OCR Entry Level Certificate in English R393 Specification · 2019-05-08 · 2 OCR 2016 Entry Level...

Oxford Cambridge and RSA

ENTRY LEVEL CERTIFICATESpecification

QualificationRegulated

Entry Level CertificateEnglish

ENGLISHR393For first assessment in 2017

Version 1.4 (January 2020)

DISCLAIMER

Specifications are updated over time. Whilst every effort is made to check all documents, there may be contradictions between published resources and the specification, therefore please use the infor-mation on the latest specification at all times. Where changes are made to specifications these will be indicated within the document, there will be a new version number indicated, and a summary of the changes. If you do notice a discrepancy between the specification and a resource please contact us at: [email protected]

We will inform centres about changes to specifications. We will also publish changes on our website. The latest version of our specifications will always be those on our website (ocr.org.uk) and these may differ from printed versions.

mailto:[email protected]

http://ocr.org.uk

1© OCR 2016 Entry Level Certificate in English

Contents

1 WhychooseanOCREntryLevelCertificateinEnglish? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCREntryLevelCertificateinEnglish? 31c. Whatarethekeyfeaturesofthisspecification? 31d. WhatisnewinOCREntryLevelCertificateinEnglish? 41e. HowdoIfindoutmoreinformation? 4

2 Thespecificationoverview 52a. OCR’sEntryLevelCertificateinEnglish(R393) 52b. ContentofReading 62b. ContentofWriting 72b. ContentofSpokenlanguage 82c. Priorknowledge,learningandprogression 9

3 AssessmentofEntryLevelCertificateinEnglish 103a. Formsofassessment 103b. Assessmentobjectives(AO) 133c. TotalQualificationTime 143d. Assessmentavailability 143e. Retakingthequalification 143f. Internalassessmenttasks 153g. Non-examassessment–markingcriteria 153h. Calculatingqualificationresults 19

4 Admin:whatyouneedtoknow 204a. Pre-assessment 204b. Accessarrangementsandspecialconsideration 214c. Adminofnon-examassessment 224d. Resultsandcertificates 254e. Post-resultsservices 254f. Malpractice 25

5 Appendices 265a. Awardingofgrades 265b. Overlapwithotherqualifications 265c. Keyskillssections 265d. Files 275e. Interimawards 28

Summaryofupdates 29

2© OCR 2016

Entry Level Certificate in English

1 ChooseOCRandyou’vegotthereassurancethatyou’reworkingwithoneoftheUK’sleadingexamboards.OurnewEntryLevelCertificateinEnglish hasbeenrefreshedtofitwithreformedGCSE(9–1)Englishqualificationstoprovidelearnerswithaqualificationthat’srelevanttothemandmeets their needs.

We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEs andvocationalqualifications.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourstudentstoachievemore.

We’vecreatedteacher-friendlyspecificationsthataredesignedtobestraightforwardandaccessiblesothatyou can tailor the delivery of the course to suit your needs.Weaimtoencouragestudentstobecome

responsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.

OurEntryLevelCertificateinEnglishismade upof100%internallyassessedtasksandtests. Theflexibilityallowedthroughthisapproachtoassessmentwillallowyoutotakeanyissuesintoaccountinyourplanningthatmayaffectyourlearners’performance.

Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthrough tothedeliveryofourspecifications.Thisincludes:

• Anextensivehighqualitytaskbook

• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecification

• Interimawardstosplitthecourseintomanageablestagesandhelpmotivatelearnersthroughearningteacher-managedawards– Section5e.

AllEntryLevelCertificatequalificationsofferedbyOCRareregulatedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’sEntryLevelCertificateinEnglishisQN603/0096/6.

1a. WhychooseanOCRqualification?

1 WhychooseanOCREntryLevelCertificate inEnglish?


1OCR’sEntryLevelCertificateinEnglishencourageslearnerstoreadfluentlyandwriteeffectively. AtEntryLevel,learnerswilldeveloptheskillstoreadandunderstandnon-fictionandliterarytexts.TheywilldeveloptheskillstobeabletodemonstrateanappropriatecontrolofStandardEnglishandtowritegrammaticallycorrectsentences.

Learnerswillalsodevelopconfidenceinusing spokenlanguagetocommunicateandtoeffectivelyparticipateingroupactivities.

Thisspecificationenableslearnerstoprogressattheirownpacesothattheycandeveloptheirknowledgeandskillsandbeputforwardfortheassessmentwhentheyareready.Itisdesignedtobeaccessibleandrelevant,andprovideslearnerswithrecognitionfortheirachievements.

1b. WhychooseanOCREntryLevelCertificateinEnglish?

Aimsandlearningoutcomes

Thisspecificationenableslearnersto:

• readarangeoftextswithsomeunderstanding• useknowledgegainedfromreadingtoinform

theirownwriting• writeusingStandardEnglishappropriately

• usegrammarcorrectly,punctuateandspellaccurately

• acquireanappropriatevocabularyinreading,writingandspokenlanguage

• understandandrespondtospokenlanguageandusespokenStandardEnglishwhereappropriate.

1c. Whatarethekeyfeaturesofthisspecification?

OCR’sEntryLevelCertificateinEnglishhasbeendesignedtobeco-teachablewithanyGCSE(9–1)EnglishLanguagequalificationtoofferacoherentpackageforyouandyourlearners.

We understand that learners for this Entry Level qualificationmaycomefromadiverserangeoflearningenvironments.Withthisinmind,ourEntryLevelCertificateinEnglishisdesignedtobeas flexibleaspossible.Therearethreeareasofassessment:Reading,WritingandSpokenlanguage.TheReadingtasksaresetbyOCRandtheWriting andSpokenlanguagetasksaresetbycentres,withdetailedguidancefromOCR.Allthreeassessmentsaremarkedbyteachers.

OurEntryLevelCertificateinEnglishbuildsconfidenceinreading,writingandspokenlanguage

skills,andcanbethegatewaytofurtherqualifications.ItisdirectlylinkedtoGCSE(9–1)inEnglishLanguageandwouldallowforanaturalprogressiontoahigherlevelofstudy.

Thisspecificationwillenablelearnerstodevelop:

• knowledgeandunderstandingofengagingnon-fictionandliterarytexts.

• informativeandimaginativewritingstylesandtheabilitytoproducetextsfordifferentpurposes.

• confidenceinusingspokenlanguageskillstocommunicateclearlyandeffectively.

4© OCR 2016


1

1d. WhatisnewinOCREntryLevelCertificateinEnglish?

ThissectionisintendedforteachersusingOCR’sEntryLevelCertificateinEnglish.

IthighlightsthedifferencesbetweenthecurrentEntryLevelCertificateinEnglish(R392)andthe newversionforfirstteachingfromSeptember2016:

Whatstaysthesame? What’schanging?

