Ascentis award in german

O:\ASCENTIS\Programmes\Vocational\Languages\German\Award in German Spec.docx Version 1-30/01/13

of 67

Award in German Entry Level 2, Entry Level 3, Level 1, Level 2

Award in

German

Specification Entry Level 2 Award in German (Speaking and Listening) Ofqual Accreditation Number: 600/8214/8 Entry Level 2 Award in German (Reading and Writing) Ofqual Accreditation Number: 600/8212/4 Entry Level 2 Award in German (Speaking and Listening, Reading and Writing) Ofqual Accreditation Number: 600/8210/0

Entry Level 3 Award in German (Speaking and Listening) Ofqual Accreditation Number: 600/8008/5 Entry Level 3 Award in German (Reading and Writing) Ofqual Accreditation Number: 600/8006/1 Entry Level 3 Award in German (Speaking and Listening, Reading and Writing) Ofqual Accreditation Number: 600/8009/7

Level 1 Award in German (Speaking and Listening) Ofqual Accreditation Number: 600/8011/5 Level 1 Award in German (Reading and Writing) Ofqual Accreditation Number: 600/8010/3 Level 1 Award in German (Speaking and Listening, Reading and Writing) Ofqual Accreditation Number: 600/8013/9

Level 2 Award in German (Speaking and Listening) Ofqual Accreditation Number: 600/8136/3 Level 2 Award in German (Reading and Writing) Ofqual Accreditation Number: 600/8135/1 Level 2 Award in German (Speaking and Listening, Reading and Writing) Ofqual Accreditation Number: 600/8134/X Ofqual Accreditation Start Date: 01/03/2013 Ofqual Accreditation End Date: 31/12/2017 Ofqual Certification End Date: 31/12/2019


of 67


ASCENTIS’ MISSION STATEMENT

‘Building Partnerships to Advance and Accredit Lifelong Learning for All.’

About Ascentis Ascentis was originally established in 1975 as OCNW, a co-operative scheme between Universities and Colleges of Further Education. Ascentis was the first ‘Open College’ in the UK and served the needs of its members for over 34 years. Throughout this period, OCNW grew yet maintained its independence in order that it could continue to respond to the requirements of its customers and provide a consistently high standard of service to all centres across the country and in recent years to its increasing cohorts of overseas learners. In 2009 OCNW became Ascentis - a company limited by guarantee and a registered educational charity. Ascentis is distinctive and unusual in that it is both:

An Awarding Organisation regulated by the Office of Qualifications and Examinations Regulation (Ofqual)

and

An Access Validating Agency (AVA) for ‘Access to HE Programmes’ licensed by the Quality Assurance Agency for Higher Education (QAA).

Ascentis is therefore able to offer a comprehensive ladder of opportunities to centres and their students, including Foundation Learning, vocational programmes and progressing to QAA recognised Access to HE qualifications. The flexible and adult-friendly ethos of Ascentis has resulted in centres throughout the UK choosing to run its qualifications. Ascentis Contact Details Ascentis Office 4 Lancaster Business Park Mannin Way Caton Road Lancaster LA1 3SW Tel: 01524 845046 www.ascentis.co.uk

Company limited by guarantee. Registered in England and Wales No. 6799564 Registered Charity No. 1129180

http://www.ascentis.co.uk/


of 67


TABLE OF CONTENTS

PAGE Award in German ______________________________________________________________________

Introduction ____________________________________________________________________________ 4

Aims _________________________________________________________________________________ 4

Target Group __________________________________________________________________________ 4

Rules of Combination ____________________________________________________________________ 4

Other Languages Available _______________________________________________________________ 6

Time Limit for the Process of Credit Accumulation and Exemptions ________________________________ 6

Recommended Prior Knowledge, Attainment and / or Experience _________________________________ 6

Age Range of Qualification ________________________________________________________________ 6

Foundation Learning ____________________________________________________________________ 6

Opportunities for the Development of Functional Skills __________________________________________ 6

Mapping/Relationship to National Occupational Standards _______________________________________ 7

Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues __________________________ 7

Sustainable Development, Health and Safety Considerations and European Developments _____________ 7

Centre Recognition ______________________________________________________________________ 7

Qualification Approval ____________________________________________________________________ 7

Registration ____________________________________________________________________________ 7

Status in England, Wales and Northern Ireland ________________________________________________ 7

Reasonable Adjustments and Special Considerations ___________________________________________ 8

Enquiries and Appeals Procedure __________________________________________________________ 8

ASSESSMENT AND VERIFICATION ARRANGEMENTS _______________________________________

Assessment ___________________________________________________________________________ 9

Internal Assessment _____________________________________________________________________ 9

Use of dictionaries ______________________________________________________________________ 9

Verification ____________________________________________________________________________ 9

Internal Verification ______________________________________________________________________ 9

Knowledge, Understanding and Skills Required of Assessors and Internal Verifiers ___________________ 10

External Verification _____________________________________________________________________ 10

UNIT SPECIFICATIONS _________________________________________________________________

Speaking and Listening in German Entry 2 _________________________________________________ 11

Entry 3________________________________________________________________________________ 13

Level 1 _______________________________________________________________________________ 16

Level 2 _______________________________________________________________________________ 20

Reading in German Entry 2 ______________________________________________________________ 23

Entry 3________________________________________________________________________________ 24

Level 1 _______________________________________________________________________________ 26

Level 2 _______________________________________________________________________________ 28

Writing in German Entry 2 _______________________________________________________________ 30

Entry 3________________________________________________________________________________ 31

Level 1 _______________________________________________________________________________ 33

Level 2 _______________________________________________________________________________ 35

Appendix 1 Summary Record of Achievement _______________________________________________ 37

Appendix 2 Sample Assessment Tasks ____________________________________________________ 38

Appendix 3 Tracking Sheets ____________________________________________________________ 48

Appendix 4 Functional Skills Opportunities _________________________________________________ 60

Appendix 5 Useful Websites _____________________________________________________________ 65

Appendix 6 Centre Devised Activity Sheet __________________________________________________ 67


of 67


Award in GERMAN

Introduction

These qualifications are aimed at young people aged 16-19 and adult learners who wish to study German for employment, travel or leisure needs. They aim to provide the learners with a breadth of knowledge that will enable them to communicate with others within specific contexts. There are several features of these qualifications that make them very appropriate for the target learners:

There are separate qualification codes for the Speaking and Listening in German and the Reading and Writing in German units, as well as a qualification code for the achievement of all the units

Verification and certification can be offered throughout the year, allowing maximum flexibility for centres

The context is not prescribed within the specification, making it possible to focus the learning on the particular interests and needs of the learners

Evidence is generated through the achievement of activities, specified within the specification that allows the coverage of all the assessment criteria

Aims

The aims of the qualifications are to enable learners to develop skills to communicate in German for employment, travel or leisure purposes. Target Group

These qualifications are aimed at adult learners who may be studying languages part-time or as part of a wider programme of study within a learning organisation. They may also be used as additionality for 16-19 learners e.g. for those studying a longer programme of study in leisure and tourism. Rules of Combination

Entry Level 2 Award in German (Speaking and Listening)

QCF Qualification No: 600/8214/8

Minimum credits: 4

Mandatory unit

Title Level Credit Value GLH QCF Unit ref

Speaking and Listening in German E2 4 30 M/504/6829

Entry Level 2 Award in German (Reading and Writing)


Minimum credits: 4

Mandatory units


Reading in German E2 2 20 A/504/6834

Writing in German E2 2 20 Y/504/6842

Entry Level 2 Award in German (Speaking and Listening, Reading and Writing)


Minimum credits: 8

Mandatory units


Speaking and Listening in German E2 4 30 M/504/6829

Reading in German E2 2 20 A/504/6834

Writing in German E2 2 20 Y/504/6842


of 67


Entry Level 3 Award in German (Speaking and Listening)


Minimum credits: 4

Mandatory unit


Speaking and Listening in German E3 4 30 H/504/6830

Entry Level 3 Award in German (Reading and Writing)


Minimum credits: 4

Mandatory units


Reading in German E3 2 20 F/504/6835

Writing in German E3 2 20 D/504/6843

Entry Level 3 Award in German (Speaking and Listening, Reading and Writing)


Minimum credits: 8

Mandatory units


Speaking and Listening in German E3 4 30 H/504/6830

Reading in German E3 2 20 F/504/6835

Writing in German E3 2 20 D/504/6843

Level 1 Award in German (Speaking and Listening)


Minimum credits: 4

Mandatory unit


Speaking and Listening in German L1 4 30 M/504/6832

Level 1 Award in German (Reading and Writing)


Minimum credits: 4

Mandatory units


Reading in German L1 2 20 R/504/6838

Writing in German L1 2 20 K/504/6845

Level 1 Award in German (Speaking and Listening, Reading and Writing)


Minimum credits: 8

Mandatory units


Speaking and Listening in German L1 4 30 M/504/6832

Reading in German L1 2 20 R/504/6838

Writing in German L1 2 20 K/504/6845


of 67


Level 2 Award in German (Speaking and Listening)


Minimum credits: 4

Mandatory unit


Speaking and Listening in German L2 4 30 T/504/6833

Level 2 Award in German (Reading and Writing)


Minimum credits: 4

Mandatory units


Reading in German L2 2 20 L/504/6840

Writing in German L2 2 20 T/504/6847

Level 2 Award in German (Speaking and Listening, Reading and Writing)

QCF Qualification No: 600/8134/X

Minimum credits: 8

Mandatory units


Speaking and Listening in German L2 4 30 T/504/6833

Reading in German L2 2 20 L/504/6840

Writing in German L2 2 20 T/504/6847

Other Languages Available Other Ascentis language qualifications are available in French, Italian and Spanish. If your centre is interested in offering other languages please contact the Ascentis office. This may be possible subject to Ofqual approval and the availability of Verifiers within the language. Time Limit for the Process of Credit Accumulation and Exemptions

No exemptions have been identified at present. Credit accumulation is usually within the life span of the qualification. Recommended Prior Knowledge, Attainment and/or Experience

No recommended prior learning is required. Age Range of Qualification These qualifications are suitable for young people aged 16-19 and adult learners. Foundation Learning The awards at Entry 2, 3 and Level 1 can form part of a Foundation Learning programme of study.

Opportunities for the Development of Functional Skills Opportunities for the development of Functional Skills in Information and Communication Technology can be found in Appendix 4.


of 67


Mapping/Relationship to National Occupational Standards These qualifications are aligned to national and international qualifications: the Languages Ladder, a national recognition scheme for languages, and the Common European Framework of Reference for languages:

Qualifications Credit Framework

Languages Ladder stages Common European Framework of Reference

Entry Breakthrough 1-3 A1

Level 1 Preliminary 4-6 A2

Level 2 Intermediate 7-9 B1

Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues In the studying of a language there are many opportunities to explore the spiritual, social, legislative and cultural aspects of the countries where the language is spoken. Some specific examples are given below: Moral - Learning German gives an insight into other cultures. Learners should be able to develop tolerance and an acceptance of differences between individuals and groups. Spiritual -There may be opportunities to explore the main religions within Germany. Social and Economic - During the study of German it would be expected that the learner will be given opportunities to explore the social aspects of German and compare them with social aspects in the United Kingdom. For example, learners may study popular leisure activities and compare them with those in the UK. Wider social issues with regards to housing, unemployment, changing patterns of work may also be explored. Cultural - Arts and media originating in Germany may be studied as part of wider learning within a language course.

