Access to HE
English GCSE Equivalent Scheme
Handbook
2011-12
Contents:
Section / Title / Page1 / Context / 2
2 / GCSE Equivalent Status / 2
3 / LASER Endorsement of GCSE Equivalent Status / 2
4 / Summary of Units in the Scheme / 3
5 / Assessment Methodology / 3
6 / Retention of sample marked assignments and test scripts / 4
7 / Claiming the Access GCSE Equivalence Certificate for Students / 4
Appendix 1 / Units / 5
Appendix 2 / Extract from Key Stage 4 English Requirements / 10
Access to HE English Equivalent Scheme
1. Context
This scheme has now replaced the previous AVA English GCSE Equivalent schemes inherited by Laser Learning Awards (LASER) from the former AVAs of OCNHIS and OCNKM.
LASER will endorse the scheme as being equivalent in standard to a GCSE grade C pass for appropriate student matriculation into HE purposes.
From 2011-12 onwards, this scheme will be the only GCSE English equivalence scheme endorsed by LASER. Older schemes will no longer be awarded a GCSE Equivalent certificate. Where other qualifications are used to evidence GCSE equivalence, this should be registered using APCL.
2. GCSE Equivalent Status
2.1 This scheme is only for use by students on LASER Access to HE Diplomas. The GCSE equivalent scheme for English is intended to enable Access students to meet the matriculation requirements for entry to a range of HE degree courses where a GCSE pass A-C grade is required.
2.2 The scheme does NOT have any function beyond this and is not intended to be used as a substitute for any statutory requirements placed on an individual in order to be competent to practice, whether this is as a teacher, nurse, midwife etc.
2.3 Access centres must make clear the status of any GCSE equivalent to student upon commencement of the Access Diploma. Students obtaining a place on an HE course using a LASER approved GCSE equivalent scheme, must be advised that they may have to undertake additional statutory requirements (such as obtaining an actual GCSE or taking another prescribed test) in order to be qualified to enter a specific career.
3. LASER Endorsement of GCSE Equivalent Status
The status of GCSE Equivalence is conferred on the achievement of the units outlined below only when achieved as part of a LASER AVA Access to HE Diploma.
The following conditions and rules apply:
a) All five units totalling, 12 credits at Level Two must be achieved by a student.
b) The ‘Minimum Assessment Requirements’ (see below) have been met
c) The credit achievement may be included in, or be additional to, the Diploma rules of combination where it is required for progression to HE.
d) Achievement of credit in other LASER-validated English units will not confer GCSE equivalence, although centres may use the LASER APL process where appropriate.
4. Summary of Units in the Scheme (click on links to go to unit)
Unit Code / National Code / Unit Title / Credits / Level / StatusSER935 / FN22SE903 / Communication Skills / 2 / Two / M[1]
SER936 / FC22SE903 / Critical Analysis of a Text / 3 / Two / M
SER937 / FN22SE904 / Writing for Different Purposes / 3 / Two / M
SER938 / FN22SE905 / Critical Reading / 2 / Two / M
SER939 / FN22SE906 / Speaking and Listening / 2 / Two / M
5. Assessment Methodology
All learners must compile a portfolio of evidence comprising marked assignments which are mapped to the relevant assessment criteria in the units for internal verification and LASER external moderation.
5.1 Across the units, learners should be given the opportunity, and encouraged to:
· use and apply English accurately in practical, real-life situations
· use and analyse complex features of language
· read various kinds of text for understanding and make articulate and perceptive comments about them
· speak confidently and listen attentively in a variety of contexts
· communicate in an articulate and fluent manner
· learn how to evaluate the contributions they, and others have made to discussions and other activities
· take leading and other roles in group work
5.2 The AVA is committed to regional standardisation in assessing the Access to HE GCSE equivalence English units. Therefore, for GCSE equivalence, the AVA requires all centres to undertake a standard pattern of assessment outlined below.
a) Centre-devised marked assessments: There must be evidence of achievement of all assessment criteria in all units. Mandatory assessment information is provided below. Centres should devise their own assessments, within the permitted assessment rules for each unit.
