.
Q
uesti
ons s
uch
as th
e fo
llow
ing
can
be u
sed:
x
Who
am
I w
ritin
g fo
r?
x W
hat d
o I h
ope t
o ac
hiev
e?
x W
hy w
ill o
ne fo
rmat
be
mor
e ap
prop
riate
than
ano
ther
for a
par
ticul
ar
purp
ose?
x
Wha
t is t
he e
ffect
of u
sing
the
wro
ng fo
rmat
or p
rese
ntat
ion?
(Il
lustr
ativ
e ex
ampl
es ca
n be
disc
usse
d, e.
g., a
wor
kpla
ce re
port
in
cont
inuo
us w
ritin
g.)
x W
hat i
s the
pur
pose
of n
umbe
ring
or h
eadi
ngs a
nd o
ther
stru
ctur
ing
conv
entio
ns?
x
How
can
I us
e va
rious
writ
ing
tech
niqu
es, f
orm
ats o
r con
vent
ions
to
mak
e m
y w
ritin
g m
ore
effe
ctiv
e?
Wri
ting
Out
com
e 2.3
Le
arne
rs w
ill b
e abl
e to
w
rite r
elev
ant c
onte
nt
The
gene
ral s
cope
and
con
text
s of w
ritin
g pr
oduc
ed a
re th
e sa
me
as th
ose
liste
d fo
r Out
com
e 2.
1.
Topi
cs fo
r writ
ing
shou
ld b
e re
leva
nt a
nd fa
mili
ar, a
nd c
an co
ver p
erso
nal,
soci
al a
nd w
orkp
lace
con
text
s. Th
ere
shou
ld, h
owev
er, b
e an
emph
asis
on th
e ty
pe o
f con
tent
and
cont
exts
requ
ired
for w
orkp
lace
Eng
lish
use,
and
for s
tudy
an
d tra
inin
g pu
rpos
es.
Act
iviti
es ca
n in
clud
e:
x 'm
atch
ing
back
' the
cont
ent o
f a le
arne
r's o
wn
piec
e of w
ritin
g to
the
requ
irem
ents
of th
e w
ritin
g ta
sk o
r top
ic
x ch
ecki
ng th
at e
noug
h in
form
atio
n is
give
n x
iden
tifyi
ng a
nd ed
iting
out
unn
eces
sary
repe
titio
n x
rem
ovin
g irr
elev
ant c
onte
nt
x in
clud
ing
rele
vant
arg
umen
ts in
supp
ort o
f an
idea
or o
pini
on.
Wri
ting
Out
com
e 2.4
Le
arne
rs w
ill b
e abl
e us
e gr
amm
atic
al a
nd o
ther
la
ngua
ge co
nven
tions
so
that
the
mai
n m
essa
ge is
cl
ear
See
Elem
ent 5
Se
e El
emen
t 5
Whi
le so
me
activ
ities
can
be
stru
ctur
ed to
add
ress
this
out
com
e sp
ecifi
cally
, not
e th
at it
is n
early
alw
ays i
nteg
rate
d in
to a
n ap
plie
d ta
sk.
Pa
ge 1
1 of
33
IEB
: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
IN E
NG
LISH
: CU
RR
ICU
LUM
FR
AM
EWO
RK
EL
EM
EN
T 3
SP
EA
KIN
G A
ND
LIS
TE
NIN
G
TIT
LE
E
lem
ent 3
: Spe
akin
g an
d L
iste
ning
PUR
POSE
Le
arne
rs w
ill b
e ab
le to
inte
ract
ora
lly w
ith o
ther
s w
ith a
reas
onab
le d
egre
e of
con
fiden
ce fo
r a n
umbe
r of p
urpo
ses.
Com
plet
e flu
ency
in sp
eaki
ng is
not
ex
pect
ed, b
ut le
arne
rs s
houl
d be
abl
e to
get
thei
r mea
ning
acr
oss
reas
onab
ly c
lear
ly. T
he e
mph
asis
is o
n lis
teni
ng w
ith u
nder
stan
ding
, and
on
bein
g ab
le
to tr
ansf
er m
eani
ng in
to c
once
ptua
l app
licat
ion.
Thi
s is
in s
uppo
rt of
lear
ning
thro
ugh
the
med
ium
of E
nglis
h, a
nd m
eans
that
lear
ners
sho
uld
have
the
conf
iden
ce to
ask
que
stio
ns fo
r cla
rific
atio
n, a
nd to
exp
lore
the
conc
epts
and
con
tent
of l
earn
ing.
To
this
end
, the
use
of o
ther
lang
uage
s in
con
junc
tion
with
Eng
lish
is e
ncou
rage
d w
here
app
ropr
iate
.
OU
TC
OM
ES
SCO
PE &
CO
NT
EX
TS
L
EA
RN
ING
AC
TIV
ITY
GU
IDE
LIN
ES
Sp
eaki
ng a
nd
List
enin
g O
utco
me 3
.1
Lear
ners
will
be a
ble
to
use
strat
egie
s to
unde
rsta
nd sp
oken
la
ngua
ge a
nd to
co
mm
unic
ate c
lear
ly
The
scop
e of
ora
l int
erac
tion
lear
ners
are
exp
ecte
d to
dea
l with
is a
s fo
llow
s:
x sh
ort p
rese
ntat
ions
and
lect
ures
x
aski
ng q
uesti
ons a
nd u
nder
stand
ing
answ
ers i
n re
spon
se to
thes
e x
info
rmal
conv
ersa
tions
on
a per
sona
l lev
el
x fo
rmal
inte
ract
ions
(e.g
., in
terv
iew
situ
atio
ns, s
peec
hes o
r wor
kpla
ce
info
rmat
ion
shar
ing)
x
usin
g sp
oken
lang
uage
for l
earn
ing
purp
oses
, inc
ludi
ng g
roup
wor
k in
tera
ctio
n, tr
ansla
tion
and
code
-sw
itchi
ng.
Liste
ning
and
spea
king
inte
ract
ions
can
cove
r a ra
nge o
f per
sona
l, so
cial
and
w
orkp
lace
topi
cs a
nd co
ntex
ts.
The e
mph
asis
is on
usin
g la
ngua
ge fo
r lea
rnin
g, a
nd in
par
ticul
ar, f
or
ques
tioni
ng a
nd p
roce
ssin
g oc
cupa
tiona
l stu
dy m
ater
ial.
The
role
of o
ther
la
ngua
ges i
n th
is co
ntex
t is a
ddre
ssed
. In
add
ition
, the
kin
ds o
f wor
kpla
ce in
tera
ctio
ns th
at ta
ke p
lace
thro
ugh
the
med
ium
of E
nglis
h ar
e ex
plor
ed.
Spea
king
and
liste
ning
stra
tegi
es ar
e pra
ctise
d th
roug
h ac
tiviti
es th
at co
ver
info
rmal
and
form
al co
mm
unic
atio
ns, a
nd st
ruct
ured
and
ope
n-en
ded
disc
ussio
ns. R
ole-
play
s, gr
oup
wor
k, re
port-
back
s, fo
rmal
spee
ches
, pr
esen
tatio
ns a
nd co
nver
satio
n lo
gs ar
e us
ed.
Liste
ning
stra
tegi
es su
ch a
s list
enin
g fo
r det
ail,
liste
ning
for s
peci
fic
info
rmat
ion,
ask
ing
for c
larif
icat
ion,
etc
. sho
uld
be p
ract
ised.
The
abi
lity
to
form
ulat
e m
eani
ngfu
l que
stion
s to
help
in th
e un
ders
tand
ing
of c
once
pts i
s ke
y.
Spea
king
stra
tegi
es su
ch a
s rep
etiti
on, c
heck
ing
back
with
the
liste
ner,
the
use
of e
mph
asis,
etc
. sho
uld
be p
ract
ised.
Th
e rol
e and
impa
ct o
f pro
nunc
iatio
n is
emph
asise
d, w
ith ac
tiviti
es li
nked
to
com
mon
misp
ronu
ncia
tions
and
misu
nder
stand
ings
of E
nglis
h (s
ee E
lem
ent
5). R
eadi
ng al
oud
is al
so a
usef
ul ac
tivity
for c
heck
ing
pron
unci
atio
n.
Lear
ners
mus
t be
able
to tr
ansf
er th
eir u
nder
stand
ing
of a
spok
en te
xt in
to a
n ex
plan
atio
n of
its m
eani
ng. T
his c
an b
e don
e eith
er th
roug
h w
ritin
g in
re
spon
se to
spee
ch, o
r thr
ough
det
aile
d qu
estio
n-an
d-an
swer
act
iviti
es in
an
oral
inte
ract
ion.
Th
e im
pact
of n
onve
rbal
asp
ects
of c
omm
unic
atio
n (s
uch
as b
ody
lang
uage
, ge
sture
s and
tone
) is e
xplo
red.