Sustainable Development, Health and Safety Considerations and European Developments All the languages offered within this group of qualifications are European languages, allowing the exploration of how the countries where the language is spoken fit within European developments. A more specific example is given below: European Developments - During the course of study learners may look at the relationship of Germany within Europe. Centre Recognition These qualifications can only be offered by centres recognised by Ascentis and approved to run the qualifications. Details of the centre recognition and qualification approval process are available from the Ascentis office (tel. 01524 845046) or from the website at www.ascentis.co.uk. Qualification Approval If your centre is already a recognised centre, you will need to complete and submit a qualification approval form to deliver these qualifications. Details of the qualification approval process are available from the Ascentis office (tel. 01524 845046) or from the website at www.ascentis.co.uk. Registration All learners must normally be registered within seven weeks of commencement of a course via Rhombus (the Ascentis learner registration portal), The Rhombus Step by Step Guide is available through the Ascentis website www.ascentis.co.uk Status in England, Wales and Northern Ireland

These qualifications are available in England, Wales and Northern Ireland. They are only offered in English. If a centre based overseas (including Scotland) would like to offer the qualifications, they should make an enquiry to Ascentis.





of 67


Reasonable Adjustments and Special Considerations In the development of these qualifications Ascentis has made every attempt to ensure that there are no unnecessary barriers to achievement. For learners with particular requirements reasonable adjustments may be made in order that they can have fair assessment and demonstrate attainment. There are also arrangements for special consideration for any learner suffering illness, injury or indisposition. Full details of the reasonable adjustments and special considerations are available from the Key Information/Policies area of the Ascentis website www.ascentis.co.uk or through contacting the Ascentis office. Enquiries and Appeals Procedure Ascentis has an appeals procedure in accordance with the regulatory arrangements set out in the General Conditions of Recognition (Ofqual, 2012). Full details of this procedure, including how to make an application, are available from the Key Information/Policies area of the Ascentis website www.ascentis.co.uk or through contacting the Ascentis office.




of 67


ASSESSMENT AND VERIFICATION ARRANGEMENTS

Assessment All units are internally assessed through the learner completing a number of activities that cover the relevant assessment criteria, internally assessed and verified by the centre and then externally verified by Ascentis. On completion of the learners’ evidence for either the individual units or the Award, the assessor is required to complete the Summary Record of Achievement for each learner. The Summary Record of Achievement asks assessors and the internal verifier to confirm that the rules of combination have been followed. The Summary Record of Achievement form is provided in Appendix 1. Centres are required to retain all evidence from all learners for external verification and for 4 weeks afterwards should any appeal be made. Internal Assessment

Each unit is achieved through the successful completion of activities designed to cover all of the assessment criteria within each of the units. Activities are provided within this specification; if centres wish to devise their own activities Appendix 6 must be completed and kept with the activity. The context of the activities can be determined by the tutor according to the interests and needs of the learners. Appendix 2 provides illustration tasks that may be carried out that fit within the activities described for each unit. Appendix 5 gives examples of useful websites for authentic materials. In the Speaking & Listening and Reading units the activities may be repeated if a learner is not successful on the first attempt, the task must remain the same although the context must be changed in order that the learner is not simply repeating the assessment. Any previous attempts should be clearly dated and identified and made available to the Internal Verifier and the External Verifier. For the Writing unit, work may be redrafted in response to feedback from the assessor if it does not meet the required standard on the first attempt. However the feedback should only point out the areas not achieved, it should not correct the work. All re-submissions should be retained. There are no fixed dates for the assessments; they can be completed as and when a learner is ready. A centre must ensure that there is recorded evidence available for every learner for all Speaking activities which will form part of the internal and external verification sample. Evidence from the completion of the activities for each learner must be available for internal and external verification together with a completed summary record of achievement. Use of dictionaries The use of a dictionary is not permitted. Verification

Internal Verification A centre must operate an explicit, written internal verification procedure to ensure:

The accuracy and consistency of assessment decisions between assessors operating at the centre

That assessors are consistent in their interpretation and application of the learning outcomes

A centre must appoint internal verifiers who will be responsible for:

Regularly sampling evidence of assessment decisions made by all assessors across the learning outcomes of the qualification

Maintaining up to date records of internal verification and sampling activity and ensuring that these are available for external verification


of 67


Establishing procedures to ensure that all assessors interpret the learning outcomes and assessment criteria in the same way

Monitoring and supporting the work of assessors Facilitating appropriate staff development and training for assessors Providing feedback to the external verifier on the effectiveness of assessment Ensuring that any corrective action required by Ascentis is carried out within agreed timescales.

Knowledge, Understanding and Skills required of Assessors and Internal Verifiers Those delivering this qualification must have competent German language skills of at least Level 3. They should have experience of using German within the last 3 years and ideally have regular interaction with native German speakers. They should hold or be working towards an appropriate teaching qualification such as:

Preparation to Teach in the Lifelong Learning Sector (PTLLS) Certificate in Teaching in the Lifelong Learning Sector (CTTLS) Diploma in Teaching in the Lifelong Learning Sector (DTTLS)

Any assessor who is unable to meet these criteria should have their assessment judgments countersigned by an assessor who does meet the above criteria. Assessors must have competence in German language skills as described for those delivering the qualification and must be qualified to make assessment decisions. Relevant qualifications to be held or working towards include:

Certificate in Teaching in the Lifelong Learning Sector (CTLLS) Diploma in Teaching in the Lifelong Learning Sectors (DTLLS) Award in Assessing Vocationally Related Achievement Certificate in Assessing Vocational Achievement Legacy qualifications such as A1, A2, D32, D33

Legacy qualifications remain valid providing the assessor has up to date experience of assessing and has undertaken relevant annual Continuing Professional Development. Internal Verifiers need to be competent assessors with knowledge of the internal verification process. Training is available from Ascentis for any one new to this role.

External Verification

Accredited centres will normally be visited twice a year for external verification, although more frequent visits can be requested from Ascentis, for which there is usually an additional charge. The focus of the external verification visit will include:

Confirmation that the centres continue to meet the centre recognition criteria Confirmation that assessments are conducted by appropriately qualified and occupationally

expert assessors Sampling assessment decisions to confirm that they are authentic and valid and consistent with

decisions made in other centres Confirmation that assessment decision are regularly sampled, through internal verification Checking that claims for certification are authentic, valid and supported by auditable records Confirmation that centres have carried out any corrective action, as required by Ascentis Providing advice and guidance and up to date information


of 67


UNIT SPECIFICATIONS Speaking and Listening in German Credit Value of Unit: 4 GLH of Unit: 30 Level of Unit: Entry 2

Introduction In this unit you show a basic understanding and use of simple words and phrases in familiar situations and contexts. You will, for example:

Understand how to use basic polite social language, e.g. greeting, saying good-bye Understand limited use of number Understand the basic sounds of the alphabet Understand basic exchanges, e.g. shop, café.

You can understand speech delivered clearly at slower than normal speed. When you are using familiar vocabulary and set phrases your language is generally accurate so that a sympathetic native speaker would easily understand. In less predictable contexts you may make some grammatical errors, but these do not prevent the listener from understanding your meaning.

Learning Outcomes The learner will

Assessment Criteria The learner can

1 Be able to recognise basic words and phrases

1.1 Identify basic information from words and simple set phrases in specific contexts

1.2 Recognise basic requests expressed using simple set phrases

1.3 Follow basic, predictable exchanges

1.4 Identify numbers between 1 and 20 when used in simple set phrases

2 Be able to produce basic words and phrases 2.1 Say the sounds of the alphabet

2.2 Use basic words and simple set phrases in specific contexts

2.3 Make requests using basic words or simple set phrases

2.4 Provide responses using basic words and simple set phrases

2.5 Use basic set phrases to ask for clarification

Indicative Content

Recognise and use vocabulary in everyday use in specific contexts Identify and use basic phrases in a fixed form expressing polite conventions, e.g. forms of address,

greetings, thanks, leave-taking Identify and use a limited amount of numerical data, e.g. numbers 1 – 20 Recognise and produce the sounds of the alphabet Use and recognise the definite article in the singular and plural forms Recognise and make basic requests and responses Use and respond to basic set phrases to indicate difficulty with the language Pronounce the language clearly so that a sympathetic native speaker would easily understand


of 67


Activities to be completed by the learner

These activities have been designed to cover all the assessment criteria. Tutors are free to design alternative activities provided that they cover all the assessment criteria. Activity 1 ( Assessment Criteria: 1.1, 1.2, 1.3 2.2, 2.3, 2.4, 2.5) You will take part in a basic role play exchange with your tutor using simple set phrases. During the role play you will be required to greet your tutor and request some basic information. You will also need to provide some basic information that will be requested by your tutor. At some point during the role play you will need to ask your tutor for clarification about something that has been said. Some suggested topics for the role play are:

Meeting someone and introducing yourself Ordering a drink A simple purchase in a shop

During the role play you may have a sheet with up to 5 one word prompts written in either English or German. Evidence to be provided: Recording of the learner’s performance. Activity 2 ( Assessment Criteria 2.1) You will spell your name out loud in full in German. In certain contexts this activity could be incorporated into activity 1. Evidence to be provided: Recording of the learner’s performance. Activity 3 ( Assessment Criteria 1.4) Your tutor will read out 5 numbers between 1 and 20. You must write down the numbers you hear. You must correctly write down 4 out of the 5 numbers in order to successfully pass the activity. Evidence to be provided: Written answers to the numbers provided.

Tutor Guidance An exemplar script for activity 1 is provided in Appendix 2. This exemplifies the standard of achievement that is expected for this activity, although the learner will also be assessed against their delivery. The learner should not read from a script, however, s/he may use a prepared sheet of up to 5 one-word prompts, written in either English or German. Activity 2 is assessing only the ability of the learner to say the sounds of the alphabet. Although it is desirable that the learner should recognise the question to elicit this response in German, it is not essential for the purposes of the assessment. For activity 3 five numbers between 1 and 20 should be selected and read out, learners should have no more than three opportunities to hear each of the numbers. In order to successfully achieve the task learners must correctly write down four out of the five numbers. Recorded evidence must be made available for activities 1 and 2. A centre must ensure that there is recorded evidence available for every learner for at least one of the Speaking activities. The recorded evidence must be available across a range of learner’s performance. In order to assist with the verification process each recording should be clearly labelled with:

The qualification title Learner name

The unit name Assessor name

Number of activity Date of recording

Centre name Location of recording

Appendix 5 gives examples of useful websites for authentic materials.


of 67


UNIT SPECIFICATIONS Speaking and Listening in German Credit Value of Unit: 4 GLH of Unit: 30 Level of Unit: Entry 3

Introduction In this unit you show an understanding and use of simple words and phrases in familiar situations and contexts. You will, for example:

Understand how to use simple polite social language, e.g. greeting, saying good-bye Understand simple use of number Understand the sounds of the alphabet Understand simple exchanges, e.g. purchasing tickets, asking directions. Express everyday emotions and preferences, using a limited range of set phrases.