• Therearestillthreeareasofassessment:Reading,WritingandSpokenlanguage(previouslySpeakingandListening)

• Allthreeassessmentsareinternallyassessedandmarkedbycentres

• TheReadingtasksaresetbyOCR

• TheWritingandSpokenlanguagetasksaresetby centres

• TherearetwoWritingtasks–oneinformativeandoneimaginative

• Thetasksaresimilarinstyleandformat

• Therearefivetasksintotal.

• TheSpeakingandListeningcomponentisnowcalledSpokenlanguage

• TheReadingandWritingassessmentsarenowequallyweighted(eachworth40%oftheEntryLevelCertificate)

• TherearetwoReadingtasks–understandinganon-fictiontextandunderstandingaliterarytext.

• ThereisoneSpokenlanguagetask–eitheradiscussionoraroleplayactivity

• Learners’handwritingisnolongeranassessedelementoftheWritingcomponent.

1e. HowdoIfindoutmoreinformation?

IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk

IfyouarenotalreadyaregisteredOCRcentrethenyoucanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk

If you are not yet an approved centre and would like tobecomeonegoto:www.ocr.org.uk

Wanttofindoutmore?

AskaSubjectAdvisor:

CustomerContactCentre:01223553998

Email:[email protected]

Twitter:@OCR_English

Visit our Online Support Centre at support.ocr.org.uk

http://www.ocr.org.uk




https://twitter.com/ocr_english?lang=en

https://support.ocr.org.uk

2


2 Thespecificationoverview

2a. OCR’sEntryLevelCertificateinEnglish(R393)

Learnersmustcompleteallthreepartswhichmakeup100%oftheassessment.

ContentOverview AssessmentOverview

• Understandinganon-fictiontext

• Understandingaliterarytext

• Informativewriting

• Imaginativewriting

• Discussion or role play

Reading(01)

40Marks

2tasks:

20markspertask

35minutespertask(suggestedtime)

Set by OCR

Internallyassessed/externallymoderated

40%of total

Entry Level Certificate

Writing(02)

40Marks

2tasks:

20markspertask

35minutespertask (suggestedtimeforproductionofthe finalwrittenwork)

Set by centres


40%of total


Spokenlanguage(03)

20Marks

One task

10minutes (suggestedtime)

Set by centres


20%of total


2

6© OCR 2016


Learnerscompletetwotasks:

• Understandinganon-fictiontext• Understandingaliterarytext.

Inonetasklearnersreadandrespondtoanon-fictiontext.Intheothertasklearnersreadandrespondto aliterarytext.ThetasksaretakenfromthebankofOCRsettaskswhichremainsliveforthelifetime ofthespecificationandcanbeaccessedviaOCRInterchange:https://interchange.ocr.org.uk.

Duringthecourse,learnersshouldreadarange ofnon-fictionandliterarytextstodevelopsomeunderstandingoftheinformationandideaspresentedindifferenttexts.Thesetextscouldbe

takenfromthebankofOCRsettasks(excludingthoseusedforassessment),orcouldbeofthecentre’sownchoosing.

Learnerswilldeveloptheabilitytoidentifyandunderstandexplicitmeaningsinthesetexts,andtoinfermeanings.

Theywilldeveloptheskillstosummariseinformationinatextandbegintocommentonthelanguagethatisusedinatext.

ThefollowingtablesetsoutthecontentoftheReadingtasks.Itprovidesdetailsontherequiredknowledge,understandingandskillsforeachtask.

2b. ContentofReading

ContentofReading

Task Content Learnersshouldbeableto:

Understandinganon-fictiontext

Learnersreadarangeofnon-fictiontexttypes,suchas:

• newspaper/magazinearticles• letters• information/advicebooklets• persuasivetexts(e.g.

advertisements,charityappeals)• reviews.

Learnersrespondtoquestionsonnon-fictiontextsandshowsomeunderstandingoftheinformationandideaspresentedinthem.

• identifydifferenttypesofnon-fictionandliterarytexts

• identifythepurposeofdifferenttexts

• identifyexplicitinformationandideasintexts

• identifyfactsandopinions

• infermeaningsfromtexts

• summariseinformationintexts

• usecontexttohelpestablishsense

• commentonsomelanguagechoices.

Understandinga literarytext

Learnersreadarangeofliterarytexts,suchas:

• shortstories/narratives• descriptivetexts• autobiography.

Learnersrespondtoquestionsonliterarytextsandshowsomeunderstandingoftheinformationandideaspresentedinthem.

https://interchange.ocr.org.uk

2


Learnerscompletetwowritingtasks:

• Informativewriting• Imaginativewriting.

Inonetask,learnersproduceapieceofinformativewritingsuchasaletter,aleafletoranopinionpiece.Intheothertask,theyproduceapieceofimaginativewritingsuchasanarrativeoradescriptivepiece.

Learnersshouldbeencouragedtousetheknowledgetheyhavegainedfromreadingdifferenttextstoinformtheirownwriting.

Learnerswilldeveloptheskillstoadapttheirwritingaccordingtotheform,audienceandpurposeofthetask.

Learners will develop the ability to produce grammaticallycorrectsentences,usingStandardEnglishasappropriate,andtopunctuateandspellaccurately.

Learnersshouldbeencouragedtodeveloptheirhandwritingskillswhereverpossiblebutthiswillnotformpartoftheassessment.

ThefollowingtablesetsoutthecontentoftheWritingtasks.Itprovidesdetailsontherequiredknowledge,understandingandskillsforeachtask.

2b. ContentofWriting

ContentofWriting


Informativewriting Learnersproduceaninformativepieceofwriting.Thiscouldtakeavarietyofformsincluding:

• aletter• anadvertisement• apersonalstatement• aspeech• aninformationleaflet• anarticle• anopinionpiece• areview.

• organiseinformationandideasclearlyandlogically

• selectlanguageappropriatefortheform,audienceandpurpose of the task

• writesimple,grammaticallycorrect sentences

• usebasicpunctuation,includingfullstops,capitallettersandquestionmarks,accurately and consistently

• spellsimplewordsaccurately.Imaginativewriting Learnersproduceanimaginativepieceof

writing.Thiscouldtakeavarietyofformsincluding:

• ashortstory/narrative• theopeningofastory• introducingacharacter• adescriptivepiece.

2

8© OCR 2016


LearnerscompleteonetaskforSpokenlanguage:

• Discussionor Role play

Learnerswillparticipateineitheradiscussionactivityoraroleplayactivity.

Learnerswillactivelycommunicatewithatleast oneotherperson.Theydevelopconfidencein usingspokenlanguagetocommunicateeffectively

withothers,andtheskillstolistenandrespondtoothers.

Learners will develop the skills to use spoken StandardEnglishwhereappropriate,accordingto theaudienceandsituation.

ThefollowingtablesetsoutthecontentoftheSpokenlanguagetask.Itprovidesdetailsontherequiredknowledge,understandingandskillsforthetask.

