Pearson

Entry Edexcel
3 in ESOL SkillsLevel 1
for Life
(speaking
Award inand listening)
Working with
WholeAssessment
Sample Numbers (QCF)
Materials
(SAMs)
Sample Assessment
Materials (SAMs)
First teaching September 2014

First teaching December 2013

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ISBN 9781446911686
All the material in this publication is copyright
© Pearson Education Limited 2014

ENTRY 3 SPEAKING AND LISTENING ESOL SAM

 Contents

Introduction 1
Unit: Entry 3 in ESOL Skills for Life – Speaking and Listening – Sample
assessment test and mark scheme 3

ENTRY 3 SPEAKING AND LISTENING ESOL SAM

ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 Introduction
Sample assessment materials (SAMs) provide learners and centres with specimen
questions and mark schemes. These are used as the benchmark to develop the external
assessment learners will take.
Unit: Entry 3 in ESOL Skills for Life – Speaking and Listening
The SAM for this unit has been provided for the following qualifications:
• Pearson Edexcel Entry Level Award in ESOL Skills for Life (speaking and listening) (Entry 3) (QCF)
• Pearson Edexcel Entry Level Certificate in ESOL Skills for Life (Entry 3) (QCF).

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 Unit: Entry 3 in ESOL Skills for Life – Speaking and
Listening – Sample assessment test and mark scheme
This sample assessment test and mark scheme is for the following qualifications:
• Pearson Edexcel Entry Level Award in ESOL Skills for Life (speaking and listening) (Entry 3) (QCF)
• Pearson Edexcel Entry Level Certificate in ESOL Skills for Life (Entry 3) (QCF).

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 General Guidance
Preparation for Assessment
Candidates should have the opportunity to develop their skills and practise speaking, listening
and communication activities throughout their learning programme. Centres must ensure that the
candidate understands, and is fully prepared, for the requirements of the controlled assessment.
Assessor Guidance and Mark Scheme
The purpose of the test paper is to assess the candidate’s ability to meet the requirements of the
Entry 3 in ESOL Skills for Life - Speaking and Listening. Assessors should be familiar with the content
of the paper before they administer the assessment to candidates.
Assessment of the Entry 3 unit in ESOL Skills for Life - Speaking and Listening
1. The time allowed for this paper is 35 minutes (total time for the completion of all tasks excluding
time taken for the assessor to read out task instructions and texts).
2. Candidates must be offered the opportunity to attempt every task.
3. To meet the differing needs of assessment centres, assessors may wish to deliver tasks A and
B of the test paper on different occasions. Tasks may be delivered in the order best suited to the
circumstances that prevail. All records relating to those tasks must be completed during the
assessment session and stored securely.
4. Assessors should ensure that candidate’s personal, centre and registration details are entered
accurately and fully on the Individual Assessment Record Sheets.
5. Assessors must sign and date the Summative Individual Assessment Record Sheet when all tasks
have been assessed.
6. Assessors must record the candidate’s responses to the tasks on applicable Individual Assessment
Record Sheets.
7. For Tasks A and B Assessors must record the candidate’s contributions (questions and answers) on
the relevant Individual Assessment Record Sheets.
8. If assessors have provided any assistance to any candidate during this test, then details of the
support given must be recorded on the individual candidate Summative Individual Assessment
Record Sheet and the Individual Assessment Record documents for each task.
9. Arrangements for special consideration should be in accordance with the procedures outlined in
JCQ Access Arrangements, Reasonable Adjustments and Special Consideration.
10. Assessment of each task should be decided according to the Mark Scheme and the Individual
Assessment Record Sheets.
11. To achieve the Entry 3 Unit in ESOL Skills for Life - Speaking and Listening overall the candidate
should meet each of the given Entry 3 assessment criteria for each task.
12. Assessors should use their professional judgement and expertise when applying the Mark
Scheme.
Additional guidance for Speaking and Listening
• Each section of the test paper has a short scenario to give a context to the assessment task. This
scenario should be read to the candidates and it can be repeated once.
• For Part A, each candidate is to be assessed individually to ensure they give independent
responses. Only one candidate should be present with an assessor during the assessment of
Part A.
• Two candidates are to be assessed together for Part B.
• Each section of the test paper has a short scenario and/or a set of instructions. These must be
read out to the candidates, without any adjustment, as given in the paper.
• The assessor is to familiarise the candidates with the format of papers as part of their test
preparation. Candidates are assessed on following the assessor’s verbal instructions for each task
to evidence the assessment criteria requirement to following instructions.