You can understand speech delivered clearly at slower than normal speed, with little or no sound or background interference. When you are using familiar vocabulary and set phrases your language is generally accurate so that a sympathetic native speaker would easily understand. In less predictable contexts you make some grammatical errors, but these do not prevent the listener from understanding your meaning.



1 Be able to extract information from basic statements or descriptions

1.1 Identify simple facts expressed in simple set phrases

1.2 Identify emotions and preferences expressed in a limited range of simple set phrases

1.3 Identify the numbers up to 69 when used in simple phrases

2 Be able to give basic prepared statements 2.1 Use simple set phrases to provide information

2.2 Express a limited range of emotions and preferences using simple set phrases

2.3 Use spoken conventions appropriately

3 Be able to follow basic, predictable conversations

3.1 Recognise questions expressed using simple set phrases

3.2 Recognise requests expressed using simple set phrases

3.3 Identify the main points of predictable conversations

4 Be able to take part in basic predictable conversations

4.1 Use simple questions and responses to exchange information

4.2 Use a limited range of simple set phrases to make requests and/or clarify understanding

4.3 Use spoken conventions appropriately within basic conventions

4.4 Ask for clarification using a range of simple set phrases

Indicative Content

Recognise and use vocabulary in everyday use in specific contexts Identify and use basic phrases in a fixed form expressing polite conventions, e.g. forms of address,

greetings, thanks, leave-taking Identify and use a limited amount of numerical data, e.g. numbers 1 – 69 Recognise and produce the sounds of the alphabet Use and recognise the definite article in the singular and plural forms Recognise and make basic requests and responses Use and respond to basic set phrases to indicate difficulty with the language Pronounce the language clearly so that a sympathetic native speaker would easily understand


of 67


Recognise and use the definite article when expressing general likes and dislikes. Recognise and use the simplest ways of expressing the present tense Identify and use basic sentence structures for making positive and negative statements


These activities have been designed to cover all the assessment criteria. Tutors are free to design alternative activities provided that they cover all the of the assessment criteria. Activity 1 (Assessment Criteria 2.1, 2.2, 2.3) You will be required to prepare and present 3 short statements on a specific subject. Topics for the statements could include:

Yourself Where you live Food and drink preferences

You will need to express emotions and /or preferences as part of this activity. Evidence to be provided: Recording of learner’s performance. Activity 2 (Assessment Criteria 1.1, 1.2, 2.3) You will then listen to 5 short prepared statements read out by your tutor on a specific subject, like those listed above. You will need to answer questions in English on what your tutor has said to confirm your understanding. Evidence to be provided: Recording of learner’s performance and written answers to questions. Activity 3 ( Assessment Criteria 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4) You will take part in a role play with your tutor or another learner. Suggested topics for the role play are:

Ordering food in a café Requesting goods in a shop Requesting simple directions

During the role play there should be questions, answers and instructions given. You should have an opportunity to repeat answers and clarify understanding. The roles should then be reversed and the activity repeated using a different context. During the role play you may have a sheet with up to 5 one-word prompts written in either English or German. Evidence to be provided: Recording of the learner’s performance. Activity 4 ( Assessment Criteria 1.3) Your tutor will read out 5 numbers between 1 and 69. You must write down the numbers you hear. You must correctly write down 4 out of the 5 numbers in order to successfully pass the activity. Evidence to be provided: Written answers in English to the numbers provided.

Tutor Guidance Two exemplar scripts for activity 3 are provided in Appendix 2. These exemplify the standard of achievement that is expected for this activity, although the learner will also be assessed against their delivery. The learner should not read from a script; however, s/he may use a prepared sheet of up to 5 one-word prompts, written either in English or German.


of 67


For activity 4, five numbers between 1 and 69 should be selected and read out. Learners should have no more than three opportunities to hear each of the numbers. In order to successfully achieve the task, learners must write down correctly four out of five numbers. Recorded evidence must be made available for activities 1, 2 and 3. A centre must ensure that there is recorded evidence available for every learner for at least one of the Speaking activities. The recorded evidence must be available across a range of learner’s performance. In order to assist with the verification process each recording should be clearly labelled with:





When carrying out assessment work with other learners, the tutor must be careful to ensure that each learner has a fair opportunity to be assessed and is not hindered by the poor performance of other learners. If this is the case, the tutor may need to intervene and take on the role of the other learner to ensure fairness of assessment opportunity. Appendix 5 gives examples of useful websites for authentic materials.


of 67


UNIT SPECIFICATIONS Speaking and Listening in German Credit Value of Unit: 4 GLH of Unit: 30 Level of Unit: 1

Introduction In this unit you show you can understand and use a range of words and sentences in familiar situations and contexts. You will, for example:

Identify simple facts about people, objects and familiar places Understand simple questions e.g. about your family and your job Understand the information given within a social situation Simply describe you own and others’ roles and responsibilities Handle simple exchanges e.g. at a hotel reception desk or a shop counter Express everyday emotions and preferences, using a limited range of set phrases

You can understand speech delivered at a near normal speed with little or no sound or background interference. When you are using familiar vocabulary and set phrases your language is generally accurate so that a sympathetic native speaker would easily understand. In less predictable contexts you may make some grammatical errors, but these do not prevent the listener from understanding your meaning.



1 Be able to extract information from simple statements or descriptions

1.1 Identify personal or social facts from statements or descriptions consisting of simple set phrases

1.2 Identify feelings and needs expressed using simple phrases

1.3 Identify the main points of simple statements or descriptions

2 Be able to give simple, prepared statements or descriptions

2.1 Use simple set phrases to express personal or social facts

2.2 Use simple set phrases to express feelings, needs and preferences

2.3 Use spoken conventions appropriately within a statement or description

3 Be able to follow simple, predictable conversations

3.1 Recognise simply expressed questions and responses about familiar personal or social matters

3.2 Identify requests expressed using simple set phrases

3.3 Identify preferences expressed using simple set phrases

3.4 Recognise instructions and directions expressed using simple set phrases

4 Be able to take part in simple, predictable conversations

4.1 Use simple questions and responses to exchange information about familiar personal or social matters


4.3 Use simple set phrases to make requests and/or clarify understanding

4.4 Use spoken conventions appropriately within a conversation


of 67


Indicative Content

Recognise and use vocabulary in everyday use relevant to the context Identify and use basic phrases in a fixed form expressing polite conventions, e.g. forms of address,

greetings, thanks, leave-taking Identify and use simple numerical data, e.g. numbers, prices, dates Recognise and use the infinitive form, where appropriate to the language Recognise the difference between past, present and future events and be familiar with simple tense

forms Recognise and use simple sentence structures for making positive and negative statements Recognise and use simple, commonly used positive and negative question forms Recognise and use simple, commonly used imperative forms for giving orders or instructions Recognise and use simple link words in everyday use Pronounce the language clearly so that a sympathetic native speaker would easily understand Use reference sources (e.g. glossaries, dictionaries) to clarify and confirm meaning necessary


These activities have been designed to cover all the assessment criteria. Tutors are free to design their alternative activities provided that they cover all the requirements of the assessment criteria. Activity 1 (Assessment Criteria 2.1, 2.2, 2.3)

You will prepare and present a simple statement or description to one or more learners. You must include simple and personal or social facts. You must express your own opinion and use both positive and negative statements. There should be a reference to an event in the past or in the future. Suggested topics that you may include within your statement or description:

Your job and where you work. Hobbies Schools Food and drink Your family Your house and where you live.

Minimum time for statement or description: 1 minute. When giving the presentation, you may have a sheet with 5-10 one-word prompts or bullet points written in German. There must be at least one expression of feeling, need or preference given within the statement or description. Evidence to be provided: Recording of learner’s performance. Activity 2 (Assessment Criteria 1.1, 1.2, 1.3) You will listen to a statement or description read out by your tutor. The statement or description should be between 10-12 sentences in length. The statement or description will include personal and/or social detail about the speaker. The statement will express feelings and needs, containing both positive and negative statements and have at least one reference to an event in the past or in the future. It may be repeated up to three times. You will be asked specific questions in English to ensure that you have understood specific information. Evidence to be provided: Written answers to questions on the statement or description.


of 67


Activity 3 (3.1. 3.2, 3.3, 3.4 4.1, 4.2, 4.3, 4.4)

Learners should take part in a conversation in which:

The learner makes a request The tutor gives a range of choices and asks for a preference The learner repeats the choices and confirms understanding The tutor needs to dissuade the learner from a request.

Learners perform the following task: You will take part in a role-play activity with your tutor. You will take on the role of a customer, your tutor plays the part of the travel agent. The travel agent must firstly find out what product the customer prefers. e.g.

Preferred type of holiday Preferred type of hotel room Preferred mode of transport

Then ask the customer what in particular s/he requires. Then the travel agent can do one of the following:

Book train/plane tickets to the destination Book a specific type of hotel room Book a holiday.

The customer should have the opportunity to repeat the instructions to confirm his/her understanding. The travel agent will need to attempt to dissuade the customer from their initial date/transport plans for some reason. Once decided, the customer should be asked to confirm the booking by carrying out an action (e.g. signing name). Evidence to be provided: Recording of learner’s performance

Tutor Guidance The learner should not read from a prepared script for activity 1; spontaneity should be encouraged. However the learner may prepare in advance and when carrying out the activity may have between 5 to 10 prompts or bullet points, ideally written in German. An exemplar transcript of a statement from a learner together with their prompt sheet is given in Appendix 2. These exemplify the standard expected for achievement of this activity, although the learner will also be assessed against their delivery. An exemplar transcript for activity 2 together with sample questions to check understanding is given in Appendix 2. This exemplifies the length and complexity of the statement or description, although tutors are free to devise a script that picks up on the interests and needs of their own learners. The statement or description should be delivered using standard speech with a natural, but slightly slower than normal speed of delivery. The statement or description can be repeated up to three times. The delivery may be paused during natural breaks in the speech to give the learner time to write their answers. In the preparation for activity 3, the learner may prepare or have provided 5-10 prompts around which to structure the role-play. These may be in English or German. The role-play should contain as a minimum 6 utterances, two of which will be the greeting and leave taking. The instructions or directions should have at least 3 steps or stages. An exemplar role-play is provided in Appendix 2. Recorded evidence must be made available for activities 1 and 3. A centre must ensure that there is recorded evidence is available for every learner for all of the Speaking activities. The recorded evidence must be available across a range of learner’s performance.


of 67


In order to assist with the verification process, each recording should be clearly labelled with:







of 67


UNIT SPECIFICATIONS Speaking and Listening in German Credit Value of Unit: 4 GLH of Unit: 30 Level of Unit: 2

Introduction In this unit you show you can communicate in a range of situations and contexts. You will, for example:

Discuss facts about other people, places and object Understand questions, e.g. family, job, travel, shopping, hobbies Describe your own and others’ role and responsibilities Handle detailed exchanges, e.g. hotel reception, railway station, on the telephone Express everyday emotions and preferences using a range of set phrases

You can understand speech delivered at a normal speed with some sound or background interference. When you are using familiar vocabulary and set phrases your language is accurate so that a native speaker would easily understand. In less predictable contexts you may make some grammatical errors, but these do not prevent the listener from understanding your meaning.



