ENTRY 2, ENTRY 3, LEVEL 1, LEVEL 2 AWARDS AND · PDF fileNon-Roman Script Mandarin Chinese...

A1440-E2 A1441-E2 A1450-E2 A1442-E3 A1443-E3 C1444-E3 A1445-01 A1446-01 C1447-01 A1448-02 A1449-02 Issue 2 60128392 60128410 6013768X 60128483 60128501 60129189 6012846X 60128896 60129244 60128938 60128963 July 17

ENTRY 2, ENTRY 3, LEVEL 1, LEVEL 2

AWARDS AND CERTIFICATES IN

MANDARIN CHINESE

QUALIFICATION GUIDANCE

The following qualifications are available in Mandarin Chinese

Entry 2 Award in Speaking and Listening – single unit Entry 2 Award in Reading and Writing – single unit Entry 2 Award in Practical Mandarin Chinese – 2 units Speaking and Listening / Reading and Writing Entry 3 Award in Speaking and Listening – 3 units Speaking / Listening / Dialogue Entry 3 Award in Reading and Writing – 3 units Reading / Writing / Reading and Written Response Entry 3 Certificate in Practical Mandarin Chinese - 6 units Speaking / Listening / Dialogue / Reading / Writing/Reading and Written Response Level 1 Award in Speaking and Listening – 3 units Speaking / Listening / Dialogue Level 1 Award in Reading and Writing – 3 units Reading / Writing / Reading and Written Response Level 1 Certificate in Practical Mandarin Chinese - 6 units Speaking / Listening / Dialogue / Reading / Writing / Reading and Written Response Level 2 Award in Speaking and Listening – 3 units Speaking / Listening / Dialogue Level 2 Award in Reading and Writing – 3 units Reading / Writing / Reading and Written Response

Contents Qualification Summary 1 Unit Details 5 Recognition of Prior Learning (RPL), Exemption and Credit Transfer 67 Certification 68 Glossary of Terms 69

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Qualification Summary

ABC Qualifications in Mandarin Chinese There are Awards at Entry Level 2, Entry Level 3 and Levels 1 and 2 There are Certificates at Entry Level 3 and Level 1

Qualifications

Non-Roman Script Awards and Certificates in Mandarin Chinese Entry 2 Award in Speaking and Listening in Mandarin Chinese [60128392] Entry 2 Award in Reading and Writing in Mandarin Chinese [60128410] Entry 2 Award in Practical Mandarin Chinese [6013768X] Entry 3 Award in Speaking and Listening in Mandarin Chinese [60128483] Entry 3 Award in Reading and Writing in Mandarin Chinese [60128501] Entry 3 Certificate in Practical Mandarin Chinese [60129189] Level 1 Award in Speaking and Listening in Mandarin Chinese [6012846X] Level 1 Award in Reading and Writing in Mandarin Chinese [60128896] Level 1 Certificate in Practical Mandarin Chinese [60129244] Level 2 Award in Speaking and Listening in Mandarin Chinese [60128938] Level 2 Award in Reading and Writing in Mandarin Chinese [60128963] Numbers in box brackets indicate Qualification Ref numbers

Assessment Internal assessment, internal and external moderation

Grading Pass

Operational Start Date 01/09/2014

Review Date Entry 3 – Level 1 31/08/2018

Operational End Date

Entry 2 Award in Speaking and Listening in Mandarin Chinese 31/08/2018 Entry 2 Award in Reading and Writing in Mandarin Chinese 31/08/2018 Entry 2 Award in Practical Mandarin Chinese 31/08/2018 Level 2 Award in Speaking and Listening in Mandarin Chinese 31/08/2018 Level 2 Award in Reading and Writing in Mandarin Chinese 31/08/2018

Certification End Date

Entry 2 Award in Speaking and Listening in Mandarin Chinese 31/08/2019 Entry 2 Award in Reading and Writing in Mandarin Chinese 31/08/2019 Entry 2 Award in Practical Mandarin Chinese 31/08/2019 Level 2 Award in Speaking and Listening in Mandarin Chinese 31/08/2019 Level 2 Award in Reading and Writing in Mandarin Chinese 31/08/2019

ABC Sector Languages

Ofqual SSA Sector 12.2

Stakeholder Support CfA

Contact See ABC web site for the Centre Support Officer responsible for these qualifications

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Entry Level 2, Entry Level 3, Level 1 and Level 2 Awards in Mandarin Chinese Entry Level 3 and Level 1 Certificates in Mandarin Chinese Rules of Combination: Non-Roman Scripts Entry Level 2 Award in Speaking and Listening - learners must achieve a minimum of 3 credits Entry Level 2 Award in Reading and Writing - learners must achieve a minimum of 3 credits Entry Level 2 Award in Practical Mandarin Chinese – learners must achieve a minimum of 6 credits Entry Level 3 Award in Speaking and Listening - learners must achieve a minimum of 6 credits Entry Level 3 Award in Reading and Writing - learners must achieve a minimum of 9 credits Entry Level 3 Certificate in Practical Mandarin Chinese 15 credits Level 1 Award in Speaking and Listening - learners must achieve a minimum of 9 credits Level 1 Award in Reading and Writing - learners must achieve a minimum of 9 credits Level 1 Certificate in Practical Mandarin Chinese 18 credits Level 2 Award in Speaking and Listening - learners must achieve a minimum of 9 credits Level 2 Award in Reading and Writing - learners must achieve a minimum of 9 credits The GLH given below is an estimated time but could vary depending on the centre and learners (e.g. it could be less than that stated).

Unit Level Credit Value

GLH Page No.

Non-Roman Script

Mandarin Chinese

Entry Level 2 Award in Speaking and Listening in Mandarin Chinese

Speaking and Listening in Mandarin Chinese [H/505/7925] E2 3 20 5

Entry Level 2 Award in Reading and Writing in Mandarin Chinese

Reading and Writing in Mandarin Chinese [T/505/7928] E2 3 28 9

Entry Level 2 Award in Practical Mandarin Chinese

Speaking and Listening in Mandarin Chinese [H/505/7925] E2 3 20 5

Reading and Writing in Mandarin Chinese [T/505/7928] E2 3 28 9

Entry Level 3 Award in Speaking and Listening in Mandarin Chinese

Speaking in Mandarin Chinese [A/505/7929] E3 2 20 12

Listening in Mandarin Chinese [M/505/7930] E3 2 20 15

Dialogue in Mandarin Chinese [T/505/7931] E3 2 20 18

Entry Level 3 Award in Reading and Writing in Mandarin Chinese

Reading in Mandarin Chinese [A/505/7932] E3 3 25 21

Writing in Mandarin Chinese [F/505/7933] E3 3 25 24

Reading and Written Response in Mandarin Chinese [J/505/7934]