In
sum
, sus
tain
ed a
nd a
ctiv
e pr
actic
e of
spea
king
and
list
enin
g sk
ills i
n En
glis
h in
the
clas
sroo
m is
stre
ssed
, in
orde
r to
impr
ove
fluen
cy a
nd
conf
iden
ce.
Pa
ge 1
2 of
33
IEB
: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
IN E
NG
LISH
: CU
RR
ICU
LUM
FR
AM
EWO
RK
Spea
king
and
Li
sten
ing
Out
com
e 3.2
Le
arne
rs w
ill b
e abl
e to
id
entif
y th
e pur
pose
, au
dien
ce a
nd e
ffect
s of
the c
omm
unic
atio
n
The
gene
ral s
cope
and
con
text
s are
the
sam
e as
thos
e lis
ted
for O
utco
me
3.1.
V
ario
us p
urpo
ses f
or sp
oken
com
mun
icat
ion
are
expl
ored
, suc
h as
to in
form
, to
instr
uct,
to q
uesti
on, t
o pe
rsua
de, t
o ch
alle
nge,
to e
stabl
ish li
nks,
etc.
The
se
purp
oses
are
link
ed to
who
is sp
eaki
ng (s
ourc
e) a
nd w
ho is
liste
ning
(a
udie
nce)
. Co
nven
tions
for d
iffer
ent i
nter
actio
ns a
re u
sed.
For
exa
mpl
e:
x te
leph
one
inte
ract
ions
x
turn
taki
ng in
mee
tings
, disc
ussio
ns o
r tra
inin
g sit
uatio
ns
x cu
ltura
l con
vent
ions
such
as g
reet
ings
and
leav
e ta
king
s x
form
al o
ral p
rese
ntat
ions
or s
peec
hes.
Act
iviti
es a
s des
crib
ed a
bove
are
use
d.
Way
s in
whi
ch p
urpo
se, s
ourc
e an
d au
dien
ce a
ffect
how
spea
king
and
lis
teni
ng ta
ke p
lace
are
exp
lore
d th
roug
h ac
tiviti
es su
ch a
s que
stion
and
an
swer
, writ
ten
resp
onse
s, gr
oup
wor
k, ro
le-p
lays
, etc
. Thi
s mig
ht in
volv
e lo
okin
g at
diff
eren
t sty
les o
f spe
akin
g, re
giste
r, to
ne, b
ody
lang
uage
, cul
tura
l iss
ues,
the
role
of c
ode-
switc
hing
, etc
. Cr
itica
l lan
guag
e aw
aren
ess s
houl
d al
so b
e enc
oura
ged
thro
ugh
iden
tifyi
ng
and
disc
ussin
g fe
atur
es su
ch a
s:
x m
anip
ulat
ive
and
emot
ive l
angu
age
x w
ays i
n w
hich
fact
s, fic
tion
or o
pini
ons a
re p
rese
nted
x
the
use o
f jar
gon
x
the
use o
f spe
cial
ised
voca
bula
ry
x w
ays i
n w
hich
cul
tura
l cod
es ar
e use
d in
lang
uage
x
barri
ers t
o ef
fect
ive
com
mun
icat
ion.
Spea
king
and
Li
sten
ing
Out
com
e 3.3
Le
arne
rs w
ill b
e abl
e to
us
e an
d re
spon
d to
di
ffere
nt g
ram
mat
ical
an
d str
uctu
ring
feat
ures
of
ora
l com
mun
icat
ion
The
gene
ral s
cope
and
con
text
s are
the
sam
e as
thos
e lis
ted
for O
utco
me
3.1.
Act
iviti
es h
ere
incl
ude:
x
a fo
cus o
n gr
amm
atic
al st
ruct
ures
in o
ral c
omm
unic
atio
n (e
.g.,
tens
e/tim
e m
arke
rs, p
arts
of sp
eech
, con
cord
, act
ive
and
pass
ive
voic
e,
and
com
plex
and
com
poun
d se
nten
ces)
x
unde
rsta
ndin
g an
d pr
actis
ing
struc
turin
g de
vice
s and
con
vent
ions
, suc
h as
intro
duct
ions
and
conc
lusio
ns, a
nd ap
prop
riate
way
s of r
espo
ndin
g in
or
al in
tera
ctio
ns.
Pa
ge 1
3 of
33
IEB
: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
IN E
NG
LISH
: CU
RR
ICU
LUM
FR
AM
EWO
RK
EL
EM
EN
T 4
V
ISU
AL
LIT
ER
AC
Y
TIT
LE
E
lem
ent 4
: Vis
ual L
itera
cy
PUR
POSE
V
isua
l lite
racy
ski
lls a
re a
pplie
d in
bot
h re
adin
g an
d w
ritin
g, a
nd c
an a
lso
be u
sed
as a
bas
is fo
r ora
l int
erac
tion.
Use
s of v
isua
l lite
racy
in th
ese
elem
ents
ha
ve b
een
note
d in
the
rele
vant
tem
plat
es.
Vis
ual l
itera
cy is
pre
sent
ed h
ere
as a
sep
arat
e el
emen
t so
that
mor
e de
tail
can
be g
iven
. Thi
s is
bec
ause
vis
ual l
itera
cy –
impl
ying
fam
iliar
ity w
ith th
e di
ffere
nt w
ays
in w
hich
info
rmat
ion
can
be c
onve
yed
and
orga
nise
d –
is a
key
ski
ll in
occ
upat
iona
l lea
rnin
g an
d pr
ogre
ss. I
nfor
mat
ion
in th
e w
orkp
lace
, an
d in
occ
upat
iona
l tra
inin
g, is
pre
sent
ed a
nd m
edia
ted
in n
umer
ous
way
s: th
is a
pplie
s to
vis
ual r
epre
sent
atio
ns in
pap
er-b
ased
text
s, an
d to
mul
timed
ia
cont
exts
such
as P
ower
Poin
t (or
sim
ilar p
acka
ges)
pre
sent
atio
ns a
nd o
ther
ele
ctro
nic
text
s tha
t dem
and
spec
ific
type
s of r
eadi
ng sk
ills.
Le
arne
rs w
ill u
nder
stan
d th
at th
ere
are
a nu
mbe
r of d
iffer
ent w
ays
of p
rese
ntin
g in
form
atio
n. T
hey
will
be
able
to e
xtra
ct in
form
atio
n fr
om a
rang
e of
vi
sual
and
gra
phic
repr
esen
tatio
ns a
t the
requ
ired
leve
l. Th
ey w
ill b
e ab
le to
pro
duce
vis
ual t
exts
suc
h as
sim
ple
tabl
es a
nd o
rgan
ogra
ms
for p
artic
ular
pu
rpos
es a
ccor
ding
to in
stru
ctio
ns.
Th
e te
rm 'g
raph
ic re
pres
enta
tion'
is u
sed
here
to re
fer t
o an
y pi
ctor
ial o
r dia
gram
mat
ic re
pres
enta
tion
as in
dica
ted
by th
e ex
ampl
es g
iven
bel
ow.
OU
TC
OM
ES
SCO
PE &
CO
NT
EX
TS
L
EA
RN
ING
AC
TIV
ITY
GU
IDE
LIN
ES
V
isual
Lite
racy
O
utco
me
4.1
Lear
ners
will
be a
ble
to
iden
tify
the p
urpo
ses o
f vi
sual
and
gra
phic
re
pres
enta
tions
The t
ypes
of g
raph
ic re
pres
enta
tions
whi
ch le
arne
rs w
ill g
ener
ally
dea
l with
in
clud
e the
follo
win
g:
x ta
bles
x
diag
ram
s x
simpl
e gr
aphs
x
simpl
e sp
read
shee
ts fo
r fin
anci
al in
form
atio
n
x or
gano
gram
s x
flow
cha
rts
x m
ind
map
s x
carto
ons
x ill
ustra
tions
x
poste
rs
x te
chni
cal d
raw
ings
x
simpl
e pla
ns
x m
aps
x Po
wer
Poin
t (or
sim
ilar)
pres
enta
tions
Act
iviti
es fo
r all
outc
omes
shou
ld ai
m a
t exp
osur
e to
, and
pra
ctic
e w
ith, v
isual
an
d gr
aphi
c tex
ts. T
he m
ain
aim
is to
hel
p le
arne
rs fe
el a
t eas
e w
ith d
iffer
ent
way
s of p
rese
ntin
g in
form
atio
n, so
that
they
can
eas
ily u
nder
stand
wha
t is
bein
g pr
esen
ted.
W
here
a pr
ogra
mm
e ha
s bee
n de
signe
d fo
r a p
artic
ular
occ
upat
iona
l sec
tor,
the e
mph
asis
will
be
on th
e m
ost c
omm
only
use
d vi
sual
repr
esen
tatio
ns in
that
se
ctor
. A
ctiv
ities
rela
ted
to u
nder
stand
ing
the p
urpo
ses o
f visu
al li
tera
cy e
xam
ples
ca
n be
don
e thr
ough
: x
verb
al a
nd w
ritte
n re
spon
ses t
o str
uctu
red
ques
tions
on
info
rmat
ion
pres
ente
d
x tra
nsfe
r of i
nfor
mat
ion
from
one
form
to a
noth
er, e
.g.,
from
a gr
aph
to a
sim
ple
tabl
e x
sum
mar
ising
info
rmat
ion
x
labe
ling
of d
iagr
ams a
nd te
chni
cal d
raw
ings
on
the b
asis
of g
iven
in
form
atio
n.