1 Be able to extract information from everyday statements or descriptions

1.1 Recognise detailed personal, social or work-related information from statements or descriptions

1.2 Extract the main points from detailed statements or descriptions

1.3 Follow detailed instructions and directions

2 Be able to give detailed prepared statements or descriptions

2.1 Use detailed phrases to express personal, social or work-related information

2.2 Use a range of phrases to express feelings, needs and preferences


3 Be able to follow a range of everyday conversations

3.1 Recognise detailed questions and responses relating to personal, social or work-related matters

3.2 Identify detailed requests expressed in a range of phrases

3.3 Identify a range of feelings, needs and preferences

3.4 Extract the main points of everyday conversations

4 Be able to take part in a range of everyday conversations

4.1 Produce detailed questions and responses to exchange information about personal, social and work-related matters

4.2 Use detailed phrases to discuss feelings, needs and preferences

4.3 Produce detailed phrases to make requests and/or clarify understanding



of 67


Indicative Content

Recognise and use vocabulary in everyday use relevant to the context Identify and use basic phrases in a fixed form expressing polite conventions, e.g. forms of address,

greetings, thanks, leave-taking Identify and use simple numerical data, e.g. numbers, prices, dates Recognise and use the infinitive form, where appropriate to the language Recognise and use a variety of ways of expressing past, present and future tense Recognise and use a range of adjectives using appropriate agreements Recognise and use positive and negative statements in a variety of sentence structures Recognise and use the imperative form for a range of verbs to give orders and instructions Recognise and use a range of link words in everyday use Pronounce the language clearly, speaking at normal speed so that a sympathetic native speaker would

easily understand Use reference sources (e.g. glossaries, dictionaries) to clarify and confirm meaning when necessary


These activities have been designed to cover all the assessment criteria. Tutors are free to design alternative activities provided that they cover all the assessment criteria. Activity 1( Assessment Criteria 2.1, 2.2, 2.3, 3.1 3.2, 3.3, 3.4) You will prepare and present a detailed presentation, using a variety of tenses, which must include personal, social and work related information. Suggested topics for your presentation include:

A holiday Your job and where you work Your plans for the future The country of Germany A place you would like to visit

When giving your presentation you may use a sheet with 5 to 10 short prompts on it to assist you. Your presentation should last for about 2 minutes 30 seconds. Following your presentation you will be asked detailed questions by your tutor concerning the content of your presentation and wider issues. In answering these questions you should be prepared to discuss your feelings and preferences. You should also question your tutor about his/her feelings about the topics being discussed. When necessary ask for clarification to confirm your understanding. This conversation should last for about 1 minute and 30seconds. Evidence to be provided: Recording of the learner’s performance Activity 2 ( Assessment Criteria 1.2, 1.2, 1.3) You will listen to a detailed passage in German, either recorded or read out by your tutor, lasting approximately three minutes that will be repeated up to three times. You will be asked specific questions in English to ensure that you have understood the main points outlined as well as detailed instructions and directions. The delivery may be paused during natural breaks in the speech to give you time to write your answers. You will be allowed thirty minutes for this activity. Evidence to be provided: Written answers to the questions on the passage Activity 3 ( Assessment Criteria 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4) You will take part in a conversation with your tutor, lasting at least 3 minutes. It should contain a range of tenses, and you should ask for and give opinions using both positive and negative statements. The topic covered should be different to that covered in activity 1.


of 67


Suggested topics for your conversation could include: A holiday Your town Your free time Your friends and family Your job/college The country of Germany or another German-speaking country Evidence to be provided: Recording of the learner’s performance

Tutor Guidance The learner should not read from a prepared script for activity 1; spontaneity should be encouraged. However the learner may prepare in advance and when carrying out the activity may have between 5 to 10 prompts or bullet points, written in German. An exemplar transcript of a statement from a learner together with their prompt sheet is given in Appendix 2. These exemplify the standard expected for achievement of this activity, although the learner will also be assessed against their delivery. An exemplar transcript for activity 2 together with sample questions to check understanding is given in Appendix 2. This exemplifies the length and complexity of the statement or description, although tutors are free to devise a script that picks up on the interests and needs of their own learners. The statement or description should be delivered using standard speech with a natural, but slightly slower than normal speed of delivery. The statement or description can be repeated up to three times. The delivery may be paused during natural breaks in the speech to give the learner time to write their answers. In the preparation for activity 3, the learner is allowed a prompt sheet, prepared in advanced containing 30 words relating to the topic to be discussed. These should be in German and may contain conjugated verbs. Recorded evidence must be made available for activities 1 and 3. A centre must ensure that there is recorded evidence is available for every learner for all of the Speaking activities. The recorded evidence must be available across a range of learner’s performance. In order to assist with the verification process, each recording should be clearly labelled with:







of 67


UNIT SPECIFICATIONS Reading in German Credit Value of Unit: 2 GLH of Unit: 20 Level of Unit: Entry 2

Introduction In this unit you show that you can understand basic written text. You will, for example: Recognise vocabulary and phrases which discuss familiar objects, e.g. food The types of text you will look at include basic signs, notices or menus and simple forms relating to social activities in a limited number of contexts.



1 Be able to recognise basic words and phrases

1.1 Extract basic information from words and simple set phrases in specific contexts

1.2 Identify basic requests expressed using simple set phrases

1.3 Recognise the use of numbers, spelt out in full, between 1 and 20

Indicative Content

Recognise vocabulary in everyday use in specific contexts Identify basic phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings,

thanks, leave-taking Recognise a limited amount of numerical data, e.g. numbers 1 – 20 Recognise the basic use of the definite article in the singular and plural forms Understand basic requests and responses


This activity has been designed to cover all the assessment criteria. Tutors are free to design alternative activities provided that they cover all the assessment criteria. Activity 1 (Assessment Criteria 1.1, 1.2, 1.3) Learners should complete a reading test consisting of a series of short sentences in German with questions in English or German as appropriate. At least one question should test understanding of a request and there should be two numbers written in full in the test. Evidence to be provided: Information from the test correctly identified e.g. answers to questions

Tutor Guidance The learner can use notes and other reference sources for this activity. A sample test is given in Appendix 2 The use of a dictionary is not permitted. Appendix 5 gives examples of useful websites for authentic materials.


of 67


UNIT SPECIFICATIONS Reading in German Credit Value of Unit: 2 GLH of Unit: 20 Level of Unit: Entry 3

Introduction In this unit you show that you can understand straightforward written text. You will, for example:

Recognise vocabulary and phrases which discuss familiar objects, e.g. family, clothes Read aloud simple passages of written language

The types of text you will look at include basic signs, notices or menus and simple forms relating to social activities in a limited number of contexts.



1 Be able to extract information from basic signs, notices and menus

1.1 Identify information from text consisting of simple set phrases

1.2 Recognise simply expressed questions or requests expressed using predictable set phrases

1.3 Identify emotions or preferences expressed in a limited range of predictable set phrases

1.4 Extract the main points of a simple text

Indicative Content

Recognise vocabulary in everyday use in specific contexts Identify basic phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings,

thanks, leave-taking Recognise some numerical data, e.g. numbers 1 – 69 Recognise the basic use of the definite article in the singular and plural forms Understand basic requests and responses Identify the simplest ways of expressing the present tense Recognise basic sentence structures for making positive and negative statements Identify basic requests and responses


These activities have been designed to cover all the assessment criteria. Tutors are free to design alternative activities provided that they cover all the assessment criteria. Activity 1 ( Assessment Criteria 1.1, 1.4) You will read and find out relevant information from a piece of simple text e.g. basic signs, notices and menus. The text should include simple directions and points of information. Expected length of the text 50 – 70 words. Evidence to be provided: Information from the text correctly identified e.g. answers to questions. Activity 2 (Assessment Criteria 1.2, 1.3) Read and answer questions on a piece of text in which questions or requests are expressed as well as emotions or preferences. The text might take the form of:

A written conversation A passage about a hobby or pastime

Expected length of the text 80 – 90 words.


of 67


Evidence to be provided: Information from the text correctly identified e.g. answers to questions

Tutor Guidance The learner can use notes and other reference sources for both of the activities within the unit. The use of a dictionary is not permitted. For activities 1 and 2 questions asked to show understanding of the text will usually be asked and responded to in English. However, they may be asked and responded to in German, as long as this extra demand put on the learner is not going to prevent their achievement of the activity. Sample texts for each of the activities are given in Appendix 2, and give an indication of the length and complexity of text required at this level. Appendix 5 gives examples of useful websites for authentic materials.


of 67


UNIT SPECIFICATIONS Reading in German Credit Value of Unit: 2 GLH of Unit: 20 Level of Unit: 1

Introduction In this unit you show that you can understand written text on familiar subjects. You can, for example:

Recognise vocabulary and phrases which discuss familiar objects, e.g. equipment Understand simple, common public notices Identify the gist of simple articles, tourist or promotional material Understand simple instructions, e.g. arrival and departure times, destinations

The types of text you will look at include signs or notices, descriptive or promotional materials, correspondence, text relating to social activities.



1 Be able to extract information from signs, notices and simple correspondence

1.1 Identify personal or social facts from texts consisting of simple set phrases

1.2 Recognise simply expressed questions or requests

1.3 Identify instructions or directions expressed using simple set phrases

1.4 Identify feelings and preferences expressed using simple set phrases

1.5 Extract the main points of simple text

Indicative Content

Recognise vocabulary in everyday use relevant to the context in which you are using the language Identify set phrases in a fixed form expressing polite conventions e.g. forms of address, greetings,

thanks, leave-taking Recognise simple numerical data, e.g. numbers, prices, dates Recognise the infinitive form, where appropriate to the language Recognise the simplest ways of expressing past, present and future tenses, where appropriate to the

language Recognise simple sentence structures for making positive and negative statements Identify simple, commonly used positive and negative question forms Identify simple, commonly used imperative forms for giving orders or instructions Identify simple link words in everyday use Use reference sources (e.g. glossaries, dictionaries) to clarify and confirm meaning as necessary


These activities have been designed to cover all the assessment criteria within the unit. Tutors are free to design alternative activities provided that they cover all the assessment criteria, appendix 6 must be completed. Activity 1 ( Assessment Criteria 1.3, 1.5) You will read and find out relevant information from a piece of text e.g. information about a local attraction or campsite. The information should include directions and instructions. The type of information that you need to locate within the text includes:

Dates and times e.g. times of year that the attraction is open, opening times Prices Directions Instructions e.g. need to book in advance, where to find out more information

Expected length of text: 100-150 words


of 67


Evidence to be provided: Information from text correctly identified e.g. answers to questions Activity 2 (Assessment Criteria 1.1, 1.4) Read and answer questions on a piece of text that expresses feelings and preferences and contains at least one other tense e.g. a cinema visit, a proposed trip to a favourite place, a description of a good or bad weekend.. Expected length of text: 150-200 words Evidence to be provided Questions answered on the text that demonstrates an understanding of the text. If necessary this could be oral questioning in which case the evidence would need to be recorded evidence, or a tutor record sheet. Activity 3 ( Assessment Criteria 1.2, 1.5) Read and show an understanding of simply expressed questions or requests on a form or questionnaire e.g. hotel booking form, form for car hire. The form should include questions asking for personal details, as well as some requests/questions requiring more detailed information. Evidence to be provided Form or questionnaire correctly completed. The form or questionnaire may be completed in English or in German.