E3 3 25 27

Entry Level 3 Certificate in Practical Mandarin Chinese

Speaking in Mandarin Chinese [A/505/7929] E3 2 20 12

Listening in Mandarin Chinese [M/505/7930] E3 2 20 15

Dialogue in Mandarin Chinese [T/505/7931] E3 2 20 18

Reading in Mandarin Chinese [A/505/7932] E3 3 25 21

Writing in Mandarin Chinese [F/505/7933] E3 3 25 24


E3 3 25 27

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Level 1 Award in Speaking and Listening in Mandarin Chinese

Speaking in Mandarin Chinese [L/505/7935] 1 3 20 30

Listening in Mandarin Chinese [R/505/7936] 1 3 20 33

Dialogue in Mandarin Chinese [Y/505/7937] 1 3 25 36

Level 1 Award in Reading and Writing in Mandarin Chinese

Reading in Mandarin Chinese [D/505/7938] 1 3 28 39

Writing in Mandarin Chinese [H/505/7939] 1 3 28 42

Reading and Written Response in Mandarin Chinese [D/505/7941]

1 3 28 45

Level 1 Certificate in Practical Mandarin Chinese

Speaking in Mandarin Chinese [L/505/7935] 1 3 20 30

Listening in Mandarin Chinese [R/505/7936] 1 3 20 33

Dialogue in Mandarin Chinese [Y/505/7937] 1 3 25 36

Reading in Mandarin Chinese [D/505/7938] 1 3 28 39

Writing in Mandarin Chinese [H/505/7939] 1 3 28 42

Reading and Written Response in Mandarin Chinese [D/505/7941]

1 3 28 45

Level 2 Award in Speaking and Listening in Mandarin Chinese

Speaking in Mandarin Chinese [H/505/7942] 2 3 22 48

Listening in Mandarin Chinese [K/505/7943] 2 3 22 51

Dialogue in Mandarin Chinese [M/505/7944] 2 3 28 54

Level 2 Award in Reading and Writing in Mandarin Chinese

Reading in Mandarin Chinese [T/505/7945] 2 3 25 58

Writing in Mandarin Chinese [A/505/7946] 2 3 25 61


2 3 25 64

Numbers in box brackets indicate unit number If learners achieve credits from units of the same title (or linked titles) at more than one level, they cannot count credits achieved from both units towards the credit target of a qualification

Entry Requirements No formal entry requirements

Age Range Pre 16 16 – 18 19 +

LARS Reference

Entry 2 Award in Speaking and Listening in Mandarin Chinese – 60128392 Entry 2 Award in Reading and Writing in Mandarin Chinese – 60128410 Entry 2 Award in Practical Mandarin Chinese – 6013768X Entry 3 Award in Speaking and Listening in Mandarin Chinese – 60128483 Entry 3 Award in Reading and Writing in Mandarin Chinese – 60128501 Entry 3 Certificate in Practical Mandarin Chinese – 60129189 Level 1 Award in Speaking and Listening in Mandarin Chinese – 6012846X Level 1 Award in Reading and Writing in Mandarin Chinese – 60128896 Level 1 Certificate in Practical Mandarin Chinese – 60129244 Level 2 Award in Speaking and Listening in Mandarin Chinese – 60128938 Level 2 Award in Reading and Writing in Mandarin Chinese – 60128963

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Recommended GLH1

Entry 2 Award in Speaking and Listening in Mandarin Chinese – 20 Entry 2 Award in Reading and Writing in Mandarin Chinese – 28 Entry 2 Award in Practical Mandarin Chinese - 48 Entry 3 Award in Speaking and Listening in Mandarin Chinese – 60 Entry 3 Award in Reading and Writing in Mandarin Chinese – 75 Entry 3 Certificate in Practical Mandarin Chinese – 135 Level 1 Award in Speaking and Listening in Mandarin Chinese – 65 Level 1 Award in Reading and Writing in Mandarin Chinese – 84 Level 1 Certificate in Practical Mandarin Chinese – 149 Level 2 Award in Speaking and Listening in Mandarin Chinese – 72 Level 2 Award in Reading and Writing in Mandarin Chinese – 75

Recommended TQT2

Entry 2 Award in Speaking and Listening in Mandarin Chinese – 30 Entry 2 Award in Reading and Writing in Mandarin Chinese – 30 Entry 2 Award in Practical Mandarin Chinese - 60 Entry 3 Award in Speaking and Listening in Mandarin Chinese – 60 Entry 3 Award in Reading and Writing in Mandarin Chinese – 90 Entry 3 Certificate in Practical Mandarin Chinese – 150 Level 1 Award in Speaking and Listening in Mandarin Chinese – 90 Level 1 Award in Reading and Writing in Mandarin Chinese – 90 Level 1 Certificate in Practical Mandarin Chinese – 180 Level 2 Award in Speaking and Listening in Mandarin Chinese – 90 Level 2 Award in Reading and Writing in Mandarin Chinese – 90

Credit Value

Entry 2 Award in Speaking and Listening in Mandarin Chinese – 3 Entry 2 Award in Reading and Writing in Mandarin Chinese – 3 Entry 2 Award in Practical Mandarin Chinese -6 Entry 3 Award in Speaking and Listening in Mandarin Chinese – 6 Entry 3 Award in Reading and Writing in Mandarin Chinese – 9 Entry 3 Certificate in Practical Mandarin Chinese – 15 Level 1 Award in Speaking and Listening in Mandarin Chinese – 9 Level 1 Award in Reading and Writing in Mandarin Chinese – 9 Level 1 Certificate in Practical Mandarin Chinese – 18 Level 2 Award in Speaking and Listening in Mandarin Chinese – 9 Level 2 Award in Reading and Writing in Mandarin Chinese – 9

Type of Funding Available

See LARS (Learning Aim Rates Service)

Minimum Qualification Fee

See ABC web site for current fees and charges

Unit Fee Unit fees are based upon a unit’s individual credit value. Please see the ABC web site for the current fee charged per credit.

Additional Information See ABC web site for resources available for this qualification.