2b. ContentofSpokenlanguage

ContentofSpokenlanguage


Discussion

or

Role play

Learnersparticipateineitheradiscussionoraroleplayactivity.

Discussionscouldtakeavarietyofformssuchasaplanningexercise,adiscussionofanissueoflocalornationalinterestoroftheparticularinterestsofagroupoflearners.Itcouldderivefromatextthatlearnershavebeenstudying.

Roleplaycouldincludeapracticalscenario such as a telephone conversationrequestingorcomplainingaboutaserviceorarrangingtoavisitarelative,oritcouldbebasedonanimaginaryscenariosuchasinterviewinga favourite celebrity.

• speakaudiblyandcomprehensibly

• makeanattempttostructuretheir talk so that it is understandable

• selectlanguagethatisappropriateforthesituationand task

• understandtheconventionsofdiscussionandconversation

• listencarefullytoothers

• understandandrespondappropriately to the ideas of others

• usespokenStandardEnglishwhere appropriate.

2


• Nopriorlearningofthesubjectisrequired.

• Progression–thisEntryLevelCertificateisageneralqualificationdesignedtoenablelearnerstoprogresseitherdirectlytoemploymentortofoundationlevelcourses.Theprogressofsomelearnersduringthe

coursemightbesufficienttoallowtheirtransfertoanyGCSE(9–1)EnglishLanguagecourse.

ThereareanumberofEnglishqualificationsatOCR.Findoutmoreatwww.ocr.org.uk

2c. Priorknowledge,learningandprogression


2

3

10© OCR 2016


3 AssessmentofEntryLevelCertificateinEnglish

3a. Forms of assessment

OCR’sEntryLevelCertificateinEnglishconsistsofthreeassessmentsthatareassessedbythecentreandexternally-moderatedbyOCR.

Readingtasks

40%oftotalmarks40marks

Learners respond to twoReadingtasks,onenon-fictionandoneliterary,takenfromthebankofOCR set tasks which remainsliveforthelifetimeofthespecificationandcanbe accessed via OCR Interchange.

TherearetwotaskstocompletefromthebankoftaskssetbyOCR:Understandinganon-fictiontextandUnderstandingaliterarytext.

Eachtaskconsistsofonetextofapproximately250wordsfollowedbyaseriesofshortanswerquestions.Learnersgivewrittenresponsestothequestionsinthespacesprovidedonthequestionpaper.Thequestionstestlearners’understanding ofthetext:theirabilitytounderstandexplicitmeanings,toinfermeanings,tosummariseinformationandtocommentontheuseoflanguage.

Teachersshouldintroduceeachtextbyreadingoutthetitleandthelinesprintedinitalics.Teachersmayalsoreadoutanypropernamesthatmaynotreadilyberecognised.

Teachersshoulddrawlearners’attentiontotheallocationofmarksforeachquestion,andtherelationshipbetweentheanswerspaceprovidedandtheexpectedlengthoftheirresponses.

TherearethreebroadlevelsofsupportwhichteacherscanofferlearnerstoenablethemtocompletetheReadingtasksindependently.Seesection4c,‘Levelsofsupport’,fordetails.

Bothtasksshouldbetakeninaclassroomandconductedbythelearners’ownteacher.Theteachermaybeassistedbyotherteachersorbyclassroomassistantswhomustfollowthisguidance.

Eachtaskwillnormallybecompletedin35minutes,butteachersmayusetheirdiscretionastothetiming,dependingontheneedsofindividuallearners.

Writingtasks


Learners respond to twoWritingtasks,oneinformativeandoneimaginative.Both tasks are set by centres.

Therearetwotaskstocomplete:oneInformativewritingtaskandoneImaginativewritingtask.BothtasksaresetbycentresfollowingguidancefromOCR.

Teachersshouldsettaskswhichofferchallengesappropriatetotheirlearners’abilities.Appropriatetasksshouldbebasedonpersonalinterestsandcontextsfamiliartothelearner.

TherequirementsfortheWritingtasksareassuchthatthetopicscanbelinkedtovocationalqualificationsandcentresareencouragedtodothisifitisappropriatefortheir learners.

Teachersshouldensurethatthetypesoftextswhichlearnersproduce,particularlyfortheinformativewritingtask,givelearnerstheopportunitytoproducesufficientlysubstantialtexttoenablethemtoaccessthemarkingcriteria.Forexample,aleafletforaneventwouldneedtoincludemorethanheadings,images,andbasictime/dateinformation.Itcouldincludeadescriptionoftheeventandreasonswhypeoplemightwanttoattendetc.

3


Learnersmaybegivenasmuchresearchandpreparationtimeastheyneed.Thistimewillbeorganisedbytheteacher.Learnersmayplantheirwritingincollaborationwitheachotherandwiththeteacherwhomaydiscusstopics,themesandideas;considertheform,audienceandpurposeofthewriting;suggestappropriatewaysoforganisinglearners’writingandhelplearnerswithplanningtheirwriting.Inaddition,theteachermayremindlearnersaboutrelevantfeaturesoftheirwritingandofferreassurance as necessary.

Thetwowritingtaskscaneitherbehandwrittenortyped.Teachersshouldensurethatlearnersusingawordprocesserhavethespellingandgrammarchecksdisabled.

Writtenwork(handwrittenortyped)shouldnotbecorrectedaslearnerswrite.Teachersshould,however,indicateonthescriptwordswithwhichtheyhavegivenassistance.

TherearethreebroadlevelsofsupportwhichteacherscanofferlearnerstoenablethemtocompletetheWritingtasksindependently.ItispossibleforteacherstoofferadifferentlevelofsupportforeachWritingtask.Thelevelofsupportwhichalearnerreceivesmayimpactonthemaximummarkthatcanbeawardedforthetask.Seesection4c,‘Levelsofsupport’,fordetails.

Bothtasksshouldbetakeninaclassroomandconductedbythelearners’ownteacher.Theteachermaybeassistedbyotherteachersorbyclassroomassistantswhomustfollowthisguidance.

Theproductionofthefinalwrittenworkforeachtaskwillnormallybecompletedin35minutes,butteachersmayusetheirdiscretionastothetiming,dependingontheneeds of individual learners.

SpokenLanguagetask


Learnersparticipatein one Spoken languagetask,either a discussion oraroleplay.Thetask is set by centres.

ThereisoneSpokenlanguagetask:eitheradiscussionor aroleplay.ThetaskissetbycentresfollowingguidancefromOCR.

Teachersshouldsettaskswhichofferchallengesappropriatetotheirlearners’abilities.Appropriatetasksshouldbebasedonpersonalinterestsandcontextsfamiliartothelearner.

TherequirementsfortheSpokenlanguagetaskareassuchthatthetopiccanbelinkedtovocationalqualificationsandcentresareencouragedtodothisifitisappropriate for their learners.

