Subject specific resources

Oral communication

In oral communication components, the candidate is required to give a presentation or take part in a group discussion.

For candidates with a hearing impairment, in components which require oral communication SQA approve the use of BSL, Sign Supported English or other sign language. This would be delivered to a hearing audience or group by a translator.

It would not be acceptable to have an interpreter translating for a hearing impaired candidate for the components in the Unit which assess written communication.

This follows our policy that candidates are entitled to access assessments in the way in which they access the course and in through their usual means of communication. As such candidates with speech difficulties may also make use of appropriate ICT support.

Written communication

In written communication components a candidate with a disability and/or additional support need would be entitled to the same assessment arrangements as they would in other subjects. This includes using a scribe or ICT with spell-check. This is because when we say written communication we mean the skill being assessed is the ability to convey communication in written form, not the physical ability to write.

In allowing such support, we believe candidates, who have been appropriately identified as having a disability which means they are unable to produce a written response without such support, should not be prevented from demonstrating their ability to, for example, in the Core Skills SCQF Level 6 Communication Unit, produce a document that conveys several pieces of information, opinions or ideas.

Even with the support of a scribe or ICT, candidates will still have to demonstrate all of the key aspects of the assessment objective with the exception of where the candidate has a specific difficulty which requires support in spelling and punctuation. Candidates will have to show that they can:

• Choose a format for a piece of writing that is appropriate to the readers and the subject matter.
• Choose layout, structure, vocabulary and graphics (if appropriate) which make the piece of writing clear, suit the topic, and be appropriate for the reader.
• Gather and select relevant information or ideas and present them with supporting detail, in a logical and effective order, linking related information or ideas. vary the sentence structure, paragraphing and vocabulary to suit the purpose of the writing and the intended readers
• Vary language for effect
• Use a writing style that takes account of purpose and readership.

Reading

Similarly, candidates who have been appropriately identified as having a disability which that they are unable to access written text should not be prevented from demonstrating their ability to, for example, in the Core Skills SCQF Level 6 Communication Unit, identify and summarise all the important ideas, key points and supporting detail in a complex piece of non-fiction writing or evaluate fully how well a complex piece of writing meets its purpose and the needs.

Even with the support of a reader or ICT, candidates still have to demonstrate all of the key aspects of the assessment objective.

The use of these arrangements is based on the centre having evidence of the candidate's need in line with SQA Quality Assurance principles for Assessment Arrangements.

National 2 and National 3 ESOL units

Your centre must have evidence of your need for any of these arrangements.

The arrangements made for assessment must also have been in place for learning and teaching during the course.

Can learners use a human reader in the National 2 and National 3 ESOL units?

Reading is a key skill in the reading outcomes of the National 2 and National 3 ESOL units. Learners have to be able to show that they have this skill.

Learners can use a human reader in those parts of a National 2 and 3 units where reading skills are not being assessed. A human reader can read any instructions, rubrics, tasks and the questions verbatim at the learner’s explicit instruction, but learners must read the text themselves.

Can learners use a scribe in the National 2 and National 3 units?

Learners can use a scribe where writing skills are not being assessed. For example, a scribe could write the learner’s dictated responses in a listening or reading assessment. However, writing with technical accuracy is a key skill in the writing outcomes of the National 2 and National 3 ESOL units. Learners have to be able to show that they have this skill in their responses to writing tasks.

Can learners access electronic dictionaries or dictionary apps on a device?

You can find more information about using electronic or downloadable dictionaries or a dictionary app on a tablet or iPad in our guidance Use of a bilingual dictionary for candidates who have English as an additional language.

What other support and arrangements can learners use?

The lists below show the support and arrangements that are acceptable in the assessment of the four skills in the National 2 and National 3 ESOL units.

Assessment of reading skills

• extra time
• dictionaries, including picture dictionaries and bilingual dictionaries
• adapted text, including braille, enlarged print, coloured paper, different font size and/or type
• word processor (no ‘read aloud’ facility)
• prompter
• scribe
• human reader can read the questions but not the reading text being assessed

Assessment of writing skills

• extra time
• dictionaries, including picture dictionaries and bilingual dictionaries
• adapted text, including enlarged print, coloured paper, different font size and/or type
• word processor without spellcheck prompter
• reader

Assessment of listening skills

• extra time
• dictionaries
• adapted text, including braille, enlarged print, coloured paper, different font size and/or type
• screen reader for questions only
• word processor
• prompter
• scribe
• human reader can read the questions and the transcript if no recording is available

Assessment of speaking skills

• extra time
• dictionaries to prepare for task
• adapted text, including braille, enlarged print, coloured paper, different font size and/or type
• screen reader
• word processor
• prompter

• Using a scribe in the assessment of writing in Modern Languages and Gaelic (Learners) (18 KB)