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
• Items in italics are guidance to an assessor and should not be read out. Items in bold text are to
be read by the assessor to the candidates.
• Responses must be given orally by candidates.
• When carrying out assessment work with candidates working in pairs, the assessor should ensure
that each candidate has a fair opportunity to be assessed against each Assessment Criterion,
and not hindered by, for example, the poor performance of other candidates. If this is the case,
the assessor will need to intervene and, if necessary, take on the role of one of the candidates to
ensure fairness of assessment opportunity.
Recording the candidates’ responses:
Assessors must make a written record of candidates’ responses on the candidate’s individual copies of
the Individual Assessment Record Sheets for the task during or shortly after the candidates undertake
the test. This written evidence must be provided for internal and external verification purposes.
Centres are required to make audio or video recordings of all candidate tasks to be presented
with the completed candidate’s Summative Individual Assessment Record Sheet and Individual
Assessment Record Sheet documentation for external verification purposes.
A record of the outcomes of the speaking assessments must be made. Centres must provide the
following:
• All record sheets for each candidate
• Attendance list
• A copy of the assessor guidance for the assessment used
• DVD or CD ROM of work for internal quality assurance purposes and external verification.

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 Pearson Edexcel Awards and Certificates

ESOL Skills for Life

Speaking and Listening – Entry 3

Sample Assessment Material Paper Reference

Maximum time per candidate: 35 minutes ESLE3

Turn over

S46003A
©2014 Pearson Education Ltd.

1/1/1/1
PART A: Listen and Respond
Total time allowed per candidate for PART A: 10 minutes
The time available for these tasks excludes that required for the assessor to read out the instructions, the
text and the completion of the Individual Assessment Record Sheet.
The task must be completed individually by candidates.
Please listen to what I am going to read to you.
I will ask you three questions.
You may make notes.
The assessor reads the text to the candidate.

In Britain, parents often give their children pocket money. Pocket money is
usually about a few pounds a week. Younger children may earn this by helping
around the house. They may clean their room, help with the cooking and
shopping, take out the rubbish or run errands. Some older children between
the ages of 13 and 17 look for extra jobs to earn more money. They might take
newspaper delivery jobs, clean cars, wash dishes in a cafe or walk dogs. In other
words children earn money in different ways.

I will read this once again.

The assessor reads the text to the candidate for a second time.
The assessor then asks three questions:
1. What is this text mainly about?
2. Tell me two jobs older children do to earn extra money.
3. Tell me three jobs that younger children do to earn pocket money.
The assessor may prompt using: ‘Anything else?’

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 PART B: Engage in Discussion
This task must be completed with two candidates.
Total time allowed for Part B: 25 minutes
The time available for this task excludes that required for the assessor to read out the instructions, the text
and the completion of the Individual Assessment Record Sheet.
The assessor now needs to develop a discussion between Candidate A and Candidate B.
This should include candidates:
• asking and answering questions
• making requests
• taking turns and responding appropriately to the other’s point of view
• making statements of fact.
The assessor reads the following instructions to the candidates

You will now discuss a topic with each other. This must include you giving an
account on the topic, indicating your views, asking each other at least one
question and answering each other’s questions.
The topic is children and their free time.
In Britain we are worried that children do not seem to spend much time outside.
Your local council wants ideas on what to do to encourage children to spend
more time outside.
Together you are to:
- give an account of how you spent your time as a child
- discuss the best way to encourage children to spend more time outside
- discuss some ideas on proposals to put forward to the council
- finally, you must agree on one suggestion to take to the council on how to
encourage children to spend more time outside.