Pa
ge 1
4 of
33
IEB
: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
IN E
NG
LISH
: CU
RR
ICU
LUM
FR
AM
EWO
RK
Fo
r thi
s out
com
e, 'pu
rpos
es' w
ill fo
cus o
n ho
w a
nd w
hy th
e fo
llow
ing
are
pres
ente
d or
conv
eyed
:
x sim
ple
statis
tics
x se
quen
ces,
rela
tions
hips
and
pro
cess
es
x co
mpa
rison
s: sim
ilarit
ies a
nd d
iffer
ence
s x
repr
esen
tatio
ns o
f sha
pe a
nd si
ze
x hi
erar
chie
s of i
mpo
rtanc
e x
listin
gs
x im
ages
, ide
as a
nd fe
elin
gs (c
arto
ons,
illus
tratio
ns a
nd p
hoto
s).
Visu
al L
itera
cy
Out
com
e 4.
2 Le
arne
rs w
ill b
e abl
e to
id
entif
y th
e m
ain
feat
ures
of c
omm
on
visu
al a
nd g
raph
ic
repr
esen
tatio
ns
The
gene
ral s
cope
is c
over
ed in
Out
com
e 4.
1.
Mai
n fe
atur
es sh
ould
cov
er:
x fu
nctio
ns o
f hea
ding
s, su
bhea
ding
s, la
bels,
hea
ders
and
foot
ers,
keys
, sc
ale,
etc.
x
rela
tions
hips
bet
wee
n co
lum
ns, b
oxes
or c
ircle
s x
func
tions
of a
rrow
s or o
ther
link
ing
devi
ces
x ef
fect
s and
aim
s of m
ovin
g im
ages
and
ove
rlays
in P
ower
Poin
t pr
esen
tatio
ns.
Act
iviti
es re
late
d to
iden
tifyi
ng th
e fe
atur
es o
f visu
al li
tera
cy e
xam
ples
can
be
done
thro
ugh:
x
verb
al a
nd w
ritte
n re
spon
ses t
o str
uctu
red
ques
tions
on
info
rmat
ion
pres
ente
d
x la
belin
g of
dia
gram
s and
tech
nica
l dra
win
gs o
n th
e bas
is of
giv
en
info
rmat
ion.
Visu
al L
itera
cy
Out
com
e 4.
3 Le
arne
rs w
ill b
e abl
e to
un
ders
tand
the
mea
ning
of
visu
al a
nd g
raph
ic
repr
esen
tatio
ns a
nd
expl
ain
thei
r con
tent
The
gene
ral s
cope
is c
over
ed in
Out
com
e 4.
1.
Act
iviti
es re
late
d to
und
ersta
ndin
g th
e m
eani
ng o
f visu
al li
tera
cy e
xam
ples
can
be d
one t
hrou
gh:
x re
spon
ding
to v
isual
gra
phic
repr
esen
tatio
ns a
s the
bas
is fo
r ext
ende
d w
ritin
g or
deb
ates
x
verb
al a
nd w
ritte
n re
spon
ses t
o str
uctu
red
ques
tions
on
info
rmat
ion
pres
ente
d x
trans
fer o
f inf
orm
atio
n fro
m o
ne fo
rm to
ano
ther
, e.g
., fro
m a
grap
h to
a
simpl
e ta
ble
x su
mm
arisi
ng in
form
atio
n
x la
belin
g of
dia
gram
s and
tech
nica
l dra
win
gs o
n th
e bas
is of
giv
en
info
rmat
ion.
Pa
ge 1
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33
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: ASS
ESSM
ENT
QU
ALI
TY P
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TNER
TO
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E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
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NG
LISH
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LUM
FR
AM
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RK
Visu
al L
itera
cy
Out
com
e 4.
4 Le
arne
rs w
ill b
e abl
e to
pr
esen
t inf
orm
atio
n in
ba
sic v
isual
and
gra
phic
w
ays
In re
spon
se to
giv
en in
form
atio
n, le
arne
rs w
ill b
e ab
le to
pro
duce
: x
simpl
e ta
bles
x
simpl
e gr
aphs
x
simpl
e org
anog
ram
s x
min
d m
aps
x nu
mbe
red
lists
x
labe
led
diag
ram
s or d
raw
ings
x
poste
rs
x an
out
line o
f a p
rese
ntat
ion.
Th
e inf
orm
atio
n gi
ven
to p
rom
pt th
e de
velo
pmen
t of v
isual
or g
raph
ic
info
rmat
ion
can
cove
r per
sona
l, so
cial
and
wor
kpla
ce c
onte
xts.
The
focu
s sh
ould
, how
ever
, be o
n w
ork-
rela
ted
pres
enta
tions
of d
ata
or in
form
atio
n,
visu
al li
tera
cy in
trai
ning
mat
eria
l, an
d te
chni
ques
for u
sing
visu
al
repr
esen
tatio
ns fo
r stu
dy sk
ills.
This
can
be d
one
thro
ugh:
x
indi
vidu
al o
r gro
up p
roje
cts a
imed
at th
e co
llect
ion
of d
ata (
e.g.
, pos
ters
, pr
esen
tatio
ns)
x sim
ple p
rese
ntat
ions
on
a gi
ven
topi
c
x tra
nsfe
r of i
nfor
mat
ion
from
one
visu
al fo
rm to
ano
ther
. .
Pa
ge 1
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33
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ESSM
ENT
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ALI
TY P
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TNER
TO
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E Q
CTO
FO
UN
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TIO
NA
L LE
AR
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OM
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OM
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NIC
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EL
EM
EN
T 5
L
AN
GU
AG
E S
TR
UC
TU
RE
AN
D U
SE
TIT
LE
E
lem
ent 5
: Lan
guag
e St
ruct
ure
and
Use
PUR
POSE
Th
is e
lem
ent i
n th
e Fo
unda
tiona
l Com
mun
icat
ion
Fram
ewor
k gi
ves
lear
ners
a c
onsc
ious
und
erst
andi
ng o
f how
lang
uage
wor
ks, a
nd p
rovi
des
them
with
th
e vo
cabu
lary
with
whi
ch to
talk
abo
ut la
ngua
ge.
Gra
mm
ar d
escr
ibes
wor
ds in
term
s of
thei
r fu
nctio
n or
use
. It g
ives
rul
es o
r co
nven
tions
on
how
wor
ds f
it to
geth
er to
for
m th
e ba
sic u
nit o
f th
e En
glish
la
ngua
ge, t
he s
ente
nce.
Kno
win
g th
ese
rule
s an
d co
nven
tions
hel
ps le
arne
rs s
ee h
ow th
e la
ngua
ge w
orks
and
how
mea
ning
is b
uilt
up. I
t also
hel
ps le
arne
rs
unde
rsta
nd th
e m
istak
es th
ey m
ay m
ake
in sp
eech
or w
ritin
g, a
nd h
ow to
corre
ct th
ese.
Th
is e
lem
ent i
s int
egra
l to
the
lear
ning
pro
cess
of a
ll th
e la
ngua
ge sk
ills.
So, f
or e
xam
ple,
whe
n re
adin
g or
writ
ing
– w
heth
er it
is u
npac
king
the
stru
ctur
e of
a w
ord,
a c
ompl
ex s
ente
nce,
a d
ense
par
agra
ph o
r an
ext
ende
d te
xt –
an
unde
rsta
ndin
g of
the
lan
guag
e in
use
hel
ps l
earn
ers
impr
ove
thei
r ow
n pe
rfor
man
ce.
The
lear
ning
act
ivity
gui
delin
es s
elec
t exa
mpl
es o
f how
ther
e ca
n be
exp
licit
teac
hing
and
pra
ctic
e of
lang
uage
ski
lls. I
t mus
t be
stre
ssed
, how
ever
, tha
t th
e te
achi
ng a
nd le
arni
ng o
f gra
mm
ar sh
ould
be
inte
grat
ed in
to th
e ot
her e
lem
ents
as m
uch
as p
ossi
ble.