1 See Glossary of Terms

2 See Glossary of Terms

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Unit Details Unit Title

H/505/7925 Speaking and Listening in Mandarin Chinese

Level

Entry 2

Credit Value

3

Guided Learning Hours

20

Unit Summary

Learners will be able to understand and use basic words and phrases in familiar situations. They will be able to take part in simple interactions, applying the basic rules of pronunciation and employing appropriate and commonly used conventions. They will begin to develop an awareness of the cultural conventions in the target language. A simple dictionary can be used by learners to prepare for both Learning Outcomes 1 and 3 but any notes made in the target language must be handed in to the tutor prior to the assessment. Learning Outcome 1 does not need to be recorded. Learning Outcome 3 must be recorded (audio or video) and should be tutor led

Learning Outcomes (1 to 3) The learner will

Assessment Criteria (1.1 to 3.1) The learner can

1. Be able to form basic phrases in the target language

1.1 Speak at least 4 basic phrases relating to familiar events which must include

a limited range of everyday vocabulary / set phrases

a basic question

basic link words in everyday use

basic numbers (at least 1–20)

pronunciation that is sufficient to be understood

2. Be able to recognise basic words / short phrases expressed orally in the target language

2.1 Listen to at least 5 basic words and/or key phrases relating to familiar events in the target language which must include

a limited range of everyday vocabulary

simplest ways of expressing the present tense/timeframe

a question form


basic numbers (at least 1–20) and write the meaning in English without the use of a dictionary

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3. Be able to take part in a simple interaction in the target language

3.1 Maintain communication during a simple interaction about familiar events with a minimum of 10 phrases (at least 4 from the learner) which must include

a limited range of everyday vocabulary and set phrases

appropriate and commonly used conventions such as greetings and common courtesies


a limited range of basic questions




Links to National Occupational Standards UK Occupational Language Standards 2010: Understand: Basic, Performance Criteria 1-4 Speak: Basic, Performance Criteria 1-4, 8 Common European Framework: A1 Spoken Interaction, A1 Spoken Production, A1 Listening

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SUPPORTING UNIT INFORMATION

H/505/7925 Speaking and Listening in Mandarin Chinese – Entry 2

INDICATIVE CONTENT

This unit will introduce learners to the following key information (relating to the topics chosen)

basic common phrases and items of vocabulary both international and country specific

the range of sounds required in the spoken language

common courtesies such as pardon, sorry, please, thank you, can you help

appropriate and commonly used conventions in the target language

simple agreement/disagreement e.g. yes/no, statements of fact e.g. there/here is, I would like and simple interrogatives e.g. how much? Have you?


basic positive and negative structures

link words in everyday use

basic numbers

Learning Outcome 1 (speaking) does not need to be recorded. Learning Outcome 3 (dialogue) must be recorded (audio or video) and should be tutor led. Learners can use a dictionary to prepare for both Learning outcomes 1 and 3 but any notes made in the target language must be handed in to the tutor prior to the assessment.

TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve speaking and listening skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.

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EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence for this unit must be available for external moderation Learning Outcome 1 - ABC Witness Statement*

This unit does not need to be recorded. The only evidence required for the Speaking unit is the ABC Witness Statement* which must be completed and signed by the tutor.

One Witness statement is valid for an entire cohort.

Learning Outcome 2

The transcript or the recording of the listening material in the target language.

The task presented to the Learners and their written responses in English Learning Outcome 3

The recording (audio or video) of the dialogue which must be tutor led.

The List of learners showing order of tape/disc recording (Audio/video record form)

The Tutor brief showing the tutor’s role

The Learner brief showing the learner prompts in English. (please note that the Learner brief must not show the tutor’s utterances).

Tutor Tracking Document *

The tutor tracking document for Entry 2 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes and assessment criteria achieved/not achieved per learner, per cohort.

Declaration of Authenticity *

Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.

Evidence of Internal Moderation

Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report * Whichever method the centre uses, the submission must contain evidence of internal moderation.

It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk

http://www.abcawards.co.uk/

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Unit Title

T/505/7928 Reading and Writing in Mandarin Chinese

Level

Entry 2

Credit Value

3


28

Unit Summary

Learners will understand and write basic words / characters and phrases on familiar subjects in the target language. Learners will demonstrate an understanding of the conventions related to the target language script. Written work produced by learners does not have to be handwritten. A simple dictionary can be used by learners for this unit



1. Be able to understand basic written words and key phrases on familiar subjects in the target language

1.1 Read 5 words / short phrases in everyday use in the target language and write the meaning in English using a simple dictionary/glossary if required

2. Be able to use a simple dictionary/glossary

2.1 Use a simple dictionary/glossary to translate a list of 5 words / short phrases new to the learner into the target language

3. Be able to recognise and respond in writing to basic written requests in the target language

3.1 Read 5 written requests for basic information given in the target language and respond in writing in the target language which must include

a limited range of everyday vocabulary/set phrases



basic principles of language and script

Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Basic, Performance Criteria 1-5 Write: Basic, Performance Criteria 1-5 Common European Framework: A1 Reading, A1 Writing

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T/505/7928 Reading and Writing in Mandarin Chinese – Entry 2

INDICATIVE CONTENT

This unit will introduce learners to the following key information (relating to the topics chosen and where appropriate to the language)

basic common phrases and items of vocabulary both international and country specific

the direction of the script

the type of script (Latin, consonant based, syllabic, ideographic)

the role of elements such as accents, umlauts, short vowels, character strokes

the basic principles of spelling / tone differences (e.g. silent consonants in French, the use of capital letters in German, short vowels in Arabic, tone differences and light tone in Mandarin) and how these correspond to sound (if appropriate to the language)

how to link words together to create short phrases e.g. and

basic numerical data


A simple dictionary/glossary can be used for all learning outcomes for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading and writing skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.

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EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence must be available for external moderation Learning Outcome 1

The task as presented to the learners and their written answers in English Learning Outcome 2

The task (new words/ phrases) as presented to the learners and their written answers in English

Learning Outcome 3

The task as presented to the learners and their written responses in English

Tutor Tracking Document *

The tutor tracking document for Entry 2 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes and assessment criteria achieved/not achieved per learner, per cohort.

Declaration of Authenticity *

Every learner must complete a Declaration of Authenticity* which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required.



It is not a requirement to send any other evidence but other suitable supplementary evidence could be included. ADDITIONAL INFORMATION

*All forms and additional guidance on this unit can be found on the ABC website

www.abcawards.co.uk


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Unit Title

A/505/7929 Speaking in Mandarin Chinese

Level

Entry 3

Credit Value

2


20

Unit Summary

Learners will be able to use basic words and key phrases in familiar situations in the target language and ask simple questions A simple dictionary can be used by learners to prepare for both learning outcomes but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded



1. Be able to express basic words and short phrases in the target language

1.1 Generate at least 4 phrases relating to familiar events which must include the following

a limited range of everyday vocabulary / set phrases including 1 negative





2. Be able to express short and simple questions in the target language

2.1 Generate at least 6 short and simple questions using

a limited range of everyday vocabulary / set phrases


a limited range of basic question forms


Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Basic, Performance Criteria 1-8 Common European Framework: A1 Spoken Production

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A/505/7929 Speaking in Mandarin Chinese – Entry 3

INDICATIVE CONTENT


formal and informal language if appropriate

a range of common items of vocabulary and at least one negative structure

words used to link ideas e.g. and, but, also

how to ask questions both those requiring a yes / no answer and those requiring basic information in prescribed contexts

the basic rules of pronunciation and pronounce words and simple phrases accurately enough not to impair communication

simple structures to express like / dislike

present tense/timeframe with frequently used verbs / structures

basic numbers

A simple dictionary can be used by learners to prepare for both learning outcomes but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve speaking skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.

