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Entry Level:

Spoken Language:

Students complete one task for Spoken language, such as: 

• Discussion activities which could take a variety of forms such as a planning exercise, a discussion of an issue of local or of particular interests for a group of students. It could derive from a text that learners have been studying. .
• Role play activities include a practical scenario such as a telephone conversation requesting or complaining about a service or arranging to visit a relative, or it could be based on an imaginary scenario such as interviewing a celebrity.

Assessment for Spoken Language consists of a discussion or role play.

Tasks are set which offer challenges appropriate to student's abilities. Appropriate tasks are based on personal interests and contexts familiar to the learner.

The requirements for the Spoken language task are as such that the topic can be linked to vocational qualifications.

Entry Level:

Reading:

Students read a range of non-fiction texts types, such as: 

• e.g. Newspapers, magazines, leaflets, posters, review
• information/advice
• Persuasive texts (e.g. advertisements, charity appeals)
• Reviews

Students respond to questions on non-fiction texts and show some understanding of the information and ideas presented in them.

Reading:

Students read a range of literacy texts, such as:

• Short stories, fairy tales, narratives
• descriptive texts
• autobiography

Students respond to questions on literacy texts and show some understanding of the information and ideas presented in them.

Assessment for reading consists of two tasks to complete from the bank of tasks set b non-fiction text and Understanding a literacy text. 

Each task consists of one text of approximately 250 words followed by a series of short answer questions. Learners give written responses to the questions in the spaces provided on the question paper. The questions test learners' understanding of the text: their ability to understand explicit meanings, to infer meanings, to summarise information and to comment on the use of language.

Entry Level:

Writing:

Students complete an Informative writing task, such as:

• a personal Statement
• a letter
• an opinion piece
• a speech
• an information leaflet
• an article
• a review 

Students complete an imaginative writing task such as:

• a short story/narrative
• the opening of a story
• introducing a character
• a descriptive piece

In both pieces of writing students should be able to;

• organise information and ideas clearly and logically
• select language appropriate for the form, audience and purpose of the task
• write simple, grammatically correct sentences
• use basic punctuation, including full stops, capital letters and question marks, accurately and consistently
• spell simple words accurately.

Assessment for writing consists of two tasks to complete: one Informative writing task and one Imaginative writing task.  Each task should be appropriate tasks and should be based on personal interests and contexts familiar to the student.  The requirements for the writing task are as such that the topics can be linked to vocational qualifications if it is appropriate for the student.  The types of texts particularly for the informative writing task, give students the opportunity to produce sufficiently substantial text to enable them to access the marking criteria.  For example, a leaflet for an event would need to include more than headings, images and basic time/date information. It could include a description of the event and reasons why people might want to attend etc.