OU
TC
OM
ES
SCO
PE &
CO
NT
EX
TS
L
EA
RN
ING
AC
TIV
ITY
GU
IDE
LIN
ES
La
ngua
ge S
truc
ture
O
utco
me
5.1
Lear
ners
will
be
fam
iliar
with
com
mon
gr
amm
atic
al fu
nctio
ns
of w
ords
, and
how
th
ese
affe
ct m
eani
ng
The
scop
e of
this
out
com
e in
clud
es th
e fo
llow
ing:
x
Parts
of s
peec
h (n
ouns
, ver
bs, a
djec
tives
, adv
erbs
, pre
posi
tions
, pr
onou
ns [s
ingu
lar,
plur
al a
nd g
ende
r], a
rticl
es a
nd c
onju
nctio
ns)
x R
ole
and
form
s of t
ense
s (pr
esen
t, pa
st a
nd fu
ture
; per
fect
and
co
ntin
uous
form
s; re
gula
r and
irre
gula
r ver
bs; p
rese
nt a
nd p
ast
parti
cipl
es; t
he ro
le o
f aux
iliar
y ve
rbs;
act
ive
and
pass
ive;
su
bjec
t/ver
b ag
reem
ent [
conc
ord]
in p
erso
n, n
umbe
r and
gen
der)
x
Wor
d fo
rmat
ion
(e.g
., pr
efix
es, s
uffix
es, s
ingu
lar a
nd p
lura
l for
ms,
com
para
tive
and
supe
rlativ
e fo
rms,
com
poun
d w
ords
) x
Wor
d ch
ange
s (e.
g., c
hang
ing
adje
ctiv
es to
adv
erbs
[qui
ck –
qu
ickl
y]; n
oun
to a
djec
tive
[nat
ion
– na
tiona
l]; v
erb
to n
oun
to
adje
ctiv
e [h
unt –
hun
ter –
hun
ted]
) x
Spel
ling
and
pron
unci
atio
n (e
.g.,
lette
rs, v
owel
s, co
nson
ants
and
sy
llabl
es; b
asic
spel
ling
rule
s; w
ays i
n w
hich
pro
nunc
iatio
n an
d w
ord
stre
ss a
ffec
ts m
eani
ng).
Not
e: L
earn
ers t
hem
selv
es d
o no
t nee
d to
be
able
to 'd
efin
e' al
l the
te
chni
cal g
ram
mat
ical
term
s, al
thou
gh th
ey sh
ould
be
fam
iliar
with
bas
ic
gram
mat
ical
term
inol
ogy
so th
at th
ese
term
s can
be
used
in te
achi
ng, f
or
erro
r rec
ogni
tion
and
feed
back
. A g
ood
Eng
lish
gram
mar
ref
eren
ce te
xt
is an
ess
entia
l res
ourc
e fo
r fa
cilit
ator
s.
Wor
k ex
plic
itly
with
tens
es, t
hrou
gh b
oth
stru
ctur
ed g
ram
mat
ical
task
s and
in
the
cont
ext o
f tex
ts th
at y
ou m
ay b
e us
ing
for o
ther
ele
men
ts. T
alk
abou
t ho
w v
erb
chan
ges a
ffec
t the
mea
ning
of a
text
and
its s
eque
nce
of e
vent
s. G
et le
arne
rs to
pra
ctis
e us
ing
diffe
rent
tens
es, a
nd ta
lk a
bout
how
diff
eren
t fo
rms o
f ten
ses w
ork.
Y
ou c
an u
se p
arts
of t
exts
use
d fo
r oth
er e
lem
ents
to id
entif
y an
d di
scus
s ex
ampl
es o
f gra
mm
atic
al p
roce
sses
, suc
h as
: x
How
Eng
lish
pron
ouns
hav
e diff
eren
t for
ms a
ccor
ding
to th
eir f
unct
ion
in th
e se
nten
ce (I
/me,
he/h
im, s
he/h
er, e
tc.).
x
How
pro
noun
s wor
k to
repl
ace
noun
phr
ases
(e.g
., 'T
hey
follo
wed
the
tall
blon
d m
an w
ith th
e one
bla
ck sh
oe b
ecom
es T
hey
follo
wed
him
). x
How
con
junc
tions
may
hav
e diff
eren
t fun
ctio
ns (e
.g.,
the d
iffer
ence
the
two
sent
ence
s We
walk
ed a
nd h
e tal
ked
and
He t
alke
d wh
ile w
e wa
lked
).
Pa
ge 1
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33
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: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
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NIC
ATI
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NG
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AM
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x Th
e im
porta
nce o
f con
cord
and
how
this
affe
cts m
eani
ng (e
.g.,
the
diffe
renc
e bet
wee
n 'I
brok
e m
y to
e pla
ying
foot
ball'
and
'I b
roke
his
toe
play
ing
foot
ball'
etc
.) x
Disc
ussin
g ex
cept
ions
to g
ener
al ru
les,
e.g.
: o
ad
ject
ives
that
use
'mor
e' an
d 'm
ost'
inste
ad o
f suf
fixes
(e.g
., m
ore
info
rmed
; mos
t gen
erou
s)
o
adje
ctiv
es th
at c
anno
t hav
e deg
rees
of c
ompa
rison
(e.g
., un
ique
; pe
rfect
) o
no
uns s
uch
as u
ncou
ntab
le n
ouns
that
don
't hav
e plu
rals
(e.g
., in
form
atio
n; g
old;
milk
) D
ictio
narie
s can
be
used
for w
ork
arou
nd sp
ellin
g, p
ronu
ncia
tion
and
gram
mat
ical
feat
ures
(e.g
., de
gree
s of c
ompa
rison
of a
djec
tives
(pre
tty,
pret
tier,
pret
tiest)
, irre
gula
r plu
rals,
irre
gula
r for
ms o
f ver
bs, s
peci
al w
ays i
n w
hich
wor
ds ar
e us
ed (e
.g.,
with
a p
artic
ular
pre
posit
ion
– In
the
mea
ntim
e).
Wor
d ga
mes
such
as c
ross
wor
ds, s
crab
ble
and
hang
man
can
be
used
for
unde
rsta
ndin
g ho
w w
ords
are b
uilt
up.
Cl
assr
oom
disc
ussio
n sh
ould
also
dra
w o
n kn
owle
dge o
f ow
n an
d ot
her
lang
uage
s, as
a ba
sis fo
r und
ersta
ndin
g ho
w la
ngua
ges w
ork.
La
ngua
ge S
truc
ture
O
utco
me
5.2
Lear
ners
use
gr
amm
atic
al
know
ledg
e to
wor
k w
ith a
nd c
onst
ruct
m
eani
ngfu
l sen
tenc
es
The
scop
e of
this
out
com
e in
clud
es th
e fo
llow
ing:
x
Sent
ence
type
s and
tran
sfor
mat
ions
(e.g
., si
mpl
e se
nten
ces,
stat
emen
ts, q
uest
ions
, com
man
ds, e
xcla
mat
ions
, cha
ngin
g po
sitiv
e se
nten
ces t
o ne
gativ
e se
nten
ces a
nd v
ice
vers
a, c
hang
ing
activ
e se
nten
ces t
o pa
ssiv
e se
nten
ces a
nd v
ice
vers
a)
x B
asic
sent
ence
ana
lysi
s (e.
g., u
nder
stan
ding
subj
ects
, pre
dica
tes,
and
obje
cts i
n te
rms o
f how
they
func
tion
to m
ake
mea
ning
; diff
eren
ce
betw
een
sim
ple
and
com
poun
d se
nten
ces;
how
con
junc
tions
wor
k in
se
nten
ces;
phr
ases
and
cla
uses
in se
nten
ces)
x
How
pro
nunc
iatio
n an
d st
ress
in se
nten
ces a
ffect
s mea
ning
.
Act
iviti
es c
ould
incl
ude:
x
Exer
cise
s whe
re le
arne
rs h
ave
to d
istin
guis
h be
twee
n a
'wor
d sa
lad'
, w
ell-f
orm
ed se
nten
ces t
hat a
re n
ever
thel
ess n
onse
nse,
wel
l-for
med
se
nten
ces t
hat h
ave
mea
ning
x
Iden
tifyi
ng th
e in
tent
of t
he se
nten
ce in
its c
onte
xt –
this
coul
d be
inte
gral
to
a re
adin
g or
writ
ing
activ
ity
x Si
mpl
e se
nten
ce a
naly
sis in
to su
bjec
t, pr
edic
ates
and
obj
ects
x
Iden
tifyi
ng h
ow co
njun
ctio
ns a
ffect
sequ
ence
and
mea
ning
(e.g
., wh
en,
befo
re, a
fter l
inke
d to
tim
e; b
ecau
se li
nked
to re
ason
; the
refo
re li
nked
to
effe
ct e
tc.)
x Ta
lkin
g ab
out t
he st
ruct
ure o
f sen
tenc
es a
s a w
ay o
f und
ersta
ndin
g th
eir
wor
king
s mor
e cle
arly
; disc
ussio
n w
ith e
xam
ples
. x
Whi
le re
adin
g, le
arne
rs d
iscus
s com
plex
sent
ence
s and
exp
lain
wha
t pu
rpos
e is
bein
g se
rved
by
the
vario
us c
laus
es.
x U
sing
read
ing
alou
d ac
tiviti
es to
expl
ore
how
wor
d str
ess i
n En
glish
se
nten
ces c
an c
hang
e m
eani
ng.