Units: Communication Skills for English & Speaking & Listening
The assessment criteria for these units may be evidenced entirely by work produced for the other units on an Access Diploma course. Alternatively centres may generate specific assignments or use a combination of specific assignments and other work produced on the Access Diploma
b) Evidence from other parts of an Access Diploma: Where centres choose to draw evidence for achievement from other elements of an Access to HE Diploma, there must be a clear explanation of how the chose evidence meets the assessment criteria in the relevant GCSE equivalence unit. This is best demonstrated by using a cover sheet for such pieces of evidence which clearly identifies how the evidence meets the individual criteria.
c) Written tests: At least two tests, of at least 40 minutes duration, must be set and marked internally and taken under examination conditions.
The centre must relate the contents of the tests to learning outcomes in the units listed below. At least one learning outcome from each of the units must be tested across the two tests.
· Writing for Different Purposes
· Critical Reading
· Critical Analysis of a Text
Centres could test all of the unit contents via appropriately set tests or supplement the test evidence with additional course work as required.
Unit Title / Level / Credits / Mandatory Test? / Course Work Option?Communication Skills / Two / 2 / Y
Critical Analysis of a Text / Two / 3 / Y / Y
Writing for Different Purposes / Two / 3 / Y / Y
Critical Reading / Two / 2 / Y / Y
Speaking and Listening / Two / 2 / Y
Total Credits / 12
6. Retention of sample marked assignments and test scripts
Centres should retain representative samples of marked student assignments relating to each unit in the scheme. Further guidelines can be found in the current version of the Access Quality & Moderation Guidelines but as a minimum centres should retain the equivalent of 1 full student portfolio of evidence for the scheme per year. These should be retained for a minimum of three years. A LASER Access external moderator will sample the evidence produced by students and will produce an annual report on each centre using the scheme.
7. Claiming the Access GCSE Equivalence Certificate for Students
The GCSE English Equivalence units must be included within the units available for the Access Diplomas at the centre. Where a student has achieved the required units, this should be recorded on the RAC in the usual way. The box claiming the GCSE equivalent for English for each learner on the RAC must also be ticked.
At the point of certification the student will receive a certificate stating that s/he has achieved an equivalent to GCSE English grade C and above and the units will be listed on his/her credit transcript. Centres will be charged a fee for each GCSE equivalent certificate issued per student. See current LASER Access to HE charges for further details.
Appendix 1: Units
UNIT TITLE: Communication Skills
LEVEL: Two
CREDIT VALUE: 2
UNIT CODE: SER935
NATIONAL CODE: FN22SE903
(Access/A2)
This unit has 3 learning outcomes.
LEARNING OUTCOMES / ASSESSMENT CRITERIA /The learner will: / The learner can: /
1. Communicate effectively in writing. / 1.1 Produce writing showing a consistent use of:
· simple and complex sentence structures.
· accurate spelling grammar and punctuation so that meaning is clear.
· form, structure and style that are fit for purpose.
· language that is appropriate for purpose and audience.
2. Demonstrate effective reading skills. / 2.1 Retrieve information from non-fiction texts in order to:
· distinguish between fact and opinion
· follow an argument
2.2 Retrieve information from fictional texts and comment on how language is used to achieve obvious literary effects.
3. Demonstrate effective speaking and listening skills. / 3.1 Speak clearly using suitable tone and register.
3.2 Listen carefully to others and respond appropriately.
UNIT TITLE: Critical Analysis of a Text
LEVEL: Two
CREDIT VALUE: 3
UNIT CODE: SER936
NATIONAL CODE: FC22SE903
(Access/A2)
This unit has 1 learning outcome.
LEARNING OUTCOMES / ASSESSMENT CRITERIA /The learner will: / The learner can: /
1. Understand the language structure and characterization within a chosen fictional text. / 1.1 Produce a brief accurate summary of the text.
1.2 Describe how the choice of language, structure and style achieves particular effects within the text.
1.3 Describe the main characteristics of a principal figure/idea/motif in the text.
1.4 Explain a technique used to bring attention to a principal figure/idea/motif within the text.
1.5 Explain the contextual significance of the text.
UNIT TITLE: Writing for Different Purposes
LEVEL: Two
CREDIT VALUE: 3
UNIT CODE SER937
NATIONAL CODE: FN22SE904
(Access/A2)
This unit has 3 learning outcomes.