The assessor must monitor the discussion to ensure that no candidate is unfairly hindered in their
achievement of all assessment criteria, for example by the poor performance of the other candidate. If this
is the case, the assessor will need to intervene and, if necessary, take on the role of one of the candidates
to ensure fairness of assessment opportunity. At the discretion of the assessor, additional time may be
allowed to ensure that each candidate has the time they need to ask and respond to questions.

END OF ASSESSMENT

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
Mark Scheme for Part A: Listen and respond
Assessment Criteria
1.1 Follow the gist of
straightforward verbal
communication.
1.2 Obtain relevant detail
from straightforward verbal
communication.
1.3 Follow straightforward
verbal instructions correctly for
a given purpose.
2.1 Use clear pronunciation to
convey intended meaning.
10
Sources of evidence Notes
Listen to the assessor and give The response must identify the
the gist of the text. main point of the text.
Listen to the assessor and give At least 2 correct details as
details of the text. specified for question 2 and 3.
Listen and respond correctly to The assessor must read out
the task instructions. the instructions as given in the
paper and the candidate must
respond to complete the task.
Provide information in response Candidate must articulate
to questions. sounds so they are understood.
ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 Mark Scheme for Part A: Listen and Respond
Assessment Criteria
1.1 Follow the gist of
straightforward verbal
communication.
1.2 Obtain relevant detail
from straightforward verbal
communication.
1.2 Obtain relevant detail
from straightforward verbal
communication.
2.1 Use clear pronunciation to
convey intended meaning.
ENTRY 3 SPEAKING AND LISTENING ESOL SAM
Sources of evidence
Responding to question 1.
Responding to question 2.
Responding to question 3.
Responding to all questions.
Notes
Candidate must state the text is
mainly about:
• How children earn money.
Candidate must identify two
jobs from:
• Walk dogs
• Washing dishes in a cafe
• Cleaning car
• Newspaper round.
Candidate must identify three
details.
• Children help around the
house
• Children clean their room
• Children take out the
rubbish
• Children help with the
cooking
• Children help with the
shopping
• Children run errands
Note: Do not accept single-
word answers.
Uses:
• Correct grammatical form
such as tenses and verb
form
• Articulates sounds so as to
be understood
• Correct intonation use.
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Mark Scheme for Part B – Engage in Discussion
Assessment Criteria Sources of evidence Notes
1.1 Follow the gist of Listening to other candidate Candidate makes relevant
straightforward verbal and asking questions. contributions to the discussion
communication. throughout to show they follow
the gist.
1.2 Obtain relevant detail Listening to other candidate Candidate shows they have
from straightforward verbal and asking questions. listened to the other speaker by
communication. making relevant contributions
to the discussion throughout
which shows they are obtaining
relevant detail from the other
speaker.
Example:
Speaker A says: ‘Children need
larger play areas.’
Speaker B responds: ‘That’s a
good idea, but it might cost a
lot of money’.
1.3 Follow straightforward Listens and responds correctly The assessor must read out
verbal instructions correctly for to the task instructions the instructions as given in the
a given purpose. paper and the candidate must
respond to complete the task.
2.1 Use clear pronunciation to Candidate’s structured Candidate must use clear
convey intended meaning. factual account, expression of pronunciation to be
views, asking and answering understood.
questions.
2.2 Use appropriate language in Candidate’s structured Candidate must use appropriate
context according to formality. factual account, expression of language for the discussion
views, asking and answering context, topic and to express
questions. their view.
3.1 Present information using Candidate’s structured Candidate must structure
an appropriate structure for a factual account, expression of their factual account and
given purpose. views, asking and answering contributions appropriately.
questions.