Tutor Guidance The learner can use notes and other reference sources for all three of the activities within the unit. The use of a dictionary is not permitted. Questions asked to show understanding of the text will usually be asked and responded to in English. However they may be asked and responded to in German, as long as the extra demand put on the learner is not going to prevent their achievement of the activity. Similarly, the questions and requests within the form or questionnaire in activity 3 can be answered in English or in German. Example text for each of the activities for this unit are given in Appendix 2, and give an indication of the length and complexity of the text. Wherever possible tutors should look for naturally occurring text in German, but the sample texts gives an indication of the length and complexity of text required at this level. Alternatively, the sample texts provided may be translated into German. Appendix 5 gives examples of useful websites for authentic materials.


of 67


UNIT SPECIFICATIONS Reading in German Credit Value of Unit: 2 GLH of Unit: 20 Level of Unit: 2

Introduction In this unit you show that you can extract information from a range of routine texts dealing with social, personal and work-related matters. You will, for example:

Understand information about people, places and factual details Understand detailed text, e.g. articles, brochures Extract detailed information, e.g. menus, brochures Understand detailed instruction, e.g. written directions

The types of text you will look at include signs or notices, descriptive or promotional materials, correspondence, text relating to social activities.



1 Be able to extract detailed information from text

1.1 Extract personal, social or work-related information from a detailed text

1.2 Recognise detailed questions or requests


1.4 identify a range of phrases expressing feelings and preferences

1.5 Extract the main points of detailed texts

Indicative Content

Recognise vocabulary in everyday use relevant to the context in which you are using the language Identify set phrases in a fixed form expressing polite conventions e.g. forms of address, greetings,

thanks, leave-taking Recognise detailed numerical data, e.g. numbers, prices, dates Recognise the infinitive form, where appropriate to the language Recognise a variety of ways of expressing past, present and future tenses, where appropriate to the

language Recognise simple positive and negative statements in a variety of sentence structures Recognise a range of adjectives and appropriate agreements Identify simple, commonly used positive and negative question forms Identify the imperative form for a range of verbs to give orders or instructions Identify a range of link words in everyday use Use reference sources (e.g. glossaries, dictionaries) to clarify and confirm meaning as necessary


These activities have been designed to cover all the assessment criteria. Tutors are free to design alternative activities provided that they cover all the assessment criteria. Activity 1( Assessment Criteria 1.1, 1.2, 1.3, 1.4, 1.5) You will need to find out detailed and relevant information from at least three different texts. The type of texts you might look at include:

A tourist information brochure A job description A business letter A short magazine or newspaper article An advertisement


of 67


The type of information that you need to locate within the text includes:

Dates and times e.g. times of year that the attraction is open, opening times Prices Directions Instructions e.g. need to book in advance, where to find out more information

Each of the texts should be approximately 150 words. Evidence to be produced: Information from text correctly identified e.g. answers to questions. Activity 2 ( Assessment Criteria 1.1, 1.2, 1.4, 1.5) Read and answer questions on a text which includes questions and answers relating to feelings and preferences. The length of the text should be approximately 300 words. Evidence to be produced: Written answers to the questions on the text

Tutor Guidance The learner can use notes and other reference sources for all three of the activities within the unit. The use of a dictionary is not permitted. Questions asked to show understanding of the text will usually be asked and responded to in English. However they may be asked and responded to in German, as long as this extra demand put on the learner is not going to prevent their achievement of the activity. Tutors should look for naturally occurring text in German for the purposes of the assessment for activity 1, A sample text for activity 2 is given in Appendix 2, and gives an indication of the length and complexity of the text. Appendix 5 gives examples of useful websites for authentic materials.


of 67


UNIT SPECIFICATIONS Writing in German Credit Value of Unit: 2 GLH of Unit: 20 Level of Unit: Entry 2

Introduction In this unit you show that you can produce basic written text. The types of text you will look at include basic signs, notices or menus and simple forms relating to social activities in a limited number of contexts.



1 Be able to produce basic words and phrases 1.1 Use basic words and simple set phrases in specific context

1.2 Make requests using simple set phrases

1.3 Produce numbers, spelt out in full, between 1 and 20

1.4 Use grammatical conventions as appropriate to the context

Indicative Content

Use vocabulary in everyday use in specific contexts Use basic phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings,

thanks, leave-taking Use a limited amount of numerical data, e.g. numbers 1 – 20 Make basic use of the definite article in the singular and plural forms Make basic requests and responses


This activity has been designed to cover all the assessment criteria. Tutors are free to design alternative activities provided that they cover all the assessment criteria.

Activity 1 ( Assessment Criteria 1.1, 1.2, 1.3, 1.4)

Complete at least five short sentences in response to short written instructions. The activity should contain at least one question and a written number.

Your tutor has arranged an email exchange with some students in Germany. You need to make the first contact. You must include the following details;

Greet the person. Give your name and say where you live. Ask your partner their name. Say how many people there are in your German class. Say how many people there are in your family. Say good bye.

Evidence to be provided: The email including drafts of work and tutor feedback

Tutor Guidance The use a dictionary is not permitted. Appendix 5 gives examples of useful websites for authentic materials.


of 67


UNIT SPECIFICATIONS Writing in German Credit Value of Unit: 2 GLH of Unit: 20 Level of Unit: Entry 3

Introduction In this unit you show that you can produce straightforward written text. The types of text you produce may include messages, notices and simple forms relating to social activities in a limited number of contexts.



1 Be able to produce basic written information 1.1 Use simple set phrases to provide information

1.2 Use a limited range of simple set phrases to ask for information and make requests


1.4 Use a limited range of simple set phrases to express emotions and preferences

1.5 Use written conventions as appropriate to the context

Indicative Content

Use vocabulary in everyday use in specific contexts Use basic phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings,

thanks, leave-taking Use some numerical data, e.g. numbers 1 – 69 Make basic use of the definite article in the singular and plural forms Use the simplest ways of expressing the present tense Use basic sentence structures for making positive and negative statements Make basic requests and responses


These activities have been designed to cover all the assessment criteria. Tutors are free to design alternative activities provided that they cover all the of assessment criteria. Activity 1 ( Assessment Criteria 1.1, 1.4, 1.5) Write a short paragraph of a minimum of 50 words on a topic that is familiar to you. Within the paragraph you should express feelings and preferences. Topics you could write about include:

Favourite foods and drinks A hobby or interest A familiar place.

Evidence to be provided: The written paragraph including drafts of work and tutor feedback. Activity 2 ( Assessment Criteria 1.2, 1.3) In this activity imagine you are going to interview your tutor about a specific topic. Write down three questions that you could ask in the interview. Topics you could ask questions about include:

Favourite foods and drinks A hobby or interest A familiar place.

Evidence to be provided: The written questions including drafts of work and tutor feedback.


of 67


Tutor Guidance The learner can use notes and other reference sources for both of the activities within the unit. The use of a dictionary is not permitted. Appendix 5 gives examples of useful websites for authentic materials. In activities 1 and 2, if the learner does not achieve the activity on the first attempt they may redraft the work following feedback given by the tutor on the mark scheme. However the tutor must not correct the work of the learner. All feedback given by the tutor must be included with the learner’s evidence.


of 67


UNIT SPECIFICATIONS Writing in German Credit Value of Unit: 2 GLH of Unit: 20 Level of Unit: 1

Introduction In this unit you show that you can produce a range of texts in familiar tasks. You can, for example:

Fill in simple questionnaires or forms Write simple messages, email and faxes e.g. to a friend, to book hotel accommodation Write a few paragraphs of descriptive text e.g. about your interests, hobbies

You can use a small number of memorised sentences, words and set phrases to create and adapt simple texts. When using familiar sentence structures and individual vocabulary items e.g. in forms and lists, your writing is generally accurate. When creating simple text, you may make some errors, but these do not impair understanding.



1 Be able to complete forms and create simple correspondence

1.1 Use simple set phrases to express familiar personal or social facts

1.2 Use simple set phrases to ask for information or make requests

1.3 Use simple set phrases to provide instructions or directions

1.4 Use simple set phrases to express feelings and preferences


Indicative Content

Use vocabulary in everyday use relevant to the context in which you are using the language Use set phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings, thanks,

leave-taking Use simple numerical data, e.g. numbers, places, dates Understand the infinitive form, where appropriate to the language. Use the simplest ways of expressing past, present and future tenses, where appropriate to the

language Use adjectives to enhance descriptions Use simple sentence structures for making positive and negative statement Use simple, commonly used positive and negative question forms Use simple, commonly used imperative forms for giving orders or instructions Use simple link words in everyday use


These activities have been designed to cover all the assessment criteria. Tutors are free to design alternative activities provided that they cover all the assessment criteria. Activity 1 (Assessment Criteria 1.1, 1.3, 1.4, 1.5) In this activity you will write a descriptive piece of writing about a topic familiar to you. Within this writing you should express your feelings and preferences. You should write a minimum of 80-100 words. Suggested contexts that you could use are:

About a familiar place A favourite film A choice of holiday A hobby or interest


of 67


Activity 2 ( Assessment Criteria 1.2, 1.5) In this activity you will write a note or email asking for information or making a request. Include an instruction or direction within your text. You should write between 50-100 words. Suggested contexts you could use are:

Availability and prices for hotel accommodation, car hire etc Note to neighbour asking him/her to look after your house while you are on holiday Email to somebody who is coming to stay at your house

Activity 3 ( Assessment Criteria 1.1, 1.5) In this activity you will complete a form or questionnaire. This may be the same form as for activity 3 of the Reading unit. Suggested forms or questionnaires include:

Hotel booking form Form for car hire Questionnaire asking for personal and social information e.g. name, children, hobbies etc

Evidence to be provided Text for activity 1 and 2 and the form or questionnaire for activity 3 including drafts of work and tutor feedback.

Tutor Guidance The learner can use notes and other reference sources for all the activities within the unit. The use of a dictionary is not permitted. Appendix 5 gives examples of useful websites for authentic materials. If the learner does not achieve the activity on the first attempt they may redraft the work following feedback given by the tutor on the mark scheme. However the tutor must not correct the work of the learner. All feedback given by the tutor must be included with the learner’s evidence.


of 67


UNIT SPECIFICATIONS Writing in German Credit Value of Unit: 2 GLH of Unit: 20 Level of Unit: 2

Introduction In this unit you show that you can produce a range of extended written tasks. You can, for example:

Fill in simple questionnaires or form Write a detailed letter, email or fax, e.g. letter of complaint, fax to book hotel room Write an extended descriptive text, e.g. about a holiday or hobby

You can use your detailed knowledge of grammar and vocabulary to create and adapt a text. Your writing should be precise and accurate



1 Be able to produce extended written information

1.1 Use detailed phrases to discuss personal, social or work-related facts

1.2 Use detailed phrases to ask for information and make requests

1.3 Use detailed phrases to provide instructions and directions

1.4 Use detailed phrases to express a range or feelings


Indicative Content

Use vocabulary in everyday use relevant to the context in which you are using the language Use set phrases in a fixed form expressing polite conventions, e.g. forms of address, greetings, thanks,

leave-taking Use detailed numerical data, e.g. prices, dates, size, quantity Use the infinitive form, where appropriate to the language. Use a variety of ways to express past, present and future tenses, where appropriate to the language Use a range adjectives using appropriate agreements Use the imperative form for a range of verbs to give orders and instructions Use a range of link words in everyday use. Use reference sources to clarify and confirm meaning as necessary Write the language clearly so that a native speaker could clearly understand


These activities have been designed to cover all the assessment criteria. Tutors are free to design alternative activities provided that they cover all the assessment criteria. Activity 1 ( Assessment Criteria 1.1, 1.4, 1.5) In this activity you should write a descriptive piece of writing of a minimum of 150 words on a topic of interest to you. Within your writing you should express your feelings and preferences. Within your writing you should make reference to three tenses. Suggested topics include:

A film you have seen A holiday A job you have enjoyed or would like to do A tourist information leaflet about a specific area of Germany or a German speaking country.


of 67


Evidence to be provided: The written paragraph including drafts of work and tutor feedback. Activity 2 (Assessment Criteria 1.2, 1.3, 1.5) For this activity you will be required to write a letter to someone using appropriate forms of address. In your letter you should include instructions and directions. You should also ask for information and make certain requests. Suggested topics for the letter include:

A hotel reservation Arranging a business meeting Booking a holiday

Evidence to be provided: The letter including drafts of work and tutor feedback.