LEARNING OUTCOMES / ASSESSMENT CRITERIA /The learner will: / The learner can: /
1. Use different forms of writing. / 1.1 Produce three of the following for a stated purpose and/or audience showing a consistent use of standard English with a good level of accuracy.
· A formal letter
· A leaflet
· A report
· A Memo
· An article
· A short speech
· A set of notes
· An essay
2. Understand the techniques of original writing. / 2.1 Produce an original piece of writing of a real or imagined experience which:
· engages the reader.
· has a coherent and interesting narrative.
· uses appropriate language and imagery designed to elicit a response from the reader
3. Understand how to use and acknowledge sources when writing. / 3.1 Use sources relevantly to support assertions in a piece of writing.
3.2 Consistently use a standard and appropriate format for acknowledging sources such as brackets, footnotes, endnotes etc.
UNIT TITLE: Critical Reading
LEVEL: Two
CREDIT VALUE: 2
UNIT CODE: SER938
NATIONAL CODE: FN22SE905
(Access/A2)
This unit has 2 learning outcomes.
LEARNING OUTCOMES / ASSESSMENT CRITERIA /The learner will: / The learner can: /
1. Understand differences and similarities in texts. / 1.1 With reference to specific examples, describe why and how, texts on the same topic can both differ from, and agree with, each other.
1.2 Describe in detail the main differences between two texts from different periods or cultures.
2. Appreciate literary techniques. / 2.1 Give a personal response to a text referring to the use of language, structure and themes.
2.2 Describe how one or more writers use particular literary techniques to achieve obvious effects.
UNIT TITLE: Speaking and Listening
LEVEL: Two
CREDIT VALUE: 2
UNIT CODE: SER939
NATIONAL CODE: FN22SE906
(Access/A2)
This unit has 3 learning outcomes.
LEARNING OUTCOMES / ASSESSMENT CRITERIA /The learner will: / The learner can: /
1. Know how to give a talk. / 1.1 Use an appropriate variety of vocabulary and expression which are suited to the topic and audience.
1.2 Maintain a clarity of expression throughout the talk.
1.3 Show a clear overall organisation of ideas and points within the talk.
1.4 Answer questions arising using relevant and effective detail.
2. Know how to participate effectively in a group discussion. / 2.1 Make contributions to a group discussion which are logical and consistent.
2.1 Respond to and engage with other people’s ideas in a constructive manner.
2.3 Consistently promote a point of view during a discussion
3. Understand aspects of academic discussion. / 3.1 Consistently differentiate between statements of opinion and fact.
3.2 Define personal bias and describe how this might influence the course of a discussion.
3.3 Support points in discussion by reference to other academic sources such as named authors, texts, ideas etc.
Appendix 2: Extract from Key Stage 4 English Requirements
Colleagues may find the extract from the National Curriculum Requirements for Key Stage 4 English, to be a useful guide for further support when devising assignments or assessing work for an Access to HE GCSE equivalence course. The hyperlinks below will take you to the English Key Stage 4 requirements.
http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/english/keystage4/index.aspx
2.1 Speaking and listening
Students should be able to:
1. speak fluently, adapting talk to a wide range of familiar and unfamiliar contexts and purposes, including those requiring confident and fluent use of standard English
2. present information clearly and persuasively to others, selecting the most appropriate way to structure and organise their speech for clarity and effect
3. select from strategies to adapt speaking and listening flexibly in different circumstances
4. reflect and comment critically on their own and others’ performances
5. listen to complex information and respond critically, constructively and cogently in order to clarify points and challenge ideas
6. synthesise what they hear, separating key ideas from detail and illustration
7. judge the intentions and standpoint of a speaker
8. listen with sensitivity, judging when intervention is appropriate
9. take different roles in organising, planning and sustaining discussion in a range of formal and informal contexts
10. work purposefully in groups, negotiating and building on the contributions of others to complete tasks or reach consensus