ESOL for Schools Gill Aitchison Dundee BPSSSQA Aims

ESOL for Schools Gill Aitchison Dundee BPSS/SQA

Aims of the workshop • To encourage teachers to deliver ESOL in schools • To inspire teachers to use the new qualifications • To reassure teachers that support is available Success criteria Participants will : • Network with one new person or • Learn one new thing or • Change one thing they do in ESOL

Overview and Context • • SQA ESOL Who, When, How? Levels Administration Course materials Assessment Verification Your questions

SQA ESOL – http: //www. sqa. org. uk www. sqasecure. org. uk (SQA coordinator) NQ Access 2 to Higher Course specifications Unit specifications National Assessment Bank of materials (NAB) • Past papers • Internal and External Assessment Reports • • • Cf. E N 3, 4 and 5 Course specifications Unit Assessment Support Packs (UASP) • Added value units • Sample question papers • Key messages • • •

Who ? Who are the candidates? Who teaches? Who assesses? Who verifies? Who is the administrator?

When and How? • • • S 4 – S 6? As a course choice As a college link As an after school class Distance learning Self access

NQ and Cf. E Levels • Assessing levels • ESOL Initial Assessment Pack http: //www. esolscotland. com/initialassessmentguide. cfm • NQ timeline • Cf. E levels http: //www. scqf. org. uk • Professional Focus Papers http: //www. educationscotland. gov. uk/resources

National 3 National 4 National 5 Higher N 6 (Aug 2014) ESOL for Everyday Life ESOL in Context Added value Unit Performance Speaking and Listening (30) Course Assessment Listening (20) Reading and Writing (50) ‘simple’ ‘straightforwar ‘detailed’ d’ ESOL in Context Course Assessment Listening (20) Reading and Writing (50) detailed and complex’

Administration • • SQA Coordinator Staff roles Information for candidates Coursework Assessments, prelims, question papers Evidence Folder Internal Verification External Verification

Cf. E ESOL Course materials • educationscotland ESOL National 4 and National 5 Support materials • New technology – use of ICT • New skills - note-taking • Don’t forget the ‘old’

Use of ICT- video clips • National 5 Topic -Technology (Media) Outcomes 1 and 2 - Package 3 Outcome 4 – Package 1 The One Ronnie ‘My Blackberry is not working’ http; //www. bbc. co. uk/programmes/b 00 wyj 62

New skills - Note-taking • • A 4 paper Name and Date Fold one third from left Title and Summary Key points/ Key questions Notes ‘youtube’ demonstrations

Cornell notes template

Musical Instruments All musical instruments can be divided into 2 basic groups; those which are played with the hands alone and those for which the hands and mouth are needed. Although other parts of the body may be used in addition, these are the 2 main groups. The former group is made up of the keyboard, stringed and percussion instruments. Keyboard instruments include the piano and the accordion, the violin and cello are stringed instruments and percussion instruments include the drums and the triangle. The latter group consists of brass instruments for example the trumpet and saxophone and woodwind instruments such as the flute and oboe.

Cornell notes completed

Don’t forget the old – SQA learning materials, past papers

Assessment National Qualifications • National Assessment Bank materials • Exemplars – www. sqasecure. org. uk • NQ Internal Assessment Report 2013 www. sqa. org. uk Cf. E qualifications • Route Maps through Assessment www. educationscotland. gov. uk/Images/RMESOLNat 5_tcm 4 -827038. • UASPs http: //www. sqa. org. uk/sqa/63004. html • JETs • Key messages from Round 1 verification http: //www. sqa. org. uk/files_ccc/ESOL_VKM_Round_1. pdf

N 5– Speaking and Listening -Package 3 –Technology feedback to candidates 4. 1 Used a range of structures Internet has good points and Using detailed structures andfor questions and answers to bad points. vocabulary achieve the task Facebook/Twitter Used both general (extremely. Advantages and addicted, community)and disadvantages specialist (google to find Less jobs for people in the information, social future as computers and media, robots) vocabulary robots do the work 4. 2 Conveyed opinions and Internet ‘make the life much Communicating sufficiently ideas about internet more easier’ accurately and coherently to Very quiet voice convey meaning 4. 3 Initiated conversation ‘Which website is your Maintaining interaction Aware of turn-taking favourite? ’ Responded to some points Facebook –famous person made by partners that you like, fun if you follow Responses were relevant them but did go slightly off task Global warming etc when talking about future Show that you are listening to your partners by nodding, saying yes or uh huh if you agree or contradicting politely if you do not agree. Improve accuracy when using comparatives and superlatives Improve accuracy with tense and subject agreements ‘Internet make the life much more easier’ -Internet makes life much easier.

Verification • SQA Internal Verification guide for centres http: //www. sqa. org. uk/sqa/46174. html • Regular meetings • Minutes of meetings • Decisions made at meetings • Sampling of evidence • Evidence folder reflects verification • Central verification (nominees)

Any questions? • Thank you for listening. gill. aitchison@dundeecity. gov. uk

References • • www. sqa. org. uk www. sqasecure. org. uk www. educationscotland. gov. uk www. esolscotland. com www. bbc. co. uk/worldservice/learningenglish Youtube