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EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence for this unit must be available for external moderation Learning Outcomes 1 and 2 - ABC Witness Statement*


One Witness statement is valid for an entire cohort. Tutor Tracking Document*

The tutor tracking document for Entry 3 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.

Declaration of Authenticity*



Centres should follow their own policies regarding internal moderation and may use their own methods of recording or may use the ABC Internal Verification Sampling Report* Whichever method the centre uses, the submission must contain evidence of internal moderation.



15

Unit Title

M/505/7930 Listening in Mandarin Chinese

Level

Entry 3

Credit Value

2


20

Unit Summary

Learners will be able to demonstrate understanding of basic words and key phrases in familiar situations spoken in the target language. Learners will also be able to extract specific details from a passage spoken in the target language. Learners must not use a dictionary in this unit



1. Be able to recognise and understand basic words and short phrases expressed orally in the target language

1.1 Listen to at least 8 phrases in the target language which must include



a negative statement

a simple question form

expressions of like / dislike

basic numbers (at least 1-1000) 1.2 Demonstrate understanding of the above, by answering in English a minimum of 5 questions set in English

2. Be able to listen to and extract specific details from given material expressed orally in the target language

2.1 Listen to a short passage in the target language which must include





basic link words in everyday use 2.2 Demonstrate understanding of the above by noting in English at least 5 specific details

Links to National Occupational Standards UK Occupational Language Standards 2010: Understand: Basic, Performance Criteria 1-7 Common European Framework: A1 Listening

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M/505/7930 Listening in Mandarin Chinese – Entry 3

INDICATIVE CONTENT This unit will introduce learners to the following key information (relating to the topics chosen)

present tense/timeframe with frequently used verbs / structures and a range of common items of vocabulary and phrases within the prescribed contexts

at least one negative structure e.g. not; never

simple agreement / disagreement e.g. ok, fine, that’s good, not ok

simple structures to express like / dislike e.g. like/don’t like, adore/detest, love/hate

questions requiring a yes / no answer e.g. do you have..? Is it..? Can I..?

questions requiring basic information e.g. Where is/are..? What is/are..?

How do I..? Which..? When..? What time..?


the use of formal and informal language if appropriate

simple numerical data

Learners must not use a dictionary in this unit If centres use pictures or symbols these must only complement the activity. The pictures/symbols must not provide the answers or aid understanding. Learning Outcome 2 – the short passage should be long enough to include all elements required. Centres need to use their professional judgement. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve listening skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.

17

Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence must be available for external moderation Learning Outcome 1

The transcript or the recording of the listening material in the target language

The task presented to the Learners and their written responses in English. Learning Outcome 2

The transcript or the recording of the listening material in the target language

The task presented to the Learners and their written responses in English. Tutor Tracking Document*








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Unit Title

T/505/7931 Dialogue in Mandarin Chinese

Level

Entry 3

Credit Value

2


20

Unit Summary

Learners will be able to understand and use simple phrases and questions to exchange information in familiar situations in the target language A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. Please note the dialogue must be recorded (audio or video) and should be tutor led



1. Be able to take part in a simple dialogue in the target language

1.1 Participate in a dialogue with a minimum of 12 simple phrases (the learner must contribute a minimum of 6 utterances) which must include



one question from the learner

an appropriate response to an unknown question


a negative response from the learner



Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Basic, Performance Criteria 1-8 Understand: Basic, Performance Criteria 1-7 Common European Framework: A1 Spoken Interaction, A1 Spoken Production, A1 Listening

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T/505/7931 Dialogue in Mandarin Chinese – Entry 3

INDICATIVE CONTENT


the importance of non-verbal communication

phrases such as please repeat, slowly please, I don’t understand

formal and informal language if appropriate



questions, both those requiring a yes / no answer and those requiring basic information, in prescribed contexts

the basic rules of pronunciation to recognise words and simple phrases




For this unit learners can use a dictionary to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. Please note the dialogue must be recorded (audio or video) and should be tutor led TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve dialogue skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.

20

Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence must be available for external moderation Learning Outcome 1




The Learner brief showing the learner prompts in English (please note that the Learner brief must not show the tutor’s utterances) Tutor Tracking Document*






It is not a requirement to send any other evidence but other suitable supplementary evidence could be included.

ADDITIONAL INFORMATION *All forms and additional guidance on this unit can be found on the ABC website www.abcawards.co.uk


21

Unit Title

A/505/7932 Reading in Mandarin Chinese

Level

Entry 3

Credit Value

3


25

Unit Summary

Learners will recognise basic written signs and understand simple written instructions and texts on familiar subjects in the target language. Written work produced by learners does not need to be handwritten. A dictionary can be used by learners for this unit



1. Understand basic instructions /signs in the target language

1.1 Read and give the meaning in English to 10 signs/instructions given in the target language using a dictionary/glossary if required

2. Understand a text in the target language consisting of vocabulary in everyday use

2.1 Read a simple written text in the target language which must include



a negative form


basic numerical data (at least 1–1000) using a dictionary/glossary if required 2.2 Respond in English to 5 questions set in English demonstrating understanding of the text above using a dictionary/glossary if required

Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Basic, Performance Criteria 1-9 Common European Framework: A1 Reading

22


A/505/7932 Reading in Mandarin Chinese – Entry 3

INDICATIVE CONTENT


formal and informal language




questions, both those requiring yes / no answers and those requiring basic information, in prescribed contexts

the basic rules of grammar to recognise words and simple phrases



simple written forms / conventions of the target language

using a simple dictionary/glossary / phrase book (target language>English)

A simple dictionary can be used for all learning outcomes for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.

23

EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process. The following evidence must be available for external moderation Learning Outcome 1

The task (signs/instructions in the target language) as presented to the learners

The learners’ written answers in English Learning Outcome 2

The task (short text in the target language ) as presented to the learners

The questions set in English and the learners’ written answers in English Tutor Tracking Document*

The tutor tracking document for Entry 3 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.