Pa
ge 1
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33
IEB
: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
IN E
NG
LISH
: CU
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ICU
LUM
FR
AM
EWO
RK
Lang
uage
Str
uctu
re
Out
com
e 5.
3 Le
arne
rs u
se
gram
mat
ical
kn
owle
dge
to p
roce
ss
and
unde
rsta
nd
conn
ecte
d pa
ragr
aphs
an
d lo
nger
text
s
The
scop
e of
this
out
com
e in
clud
es th
e fo
llow
ing:
x
Punc
tuat
ion
with
in a
nd b
etw
een
sent
ence
s (e.
g., f
ull s
tops
, que
stio
n m
arks
, exc
lam
atio
n m
arks
, apo
stro
phes
of o
mis
sion
[don
't, c
an't,
he
's] a
nd b
elon
ging
[the
mot
her's
son]
, diff
eren
t fun
ctio
ns o
f co
mm
as, q
uota
tion
mar
ks in
dire
ct sp
eech
, etc
.) x
Para
grap
h co
nstru
ctio
n:
o
Iden
tific
atio
n of
topi
c se
nten
ce a
nd su
ppor
ting
sent
ence
s. o
Co
nstru
ctio
n of
par
agra
phs w
ith to
pic
and
supp
ortin
g se
nten
ces.
o
Usin
g va
riety
in v
ocab
ular
y to
avo
id re
petit
ion.
o
A
void
ing
redu
ndan
cies
, e.g
., m
y Dad
he,
mor
e bi
gger
than
and
can
to g
o.
o
Del
etin
g w
ords
to m
ake t
he p
arag
raph
tigh
ter.
o
Tr
acin
g co
nnec
tions
bet
wee
n pa
ragr
aphs
.
Act
iviti
es co
uld
incl
ude:
x
Inse
rting
pun
ctua
tion
whe
re re
quire
d x
Look
ing
at e
xam
ples
of h
ow c
hang
ing
punc
tuat
ion
chan
ges t
he m
eani
ng,
or h
ow in
corre
ct p
unct
uatio
n hi
des o
r dist
orts
the
mea
ning
x
Read
ing
alou
d, u
sing
punc
tuat
ion
for p
ause
s and
con
veyi
ng m
eani
ng.
x Re
arra
ngin
g w
ords
, phr
ases
and
sent
ence
s to
prod
uce
a m
ore
read
er-
frien
dly
and
conv
inci
ng o
rder
x
Iden
tifyi
ng si
gnpo
st w
ords
and
phr
ases
and
logi
cal c
onne
ctor
s in
text
s. x
Usin
g su
mm
arisi
ng sk
ills t
o sh
ow u
nder
stand
ing
of fl
ow o
f ide
as.
This
outc
ome
is pr
actis
ed in
the
cont
ext o
f ext
ende
d w
ritin
g of
all
kind
s. Fe
edba
ck sh
ould
em
phas
ise h
ow p
arag
raph
bre
aks s
uppo
rt th
e lo
gica
l pr
ogre
ssio
n of
idea
s.
Pa
ge 1
9 of
33
IEB
: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
IN E
NG
LISH
: CU
RR
ICU
LUM
FR
AM
EWO
RK
EL
EM
EN
T 6
ST
UD
Y S
KIL
LS
T
ITL
E
Ele
men
t 6: S
tudy
Ski
lls
PUR
POSE
Th
e m
ain
purp
ose
of th
is e
lem
ent i
s to
help
lear
ners
use
Eng
lish
effe
ctiv
ely
for l
earn
ing
and
train
ing.
Le
arne
rs a
re f
amili
aris
ed w
ith l
earn
ing
stra
tegi
es a
nd w
ays
of p
lann
ing
and
man
agin
g th
eir
lear
ning
act
iviti
es a
nd r
esou
rces
. Th
ey p
ract
ise
usin
g te
rmin
olog
y lin
ked
to tr
aini
ng a
ctiv
ities
and
task
s, an
d to
ass
essm
ent.
The
trans
fer o
f inf
orm
atio
n be
twee
n sp
oken
and
writ
ten
sour
ces,
and
from
oth
er
lang
uage
s com
mon
ly in
use
in th
e en
viro
nmen
t, is
esp
ecia
lly e
mph
asis
ed.
Not
e: T
his
elem
ent
is d
escr
ibed
in
term
s of
app
licat
ions
to
be p
rom
oted
in t
he c
ours
e of
the
lea
rnin
g pr
ogra
mm
e, r
athe
r th
an i
n te
rms
of
asse
ssab
le o
utco
mes
.
APP
LIC
AT
ION
S
SCO
PE &
CO
NT
EX
TS
L
EA
RN
ING
AC
TIV
ITY
GU
IDE
LIN
ES
App
licat
ion
6.1
Und
ersta
nd a
nd u
se
com
mon
stud
y an
d tra
inin
g te
rmin
olog
y
Exam
ples
of l
earn
ing
task
type
s are
: x
obse
rvat
ion
of p
erfo
rman
ce
x or
al q
uesti
onin
g x
assig
nmen
t x
writ
ten
asse
ssm
ent o
r tes
t x
proj
ect
x pr
esen
tatio
n.
Exam
ples
of i
nstru
ctio
ns ar
e:
x m
ultip
le-c
hoic
e in
struc
tions
(e.g
., tic
k, u
nder
line,
circ
le, d
elet
e, m
atch
, fil
l in,
com
plet
e, la
bel,
etc.)
x
exte
nded
task
instr
uctio
ns (e
.g.,
find,
des
crib
e, se
lect
, com
pare
, con
trast,
di
scus
s, su
mm
arise
, etc
.) x
spec
ific p
ract
ical
wor
kpla
ce le
arni
ng in
struc
tions
(e.g
., pr
epar
e, id
entif
y,
dism
antle
, con
struc
t …).
Thes
e ap
plic
atio
ns
are
inte
grat
ed
into
ge
nera
l le
arni
ng
and
asse
ssm
ent
activ
ities
. How
ever
, fac
ilita
tors
can
mak
e the
se e
xplic
it by
: x
chec
king
that
lear
ners
do
in fa
ct u
nder
stand
the
mea
ning
of s
tudy
-sp
ecifi
c ter
min
olog
y an
d in
struc
tions
x
givi
ng le
arne
rs o
ppor
tuni
ties t
o pr
actis
e res
pond
ing
to a
sses
smen
t fo
rmat
s and
instr
uctio
ns
x ho
ldin
g di
scus
sions
on
why
cer
tain
task
s are
und
erta
ken
and
pres
ente
d in
spec
ific
way
s and
form
ats,
and
whe
ther
or n
ot th
ey co
uld
be d
one
diffe
rent
ly (
e.g.
, whe
n is
oral
que
stion
ing
appr
opria
te?
Wha
t kin
ds o
f w
orkp
lace
lear
ning
nee
ds to
be
chec
ked
in fo
rmal
way
s?).
Pa
ge 2
0 of
33
IEB
: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
IN E
NG
LISH
: CU
RR
ICU
LUM
FR
AM
EWO
RK
App
licat
ion
6.2
Und
ersta
nd a
nd u
se
diffe
rent
lear
ning
str
ateg
ies
Exam
ples
of s
trate
gies
are:
x
aski
ng q
uesti
ons
x m
emor
ising
x
note
taki
ng
x su
mm
arisi
ng
x sk
imm
ing
and
scan
ning
x
usin
g vi
sual
aids
(e.g
., m
ind
map
s and
dia
gram
s)
x us
ing
refe
renc
ing
skill
s (e.
g., c
onte
nts,
page
refe
renc
es a
nd in
dexe
s)
x in
corp
orat
ing
feed
back
x
wor
king
with
oth
ers
x de
velo
ping
a stu
dy sy
stem
x
findi
ng a
nd u
sing
addi
tiona
l res
ourc
es (l
ibra
ries,
refe
renc
e boo
ks o
r te
xts,
the
inte
rnet
or o
ther
peo
ple)
x
usin
g tra
nsla
tion
into
oth
er la
ngua
ges f
or c
larif
icat
ion
of c
once
pts.
Thes
e ap
plic
atio
ns a
re i
nteg
rate
d in
to g
ener
al l
earn
ing
activ
ities
. H
owev
er,
faci
litat
ors c
an m
ake
thes
e ex
plic
it by
: x
mak
ing
sure
that
lear
ners
are
mad
e aw
are
of a
vaila
ble r
esou
rces
, and
kn
ow h
ow to
use
them
x
prac
tisin
g le
arni
ng st
rate
gies
such
as n
ote-
taki
ng o
r list
enin
g fo
r det
ail.
App
licat
ion
6.3
Man
age
lear
ning
and
le
arni
ng m
ater
ials
Exam
ples
are
: x
know
ing
the
spec
ific
term
inol
ogy
and/
or la
ngua
ge st
yle
used
in a
spec
ific
wor
kpla
ce o
r occ
upat
iona
l tra
inin
g co
ntex
t x
iden
tifyi
ng le
arni
ng st
eps a
nd g
oals
x
plan
ning
and
tim
etab
ling
x ke
epin
g le
arni
ng re
sour
ces a
nd o
wn
wor
k in
goo
d or
der (
e.g.