Teachersshoulddiscussthetaskoptionswithlearners.Thetopic(forthediscussiontask)orsituation(fortheroleplaytask)shouldbedecidedinadvance,indiscussionwiththelearner.Teachersshouldensurethatthetaskenableslearnerstoaccessthemarkingcriteria.

Learnersmaybegivenasmuchresearchandpreparationtimeastheyneed.Thistimewillbeorganisedbytheteacher.LearnersmayplantheirSpokenlanguageactivityincollaborationwitheachotherandwiththeteacherwhomaydiscusstopics,themesand ideas for the discussion or role play.

2

3

12© OCR 2016


Eithertaskrequireslearnerstoactivelycommunicatewithatleastoneotherperson.Learnersshouldbepreparedforthetasksothattheyarecomfortablewiththeotherparticipant(s)andhaveaclearunderstandingofwhattheyarebeingaskedtodo.

Duringthetasktheteachershouldinterveneaslittleaspossible.

TherearethreebroadlevelsofsupportwhichteacherscanofferlearnerstoenablethemtocompletetheSpokenlanguagetaskindependently.Thelevelofsupportwhichalearnerreceivesmayimpactonthemaximummarkthatcanbeawardedforthetask.Seesection4c,‘Levelsofsupport’,fordetails.

Thetaskshouldbetakeninaclassroomandconductedbythelearners’ownteacher.Theteachermaybeassistedbyotherteachersorbyclassroomassistantswhomustfollowthisguidance.

Thetaskwillnormallybecompletedin10minutes,butteachersmayusetheirdiscretionastothetiming,dependingontheneedsofindividuallearners.

TheSpokenlanguagetaskwillneedtobeaudiorecordedin*.mp3audioformat.Seesection5dfordetails.

3


TherearethreeAssessmentObjectivesinOCR’sEntryLevelCertificateinEnglish.Thesearedetailedinthetablebelow.

AssessmentObjective

AO1 Reading

Learnersshowthattheycanreadandunderstandnon-fictionandliterarytextsby:

• Identifyingexplicitinformationandideas• Recognisingfactsandopinions• Inferringmeanings• Summarisinginformation• Usingcontexttoestablishsense• Commentingonsomelanguagechoices.

AO2 Writing

Learnersshowthattheycanproduceinformativeandimaginativepiecesofwritingby:

• Organisinginformationandideasaccordingtothepurposeofthetask• Selectinglanguagewhichisappropriatetotheform,audienceandpurposeof

the task• UsingthegrammaticalstructuresofsimpleStandardEnglish• Usingbasicpunctuationaccuratelyandconsistently• Accuratelyspellingcommonlyoccurring,simplewords.

AO3 Spokenlanguage

Learnersshowthattheycanunderstandandparticipateinaspokenlanguage activityby:

• Speakingaudiblyandcomprehensibly• Engaginginadiscussionorconversation• Attemptingtostructuretheirtalksothatitisunderstandable• Selectinglanguagethatisappropriateforthesituationandaudience• Listeningtootherswithattentionandconcentration• Understandingandrespondingtotheideasofothers• UsingandrespondingtospokenStandardEnglishwhereappropriate.

3b. Assessmentobjectives(AO)

2

3

14© OCR 2016


TherelationshipbetweentheAssessmentObjectivesandtheassessmentsareshowninthefollowingtable:

Assessments%ofoverallEntryLevelCertificateinEnglish(R393)

TotalAO1 AO2 AO3

Reading 40 0 0 40%

Writing 0 40 0 40%

Spokenlanguage 0 0 20 20%

Total 40 40 20 100%

AOweightingsforOCREntryLevelCertificateinEnglish

3d. Assessmentavailability

TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoall learners.

ThisspecificationwillbecertificatedfromtheJune2017examinationseriesonwards.

3e. Retakingthequalification

Learnerscanretakethequalificationasmanytimesasthey wish.

3c. TotalQualificationTime

TotalQualificationtime(TQT)isthetotalamountoftime,inhours,expectedtobespentbyalearnertoachieveaqualification.Itincludesbothguided

learninghoursandhoursspentinpreparation,studyandassessment.TheTotalQualificationtimeforEntryLevelCertificateinEnglishis140hours.

3


AllinternalassessmenttasksaresetbyOCRorbythecentre.

Assessment SetbyCentre SetbyOCR

Readingtasks ü

Writingtasks ü

Spokenlanguagetask ü

ThebankofReadingtaskscanbefoundonOCRInterchange:https://interchange.ocr.org.uk

GuidanceforsettingtheWritingandSpokenlanguagetaskscanbefoundontheOCRwebsite: www.ocr.org.uk/english

3f. Internalassessmenttasks

3g. Non-examassessment–markingcriteria

WorksubmittedfortheEntryLevelassessmentsshouldreflectthestandardexpectedforalearnerafterafullEntryLevelcourseofstudy.

AllassessmentsforOCR’sEntryLevelinEnglishareinternallyassessedandexternallymoderated.

EachReadingtaskisworth20marks,givingatotalof40marksforReadingassessment.BothReadingtasksassessAO1:Reading.

EachWritingtaskisworth20marks,givingatotalof40marksforWritingassessment.BothWritingtasksassessAO2:Writing.

TheSpokenlanguagetaskisworth20marks,givingatotalof20marksforSpokenlanguageassessment.TheSpokenlanguagetaskassessesAO3:Spokenlanguage

Learners’workshouldbemarkedbythecentreassessortothemarkingcriteriaintherelevanttable,usinga‘best-fit’approach.

Markingshouldbepositive,rewardingachievementratherthanpenalisingfailureoromissions.The

awardingofmarksmustbedirectlyrelatedtothemarkingcriteria.

TheReadingmarkschemescanbefoundwitheachindividualReadingtaskonOCRInterchange.ForthetwoReadingtasksteachersshouldonlyawardmarksaccordingtothemarkschemeforeachindividualtask.Thisistoensurethatallteachersmarktothesamestandard.Learnersarenotexpectedtouseexactlythesamewordsasthosegiveninthemarkschemeandteachersshouldmakejudgementsastowhetherlearnershavegraspedthegistoftheanswersufficientlyforamarktobegiven.

ForthetwoWritingtasksandtheSpokenlanguagetask,teachersshouldusetheirprofessionaljudgementinselectingtheleveldescriptorthat bestdescribestheworkofthelearnertoplacethemintheappropriatelevelforeachassessment.

Toselectthemostappropriatemarkintheleveldescriptor,teachersshouldusethefollowingguidance:

• wherethelearner’sworkconvincinglymeetsthestatement,thehighestmarkshouldbeawarded


http://www.ocr.org.uk/qualifications/by-subject/english/

2

3

16© OCR 2016


• wherethelearner’sworkadequatelymeetsthestatement,themostappropriatemarkinthemiddleoftherangeshouldbeawarded

• wherethelearner’sworkjustmeetsthestatement,thelowestmarkshouldbeawarded.