24

Unit Title

F/505/7933 Writing in Mandarin Chinese

Level

Entry 3

Credit Value

3


25

Unit Summary

Learners will learn how to write basic short phrases and sentences on familiar topics. They will demonstrate their ability to do this by composing lists and basic messages on familiar topics in the target language. Written work produced by learners does not have to be handwritten. A dictionary can be used by learners for this unit



1. Be able to produce a simple list of items on familiar topics in the target language

1.1 Write a simple list of a minimum of 7 items in the target language from a specific topic using a dictionary/glossary if required

2. Be able to write a basic short message or note in the target language

2.1 Write a basic message or note in the target language conveying at least one piece of information and one question demonstrating


correct use of basic sentence structures

correct use of basic question forms using a dictionary/glossary if required

Links to National Occupational Standards UK Occupational Language Standards 2010: Write: Basic, Performance Criteria 1-8 Common European Framework: A1 Writing

25


F/505/7933 Writing in Mandarin Chinese – Entry 3

INDICATIVE CONTENT


the distinction between formal and informal language if appropriate

a range of common items of vocabulary and at least one basic negative structure

some basic connectors (e.g. and, but, also)

questions requiring a yes / no answer and those requiring basic information in prescribed contexts

a basic knowledge of simple grammar rules

a basic knowledge of frequently used verbs and simple structures to express the present tense/timeframe

how to express likes and dislikes

recognition and use of simple written forms and conventions

using a basic bilingual dictionary, glossary or phrase book

A dictionary can be used by learners for all learning outcomes for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve writing skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.

26

EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1

The Writing task as presented to the learners in English

The learners’ written responses in the target language Learning Outcome 2

The Writing task, as presented to the learners in English

The learners’ written response in the target language. Tutor Tracking Document*









27

Unit Title

J/505/7934 Reading and Written Response in Mandarin Chinese

Level

Entry 3

Credit Value

3


25

Unit Summary

Learners will be able to read simple messages including questions or requests for information on familiar subjects in the target language and produce a written response in the target language. Written work produced by learners does not need to be handwritten A dictionary can be used by learners for this unit



1. Be able to read and respond to simple written material in the target language

1.1 Read a simple message written in the target language which must include

questions or requests for information



a negative form


basic numerical data (within the range 1–1000) using a dictionary/glossary if required 1.2 Write a short reply in the target language responding to the questions or requests for information contained within the message above using a dictionary/glossary if required

Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Basic, Performance Criteria 1-9 Write: Basic, Performance Criteria 1-8 Common European Framework: A1 Reading, A1 Writing

28


J/505/7934 Reading and Written Response in Mandarin Chinese – Entry 3

INDICATIVE CONTENT This unit will introduce learners to the following key information (relating to the topics chosen)

formal and informal language



recognising questions, both those requiring a yes / no answer and those requiring basic information, in prescribed contexts


the basic rules of grammar to recognise words and simple phrases



recognition and use of simple written forms / conventions of the target language

using a simple dictionary/glossary / phrase book (target language>English; English>target language)

A dictionary can be used by learners for all learning outcomes TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading and written response skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.

29


The simple message (provided in the target language) as presented to the learners.

The learners’ responses (in the target language) to the questions or requests for information contained within the stimulus material.

Tutor Tracking Document*









30

Unit Title

L/505/7935 Speaking in Mandarin Chinese

Level

1

Credit Value

3


20

Unit Summary

Learners will be able to use a limited range of simple words and sentences to form statements and questions in familiar situations. They will be able to give a short talk on a familiar topic. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded



1. Be able to form simple statements to provide information in the target language

1.1 Speak on a chosen topic using at least 8 phrases which must include

at least 1 expression of like/dislike or intention

relevant everyday vocabulary

simple adjectives

simplest ways of expressing at least 2 tenses/timeframes


simple link words in everyday use

intonation and pronunciation to express meaning clearly

simple numbers (at least 1–1000)

Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Predictable, Performance Criteria 1-10 Common European Framework: A2 Spoken Production

31


L/505/7935 Speaking in Mandarin Chinese – Level 1

INDICATIVE CONTENT



a range of basic positive / negative structures

a wider range of basic connectors (e.g. therefore), appropriate prepositions, and appropriate adjectives / adverbs to create simple descriptions, expressions of frequency

a basic knowledge of modal verbs (e.g. can, must, would like), requests for information (e.g. how, when, do you, have you, are you), permission to act (e.g. may I, can I)

a basic knowledge of simple structures to express at least 2 tenses/time frames – past/ present/ future where appropriate to the language


*It is expected that learners will be able to demonstrate correct use of at least 2 tenses/timeframes - past/present/future - with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve speaking skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.

32

EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1 - ABC Witness Statement*


One Witness statement is valid for an entire cohort.


The tutor tracking document for Level 1 Speaking and Listening must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.


Every learner must complete a Declaration of Authenticity which should be kept by the centre together with the learners’ evidence. This declaration covers all units being claimed so only one declaration per learner is required





33

Unit Title

R/505/7936 Listening in Mandarin Chinese

Level

1

Credit Value

3


20

Unit Summary

Learners will be able to understand simple words and sentences in familiar situations spoken in the target language and be able to extract specific details to demonstrate understanding. Learners must not use a dictionary in this unit



1. Be able to understand spoken material expressed in the target language and extract specific details

1.1 Listen to a dialogue or monologue in the target language of at least 16 utterances which must include


simple adjectives

simplest ways of expressing past, present and future tenses/timeframes where appropriate to the language

a negative structure

simple numbers (at least 1–1000) 1.2 Answer in English a minimum of 6 specific questions set in English to demonstrate understanding of the above dialogue or monologue

Links to National Occupational Standards UK Occupational Language Standards 2010: Understand: Predictable, Performance Criteria 1-9 Common European Framework: A2 Listening

34


R/505/7936 Listening in Mandarin Chinese – Level 1

INDICATIVE CONTENT






a basic knowledge of simple structures to express past, present and future tenses/timeframes where appropriate to the language*

some recognition of common liaison and elision where appropriate to the language (e.g. sounding consonants before vowels, omission of vowels and syllables)


*It is expected that learners will be able to demonstrate correct understanding of the past, present and future tenses/timeframes with the exception of languages where separate timeframes are not part of the structure of the language. Learners must not use a dictionary in this unit If centres use pictures or symbols these must complement not replace the source passage. The pictures/symbols must not provide the answers or aid understanding. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve listening skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.