, por
tfolio
s of
evi
denc
e).
Thes
e ap
plic
atio
ns a
re i
nteg
rate
d in
to g
ener
al l
earn
ing
activ
ities
. H
owev
er,
faci
litat
ors c
an m
ake
thes
e ex
plic
it by
: x
givi
ng sp
ecifi
c gu
idan
ce o
n ho
w to
kee
p ow
n w
ork
and
lear
ning
m
ater
ials
in o
rder
(e.g
., co
mpi
ling
portf
olio
s in
Foun
datio
nal
Com
mun
icat
ion;
com
pilin
g po
rtfol
ios i
n ot
her f
ield
s of s
tudy
if
appl
icab
le; k
eepi
ng lo
g bo
oks o
r tim
e sh
eets
for p
ract
ical
or w
orkp
lace
le
arni
ng if
appl
icab
le).
Pa
ge 2
1 of
33
IEB
: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
IN E
NG
LISH
: CU
RR
ICU
LUM
FR
AM
EWO
RK
EL
EM
EN
T 7
W
OR
KPL
AC
E T
ER
MIN
OL
OG
Y
T
ITL
E
Ele
men
t 7: W
orkp
lace
Ter
min
olog
y
PUR
POSE
Th
e m
ain
purp
ose
of th
is e
lem
ent i
s to
help
lear
ners
use
Eng
lish
effe
ctiv
ely
in th
e w
orkp
lace
and
in o
ccup
atio
nal d
omai
ns.
Lear
ners
are
fam
iliar
ised
with
com
mon
ly u
sed
form
s of s
poke
n an
d w
ritte
n co
mm
unic
atio
ns in
and
abo
ut th
e w
orkp
lace
. The
aim
is to
ena
ble
lear
ners
to
talk
abo
ut a
nd e
ngag
e w
ith t
he w
orld
of
wor
k th
roug
h th
e m
ediu
m o
f En
glis
h. P
rogr
amm
es m
ay i
nclu
de 'E
nglis
h fo
r sp
ecifi
c pu
rpos
es' i
n te
rms
of
parti
cula
r occ
upat
iona
l voc
abul
ary,
or i
n te
rms o
f a p
artic
ular
occ
upat
iona
l env
ironm
ent (
e.g.
, cus
tom
er s
ervi
ces,
man
ufac
turin
g, e
tc.),
alo
ngsi
de g
ener
al
use
of E
nglis
h fo
r a n
umbe
r of p
urpo
ses a
nd c
onte
xts.
Th
e ap
plic
atio
ns, s
cope
and
con
text
s gi
ven
here
dra
w o
n a
revi
ew o
f the
'gen
eric
' uni
t sta
ndar
ds p
rodu
ced
by a
num
ber o
f diff
eren
t occ
upat
iona
l sec
tors
in
the
inte
rest
s of '
wor
k re
adin
ess'.
N
ote:
Thi
s el
emen
t is
des
crib
ed i
n te
rms
of a
pplic
atio
ns t
o be
pro
mot
ed i
n th
e co
urse
of
the
lear
ning
pro
gram
me,
rat
her
than
ass
essa
ble
outc
omes
.
APP
LIC
AT
ION
S
SCO
PE &
CO
NT
EX
TS
L
EA
RN
ING
AC
TIV
ITY
GU
IDE
LIN
ES
App
licat
ion
7.1
Disc
uss a
nd u
nder
stand
th
e ke
y fe
atur
es o
f a
wor
kpla
ce
Use
and
und
ersta
nd te
rms s
uch
as:
x pu
rpos
e of t
he o
rgan
isatio
n (e
.g.,
prim
ary
and
seco
ndar
y in
dustr
y, se
rvic
e se
ctor
s, et
c.)
x bu
sines
s ter
min
olog
y (e
.g.,
prod
uctio
n, su
pply
and
dem
and,
capi
tal,
prof
itabi
lity,
etc
.) x
hum
an re
sour
ces (
pers
onne
l, re
mun
erat
ion,
ben
efits
, etc
.)
x bu
sines
s flo
w, p
lann
ing,
fore
casti
ng a
nd b
udge
ting
x
orga
nisa
tiona
l dyn
amic
s (e.
g., m
anag
emen
t and
uni
on ro
les,
wor
kpla
ce
orga
nogr
ams,
flat o
r hie
rarc
hica
l stru
ctur
e, et
c.)
x le
gisla
tive
cont
exts
x
valu
e sy
stem
s (e.
g., m
issio
n an
d va
lue
state
men
ts)
x he
alth
and
safe
ty re
gula
tions
x
custo
mer
(int
erna
l or e
xter
nal)
rela
tions
x
wor
kpla
ce is
sues
(e.g
., H
IV/A
IDS,
bar
riers
to co
mm
unic
atio
n, d
iver
sity
issue
s, w
ork
flow
, etc
.).
Thes
e app
licat
ions
are
inte
grat
ed in
to g
ener
al le
arni
ng a
ctiv
ities
. So
me o
f the
text
s use
d fo
r rea
ding
, writ
ing
and
visu
al li
tera
cy a
ctiv
ities
shou
ld
addr
ess t
he sc
ope a
nd co
ntex
ts lis
ted
for t
his e
lem
ent.
Pa
ge 2
2 of
33
IEB
: ASS
ESSM
ENT
QU
ALI
TY P
AR
TNER
TO
TH
E Q
CTO
FO
UN
DA
TIO
NA
L LE
AR
NIN
G C
OM
PETE
NC
E C
OM
MU
NIC
ATI
ON
IN E
NG
LISH
: CU
RR
ICU
LUM
FR
AM
EWO
RK
App
licat
ion
7.2
Iden
tify
and
disc
uss
com
mon
feat
ures
of
wor
kpla
ce ro
les a
nd
resp
onsib
ilitie
s
Use
and
und
ersta
nd te
rms s
uch
as:
x w
orkp
lace
role
s (e.
g., m
anag
emen
t, su
perv
isory
, tea
m, i
ndiv
idua
l, ad
viso
ry, c
oach
, men
tor,
etc.)
x
wor
kpla
ce in
tera
ctio
ns (e
.g.,
wor
king
in a
team
, usin
g co
nven
tions
for
repo
rting
, iss
uing
and
rece
ivin
g in
struc
tions
, etc
.) x
wor
kpla
ce b
ehav
iour
and
eth
ics.
Som
e of t
he te
xts u
sed
for r
eadi
ng, w
ritin
g an
d vi
sual
lite
racy
act
iviti
es sh
ould
ad
dres
s the
scop
e and
cont
exts
liste
d fo
r thi
s ele
men
t.
App
licat
ion
7.3
Use
Eng
lish
in sp
ecifi
c oc
cupa
tions
(o
ptio
nal)
Whe
re ap
prop
riate
in c
usto
mise
d de
liver
y of
a p
rogr
amm
e fo
r a se
ctor
, the
fo
cus c
an b
e on
spec
ific c
luste
rs o
f ter
min
olog
y (e
.g.,
scie
ntifi
c, te
chni
cal o
r bu
sines
s), a
ppro
ache
s (e.
g., d
ealin
g w
ith c
usto
mer
s or c
lient
s) o
r the
tech
nica
l sh
orth
and/
abbr
evia
tions
use
d in
spec
ific o
ccup
atio
ns.
Cus
tom
ised
lear
ning
act
iviti
es (o
ptio
nal).
Page 23 of 33
IEB: ASSESSMENT QUALITY PARTNER TO THE QCTO FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM FRAMEWORK
C. Foundational Communication in English: Guidelines for Facilitators
The Foundational Learning Competence Communication Curriculum Framework describes the scope and coverage of an appropriate programme or course, but does not give the sequence and progression of activities, or prescribe specific texts. The framework is not itself a learning programme: it is a description of what needs to be covered in a learning programme leading to foundational competence, referenced by illustrative examples of the types of activities and applications that would support the goals for Foundational Communication as described in Section A. The assumption is that providers working in the field will develop or adapt their own materials. We therefore offer some guidelines in the form of general notes on methodology, and exemplars of tasks and activities to illustrate the level of Foundational Communication.
1. Entry assumptions and length of programme
A foundational learning programme would aim to reach the outcomes set out in the framework by the end of the course of learning. Working back from these and taking into account an average programme length of about 200 hours, a typical learner should have a minimum of ABET Level 3 competence in English on entry to the programme. Learners who have not established basic literacy and writing skills will not be able to cope with the coverage and activities set out in the framework. It is recommended that providers develop placement or diagnostic entry assessments. They will then either need to tailor the programme and its duration to suit the needs of a particular group of learners, or suggest alternatives if learners are going to be unable to cope with a standard foundational learning programme.