Tutor Guidance The learner can use notes and other reference sources for both of the activities within the unit. The use of a dictionary is not permitted. Appendix 5 gives examples of useful websites for authentic materials. If the learner does not achieve the activity on the first attempt they may redraft the work following feedback given by the tutor on the mark scheme. However the tutor must not correct the work of the learner. All feedback given by the tutor must be included with the learner’s evidence.


of 67


APPENDIX 1

Summary Record of Achievement

Learner Name _______________________________________________________________

Award in Speaking and Listening in German Level________________________ Award in Reading and Writing in German Level________________________ Award in Speaking and Listening, Reading and Writing in German Level________________________ Please tick as appropriate I confirm that the minimum number of credits at the appropriate level have been achieved in order for a claim for certification to be made. I confirm that the credit has been achieved from the correct combination of mandatory units as specified within the Rules of Combination. Assessor Signature ____________________________________________________________ Internal Verifier Signature (if sampled) ______________________________________________

Unit Title Level Credit Value

Date completed

Assessor Signature

Internal Verifier Signature (if sampled)


of 67


APPENDIX 2 Sample Assessment Tasks

ENTRY LEVEL 2 Speaking and Listening Activity 1 – Basic role play exchange The example given is in English but the activity should be carried out in German.

Example transcript: Learner Good morning! Tutor Good morning! Learner How are you? Tutor I am fine thank you, and you? Learner I am happy thank you. What is your name? Tutor My name is John Jones. What is your name? Learner My name is Mary Pattinson. Tutor Pattinson, how do you spell that? Learner P- A- T-T- I –N- S- O- N Learner Where do you live? Tutor I live in Lancaster, where do you live? Learner I live in Preston. Tutor Thank you . Good-bye! Learner Good-bye!

The spelling activity can be attempted separately or can be incorporated into the basic conversation.

Sample prompt sheet Hello Ok? Name From?

Reading Activity 1 – Reading Test For this example, sentences 1-5 should be in German. The questions should be in English and answered in English. Read the following short sentences in German and answer the questions that follow in English.

1. Hello my name is Judith. What are you called? 2. I live in Hamburg and I have three children. 3. They are five, seven, and fifteen years old. 4. I have been learning English for one year only. 5. Where do you live?

Questions 1. What question does Judith ask you? 2. Where does she live? 3. How old are her children? 4. How long has she been learning English? 5. What question does she ask you?


of 67


APPENDIX 2 ENTRY LEVEL 3 Speaking and Listening

Activity 1 – Present prepared statements The example is given in English but the activity should be carried out in German

Example learner statements: My name is Mudassar Ahmed, I am 23 years old and I come from Manchester Manchester is a city in the Northwest of England In Manchester there are lots of cinemas, restaurants and theatres I love Manchester and I like the cinema but I don’t like the theatres.

Activity 2 – Listen to prepared statements The example is given in English but the activity should be carried out in German.

Example tutor transcript My favourites foods are: chips, hamburgers, hotdogs, chocolate and ice cream I like coffee, but I don’t like tea or orange juice When I go to the restaurant I normally order steak and some red wine

Example questions on the tutor transcript (in English to be answered in English)

1 Name two of your tutor’s favourite foods. 2 Which drink does your tutor like? 3 What does you tutor normally order in the restaurant?

Activity 3 - Role play exchange The examples are given in English but the activity should be carried out in German. Learner prompts should be given in English.

Example exchange 1: Asking for directions Learner Excuse me please, where is the station? Tutor Do you want North Station or Central Station? Learner Central Station please. Tutor Well for central station take go left here, left and then continue straight on. Learner I am sorry could you repeat that please. Tutor Of course, you go left and then continue straight on. Learner Thank you, I understand now, I go left, and then continue straight on. Ok? Tutor Exactly! Learner Thank you very much. Tutor No problem. Good-bye! Learner Good-bye!

Example exchange 2: Ordering food in a café Tutor Hello madam/sir. What can I get you? Learner One white coffee, an orange juice and a sandwich, please Tutor We have ham or cheese sandwiches. Which do you prefer? Learner I would like a ham sandwich, please Tutor Very good. Would you like anything else? Learner I’m sorry. Could you repeat that, please? Tutor Anything else? Learner No, that’s all, thank you Tutor Here you are. One white coffee, one orange juice and a ham sandwich. Is that all? Learner Yes thank you. Can I have the bill, please? Tutor But of course, madam/sir. Here it is. Learner Thank you very much.


of 67


APPENDIX 2 ENTRY LEVEL 3 Reading Activity 1 – Extract information from a text Example text: The example is given in English but should be translated into German.

Café Johanna Open Monday – Saturday 10:00 – 23:00

Closed on Sundays

House speciality Cheese, onion and ham omelette €6

Hamburger €5 Coke, Fanta, Sprite €1.50 Steak and chips €11.50 Coffee €1.50 Chicken in a tomato sauce €9.75 Tea

Fruit juice (orange, pineapple, grapefruit)

€1.25 €2

Dessert of the week

Apple tart €3.50

Service is not included

Reservations recommended on Saturdays

Example questions on the text (these should be in English and answered in English)

1 What day of the week is the cafe closed? 2 What three kinds of fruit juice can you buy in the cafe? 3 Is service included in the price of the meals? 4 What time does the cafe close on Wednesday night? 5 If you were planning on eating in the cafe on Saturday what would it be advisable to do?

Activity 2 – Answer questions on a text

Example text - The text should be translated into German. The instructions, the questions and answers should be in English.

While on holiday with your family you meet some friends. Sophie leaves the following message for you at the reception of your camp site. Read the text and answer the questions that follow. Do you like swimming? Lukas loves swimming but Paul hates it - he prefers rugby. There is a great open-air pool in the town centre just behind the Meininger Hotel, opposite the town hall. It cost about five Euros a person, but there is a great café and we can have a drink while we watch the children. We are going on Thursday afternoon. Would you like to meet us there around three o’clock? Sophie

Questions

1. What question does Sophie ask at the beginning of her message? 2. What do Lukas and Paul think of swimming? 3. Where exactly is the open air pool? 4. How much does it cost to go into the pool? 5. When exactly are they going to the pool?


of 67


APPENDIX 2 LEVEL 1 Speaking and Listening Activity 1-Prepare and present a simple statement or description The example is given in English but the activity should be carried out in German.

Sample learner transcript: My name is Clare. I am from Manchester but I live in the outskirts of Lancaster. I am married to Alex and I have three children, they are eight, eleven and thirteen years old. I’m a teaching assistant and I work in a school in Morecambe, a town on the coast near Lancaster. My mum still lives in Manchester. I don’t like Manchester because it’s very big but it has lots of good shops. I prefer Lancaster because it’s small and friendly. Last week I went shopping in Manchester and I bought some clothes.

Example bullet points (in German) Name Home Family Work Preference

Activity 2 - Extract Information from simple statements or descriptions Example tutor transcript: this should be given in German

My name is Sophie , I am 38. I live in Charlottenburg, a district outside Berlin. I live in a modern apartment with three bedrooms on the second floor. I like it because it has a large balcony and is near the Museum Berggruen. I have two children, a boy and a girl, called Jonas and Lea. I work part-time in an office close to my flat. I like my work, my colleagues are very friendly. Every summer we go as a family to the Black Forest for the holidays. Last year we rented a house in the country. My husband and I like Bavarian food and the children love the adventure playgrounds. I don’t like Berlin in the summer because it’s too busy. Next year we are going to go to England in Autumn because I would like to visit London and to see all the monuments.

Questions – in English to be answered in English.

1 Who is the main speaker? a) a German lady talking about her family b) a man called Jonas who works in an office c) a woman called Lea from Bavaria

2 Where does the speaker live? 3 How many children does the speaker have? 4 Does the speaker work? 5 What happens every summer? 6 Why does the speaker like the apartment? 7 What does the speaker feel is wrong with Berlin in the summer? 8 Where is the speaker going to go on holiday next year?


of 67


APPENDIX 2

Activity 3 - Role Plays Example Role Play Prompts should be given in English but the activity should be conducted in German.

Tutor Greeting, can I help? Learner Replies to greeting, I would like to go to (country) Tutor What kind of holiday do you want? Mountain/beach/city break? Learner I like (type of holiday) Tutor What sort of accommodation do you prefer? Learner Specifies (e.g. hotel, camping, B&B) Tutor And how do you wish to travel? Learner Provides a date (need not be too specific) Tutor Advises it might better to go another time when it is hotter/quieter Learner Agrees or disagrees Tutor Here are the details of your holiday. Would you like to book today? Learner Could you repeat the details please? Tutor Yes certainly (repeats basic details) Learner That is great can I book it today please? Tutor That is fine please just write your name and address down for me please. Learner (Writes down details)

Reading Activity 1 – Read and find information from text The example is given in English but the stimulus material should be given in German.

Castle Dungeon Opening Times: Open seven days a week – excluding Christmas Day. April to September: 10.30am – 5.00pm (last admissions). Easter, Whitsun, Summer Holidays: 10.00am- 5.30pm (last admissions). October, February & March: 10.30-4.30 (last admissions) Tickets: Tickets can be obtained by queuing at the front of the dungeons as well as online. Tickets are £8.00 per adult, £3.50 per child and £4.50 concessions. How to Get There: Train: 10 minutes’ walk from York Station Buses: 5 minutes’ walk from Bus Station Rougier Street Parking: St George’s Field, Castle Car Park Coaches: Kent Street, Union Terrace Information We welcome large groups or school parties. Contact us for further details and prices on 01904111222 or email us on: [email protected] The dungeon is not recommended for those of a nervous disposition or very young children. Unaccompanied children will not be admitted.


of 67


APPENDIX 2 Questions - to be given in English and answered in English

1 What is the cost of an adult ticket for Castle Dungeon? 2 How many days a week is the Dungeon open? 3 What day in the year is the Dungeon not open? 4 What is the time of the last admission during the summer holidays? 5 If you arrive by car where could you park? 6 Give two ways that you could obtain a ticket for the Dungeon 7 Which people is the Dungeon not recommended for? 8 You want to take a large group to visit the Dungeon, how would you find out more information to

arrange this?