35

Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1










36

Unit Title

Y/505/7937 Dialogue in Mandarin Chinese

Level

1

Credit Value

3


25

Unit Summary

Learners will be able to use and understand a limited range of simple words, sentences and questions to take part in short dialogues in familiar situations. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment Please note the dialogue must be recorded (audio or video) and should be tutor led



1. Be able to participate in a dialogue in the target language

1.1 Participate in a dialogue in the target language about familiar events of at least 12 exchanges (minimum of 6 from the learner) which must include


simple adjectives

a negative structure

the simplest ways of expressing at least 2 tenses/timeframes

simple link words

a question from the learner

a response to at least 1 unknown open question


simple numbers (at least 1–1000)

Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Predictable, Performance Criteria 1-10 Understand: Predictable, Performance Criteria 1-9 Common European Framework: A2 Listening; A2 Spoken Interaction, A2 Spoken Production

37


Y/505/7937 Dialogue in Mandarin Chinese – Level 1

INDICATIVE CONTENT




open and closed questions



a basic knowledge of simple structures to express at least 2 tenses/timeframes – past/ present/future/ where appropriate to the language*

some recognition of common liaison and elision where appropriate. (e.g. sounding consonants before vowels, omission of vowels and syllables

conventions related to common social and business interactions

*It is expected that learners will be able to demonstrate during the dialogue assessment the correct use of at least 2 tenses/timeframes - past/present/future - with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. Please note the dialogue must be recorded (audio or video) and should be tutor led. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve dialogue skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.

38

Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1












39

Unit Title

D/505/7938 Reading in Mandarin Chinese

Level

1

Credit Value

3


28

Unit Summary

Learners will read and understand simply written texts on familiar subjects in the target language that use simple structures in past, present and future tenses/timeframes where appropriate. Written work produced by learners does not need to be handwritten A dictionary can be used by learners for this unit



1. Be able to read and understand a simple text in the target language

1.1 Read a simple written text in the target language which must include


simplest ways of expressing present, past and future tenses/timeframes

at least one negative structure

simple numerical data (within the range 1–1000)

prepositions or adjectives or adverbs

simple link words in everyday use

expressions of frequency using a dictionary/glossary if required 1.2 Respond in English to 7 questions set in English demonstrating understanding of the text above using a dictionary/glossary if required

Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Predictable, Performance Criteria 1-8 Common European Framework: A2 Reading

40


D/505/7938 Reading in Mandarin Chinese – Level 1

INDICATIVE CONTENT


the distinction between formal and informal language

a range of basic positive /negative structures





use of simple dictionaries / glossaries (target language>English)

conventions used in letters, notes, forms

*It is expected that learners will be able to demonstrate the ability to read and understand the past, present and future tenses/timeframes - with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria.

41


The simple written text in the target language as presented to the learners.


The tutor tracking document for Level 1 Reading and Writing must be fully completed by the tutor and signed by the IV showing the results of all the learning outcomes achieved/not achieved per learner, per cohort.







42

Unit Title

H/505/7939 Writing in Mandarin Chinese

Level

1

Credit Value

3


28

Unit Summary

Learners will be able to write simple texts in the target language. Written work produced by learners does not need to be handwritten A dictionary can be used by learners for this unit



1. Be able to write simple text in the target language

1.1 Write 2 different types of simple text in the target language, both of which must be a minimum of 60 words, which must include the following across the 2 texts

a greeting


the simplest ways of expressing present, past and future tenses/timeframes

an expression of intention or possibility or wish

an expression of frequency


at least one question form

at least one negative form

simple numerical data (within the range 1–1000)

simple link words using a dictionary/glossary if required

Links to National Occupational Standards UK Occupational Language Standards 2010: Write: Predictable, Performance Criteria 1-7 Common European Framework: A2 Writing

43


H/505/7939 Writing in Mandarin Chinese – Level 1

INDICATIVE CONTENT



a range of basic positive /negative structures





conventions a) used in letters / cards (e.g. one example of an opening and closing phrase), notes, forms b) addressing envelopes

an awareness of grammar requirements when constructing sentences; word order, punctuation, other as appropriate

use of simple dictionaries/glossaries

*It is expected that learners will be able to demonstrate through their writing the correct use of the past, present and future tenses/timeframes with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve writing skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.

44

Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1

The Writing task 1 , as presented to the learners in English, plus their written responses in the target language (minimum 60 words)

The Writing task 2 , as presented to the learners in English, plus their written responses in the target language (minimum 60 words)









45

Unit Title

D/505/7941 Reading and Written Response in Mandarin Chinese

Level

1

Credit Value

3


28

Unit Summary

Learners will be able to read simply written text on familiar subjects in the target language, and produce a written response in the target language. Written work produced by learners does not need to be handwritten. A dictionary can be used by learners for this unit



1. Be able to read and respond in the target language to simple written text

1.1 Read a simple text in the target language which must include


the simplest ways of expressing present, past and future tenses/timeframes

expressions of intention or possibility or wish using a dictionary if required 1.2 Write a response of at least 60 words in the target language to a stimulus written in the target language which must include the following


the simplest ways of expressing at least 2 tenses/timeframes i.e. present, past, future

appropriate selection and use of formal and informal language


simple link words in everyday use using a dictionary if required

Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Predictable, Performance Criteria 1-8 Write: Predictable, Performance Criteria 1-7 Common European Framework: A2 Reading, A2 Writing

46


D/505/7941 Reading and Written Response in Mandarin Chinese – Level 1

INDICATIVE CONTENT







a basic knowledge of simple structures to understand written forms of the past, present and future tenses/timeframes where appropriate to the language*

a basic knowledge of simple structures to write at least 2 tenses/timeframes – past/ present/future/ where appropriate to the language*

conventions a) used in letters / cards (e.g. one example of an opening and closing phrase), notes, forms b) addressing envelopes

an awareness of grammar requirements when constructing sentences; word order, punctuation, other as appropriate

use of simple dictionaries/glossaries

*It is expected that learners will be able to read and understand the past, present and future tenses/timeframes and be able to respond in writing using the correct forms of at least 2 tenses/timeframes with the exception of languages where separate timeframes are not part of the structure of the language A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading and written response skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated.

47

Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be available for external moderation Learning Outcome 1

The simple text (in the target language) as presented to the learners.










48

Unit Title

H/505/7942 Speaking in Mandarin Chinese

Level

2

Credit Value

3


22

Unit Summary

Learners will be able to speak in the target language, generating sentences in everyday usage, some of which may be complex, using past, present and future tenses/timeframes and conditional forms where appropriate to the language A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. This unit does not need to be recorded



1. Be able to express routine information in the target language

1.1 Speak for 1–2 minutes in the target language on a chosen topic which must include

vocabulary in everyday use

adjectives and adverbs

past, present and future tenses/timeframes

negative statements

opinions or preferences

compound sentences


routine numerical data

Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Routine, Performance Criteria 1-13 Common European Framework: B1 Spoken Production

49


H/505/7942 Speaking in Mandarin Chinese – Level 2

INDICATIVE CONTENT


a wider range of commonly used positive / negative structures

a wider range of connectors, verbs, adjectives, including comparative, superlative, adverbs, expressions of frequency

a wider range of modal verbs (or equivalent) to express ability, need, desire, compulsion

a working knowledge of structures expressing past, present and future tenses/timeframes and conditional forms as appropriate to the language*

the imperative form

common and standard conventions to express preference, opinion, condolence, acceptance and refusal, some of which may be idiomatic

a range of polite expressions of gratitude, regret, apology, annoyance some of which may be idiomatic


compound sentences – if these are not appropriate for the target language consult ABC Awards

*It is expected that learners will be able to demonstrate their ability to speak using the past, present and future tenses/timeframes and conditional forms - with the exception of languages where separate timeframes are not part of the structure of the language. The topic can be selected solely by the learner or by consultation with the tutor/assessor. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve speaking skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated.