2. Guidelines on Methodology
The following approaches are suggested for delivery of the Foundational Learning Competence Communication Curriculum Framework: x Teaching methods should include promotion of the SAQA critical cross-field outcomes
during learning. x The emphasis is on practice and application of language skills, not on learning 'about'
the language. Therefore active and participatory learning is supported. The programme encourages learners to do practical learning such as finding things out for themselves, doing project-based learning, applying what has been learnt and problem solving. It also implies that the methods will include peer and group activities as well as individual activities. There should be an emphasis on open-ended oral discussions, reflections and report-backs in class.
x The different curriculum elements are taught in an integrated way. x Learners' own knowledge, experience, skills and home-language resources are drawn
on where possible. x Explicit links should be made with any occupational training the learners may be
involved in. x Learners are given guidance on managing their own learning strategies, resources and
materials, and on keeping their own records.
Page 24 of 33
IEB: ASSESSMENT QUALITY PARTNER TO THE QCTO FOUNDATIONAL LEARNING COMPETENCE COMMUNICATION IN ENGLISH: CURRICULUM FRAMEWORK
3. Good practice elements of programme design
There are many models and resources that give guidelines for the development of programmes and course materials. The following is a distillation of generally accepted categories of criteria. They are formulated here in the context of course development against the FC Framework for a programme in Foundational Communication in English.
3.1 Overall programme plan
The programme plan should include: x broad outcomes to be achieved at the end of learning; x entry diagnostic assessment; x an overview of the assessment requirements; x some indication of how the programme is structured and organised (e.g.,
through themes or content coverage; time-based modules); x time frames; and x an overview of the approach.
3.2 Programme structure
x There should be a progressive build-up of skills with an evident developmental line of progression.
x There should be a balance between input, activities, feedback and assessment. x Knowledge and skills should be revised and assessed at key points.
3.3 Content
x The requirements of the Foundational Learning Competence Communication Framework should be addressed.
x Content should be free of mistakes, current and accurate. x Content should be varied and interesting, with a sufficient range of topics and
contexts to help with the transfer of skills, while remaining in line with the purpose of Foundational Communication in English.
x Learners' knowledge of other languages is used as a learning resource.
3.4 Design of activities and lessons
x Activities should have a clear purpose, which is communicated to the learner. x Activities are scaffolded to help learners progress through the different steps of
a problem or task. x There should be a range of different types of tasks and activities (e.g., oral,
written and multimedia presentations; individual, pair and group work; brainstorms, buzz groups, role-plays and structured discussions; short and simple practice tasks; longer applied or integrated projects).
x Instructions for the task and evidence or output requirements should be clear, simple and unambiguous.
x Where appropriate, answers or guidelines for evidence should be given. x Some tasks should be open-ended, allowing for a range of interpretations. x Formatting of instructions (e.g., headings and numbering; spaces for answering)
should be clear and consistent.
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3.5 Readability and language
x Language, style and syntax should be clear and understandable (e.g., not too wordy or too dense; with appropriate sentence and paragraph length).
x Technical terms or complex vocabulary should be explained or defined where needed.
x Simple, clear and unambiguous instructions should be given.
3.6 Assessment
x Formative assessment activities are varied and useful, and are used to give feedback to learners.
x Formative assessment for feedback should be built into learning activities. x Assessment opportunities should be built in at key points in the programme,
without being overwhelming. x Peer and self-assessment opportunities should be provided in addition to
facilitator assessment. x Programme-based assessment requirements should be clearly spelled out so that
learners understand what is being assessed and how it is being assessed. x The emphasis is on applied competence, and therefore learners produce a
significant body of work. x Guidance should be given on what to expect from the external assessment.
For further guidance on programme-based assessment and the external assessment, see Section D.
3.7 Presentation
x The layout and presentation of information should be user-friendly (e.g., readable fonts, adequate spacing, logical and consistent numbering and heading conventions, useable table of contents, etc.).
x Illustrations and graphics should be relevant, clearly captioned and logically placed.
x Information should be presented in a variety of ways (e.g., narrative texts, tables, graphs, organograms, etc.).
x Materials should be visually appealing, well organised, and easy to use and maintain.
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4. Exemplars
An exemplar is a typical example or illustration of the types of tasks learners could do, the kinds of evidence required, and the expected levels of performance. Abstract descriptions and definitions of outcomes and criteria can become self-defeating: exemplars show concrete examples of the levels and skills expected at this level. They also open up the criteria by which a learner's work can be judged, and contribute to a common understanding of the 'standard' of competence at a level. The exemplars given as support material generally illustrate integrated outcomes (i.e. the activities may involve several curriculum elements, such as reading, writing, visual literacy and study skills in relation to one text or related texts). These exemplars are designed primarily as teaching activities during a programme. This means that the tasks themselves do not represent the summative achievement level of learners at the end of the programme, although some of the evidence produced could be judged at a summative standard. The exemplars have the following features:
4.1 A workplace/occupational focus
The exemplars have been developed for the most part from genuine occupational training texts. This is in support of the key aim of preparing learners to use English in their occupational training. The texts have been used as a basis for giving learners practice in accessing and processing this kind of information, and using English to help them deal with occupational learning and materials. Some of the texts have been chosen from particular occupational contexts (e.g., Information Technology and vehicle manufacture). This does not mean that they can only be used with learners who are in that field. The texts use occupational content as the vehicle for practising language skills: the activities are not based on knowledge of that particular field (and neither do they assess occupational knowledge), but present the kind of layout, style, visual and language processing demands that learners may need to deal with through any type of content. Given that the Foundational Learning Programme supports cross-sector occupational training, texts and activities used in programmes could cover any of the occupational areas or generic workplace contexts. The main aim of these occupationally-focused exemplars is to suggest to developers how to derive learning material for language application from adapted or non-adapted occupational training material or workplace texts.
4.2 Social or general interest texts and activities
The points made in 4.1 above do not mean to suggest that the Foundational Learning Programme should be made up entirely of workplace or occupational materials – these exemplars are given here mainly to emphasise the occupational preparation aim of the programme. It is important that any learning programme includes activities that tap into general, social or personal adult interests beyond the workplace, in order to stimulate interest and the wider application of language skills. Learners can use and produce texts from any contexts that interest them. Other resources such as music and film can also be integrated into learning activities.
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4.3 Extension work
The exemplars in this Pack generally take the form of an integrated set of language tasks linked to one text or several short, related texts. While in this sense these exemplars are 'stand-alone' integrated tasks, the particular skills they address should be followed up, practised and incorporated into other activities. Each exemplar is followed by suggestions for extension work on this particular set of skills. In addition, materials developers and facilitators may well see other ways in which they can build on the exemplars themselves.
4.4 Audience
The exemplars contain an overview and notes for facilitators. The tasks and activities themselves are addressed directly to the learners, with scaffolding and vocabulary support where necessary to help them understand the instructions and carry out the activities. Each exemplar begins with an explanation to the learner of the purpose of the tasks. Where appropriate, assessment criteria with which learners can engage are given.
4.5 Assessment
These exemplars are designed mainly as learning activities rather than assessment tasks. However, they can be used for formative assessment purposes, either for feedback or for evaluating the learner's progress at any particular stage in the programme. Answers, assessment criteria or grading tools are given where appropriate, either in the body of the exemplar for learners to use or at the end for the facilitator to apply.
4.6 Format
The features given above are illustrated in the broad format through which the exemplars are presented. This is summarised below.
OVERVIEW OF THE EXEMPLAR
This is addressed to the facilitator or materials developer. x Purpose of this exemplar: a description of the kind of text used, the focus of the learning activity
and the skills addressed. x Outcomes addressed: cross-reference to the elements and outcomes set out in the FC Framework. x Formative assessment options: suggestions on when and how assessment can happen, and
assessment criteria and grids where necessary.
THE EXEMPLAR
This is addressed to the learner.
A brief overview of the purpose and nature of the task is given. This is then followed by the relevant texts and questions, with instructions and guidelines on completing the task. Answers are given where appropriate for learners to use for self-assessment, or for the facilitator to use.
ADDITIONAL NOTES
This is addressed to the facilitator or materials developer.
Suggestions for extension work, or how guidelines for facilitators might be linked to this type of task.
There are five Task Exemplars currently available from the QCTO.
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D. Foundational Communication in English: Assessment Requirements 1. PROGRAMME-BASED REQUIREMENTS
Programme-based assessment for Foundational Communication is based on two elements: x ongoing, formative assessment built into activities, which could lead to a variety of
outputs and products covering the range suggested in the FC Framework; and x formal assessments that produce evidence of particular elements and outcomes in the
FC Framework range.
It is expected that the provider will undertake a range of formal assessments for various purposes throughout the programme. Here we are concerned only with the minimum specified formal assessment tasks, covering three categories of skills to be formally assessed in relation to the elements and outcomes set out in the FC Framework. This work will be kept in a Portfolio of Evidence. The assessment grids given under each tasks are only examples of the types of approaches that can be used, providers are free to use other templates and approaches provided they are fit-for-purpose.