Teachersshouldusethefullrangeofmarksavailabletothemandawardfullmarksinanylevelforworkwhichfullymeetsthatdescriptor.

Thelevelofsupportwhichalearnerreceivesmayimpactonthemaximummarkthatcanbeawarded.

Teachersshouldrefertotheguidancegiveninsection4c,‘Levelsofsupport’,beforetheybeginmarkingtheassessments.

Thereshouldbeclearevidencethatworkhasbeenattemptedandsomeworkproduced.Ifalearnersubmitsnoworkforanassessmentthenthelearnershouldbeindicatedasbeingabsentfromthatassessment.Ifalearnercompletesanyworkatallfortheassessmentthentheworkshouldbeassessedaccordingtothemarkingcriteriaandtheappropriatemarkawarded,whichmaybezero.Amarkofzeroshould be awarded where there is no response for an itemortask,ornoresponseworthyofcredit.

3


ThemarkschemesforeachoftheReadingtaskscanbefoundwiththeindividualtasksonOCRInterchange:https://interchange.ocr.org.uk.

Markingcriteriaforinternalassessments:Reading

Markingcriteriaforinternalassessments:Writing

AO2

Writing

Level3:

[14–20]marks

Learners’writingshowsaclearattempttoorganiseinformationandideastosuitthepurposeofthetaskandtheworkisexpressedwithclarity.Themainfeaturesofnon-fictionandnarrativeformsareusedappropriatelyandthereissomeawarenessofthereader.

Thereisclearevidenceofsustainedwriting.Informativewritingisreasonablycompleteandorderly,andvocabulary,thoughitmaybestraightforward,issuitableforthetask.Statementsofopinionareclearandhavesomeexplanation.Inimaginativewriting,narrativesaresimplewithalogicalseriesofeventsandwithsomedetail.

Sentencesareusuallyarrangedinalogicalsequenceandtheirbasicgrammaticalstructureisusuallycorrect.

Learnersusebasicpunctuation,suchasfullstops,capitallettersandquestionmarks,accuratelyandgenerallyconsistently.Simple,commonlyoccurring,monosyllabicandpolysyllabicwordsarespeltcorrectly

AO2

Writing

Level2:

[7–13]marks

Learners’writingshowssomeattempttoorganiseinformationandideas.Mostoftheworkisexpressedwithclarity.Thewritingcommunicatesoverallmeaninginbothnon-fictionandnarrativeformsandbeginstoshowsomeawareness of the reader.

Thereissomeevidenceofsustainedwriting.Ininformativewriting,informationispresentedinalogicalsequence.Statementsofopinionarebriefandgivesomeexplanationonverysimpleissues.Inimaginativewriting,narrativesaresimple,withsomelogicalseriesofevents.

Somesentencesarearrangedtoshowconnectionsofideas.Sentencesaregenerallysimplewithsomegrammaticalaccuracy.

Learners’useofbasicpunctuation,suchasfullstops,capitallettersandquestionmarks,isgenerallyaccuratebutmaynotbeconsistent.Simple,commonlyoccurringmonosyllabic,andsomepolysyllabic,wordsarespeltcorrectly.


2

3

18© OCR 2016


AO2

Writing

Level1:

[1–6]marks

Learners’writingshowsalimitedattempttoorganiseinformationand ideas.Innon-fictionandnarrativeforms,verysimplemeaningsarecomprehensible.

Learners’writingisbrief.Ininformativewriting,factualworkisusuallypresentedaslistsandopinionpiecesareunelaborated.Inimaginativewriting,storiesandnarrativesaresimpleandmaypresentarandomseriesof events.

Learners’writingcommunicatesthroughsimplewordsandphraseswhichmaynotbecoherentorgrammaticallycorrect.

Basicpunctuation,suchasfullstopsandcapitalletters,aresometimesusedaccurately.Commonlyoccurringmonosyllabicwordsaregenerallyspeltcorrectly.

0marks=noresponseornoresponseworthyofcredit.

Markingcriteriaforinternalassessments:Spokenlanguage

AO3

Spokenlanguage

Level3:

[14–20]marks

Learnersmakedevelopedcontributionstothediscussionorroleplayandwillattemptexplanationsandusedetailindescriptions.Theyspeakaudiblyandarecomprehensiblethroughout.Learnerslistentoothersandrespondappropriately,withsomedetail.TheyusespokenStandardEnglishwhereappropriate.

Learnersfollowandbegintoexplainorexpandonthemainpointsinadiscussionorroleplay.Theycanconveymeaningusingsomedevelopedvocabularytosuitthesituationandaudience.

AO3

Spokenlanguage

Level2:

[7–13]marks

Learnersmakesomecontributionstothediscussionorroleplayandusesomedetail.Learnersspeakaudiblyandarecomprehensible.Theyshowanabilitytolistentoothersandtorespondappropriately,sometimeswithalittledetail.TheybegintousespokenStandardEnglishwhereappropriate.

Learnersfollowthemainpointsinadiscussionorroleplayandshowthattheyhavedonesointheirresponses.Theyconveymeaningusingsimplevocabularytogenerallysuitthesituationandaudience.

AO3

Spokenlanguage

Level1:

[1–6]marks

Learnersspeakbrieflyandmakebasic,undevelopedcontributionstothediscussionorroleplay.Theyspeakaudiblyandaremostlycomprehensible.Theyshowsomeevidenceoflisteningtoothersandofrespondingappropriately.

Theyfollowthemaindriftofatleastpartofadiscussionorroleplayandconvey,insimplevocabulary,simplemeaningsthatarerelevanttothesituationandaudience.

0marks=noresponseornoresponseworthyofcredit.

3


Alearner’soverallqualificationgradeforOCREntryLevelCertificateinEnglishwillbecalculatedbyaddingtogethertheirmarksfromthetaskstakentogivetheirtotalmark.

Thismarkwillthenbecomparedtothequalificationlevelgradeboundariesfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.

3h. Calculatingqualificationresults

3

4

20© OCR 2016


Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.

OCR’s Admin overview is available on the OCR website at www.ocr.org.uk/administration.

4 Admin:whatyouneedtoknow

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries

shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentre in any way.

Finalentries

FinalentriesprovideOCRwithdetaileddatafor eachlearner,showingeachassessmenttobetaken. Itisessentialthatyouusethecorrectentrycode,consideringtherelevantentryrules.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

AlllearnerstakingthisOCREntryLevelCertificateinEnglishmustbeenteredforR393.

Entryoption Components

Entry code Title Code Assessment type Submissionmethod

R393A English 01 Non-examassessment OCR Repository

R393B English 02 Non-examassessment OCRPostalModeration

http://www.ocr.org.uk/administration

4


Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process. Adjustmentstostandardassessmentarrangementsaremadeonthebasisoftheindividualneedsoflearners.Itisimportant,therefore,thatcentresidentifyasearlyaspossiblewhetherlearnershavedisabilitiesorparticulardifficultiesthatwillputthematadisadvantageintheassessmentsituationandselectanappropriatequalificationoradjustmentthatwillallowthemtodemonstrateattainment.