50

Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1 - ABC Witness Statement*


One Witness statement is valid for an entire cohort. Tutor Tracking Document*








51

Unit Title

K/505/7943 Listening in Mandarin Chinese

Level

2

Credit Value

3


22

Unit Summary

Learners will be able to listen to and understand sentences in everyday usage, some of which may be complex, in past, present and future tenses/timeframes where appropriate to the target language Learners must not use a dictionary in this unit



1. Be able to understand information and opinions presented in spoken form

1.1 Listen to a dialogue or monologue in the target language of at least 20 utterances which must include




link words in everyday use

compound sentences


negative statements 1.2 Answer in English a minimum of 8 questions set in English to demonstrate understanding of the above dialogue or monologue

Links to National Occupational Standards UK Occupational Language Standards 2010: Understand: Routine, Performance Criteria 1-9 Common European Framework: B1 Listening

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K/505/7943 Listening in Mandarin Chinese – Level 2

INDICATIVE CONTENT



At L2 it is expected that learners are familiar with a wider range of connectors, verbs, adjectives (including comparative, superlative), adverbs, expressions of frequency



the imperative form

common and standard conventions to express preference, opinion, condolence, acceptance and refusal some of which may be idiomatic

a range of polite expressions of gratitude, regret, apology, annoyance, some of which may be idiomatic


compound sentences – if these are not appropriate for the target language consult ABC Awards

*It is expected that learners will be able to demonstrate their ability to understand the past, present and future tenses/timeframes and conditional forms - with the exception of languages where separate timeframes are not part of the structure of the language.

Learners must not use a dictionary in this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve listening skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.

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Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1










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Unit Title

M/505/7944 Dialogue in Mandarin Chinese

Level

2

Credit Value

3


28

Unit Summary

Learners will be able to participate in conversation which may include complex elements using past, present and future tenses/timeframes. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment Please note the dialogue must be recorded (audio or video) and should be tutor led



1. Be able to maintain a dialogue in the target language and clarify meaning

1.1 Maintain a dialogue in the target language with a minimum of 16 exchanges (at least 8 produced by the learner) which must include the following




compound sentences

appropriate intonation and pronunciation

a question from the learner

a response to at least 1 unknown open question

negative statements


Links to National Occupational Standards UK Occupational Language Standards 2010: Speak: Routine, Performance Criteria 1-13 Understand: Routine, Performance Criteria 1-9 Common European Framework: B1 Listening, B1 Spoken Interaction, B1 Spoken Production

55


M/505/7944 Dialogue in Mandarin Chinese – Level 2

INDICATIVE CONTENT


a wider range of commonly used negative structures

a wider range of connectors, verbs, adjectives (including comparative, superlative), adverbs, expressions of frequency



the imperative form


a range of polite expressions of gratitude, regret, apology, annoyance, some of which may be idiomatic

open and closed questions


*It is expected that learners will be able to demonstrate during the dialogue assessment correct use of the past, present and future tenses/timeframes and conditional forms - with the exception of languages where separate timeframes are not part of the structure of the language. Please note the dialogue must be recorded and should be tutor led. A dictionary can be used by learners to prepare for the assessment but any notes made in the target language must be handed in to the tutor prior to the assessment. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve dialogue skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated.

56

Learners will need to provide evidence that they have achieved each of the assessment criteria. Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1











57



58

Unit Title

T/505/7945 Reading in Mandarin Chinese

Level

2

Credit Value

3


25

Unit Summary

Learners will read and understand written text in the target language on everyday matters, some of it complex in structure, in past, present and future tenses/timeframes. A dictionary can be used by learners for this unit



1. Be able to read and understand written text in the target language

1.1 Read 2 written texts in the target language which must include the following across the 2 texts


simple and complex sentences

present, past and future tenses/timeframes

commonly used conditional forms as appropriate

expressions of intention or possibility or wish

expressions of frequency

appropriate prepositions, adjectives and adverbs

negative structures

routine numerical data 1.2 Respond in English to questions set in English to demonstrate understanding of the texts above using a dictionary/glossary if required

Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Routine, Performance Criteria 1-8 Common European Framework: B1 Reading

59


T/505/7945 Reading in Mandarin Chinese – Level 2

INDICATIVE CONTENT


a knowledge of structures expressing intention, wish and possibility






a working knowledge of structures expressing past, present and future tenses/timeframes, conditional forms and the infinitive as appropriate to the language*


different styles of writing: letters (formal, informal), memos, notes, brochures, articles, accounts


*It is expected that learners will be able to read and understand the past, present and future tenses/timeframes and conditional forms - with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.

60

Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1

The 2 written texts in the target language as presented to the learners.









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Unit Title

A/505/7946 Writing in Mandarin Chinese

Level

2

Credit Value

3


25

Unit Summary

Learners will be able to write routine text in the target language which could include writing everyday letters of a formal or informal nature and creative writing. Written work produced by learners does not need to be handwritten. A dictionary can be used by learners for this unit



1. Be able to write continuous text in the target language

1.1 Write continuous text of a minimum of 150 words in the target language which must include the following


complex sentences


commonly used conditional forms


expressions of frequency prepositions, adjectives and adverbs

question forms

negative forms

routine numerical data using a dictionary/glossary if required

Links to National Occupational Standards UK Occupational Language Standards 2010: Write: Routine, Performance Criteria 1-7 Common European Framework: B1 Writing

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A/505/7946 Writing in Mandarin Chinese – Level 2

INDICATIVE CONTENT











*It is expected that learners will be able to demonstrate in their writing the correct forms of the past, present and future tenses/timeframes and conditional forms - with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve writing skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.