Task 1: Reading Reading skills are assessed through a comprehension task on a text in the range of 600 to 800 words. Texts may be narrative, factual, persuasive or functional, and should include some visual literacy elements. At least 10 questions to be answered in formal written form should be set on the text. Questions should cover the following range:
Range
Literal understanding Learners are asked to find and recognise straightforward meaning or information that is clearly given in the text.
Interpretive or analytical understanding Learners are asked to find and understand implied meaning or suggested information that is not explicitly stated in the text. They may be asked to recognise bias, or draw conclusions and express opinions on the text. They may be asked to recognise relationships in the text, such as comparing and contrasting. They may also be asked to interpret information given through visuals such as graphs or diagrams.
Application Learners are asked to use information that has been given, and apply it in a different way (e.g., presenting the information given in a narrative in a table; processing and re-formulating information given through graphic representations).
Structure Learners are asked to recognise ways in which the structure, organisation and formatting of a text have an impact on the reader (e.g., by helping or obscuring understanding).
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Assessment criteria should be developed in relation to each question, in terms of how well the purpose of the question was dealt with by the learner. An example of a grid that could be adapted for specific questions is given below. Other approaches are to use marks for weighting different questions.
Learner achievement levels against assessment criteria
Not achieved Answer does not make sense, the question or text has not been understood, the answer is full of errors and misinterpretations.
Partially achieved Answer shows some understanding of the text and/or question, but is missing the main point or is too full of errors.
Achieved Answer is relevant to the purpose and content of the question, and uses reasonably accurate language to get across the meaning required.
Achieved with excellence Answer shows ability to go beyond the minimum demands of the question while staying relevant to the question. Ideas are clearly expressed, and some originality or creativity is shown.
Task 2: Writing
Learners will be formally assessed on at least two pieces of extended writing in response to a specific assignment, instruction or topic. The two pieces of writing should differ from each other in form and purpose. Examples are: x a narrative or descriptive piece of writing in response to a topic; and x a formal piece of writing linked to an occupational or workplace topic. This should be
writing that uses specific conventions, such as a report or formal letter, and includes some visual representations (e.g., diagrams, flow charts) according to instructions.
Assessment criteria will be developed specific to each topic. The following categories of criteria should be addressed.
Content x Content is relevant to the topic.
x Content shows awareness of purpose, audience and context. x Content avoids repetition.
Structure x Appropriate formatting conventions are used (e.g., headings, numbering, spacing, etc.) if required by the task.
x There is effective and appropriate use of paragraphing. x Clear opening and concluding paragraphs are given. x There is a logical sequence and flow of ideas; events, ideas or descriptions
are clearly linked.
Language use x Appropriate tone and register are used as required by the topic or task. x Some complex constructions are used. x Syntax (word order) is sufficiently controlled so that meaning is clear. x Minor errors of agreement, tense, articles, pronouns, prepositions,
punctuation and spelling do not obscure meaning. x Appropriate linking words are used.
Vocabulary use x Language shows awareness of purpose, audience and context. x Vocabulary use goes beyond simple repetition of common words. x Vocabulary is appropriate to the topic or task.
Process x There is evidence of planning. x There is evidence of redrafting and correcting for improvement.
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Task 3: Speaking and listening
The assessment of speaking and listening should be an ongoing activity accomplished through a variety of tasks (e.g., speeches, role-plays, discussions, presentations, etc.) and informal observation (e.g., group work, question and answer sessions, etc.).
General assessment criteria
A general grid for assessment of speaking and listening skills applied in various contexts and interactions is given below.
Criterion 1: Literal comprehension
Can understand the overall meaning of the interaction; can identify and select information given in a spoken text.
Criterion 2: Interpretive comprehension
Can pick up obvious examples of hidden messages, bias, implicit values and concealment of information.
Criterion 3: Purpose and content
Can understand or put across main ideas, information or feelings clearly so that the main purpose of the communication is achieved. The content is relevant to the speaking and listening interaction taking place.
Criterion 4: Appropriacy
Can use the appropriate tone, language and register for the situation and the participants, e.g., formal, informal, greetings and leave takings, use of polite forms or more casual terms, etc.
Criterion 5: Fluency
Can speak fairly easily on the whole; hesitations and pauses do not disturb the overall flow of meaning.
Criterion 6: Conventions
Can use appropriate patterns and routines of communication in context, e.g., telephone greetings, openings to formal speeches, etc.
Criterion 7: Language
Can use language structures and vocabulary to express meaning fairly clearly on the whole. Where errors of structure or grammar are made, they do not seriously interfere with clarity of meaning. Can recognise major errors in speech.
Criterion 8: Process
Can maintain and manage interactions, e.g., question and answer, turn taking, etc. Checks on own and others' understanding, and can recognise signals that show that communication is not taking place successfully. Can make an accurate judgment on how well or badly the communication went. Can use own language or request translation where necessary.
Criterion 9: Voice
Pronunciation is varied but does not seriously interfere with understanding. Stress, pace and volume are appropriate for the interaction.
Criterion 10: Body language
Can use hand signals, gestures and facial expressions appropriately.
Assessment of a specified task
One formal assessment of speaking and listening skills should be undertaken. Typically, this could be a speech or presentation of about five minutes on a given topic – in the context of the Foundational Communication, this should be on a workplace-related topic. For example, learners in a workplace could give a presentation on the mission and values of the company, or on the nature of the company and the products or services it offers, or on health and safety practices. An assessment grid specific to the task would be used.
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In the context of these examples, the following kinds of guidelines could be given to learners.
x Gathering information on which to base the presentation (e.g., getting the mission and
value statements; talking to people to find out their views on these; finding company descriptions of products, brochures or organograms; and getting information on health and safety procedures).
x Gathering or developing visual support material for their presentations (e.g., workplace-related posters or brochures, PowerPoint presentations, illustrative examples, or pictures of health and safety equipment).
x Planning and writing the presentation (e.g., including an introduction, structuring the different parts of the presentation, and coming to a concluding statement).
Portfolio of Evidence Each learner will keep a Portfolio of Evidence containing the evidence of these three tasks, and his/her overall assessment record as compiled by the facilitator. These Portfolios of Evidence may be required for quality assurance purposes.
2. EXTERNAL SUMMATIVE ASSESSMENT
General Information The Foundational National External Assessment is a national assessment offered in the two learning areas of Foundational Communication and Foundational Mathematical Literacy. Its purpose is to provide a quick and efficient assessment instruments to benchmark the broad competence level of an individual in the two Foundational Learning areas, in support of successful occupational training. This national assessment has the following features: x It is a machine scored, item-based multiple choice format assessment. x It is available at regular intervals, with quick delivery of results. x It is administered by an external Assessment Quality Partner appointed by the QCTO. x Successful candidates are awarded a statement of results by the QCTO.
Success in the Foundational Learning Competence assessment in both learning areas is compulsory for final award of any occupational qualifications at NQF Levels 3 – 4. Candidates can enter the assessments before or during their occupational training. If successful in a learning area, they do not need to undertake a Foundational Learning programme in that area. If unsuccessful, they undertake the relevant learning programme and then re-take the relevant Foundational Learning Assessment.
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3. The National External Assessment for Foundational Communication
The purpose of this assessment is to check whether a learner has sufficient competence and skills in the target language to engage successfully with formal occupational training through the medium of English at NQF Levels 3 – 4. (It is currently optional for NQF Level 2.) The assessment is based on the Foundational Learning Competence Communication Curriculum Framework, within the limitations imposed by this format (i.e., there is no assessment of speaking and listening skills, and production of extended writing). In a test of this nature, the main focus areas are: x the application of reading and interpretive skills, in terms of accessing, processing and
using information presented in different ways; and x recognition of writing and grammatical strategies and conventions.
The sampled outcomes, derived from the Foundational Communication framework, include assessment of the learner's ability to: x identify main points x recognise supporting ideas and detail x make inferences x track connections between ideas x understand structure and organisation of texts x understand information presented in a variety of visual forms x recognise different purposes and text types x understand language conventions and forms x demonstrate knowledge of writing conventions x demonstrate knowledge of grammar and syntax
The assessment takes into account (i) the spread of outcomes; and (ii) cognitive levels of difficulty, according to the following formula:
Elementary 20%
Intermediate 60%
Advanced 20%
The assessment is structured as follows:
Section Content Number of items
A Extended reading text, maximum 600 words 25
B Short texts, paragraphs or single sentences 20
C Visual literacy tasks (e.g., flow charts, graphs, diagrams, advertisements, tables lists)
15
Total of 60 items
50% Pass Mark for Competence
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Providers should advise learners who are below ABET Level 3 in English language competence that they are unlikely to be able to deal with the language and literacy demands of the test.
Learners in programmes should be prepared for the assessment through: x Familiarisation with the format and instructions of the paper. x Practice in reading and understanding multiple choice questions, in terms of what these
are assessing and how to 'think through' the options given. x Practice in using time efficiently in order to complete the paper. The Foundational National External Assessment is administered by an Assessment Quality Partner appointed by the QCTO.