Activity 2 – Read and understand a piece of text expressing feelings and preferences

The example is given in English but the activity should be carried out in German.

The weekend

We had a great day today and, for once, the whole family was happy! In the morning, we all went shopping but we all bought things we wanted. John went to the market and bought lots of food, my son, Michael, went to a sports shop and bought some trainers, my daughter went to a bookshop. In the afternoon we all went for a walk; Sarah usually hates that but this time we took her friend so she was happy. John cooked his favourite steak in the evening, the children love it, but I prefer chicken or vegetables. Then I went to the cinema with the children but we all saw different films.

In my opinion multi-screen cinemas are a great invention. Sarah saw a cartoon with her friend, Michael met lots of friends and saw an adventure film with lots of action… the sort of thing that I usually can’t stand, but I went to see a live film of ballet from London. It was so good that I almost forgot that I wasn’t in the theatre. John loves to stay in at the weekend and he was able to watch three hours of football without interruption. Tomorrow we will talk about our evenings at breakfast time.

Questions - to be given in English and answered in English

1. What is the writer’s opinion about her day? 2. What did they do in the morning? 3. Where did John go and what did he buy? 4. What does Sarah usually think about the afternoon activity? 5. What did John prepare in the evening? 6. What did the writer think about this? 7. Why was the cinema visit so successful? 8. What did Michael see? What does the writer think of these films? 9. What did John do in the evening? 10. What will the family do tomorrow?


of 67


APPENDIX 2 Activity 3 – Completing a Form

Request for Accommodation

BRIEF FOR LEARNER You are visiting a town of historic interest in and wish to spend a few nights there with your colleagues/family. You call in at the Tourist Information Office to enquire about accommodation and are given the following to complete. You may complete the form in English or in German, if completed in German it can also be used as evidence for activity 3 in the Writing unit.

Family Name (surname) First Name

Address Nationality

Age Occupation

Number of people in party Number of children and ages

Type of accommodation Type of rooms requested

Meals Number of rooms

Arrival Date Number of nights

Date Signature


of 67


APPENDIX 2 LEVEL 2 Speaking and Listening Activity 1 – Prepare and make a presentation Example Learner transcript Tthe example is given in English but the activity should be carried out in German.

I would say that Germany is my favourite country; I go on holiday there every year. I have visited most parts of the country; I have been to Hamburg in the North, Cologne in the West and Munich in the South. Last year my family and I rented a cottage in the countryside in Bavaria and we had an excellent time. The cottage was quite big with a nice garden and we had our own swimming pool. It was quite warm while we were there and I swam in the swimming pool every day. We also went walking every day in the hills, but as it was windy we all found it really hard. I think the best things about Germany are the history, architecture and culture. I like the grand castles, the fine monuments of Berlin and Leipzig and the squares in all the small towns. In 2000 I went to Oktoberfest in Munich and I really enjoyed it, although it was so very busy and hectic. The food and drink in Germany is also excellent. I love the desserts and the vegetable dishes, and to eat in any of the bars. My favourite German dish is Rote Grüze, made with strawberries and other fruits and served with vanilla sauce. I am going to go to Germany this year for sure. I am going to go to Schwerin for the first time. I am going to take the plane from Manchester to Hamburg in the North of Germany. I am going to visit the lakes and drink apple juice and eat Leberwurst. I think in the future I would like to live in Germany. I would buy a house in the South and maybe manage my own restaurant. The only thing I don’t like about Germany is the traffic. Often it is too busy for me and people drive so quickly. Do you like Germany?

Example prompt sheet for presentation:

Überall in Deutschland Mieteten wir die Geschichte und die Kultur Ich habe nach München gegangen Das Essen dieses Jahr......Schwerin in der Zukunft…


of 67


Activity 2 – Listen to a passage in German and answer questions

Example tutor reading/tape The example is given in English but the activity should be carried out in German.

At the tourist office

I work in a tourist office fairly typical of ones you will find everywhere in Germany. Very often these offices are part of a municipal building such as the town hall or a library. The tourist office provides all types of information on hotels, campsites and house to rent and we can book a place in advance for tourists. We sell maps of the region and our town plans are usually free. The employees can speak German, English and usually French or Spanish and they recommend visits and activities in the region. We also have lots of leaflets and booklets advertising hotels, restaurants, swimming pools, sports centres and attractions in the area. I don’t like these leaflets as they are difficult to organise and they cause problems for the environment as they waste paper. My office is in the town hall square, so all the tourists can find it. In the square there is a fountain and a café where I have lunch every day. In summer, I love to sit outside and watch people relaxing and, of course the menu of the day is always good, although you can also buy a sandwich or just have a drink. I work from nine thirty to five thirty every day except Sunday and Wednesday. I really enjoy my work because it is varied and interesting and the tourists are generally pleasant and happy. Of course, I also love to practise my English and my French. For example, yesterday I helped an English family to book campsites for the rest of their holiday. This winter I am going to work on our website and improve our lists of accommodation.

Example learner instructions: questions should be in English. Listen to the description and answer the questions in English. You will be allowed 30 minutes for this activity.

Questions

1. Where are tourist information offices usually situated? 2. Give three examples of the type of information the office provides. 3. How much are town plans? 4. Name three places which might be advertised in the leaflets. 5. What is the speaker’s opinion of these leaflets? Give at least one reason for this opinion. 6. Where exactly is the office. Give three details about its position. 7. What are the speaker’s working hours? 8. What is the speaker’s opinion of his/her work and give two reasons for this opinion. 9. Name a language other than German that the speaker uses at work? 10. What did the speaker do yesterday? 11. What tasks will the speaker complete during the winter?


of 67


Reading Activity 2 – Read and answer questions on a text The example is given in English but the activity should be carried out in German.

Read the following passage, which includes a review of a poem from a website for students, and answer the questions which follow: Goodbye Lenin – Wolfgang Becker Recently in class we watched a film called Goodbye Lenin. It was made in 2003 and has won lots of awards. It is a very funny film, but it is also tragic. I have to say that I loved it and I am telling all my friends to watch it whether they speak German or not. The film is set in East Berlin and runs from October 1989 to just after German reunification a year later. Alex takes part in an anti-government demonstration and is arrested. As Alex’s mother, Christiane, sees his arrest she suffers from a heart attack and becomes seriously ill. Shortly afterwards the Berlin wall falls and capitalism comes to the East. Christiane is very seriously ill and doctors tell Alex that she must not be shocked. As Alex spends time with his mother he falls in love with a nurse called Lara. He decides that to tell his mother that the Berlin Wall has fallen would be too shocking and the doctor says that it might cause another heart attack; this time it would be fatal. Alex and the nurse decide to recreate Eastern Germany in his mother’s flat and even make TV news programmes to keep up the deception. This leads to lots of jokes about the new Germany and the old Germany. Eventually the mother finds out she is not too shocked, because she has seen things like Coca Cola advertisements on the walls outside and all is well. The film won the Cesar award for the best film from the European Union and even the music is great, with old songs from East Germany and new songs from a French composer. It is a fantastic film, I have already watched it twice and I really recommend it.

Questions in English to be answered in English.

1. What type of film is Goodbye Lenin?

2. What is the writer’s opinion of the film?

3. Why is Alex arrested?

4. What is the effect of this on his mother?

5. Who does Alex fall in love with?

6. What news might prove fatal to Christiane?

7. What do Alex and Lara do to recreate East Germany?

8. What does Christiane see to make her suspect that East Germany has changed?

9. What does the writer tell us to persuade us to watch the film?


of 67


APPENDIX 3

Tracking Sheet

E2 Speaking and Listening in German

The above evidence has been assessed against the standards and has been judged for validity, authenticity, currency, reliability and sufficiency.

Learner Signature _____________________________________________ Date ____________________ Assessor Signature ____________________________________________ Date ____________________ Internal Verifier (if sampled) ______________________________________ Date ____________________

