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Introduction ........................................................................................................................ 4
Qualification Profile ............................................................................................................. 5
Qualification Progression .................................................................................................... 6
Glossary ............................................................................................................................... 7
Qualification Framework ..................................................................................................... 8
Learning outcomes and assessment criteria ....................................................................... 9
Guidance ........................................................................................................................... 10
Appendix 1 ........................................................................................................................ 13
Table of Contents
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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
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ESB ENTRY LEVEL AWARD IN EAL FOR YOUNG LEARNERS (ENTRY 3)
Assessment method Assessment by external examiners
Grading Pass / Unsuccessful
Accreditation start date 1st February 2016
Credit value 12
Guided learning hours (GLH) 90
Total Qualification Time (TQT) 120
Qualification number 601/8346/9
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 or college
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 Entry 3 Award in EAL
is mapped to the ESOL Core Curriculum referenced to the Common European Framework for
Languages.
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 family life, home, school, sport,
pastimes and leisure.
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Qualification Progression
•Beginners who wish to communicate basic information
EAL for Young Learners
Entry 1
•Learners who are beginning to communicate using a range of personal information
EAL for Young Learners
Entry 2
•Learners who are able to communicate in a range of everyday situations
EAL for Young Learners
Entry 3
•Learners who are able to contribute to discussions on a range of familar topics
EAL for Young Learners
Level 1
•Learners who are able to contribute to discussions on a wide range of familiar and less familiar topics
EAL for Young Learners
Level 2
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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 Qualifications 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 set out 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.
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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 8).
On completion of the assessment, the candidate receives a report form with their grade.
Successful candidates receive a certificate stating the learning qualification title and level achieved.
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 8).
Format
The examination is completed in groups with an assessor and consists of three tasks:
A prepared talk
Listening and responding to questions
Using language/meeting situations
The recommended maximum number of candidates for EAL for Young Learners Entry 3 is 30 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 (Show and tell) Estimated time: 3 minutes per candidate
Each candidate should talk for approximately 3 minutes about either:
a special interest or skill, saying why he/she likes it and what he/she may do in the future or: a
favourite film, book, place or person, giving a description and an opinion. The learner should talk about
his/her first memory of the topic chosen.
Task 2. Listening and responding Estimated time: 4 minutes per candidate
After the talk, each member of the group will ask the candidate at least one question and the assessor
may ask further questions.
The candidate giving the talk will then lead a short group discussion on a related topic, as directed by
the examiner.
Task 3. Using language/meeting situations Estimated time: 3 minutes per candidate
Together, the candidates will respond appropriately to a situation that relates to their everyday lives, as
directed by the examiner. Topics may include home life, school, sport, pastimes or leisure activities.
Qualification Framework
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Learning Outcomes The learner will :
Core Curriculum Reference
Assessment Criteria The learner can:
1. Give a prepared talk using a visual aid or prompt
Sc/E3.1a Sc/E3.1b Sc/E3.2a Sc/E3.4a Sc/E3.4b Sc/E3.4c Sc/E3.4d Sc/E3.4e Sc/E3.4f
1.1 Prepare a description
1.2 Express clearly statements of fact and give short explanations, accounts and descriptions using a range of tenses, as required
1.3 Communicate with understanding
2. Ask and answer a range of questions on a prepared topic
Sc/E3.3b Sc/E3.3c Sc/E3.3d Sd/E3.1a Sd/E3.1b Sd/E3.1d Sd/E3.1e Sd/E3.2a Lr/E3.1a Lr/E3.1b Lr/E3.1c Lr/E3.2a Lr/E3.2b Lr/E3.2c Lr/E3.2d Lr/E3.2e Lr/E3.3b Lr/E3.4a
2.1 Answer questions on a prepared topic
2.2 Understand and follow detailed discussions
2.3 Listen carefully to others speaking
2.4 Understand someone who speaks at regular pace
2.5 Ask a relevant question
3. Respond, in a group context, to a familiar situation given by the examiner
3.1 Express 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 Recognise points made by other speakers, making relevant responses
3.4 Use non-verbal signalling to acknowledge contributions of others
Entry 3 EAL for Young Learners
Learning Outcomes and Assessment Criteria
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Guidance
Qualification Aims
Qualification Aims
Qualification Aims
Qualification Aims
Qualification Aims
Qualification Aims
Qualification Aims
Qualification Aims
Qualification Aims
Qualification Aims
Preparation
English Speaking Board EAL for Young Learners assessments can be incorporated into any scheme of
work based on the 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
Candidates should be able to use:
Complex sentences with subordinate and defining relative clauses
Simple reported statements with and without question tags
A wide range of wh questions
Simple embedded questions
A range of determiners
Definite and indefinite articles
Verbs indicating present, past and future tenses, including present perfect and past continuous
Modal verbs to express possibility, probability, obligation, permission and to advise
Common phrasal verbs
A range of verbs +ing form
A range of verbs + infinitive
Comparative and superlative adjectives and structures
A range of prepositions and prepositional phrases
A range of adverbs and adverbial phrases
A range of intensifiers
Discourse markers
Ellipsis
Formal language and register
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Vocabulary
Toys and games
Countries and nationalities
Friends and relationships
Youth culture
Home
School and education
Hobbies, skills and interests
Religious and cultural activities
Sports, health and fitness
Travel and transport
Special occasions
Language and languages
Entertainment and popular culture
Weather, climate and the world around us
Feelings and emotions
Example topics for Task 3
Arrange to meet with your friends in the local town on Saturday to go shopping /see a
film/ go to play sports. Decide on the activity, the venue and the time. Arrange how you
will get there and talk about the cost and what you will wear.
Arrange to form a new sports team/ after school club at school. Decide on the activity,
the day, time and the venue. Decide who will talk to the teachers, and how you will
advertise the activity.
Arrange a fundraising event at school or in your local community. Decide who it should
be for, what sort of event it will be and who you need to speak to about it. Talk about
the best time and date for the event.
Discuss buying a leaving present for one of your friends/teachers. Decide what would
be the best gift for them, arrange who will buy it , how much you will contribute to the
gift , arrange who will buy it and when would be the best time to present it to them.
Your mobile phone contract is due to expire. Ask your friends about their contracts and
ask their advice. Arrange a time/date to go to the mobile phone shop with them to
choose a new contract.
Your teacher has told you that the class have to prepare a talk for the whole school.
What would you like the talk to be about? Who will take part and who will bring any
pictures or objects that you might need?
Your teacher has asked you to plan a class trip as a treat for you all. Where will you go
and what will you do?
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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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Tel: (+44) 01695 573439 Fax: (+44) 01695 228003
Web: www.esbuk.org Email: [email protected]
©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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