TheresponsibilityforprovidingadjustmentstoassessmentissharedbetweenyourcentreandOCR;forfurtherinformationpleasereadtheJointCouncilofQualifications’(JCQ)bookletAccess Arrangements and Reasonable Adjustments.

Therearesectionsprovidingeligibilitycriteriaanddetailsrelatingtothedeliveryofeachaccessarrangement.Pleasepayparticularattentiontopages96–97inrelationtoEntryLevelCertificate.Subjecttoanyspecifiedqualificationrestrictions,ifacentrehasapprovalfromAccessArrangementsOnlineforaccessarrangementsforaGCSEorGCElearner,thisapprovalextendstoEntryLevelCertificatequalifications.

TheaccessarrangementspermissibleforuseintheEntryLevelCertificatequalificationsareasfollows:

4b. Accessarrangementsandspecialconsideration

AccessArrangementsforEntryLevelCertificateinEnglish

Thearrangementslistedontherightmaybegrantedbythecentreand do not need to be recorded.

Evidence of need is not required tobeheldonfile.

• Amplificationequipment,tapedquestionsandresponses• Bilingualdictionary• Braillers• Braillingofnon-secureassessmentmaterial• ClosedCircuitTelevision(CCTV)• Colournamingbytheinvigilatorforlearnerswhoarecolour

blind• Colouredoverlays• Lowvisionaid/magnifier• Prompter• ReadAloud• Separateinvigilation(withinthecentre)• Supervisedrestbreaks• Transcript• WordProcessor(withspellcheckandgrammarcheckdisabled)

Wherepermittedbythespecification,thearrangementslistedtotherightmaybegrantedby the centre without prior approvalfromOCR,buta Form11(JCQ/EL/NF)mustbecompletedandkeptonthecentre’sfiles.

Form11isavailablefrom www.jcq.org.uk.

• ComputerReader• Extratimeintimedcomponents• PracticalAssistant• Reader• Scribe/SpeechRecognitionTechnology• SignLanguageInterpreterforfrontpageinstructionsonly

TheForm11(JCQ/EL/NF)mustlistthenamesandnumbersoflearnerswhoweregrantedanyofthesearrangements.

https://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/


http://www.jcq.org.uk

3

4

22© OCR 2016


Theaccessarrangementsdetailedabovemaybeappropriateforlearnerswithdisabilities,specialeducationalneedsortemporaryinjuriesimpactingontheirabilitytoaccesstheassessment,butthisisnotanexhaustivelist.Reasonableadjustmentswhichmaybeappropriateforlearnerswithdisabilitieshavenotbeenlisted;applicationsshouldbemadeonanindividualbasistoOCR.Applicationsreceivedwillbeconsideredinthecontextofthestandardswhichmustbemetineachunitandtheevidenceofneed.

ApplicationsshouldbemadetotheSpecialRequirementsTeamatOCR([email protected]).

TheJCQdocumentA Guide to the Special Consideration Processdocumentshouldalsobereferredtoregardingpost-assessmentspecialconsiderationincasesoftemporaryillness,indispositionorinjury,atthetimeoftheassessment.EntryLevelCertificateapplicationsforspecialconsiderationshouldbesubmittedusingSpecialConsiderationOnline,accessedviaOCRInterchange

4c. Adminofnon-examassessment

Regulationsgoverningarrangementsfor internalassessmentsarecontainedinthe

JCQInstructions for conducting non-examination assessments.

Levelsofsupport

ForeachoftheEntryLevelassessments,theteachermayhelplearnerstounderstandthetasksbutmaynothelpthemwiththecontentoftheiranswers.Therearethreebroadlevelsofsupportwhichteacherscanoffertoenablelearnerstocompletetasksindependently,fromHighlevel,substantialsupport,toLowlevel,minimalsupport.Teachers canofferadifferentlevelofsupportfordifferenttasks.Thelevelofsupportgiventoalearnermayimpacttosomeextentonthemaximummarkwhichcanbeawardedforatask.Thefollowingdescriptionsindicatethedegreeofsupportthatteacherscan givetoenablelearnerstocompletethetasksindependently.

Readingtasks

Teachersshouldintroducethetextbyreadingout thetitleandthelinesprintedinitalics.Theymay alsoreadoutanypropernamesthatmaynotreadilyberecognised.Teachersmayreadoutanyquestion toanylearner.Teachersarefreetowritedownanswersatthelearner’sdictation.Whereawordinalearner’sresponseisillegible,teachersshouldsupplyareadableversion.Ifnecessary,alearnermaybeaskedtoidentifytheword.

High:LearnersworkingwithhighlevelsupportwillcompletetheReadingtasksincollaborationwiththeteacher.Theteacherwillhelpthemtounderstand thesituationandthetasks.Theteacherwillexpect toreadthetextswiththelearnerandtohelpthemunderstandthemeaningsofwords.Theteachermayfinditappropriatetogetlearnerstoreadthetextaloud.

Medium:Learnersworkingwithmediumlevelsupportwillshowprogresswithindependentreadingandwillreceiveoccasionalhelpwithunderstandingthemeaningsofthetasksandwithunderstandingoccasionalindividualwordsandmeaningsinthetexts.Theteachermayadviselearnerstoreadthetextaloud.

Low:LearnersworkingwithlowlevelsupportwillreadquietlyandworkindependentlyontheReadingtasks.Theteachermayoccasionallyanswerquestionsaboutthewordingsoftasks.

Writingtasks

Theteachermayremindlearnersaboutallrelevantfeaturesoftheirwritingandofferreassuranceas




4


necessary. Work should not be corrected as learners write,butteachersshouldindicateonthescriptanywordswithwhichtheyhavegivenassistance.

High:Learnersworkingwithhighlevelsupportwillmakepositiveachievementsincollaborationwith theteacher.Theteachercanhelplearnerswithindividualwordsandphrasesintheirwritingandofferguidancewhereitisneeded.LearnersworkingwithhighlevelsupportwillusuallyfinditdifficulttowritemorethanabriefresponseandwillthereforeusuallybeexpectedtobeworkingatLevel1standard.

Medium:Learnersworkingwithmediumlevelsupportwillshowprogresswithindependentwritingbuttheteachermayhelpthemwithindividualwordsintheirwriting.LearnersworkingwithmediumlevelsupportshouldgivesomeevidenceoftheirabilitytosustainwritingandwillusuallybeexpectedtobeworkingatLevel2standard.