Criteria Evidence Details

Portfolio Reference

Completion Date

1.1 Identify basic information from words and simple set phrases in specific contexts

1.2 Recognise basic requests expressed using simple set phrases

1.3 Follow basic, predictable exchanges

1.4 Identify the use of numbers between 1 and 20 when used in simple set phrases

2.1 Say the sounds of the alphabet

2.2 Use basic words and simple set phrases in specific contexts

2.3 Make requests using basic words or simple set phrases

2.4 Provide responses using basic words and simple set phrases

2.5 Use basic set phrases to ask for clarification


of 67


APPENDIX 3

Tracking Sheet

E3 Speaking and Listening in German




Portfolio Reference

Completion Date

1.1 Identify simple facts expressed in simple set phrases

1.2 Identify emotions and preferences expressed in a limited range of simple set phrases

1.3 Identify the numbers up to 69 when used in simple phrases

2.1 Use simple set phrases to provide information

2.2 Express a limited range of emotions and preferences using simple set phrases


3.1 Recognise requests expressed using simple set phrases

3.2 Understand requests expressed using simple set phrases

3.3 Identify the main points of predictable conversations

4.1 Use simple questions and responses to exchange information


4.3 Use a limited range of simple set phrases to make requests and/or clarify understanding

4.4 Ask for clarification using a range of simple set phrases


of 67


APPENDIX 3

Tracking Sheet

Level 1 Speaking and Listening in German




Portfolio Reference

Completion Date

1.1 Identify personal or social facts from statements or descriptions consisting of simple set phrases

1.2 Identify feelings and needs expressed using simple phrases

1.3 Identify the main points of simple statements or descriptions

2.1 Use simple set phrases to express personal or social facts


2.3 Use spoken conventions appropriately within a statement or description

3.1 Recognise simply expressed questions and responses about familiar personal or social matters

3.2 Identify requests expressed using simple set phrases

3.3 Identify preferences expressed using simple set phrases

3.4 Recognise instructions and directions expressed using simple set phrases

4.1 Use simple questions and responses to exchange information about familiar personal or social matters


4.3 Use simple set phrases to make requests and/or clarify understanding



of 67


APPENDIX 3

Tracking Sheet

Level 2 Speaking and Listening in German




Portfolio Reference

Completion Date

1.1 Recognise detailed personal, social or work-related information from statements or descriptions

1.2 Extract the main points from detailed statements or descriptions


2.1 Use detailed phrases to express personal, social or work-related information

2.2 Use a range of phrases to express feelings, needs and preferences


3.1 Recognise detailed questions and responses relating to personal, social or work-related matters

3.2 Identify detailed requests expressed in a range of phrases

3.3 Identify a range of feelings, needs and preferences

3.4 Extract the main points of everyday conversations

4.1 Produce detailed questions and responses to exchange information about personal, social and work-related matters

4.2 Use detailed phrases to discuss feelings, needs and preferences

4.3 Produce detailed phrases to make requests and/or clarify understanding



of 67


APPENDIX 3

Tracking Sheet

E2 Reading in German




Portfolio Reference

Completion Date

1.1 Extract basic information from words and simple set phrases in specific contexts

1.2 Identify basic requests expressed using simple set phrases

1.3 Recognise the use of numbers, spelt out in full, between 1 and 20


of 67


APPENDIX 3

Tracking Sheet

E3 Reading in German




Portfolio Reference

Completion Date

1.1 Identify information from text consisting of simple set phrases

1.2 Recognise simply expressed questions or requests expressed using predictable set phrases

1.3 Identify emotions or preferences expressed in a limited range of predictable set phrases

1.4 Extract the main points of a simple text


of 67


APPENDIX 3

Tracking Sheet

Level 1 Reading in German




Portfolio Reference

Completion Date

1.1 Identify personal or social facts from texts consisting of simple set phrases

1.2 Recognise simply expressed questions or requests

1.3 Identify instructions or directions expressed using simple set phrases

1.4 Identify feelings and preferences expressed using simple set phrases

1.5 Extract the main points of simple text


of 67


APPENDIX 3

Tracking Sheet

Level 2 Reading in German




Portfolio Reference

Completion Date

1.1 Extract personal, social or work-related information from a detailed text

1.2 Recognise detailed questions or requests


1.4 Identify a range of phrases expressing feelings and preferences

1.5 Extract the main points of detailed texts


of 67


APPENDIX 3

Tracking Sheet

E2 Writing in German




Portfolio Reference

Completion Date

1.1 Use basic words and simple set phrases in specific context


1.3 Produce numbers, spelt out in full, between 1 and 20

1.4 Use grammatical conventions as appropriate to the context


of 67


APPENDIX 3

Tracking Sheet

E3 Writing in German




Portfolio Reference

Completion Date

1.1 Use simple set phrases to provide information

1.2 Use a limited range of simple set phrases to ask for information and make requests





of 67


APPENDIX 3

Tracking Sheet

Level 1 Writing in German




Portfolio Reference

Completion Date

1.1 Use simple set phrases to express familiar personal or social facts

1.2 Use simple set phrases to ask for information or make requests

1.3 Use simple set phrases to provide instructions or directions

1.4 Use simple set phrases to express feelings and preferences



of 67


APPENDIX 3

Tracking Sheet

Level 2 Writing in German




Portfolio Reference

Completion Date

1.1 Use detailed phrases to discuss personal, social or work-related facts

1.2 Use detailed phrases to ask for information and make requests

1.3 Use detailed phrases to provide instructions and directions

1.4 Use detailed phrases to express a range of feelings



of 67


APPENDIX 4 Functional Skills Opportunities Learners following a course based on this specification can be offered opportunities to develop and generate evidence of achievement in aspects of Functional Skills in Information and Communication Technology. Examples of such opportunities are given below. Information and Communication Technology Entry 2

Skill Standards

Coverage and Range

Assessment weighting

Using ICT

20-30%

1 Interact with ICT for a given purpose 1.1 Use computer hardware

1.2 Use software applications for a purpose

1.3 Recognise and use interface features

2 Follow recommended safe practices 2.1 Minimise physical stress

2.2 Keep access information secure by using a password

2.3 Understand the need to stay safe

Finding and selecting information

10-20% 1 Use ICT-based sources of information

2 Find specified information from ICT-based sources

2.1 Use simple search facilities

Developing, presenting and communicating information

50-70%

1 Enter and edit information for a simple given purpose

1.1 Use simple editing and formatting techniques

2 Bring together two given types of information

2.1 For print and viewing on screen

2.2 Identify and correct simple errors

3 Use ICT-based communication 3.1 Read, send and receive electronic messages

Examples:

Learners might be asked to use ICT systems to source information throughout the programme; they should always be made aware of safety and access issues. Learners could be asked to research information on vocabulary or the country of Germany. Learners may be encouraged to communicate with fellow learners, tutors and with outside parties to acquire information for assignments etc. Learners should be encouraged to use ICT to present work for assignments.


of 67


Entry 3

Skill Standards

Coverage and Range


Using ICT

20-30%

1 Interact with and use an ICT system to meet given needs

1.1 Use correct procedures to start and shut down an ICT system

1.2 Use input and output devices

1.3 Use software applications to meet needs and solve given problems

1.4 Recognise and use interface features

1.5 Change simple software settings

2 Store information

2.1 Open and save files

2.2 Know how to insert and remove media

3 Follow safe and security practices 3.1 Use and change passwords

3.2 Minimise physical stress


10-20%

1 Use simple searches to find information

1.1 Search stored information

1.2 Search web-based sources of information

2 Select relevant information that matches the requirements of given task


50-70%

1 Enter and develop different types of information to meet given needs

1.1 Enter, edit and format information including text, graphics, numbers or other digital content, to achieve the required outcome

1.2 Insert and position graphics or other digital content to achieve a purpose

1.3 Process numbers to meet needs

1.4 For print and for viewing on screen

2 Bring together different types of information for a given purpose

2.1 Check for accuracy and meaning

2.2 Check suitability of information

3 Use ICT-based communication 3.1 Read, send and receive electronic messages

3.2 Use contacts

3.3 Understand the need to stay safe and to respect others when using ICT-based communication

Examples:



of 67


Level 1

Skill Standards

Coverage and Range


Using ICT

20-30%

1 Identify the ICT requirements of a straightforward task

1.1 Use ICT to plan and organise work

2 Interact with and use ICT systems to meet requirements of a straightforward task in a familiar context

2.1 Select and use software applications to meet needs and solve straightforward problems

2.2 Select and use interface features effectively to meet needs

2.3 Adjust system settings as appropriate to individual needs

3 Manage information storage

3.1 Work with files, folders and other media to access, organise, store, label and retrieve information

4 Follow and demonstrate understanding of the need for safety and security practices

4.1 Demonstrate how to create, use and maintain secure passwords

4.2 Demonstrate how to minimise the risk of computer viruses


10-20%

1 Use search techniques to locate and select relevant information

1.1 Use of search engines to answer queries

2 Select information from a variety of ICT sources for a straightforward task

2.1 Recognise and take account of currency, relevance, bias, and copyright when selecting and using information


50-70%

1 Enter, develop and refine information using appropriate software to meet the requirements of straightforward tasks

1.1 Apply editing, formatting and layout techniques to meet needs, including text, tables, graphics, records, numbers charts, graphs or other digital content

2 Use appropriate software to meet requirements of straightforward data-handling task

2.1 Process numerical data

2.2 Display numerical data in a graphical format

2.3 Use field names and data types to organise information

2.4 Enter, search, sort, and edit records

3 Use communications software to meet requirements of a straightforward task

3.1 Read, send and receive electronic messages with attachments

3.2 Demonstrate understanding of the need to stay safe and respect others when using ICT-based communication

4 Combine information within a publication for a familiar audience and purpose

4.1 Print and view on screen

4.2 Check for accuracy and meaning

5 Evaluate own use of ICT tools 5.1 At each stage of a task and at task’s completion


of 67


Examples:


Level 2

Skill Standards

Coverage and Range


Using ICT

20-30%

1 Plan solutions to complex tasks by analysing necessary stages

1.1 Use ICT to plan and analyse complex or multi-step tasks and activities and to make decisions about suitable approaches

2 Select, interact with and use ICT systems safely and securely for a complex task in non-routine and unfamiliar contexts

2.1 Select and use software applications to meet needs and solve complex problems

2.2 Select and use a range of interface features and system facilities effectively to meet needs

2.3 Select and adjust system settings as appropriate to individual needs

2.4 Respond to ICT problems and take appropriate action

2.5 Understand the danger of computer viruses and how to minimise risk

3 Manage information storage to enable efficient retrieval

3.1 Manage files, folders and other media storage to enable efficient information retrieval


10-20%

1 Use appropriate search techniques to locate and select relevant information

1.1 Search engines, queries and AND/NOT/OR,<,>,>=,<=, contains, begins with, use of wild cards

2 Select information from a variety of sources to meet the requirements of a complex task

2.1 Recognise and take account of copyright and other constraints on the use of information

2.2 Evaluate fitness for purpose of information


50-70%

1 Enter, develop and refine information using appropriate software to meet requirements of a complex task

1.1 Apply a range of editing, formatting and layout techniques to meet needs, including text, tables, graphics, records, numerical data, charts, graphs or other digital content


of 67


2 Use appropriate software to meet the requirements of a complex data-handling task

2.1 Process and analyse numerical data

2.2 Display numerical data in appropriate graphical format

2.3 Use appropriate field names and data types to organise information

2.4 Analyse and draw conclusions from a data set by searching, sorting and editing records

3 Use communications software to meet requirements of a complex task

3.1 Organise electronic messages, attachments and contacts

3.2 Use collaborative tools appropriately

3.3 Understand the need to stay safe and to respect others when using ICT-based communication

4 Combine and present information in ways that are fit for purpose and audience

4.1 Organise and integrate information of different types to achieve a purpose, using accepted layouts and conventions as appropriate

4.2 Work accurately and check accuracy, using software tools where appropriate

5 Evaluate the selection, use and effectiveness of ICT tools and facilities used to present information

5.1 At each stage of a task and at the task’s completion

Examples:



of 67


APPENDIX 5

List of useful websites

Germany /travel holidays

http://www.germany.travel/de/index.html

This site is the portal for German tourist information offices and you can reach tourist information for

individual towns and cities. The largest cities will have their own websites, e.g.

http://www.berlin.de/

Global sites can be accessed in German and have a range of useful reviews and vocabulary these can be

printed and adapted for reading exercises.

http://www.tripadvisor.de/

The same information is available for other German speaking countries:

http://www.austria.info/at

Food and drink

Tourist information websites have useful lists of restaurants. Again, international sites, when accessed in

German have information on products, nutrition etc. and can be a useful source of vocabulary.

http://www.mcdonalds.de/

The websites for magazines have useful recipe and diet sections.

http://www.bunte.de/

http://www.freundin.de/

Other women’s magazines can also be a source of good vocabulary and topics:

http://www.brigitte.de/

http://neue-post.wunderweib.de/

http://www.germany.travel/de/index.html

http://www.berlin.de/

http://www.tripadvisor.de/

http://www.austria.info/at

http://www.mcdonalds.de/

http://www.bunte.de/

http://www.freundin.de/

http://www.brigitte.de/



of 67


Leisure

For cinema:

http://www.warnerbros.de/

For sport:

http://www.bundesliga.de/de/

http://www.fcbayern.telekom.de/

For gossip, famous people:


General interest/ Information about Germany/weather

Newspaper websites are a great source of articles:

http://www.spiegel.de/

http://www.stern.de/

http://www.zeit.de/index

There will be information on other German speaking countries from other newspapers, for example the

Austrian publication:

http://www.oe-journal.at/

Education

The German government website:

http://www.bundesregierung.de

The German government agency has education institutes in the UK:

http://www.goethe.de/enindex.htm

Seasonal/traditions

For short poems, and information about traditions in German speaking countries:

http://www.mamalisa.com/

This children’s website has lots of general information:

http://www.wasistwas.de/

http://www.warnerbros.de/

http://www.bundesliga.de/de/

http://www.fcbayern.telekom.de/


http://www.spiegel.de/

http://www.stern.de/

http://www.zeit.de/index

http://www.oe-journal.at/

http://www.bundesregierung.de/

http://www.goethe.de/enindex.htm

http://www.mamalisa.com/

http://www.wasistwas.de/


of 67


APPENDIX 6

Centre Devised Activities Centre Name_______________________________________________________________ Unit Title:__________________________________________________________________ Description of Activity/ies – Detail the assessment criteria covered within each activity

Assessor/Tutor Signature _______________________________________ Date ____________________ Internal Verifier _______________________________________________ Date ____________________

Ascentis award in german

Education

Transcript of Ascentis award in german