63

Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria. EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1

The Writing task, as presented to the learners in English, plus their written responses in the target language (minimum 150 words)









64

Unit Title

J/505/7948 Reading and Written Response in Mandarin Chinese

Level

2

Credit Value

3


25

Unit Summary

Learners will be able to read and understand a range of routine materials on everyday matters in the target language, some of it complex in structure, to produce a written response in the target language Written work produced by the learner does not need to be handwritten A dictionary can be used by learners for this unit



1. Be able to read and respond in the target language to written text

1.1 Read a text in the target language which must include


complex sentences



expressions of frequency

prepositions, adjectives and adverbs using a dictionary if required 1.2 Write a response of at least 80 words in the target language to a stimulus written in the target language which must include the following


ways of expressing at least 3 tenses/timeframes

appropriate selection and use of formal and informal language

prepositions, adjectives, adverbs

complex sentences using a dictionary if required

Links to National Occupational Standards UK Occupational Language Standards 2010: Read: Routine, Performance Criteria 1-8 Write: Routine, Performance Criteria 1-7 Common European Framework: B1 Reading, B1 Writing

65


J/505/7948 Reading and Written Response in Mandarin Chinese – Level 2

INDICATIVE CONTENT











*It is expected that learners will be able to read and understand the past, present and future tenses/timeframes and be able to respond in writing using the correct forms of at least 3 tenses/timeframes with the exception of languages where separate timeframes are not part of the structure of the language. A dictionary can be used by learners for this unit. TEACHING STRATEGIES AND LEARNING ACTIVITIES Centres should adopt a delivery approach which supports the development of their particular learners. The aims and aspirations of all learners, including those with identified special needs, including learning difficulties/disabilities, should be considered and appropriate support mechanisms put in place. Learning activities need to be as practical as possible and can be set in any appropriate context, relating to personal, social or workplace situations. Learners will need to be taught the required skills and they will need to engage in communicative activities to practise and improve reading and written response skills, applying the linguistic elements required to achieve the Learning Outcomes and Assessment Criteria. METHODS OF ASSESSMENT This unit is internally assessed, internally moderated and externally moderated. Learners will need to provide evidence that they have achieved each of the assessment criteria.

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Providers are encouraged to use innovative and stimulating assessment methods and to ensure there is an appropriate and manageable range, balance and volume of assessment across units. Units can be assessed via integrative assessment methods but it is essential that the evidence of achievement is clearly signposted and referenced to assessment criteria EVIDENCE OF ACHIEVEMENT Learner Briefs for all tasks are to be presented in English. External moderation ABC awards will notify centres towards the end of the course, or at the appropriate time, which learners have been chosen for external moderation. Centres are also reminded that, although a selected sample will be chosen for moderation, the assessments of all learners for whom the centre is claiming certification must be available for sampling if requested at any time by the moderator during the external moderation process The following evidence must be presented for external moderation Learning Outcome 1

The text (in the target language) as presented to the learners.










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Recognition of Prior Learning (RPL), Exemption and Credit Transfer

ABC Awards policy enables learners to avoid duplication of learning and assessment

in a number of ways:

Recognition of Prior Learning (RPL) – a method of assessment that considers

whether a learner can demonstrate that they can meet the assessment

requirements for a unit through knowledge, understanding or skills they

already possess and do not need to develop through a course of learning.

Exemption - Exemption applies to any certificated achievement which is

deemed to be of equivalent value to a unit within ABC qualification but which

does not necessarily share the exact learning outcomes and assessment

criteria. It is the assessor’s responsibility, in conjunction with the Internal

Moderator, to map this previous achievement against the assessment

requirements of the ABC qualification to be achieved in order to determine its

equivalence.

Any queries about the relevance of any certificated evidence, should be

referred in the first instance to your centre’s internal moderator and then to

ABC.

It is important to note that there may be restrictions upon a learner’s ability to

claim exemption or credit transfer which will be dependent upon the currency

of the unit/qualification and a learner’s existing levels of skill or knowledge.

Where past certification only provides evidence that could be considered for

exemption of part of a unit, learners must be able to offer additional evidence

of previous or recent learning to supplement their evidence of achievement.

Credit Transfer – ABC may attach credit to a qualification, a unit or a

component. Credit transfer is the process of using certificated credits

achieved in one qualification and transferring that achievement as a valid

contribution to the award of another qualification. Units/Components

transferred must share the same learning outcomes and assessment criteria

along with the same unit number. Assessors must ensure that they review

and verify the evidence through sight of:

original certificates OR

copies of certificates that have been signed and dated by the

internal moderator confirming the photocopy is a real copy and

make these available for scrutiny by the External Moderator.

Equivalencies – opportunities to count credits from the unit(s) from other

qualifications or from unit(s) submitted by other recognised organisations

towards the place of mandatory or optional unit(s) specified in the rule of

combination. The unit must have the same credit value or greater than the

unit(s) in question and be at the same level or higher.

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ABC encourages its centres to recognise the previous achievements of learners through Recognition of Prior Learning (RPL), Exemption and Credit Transfer. Prior achievements may have resulted from past or present employment, previous study or voluntary activities. Centres should provide advice and guidance to the learner on what is appropriate evidence and present that evidence to the external moderator in the usual way.

Certification

Learners will be certificated for all units and qualifications that are achieved and claimed. ABC’s policies and procedures are available on the ABC web site.

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Appendices

Glossary of Terms

GLH (Guided Learning Hours)

GLH is where the learner participates in education or training under the immediate

guidance or supervision of a tutor (or other appropriate provider of education or

training). It may be helpful to think – ‘Would I need to plan for a member of staff to

be present to give guidance or supervision?’

GLH is calculated at qualification level and not unit/component level.

Examples of Guided Learning include:

Face-to-face meeting with a tutor

Telephone conversation with a tutor

Instant messaging with a tutor

Taking part in a live webinar

Classroom-based instruction

Supervised work

Taking part in a supervised or invigilated assessment

The learner is being observed.

TQT (Total Qualification Time)

‘The number of notional hours which represents an estimate of the total amount of time that could reasonably be expected to be required, in order for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a qualification.’ The size of a qualification is determined by the TQT. TQT is made up of the Guided Learning Hours (GLH) plus all other time taken in

preparation, study or any other form of participation in education or training but not

under the direct supervision of a lecturer, supervisor or tutor.

TQT is calculated at qualification level and not unit/component level. Examples of unsupervised activities that could contribute to TQT include:

Researching a topic and writing a report

Watching an instructional online video at home/e-learning

Watching a recorded webinar

Compiling a portfolio in preparation for assessment

Completing an unsupervised practical activity or work

Rehearsing a presentation away from the classroom

Practising skills unsupervised

Requesting guidance via email – will not guarantee an immediate response.

ENTRY 2, ENTRY 3, LEVEL 1, LEVEL 2 AWARDS AND · PDF fileNon-Roman Script Mandarin Chinese...

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Transcript of ENTRY 2, ENTRY 3, LEVEL 1, LEVEL 2 AWARDS AND · PDF fileNon-Roman Script Mandarin Chinese...