Low:Learnersworkingwithlowlevelsupportwillcompletetheirworkundernormalinternalassessmentconditions.Learnersworkingwithlowlevel support should be able to plan and write independentlyandshouldgiveevidenceoftheirabilitytosustainwritingatareasonablelength.LearnersworkingwithlowlevelsupportwillusuallybeexpectedtobeworkingatLevel3standard.

Spokenlanguage

Teachersshouldensurethatlearnersunderstandwhattheyhavetodobeforethebeginningofthetask.Duringthetasktheteachershouldinterveneaslittleaspossible.

High:Learnersworkingwithhighlevelsupportwillmakepositivecontributionstotheactivityincollaborationwiththeteacher.Theteachermayencouragelearnersandpromptthemtocommunicateinformationortorespondtoquestions.Theteachercanremindlearnersofthesituationandaudienceforthetask.Thediscussionorroleplaywillbeledbytheteacher.LearnersworkingwithhighlevelsupportwillusuallybeexpectedtobeworkingatLevel1standard.

Medium: Learnersworkingwithmediumlevelsupportwillshowprogresswithindependentparticipationintheactivity.Theteachermayencouragelearnersandpromptthemtoexpandoncomments.Theycanremindlearnersofthesituationandaudienceforthetask.LearnersworkingwithmediumlevelsupportwillusuallybeexpectedtobeworkingatLevel2standard.

Low: Learnersworkingwithlowlevelsupportwillindependentlyparticipateintheactivity.Theteachermayoccasionallyencouragelearnersandpromptthemtoexpandoncomments.LearnersworkingwithlowlevelsupportwillusuallybeexpectedtobeworkingatLevel3standard.

Authenticationoflearner’swork

Centresmustdeclarethattheworksubmittedforassessmentisthelearner’sownbycompletingacentreauthenticationform(CCS160).ThisinformationmustberetainedatthecentreandbeavailableonrequesttoeitherOCRortheJCQcentre

inspectionservice.ItmustbekeptuntilthedeadlinehaspassedforcentrestosubmitaReviewofResults(RoR).OncethisdeadlinehaspassedandcentreshavenotrequestedaRoR,thisevidencecanbedestroyed.

HeadofCentreAnnualDeclaration

TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.

AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeingsuspendedandcouldleadtothewithdrawalofour approval for you to operate as a centre.

3

4

24© OCR 2016


Privatecandidates

PrivatecandidatesmayenterforOCRassessments.

Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.TheymustbebasedintheUK.

TheEntryLevelCertificateinEnglishrequireslearnerstocompleteatotaloffivetasks:twoReadingtasks,twoWritingtasksandoneSpokenLanguagetask.

Thesetasksareanessentialpartofthecourseandwill allow learners to develop skills for further study oremploymentaswellastheconfidencetocommunicateeffectively.

Private candidates need to contact OCR approved centres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.

FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk.

Internalstandardisation

Centresmustcarryoutinternalstandardisationtoensurethatmarksawardedbydifferentteachersare

accurate and consistent across all learners entered for thecomponentfromthatcentre.

Moderation

Thepurposeofmoderationistobringthemarkingofinternally-assessedassessmentsinallparticipatingcentrestoanagreedstandard.Thisisachievedbycheckingasampleofeachcentre’smarkingoflearner’s work.

Followinginternalstandardisation,centressubmitmarkstoOCRandthemoderator.Ifthereare10learnersorfewer,alltheworkshouldbesubmittedformoderationatthesametimeasmarksaresubmitted.

OncemarkshavebeensubmittedtoOCRandyourmoderator,centreswillreceiveamoderationsamplerequest.Sampleswillincludeworkfromacrosstherangeofattainmentofthelearners’work.

Therearetwowaystosubmitasample:

ModerationviatheOCRRepository–Whereyouupload electronic copies of the work included in the sampletotheOCRRepositoryandyourmoderatoraccessestheworkfromthere.

Postalmoderation–Whereyoupostthesampleofworktothemoderator.

Themethodthatwillbeusedtosubmitthe moderationsamplemustbespecifiedwhen

makingentries.TherelevantentrycodesaregiveninSection4aabove.

Alllearners’workmustbesubmittedusingthesameentryoption.Itisnotpossibleforcentrestoofferbothoptionswithinthesameseries.

Each learner’s work should have a cover sheet attachedtoitwithasummaryofthemarksawardedfortheReading,WritingandSpokenlanguagetasks. Iftheworkistobesubmittedindigitalformat,thiscoversheetshouldalsobesubmittedelectronicallywithineachlearner’sfolder.Formoreinformation ontheevidencerequiredformoderation,seesection5dFiles.

Centreswillreceivetheoutcomeofmoderation whentheprovisionalresultsareissued.Thiswillinclude:

ModerationAdjustmentsReport–Listingany scalingthathasbeenappliedtointernallyassessedassessments.

Moderator Report to Centres–Abriefreportby themoderatorontheinternalassessmentoflearners’ work.


4


GradeScale

EntryLevelqualificationsaregradedonthescale:Entry3,Entry2andEntry1,whereEntry3isthehighestgradeavailable.LearnerswhofailtoreachtheminimumstandardofEntry1willbeUnclassified(U).

OnlysubjectsinwhichgradesEntry3,Entry2 andEntry1areattainedwillberecordedoncertificates.

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centreswillhaveaccesstothefollowingresultsinformationforeachlearner:

• thegradeforthequalification

• thetotalmarkforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• gradeboundariesforeachentryoption.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCREntryLevelCertificateinEnglish’.

4e. Post-resultsservices

Anumberofpost-resultsservicesareavailable:

• Reviewofresults–Ifyouarenothappywiththeoutcomeofalearner’sresults,centresmayrequestareviewoftheirmoderation.

• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.

4f. Malpractice

It is the responsibility of the Head of Centre to report (inwriting)allcasesofsuspectedmalpracticeinvolvingcentrestafforcandidates,[email protected].

WhenaskedtodosobyOCR,HeadsofCentres arerequiredtoinvestigateinstancesofmalpracticepromptly,andreporttheoutcomesto [email protected].

FurtherinformationiscontainedintheJCQpublication: General and Vocational Qualifications – Suspected Malpractice in Examinations and Assessments whichisavailablefromwww.jcq.org.uk.

4d. Resultsandcertificates



http://www.jcq.org.uk/exams-office/

5

26© OCR 2016


5a. Awardingofgrades

ThegradesawardedfortheEntryLevelCertificateinEnglishwillbeatthreelevels:Entry1,Entry2andEntry3.

Allmarkschemeshavebeenwrittentoaddressthefollowingtargetedthresholds:

5 Appendices

SpecificationGrade Entry 3 Entry 2 Entry 1

Target 80% 60% 40%

5b. Overlapwithotherqualifications

ThereissomeoverlapofcontentwiththeOCRGCSE(9–1)inEnglishLanguage,althoughtheassessmentrequirementsaredifferent.

ThereisadegreeofoverlapbetweenthecontentofthisspecificationandthoseforotherEntryLevelCertificatesinEnglish.

5c. Keyskillssections

ThisspecificationprovidesopportunitiesforthedevelopmentoftheKeySkillsofCommunication, Application of Number, Information Technology, Working with Others, Improving Own Learning and Performance and Problem Solving at Level 1. However,theextenttowhichthisevidencefulfilstheKey Skills criteria at these levels will be totally

dependentonthestyleofteachingandlearningadopted for each unit.

ThefollowingtableindicateswhereopportunitiesmayexistforatleastsomecoverageofthevariousKeySkillscriteriaatLevel1foreachunit.

Unit C1

AoN1

IT1

WwO1

IoLP1

PS1

R393 ü ü ü ü ü

5


AllcentresenteringlearnersfortheOCREntryLevelCertificateinEnglishmustsubmitasampleoflearners’filesasevidenceformoderation.Learners’filescanbesubmittedelectronicallyviatheOCRRepositoryorsubmittedforpostalmoderation. Seesection4afortherelevantentrycodes.

AlltheEntryLevelEnglishtasksareinternallyassessed.Theyaremarkedbytheteacherandinternally standardised by the centre. Marks are thensubmittedtoOCRby15Mayonanannualbasis,afterwhichmoderationtakesplaceinaccordancewithOCRprocedures.Thepurposeofmoderationistoensurethatthestandardoftheawardofmarks forworkisthesameforeachcentreandthateachteacher has applied the standards appropriately acrosstherangeoflearnerswithinthecentre.

OncemarkshavebeensubmittedtoOCRandyourmoderator,centreswillreceiveamoderationsamplerequest.

Thesamplewillconsistof10learnersfromacross thecentre’sattainmentrange.Where10learnersorfewerareenteredforthequalification,thecentre willsubmitfilesforalllearners.Filessubmittedformoderationshouldbeclearlylabelledandincludethefollowingdetails:

• centrenumber

• centrename

• candidatenumber

• candidatename

• tasktitle.

Eachlearner’sfileshouldincludeacoversheet withdetailsofthemarksawardedforeachtaskinaccordancewiththemarkingcriteria.Ifthework istobesubmittedelectronically,thiscoversheetshouldalsobesubmittedelectronicallywithineachlearner’sfile.

Eachlearnerfileshouldcontainthefollowingevidenceandshouldbesubmittedforeachlearner inthesample:

• thetwoReadingtasks

• thetwoWritingtasks

• ACDorDVDcontaininganaudiorecordingofthelearner’sSpokenlanguagetask.ThecentreisresponsibleforprovidingaCDorDVDforthispurpose.

CompatibleaudiofileformatsfortherecordingoftheSpokenlanguagetaskaregiveninthetablebelow.

Audioorsoundformats

MPEGAudioLayer3(*.mp3)

5d. Files

5

28© OCR 2016


5e. Interimawards

TheEntryLevelEnglishcoursewillleadtofinalcertificationbyOCRatEntryLevel1,2or3.However,thisspecificationalsoprovidestheopportunityforinterimcertificationtobeachievedbylearnersatstagesduringthecourse.Theseinterimcertificatesareavailableatthreedifferentlevels:Bronze,SilverandGold.Thesecertificatesareawardedtolearnersbythecentreinrecognitionoftheprogresstheyhavemade.

ThecentremayawardinterimcertificatesatBronze,SilverandGold,asdescribedbelow.Theseinterimawardsprovidemotivationandmaintainengagementbyrecognisinglearners’progressintheOCR EntryLevelCertificateinEnglish.Thecertificates areavailabletodownloadviaInterchange https://interchange.ocr.org.uk.

Awardsarebasedoncreditaccumulationduringthecourse. Any combinationofmarksgainedfrom theinterimassessmenttaskscanbeusedtoreachthethresholdtotalforeachlevelofinterimawards.

Teacherswillneedtomonitortheperformanceoflearnersatfrequentintervalsduringthecourse.AstheyapproachthethreekeypointsfortheinterimawardsofBronze,SilverandGold,learnersshouldbeawareofhowclosetheyaretoachievingtheiraward.

BronzeAward(40%):Threshold:40marksAnexampleofaperformanceforBronzeaward wouldbe:

Reading(01)Understandinganon-fictiontext– 7marksoutof20Understandingaliterarytext – 8marksoutof20

Writing(02)Informativewriting – 10marksoutof20Imaginativewriting – 5marksoutof20

Spokenlanguage(03)Discussionorroleplay – 10marksoutof20

Thisrepresentsanoverallachievementof40%.

SilverAward(60%):Threshold:60marksAnexampleofaperformanceforSilveraward wouldbe:





GoldAward(80%):Threshold:80marks AnexampleofaperformanceforGoldawardwouldbe:





InterimcertificatesforBronze,SilverandGoldawardscanbeawardedbycentresatanytimeduringtheEntryLevelcourse,butfinalgradecertificateswillonlybeissuedbyOCRwhenlearnershavecompletedtheOCREntryLevelCertificateinEnglish.Interimcertificationisasuggestionforthiscourseofstudyandisnotarequirementofthisspecification.



Summaryofupdates

Date Version Section Titleofsection ChangeMay2018 1.1 Frontcover Disclaimer AdditionofdisclaimerSeptember2018

1.2 4a Pre-assessment Updatedentrycodes

January2019 1.3 3c TotalQualificationTime InsertionofnewsectionJanuary2020 1.4 i)4c

ii)4e

i)Adminofnon-examassessment

ii)Post-resultsservices

i)EnquiriesaboutresultschangedtoReviewofresults

ii)EnquiriesaboutresultschangedtoReviewofresults

30© OCR 2016


32© OCR 2016


OCR is part of the Cambridge Assessment Group, a department of the University of Cambridge.

For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2020 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA. Registered company number 3484466. OCR is an exempt charity.

Contact the team at: 01223 553998 [email protected] @OCR_english

To stay up to date with all the relevant news about our qualifications, register for email updates at

ocr.org.uk/updates

English CommunityThe Online Support Centre contains lots of useful links to help you get the support you need. Please visit support.ocr.org.uk

follow us on

facebook.com/ocrexams

linkedin.com/company/ocr

@OCR_english youtube.com/ocrexams

mailto:english%40ocr.org.uk?subject=

https://twitter.com/ocr_english

http://www.ocr.org.uk/updates

https://support.ocr.org.uk

http://facebook.com/ocrexams

http://facebook.com/ocrexams

http://linkedin.com/company/ocr

http://linkedin.com/company/ocr

https://twitter.com/ocr_english

http://youtube.com/ocrexams

http://youtube.com/ocrexams

OCR Entry Level Certificate in English R393 Specification · 2019-05-08 · 2 OCR 2016 Entry Level...

Documents

Transcript of OCR Entry Level Certificate in English R393 Specification · 2019-05-08 · 2 OCR 2016 Entry Level...