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 Assessment Criteria
3.2 Provide a verbal account of Candidate’s structured factual
relevant information for a given account.
audience.
3.3 Convey relevant detail
during verbal communication.
4.1 Contribute constructively to
discussion.
ENTRY 3 SPEAKING AND LISTENING ESOL SAM
Sources of evidence
Candidate’s structured
factual account, expression of
views, asking and answering
questions.
Expression of views, asking and
answering questions.
Notes
Candidate must make relevant
statements of fact on the topic.
They must use the correct
tense, connect ideas and
use appropriate stress and
intonation for the audience.
The factual account could
include how the candidate
spent his/her free time as a
child:
- When I was a child, I really
enjoyed playing street
games. I played football
with my friends.
Accept other relevant
responses.
Candidate must use appropriate
verbal and non-verbal
language, intonation and
apply language conventions
appropriate for the context.
Example during the candidate’s
factual account: As a child I
liked to be outside exploring.
Example during the discussion:
Children enjoy playing on the
swings in the park in the open
air.
Candidate must make relevant
contributions, use language
and non-verbal communication
conventions appropriate for the
context throughout to convey
their views.
Making a suggestion example:
We should have more parks and
open spaces where children can
play.
Constructive contribution
example: I understand what you
mean about having more play
areas. However, older children
prefer open spaces to play ball
games.
13
Assessment Criteria
4.2 Express views constructively Expression of views during
during verbal communication.
4.3 Plan action with others for a Discussion.
given task.
4.4 Obtain relevant information
from others.
Sources of evidence Notes
Candidate must apply language
discussion. conventions correctly to express
themselves.
Examples include giving their
view on why it is a good idea for
children to play outside:
- It’s healthier for them
- They get more exercise
- Children watch too much TV
- Makes them more
independent.
The candidate must make a
suggestion and respond to
another person’s suggestion
and come to a consensus on a
proposal.
Making a suggestion example:
We should have more parks and
open spaces where children can
play.
The candidate must come to an
agreement on the proposal to
make to the council.
Candidate’s contribution to The candidate must ask at least
discussion one question relevant to the
discussion.
Examples include:
- Asking for another’s opinion
‘Why do you think children
prefer to play indoors?’
- ‘That’s a good idea, but it
might cost a lot of money.’
- ‘How would you encourage
children to play outside
more?’.
Accept other relevant
responses.

Note: When carrying out assessment work with candidates working in pairs, the assessor should
ensure that each candidate has a fair opportunity to be assessed against each Assessment Criteria,
and not hindered by, for example, the poor performance of the other candidate. If this is the case, the
assessor will need to intervene and, if necessary, take on the role of one of the candidates to ensure
fairness of assessment opportunity.

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 Entry 3 in ESOL Skills for Life – Speaking and Listening
Summative Individual Assessment Record Sheet
Please complete the following information (use a separate record sheet for each candidate).

Candidate name: Registration number: Centre number:

Summative achievement outcome.

Please tick the box if the candidate has achieved Entry 3 for all tasks.

Centre summative comment: (please summarise any candidate support where provided and give
examples of how the candidate met the criteria).

Assessor signature: Date:

Please attach another page if you wish to make additional comments.

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
DECLARATION

I confirm that the assessment was conducted properly and fairly, and that the marks
awarded are an accurate reflection of the performance of the candidate.

Assessor Signature:

If this candidate has had any assistance during this test please state the nature of the
assistance and who provided it.

If there are any special circumstances that may have had a negative effect on the candidate’s
performance in this test, please give details.

If internally verified:
Internal Verifier’s Name:
Signature:
Date
TASK ASSESSMENT – ALL IV – ALL CRITERIA MET FOR TASK
CRITERIA MET FOR TASK

All criteria for all tasks met to

achieve pass. Delete PASS or FAIL PASS – FAIL PASS – FAIL
as appropriate

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 Entry 3 in ESOL Skills for Life – Speaking and Listening
Part A: Individual Assessment Record Sheet: Listen and respond
To achieve Entry 3 overall a candidate should have met each of the Entry 3 assessment criteria
for each task at least once (use a separate record sheet for each candidate).

Candidate name: Registration number: Centre number:

Part A – Listen and respond Date:

Please use the space below to note in detail how the activity was organised, any candidate support
provided (if provided) and how the candidate met the criteria.

Assessment Criteria Assessment

criterion met?
(Insert X/)
1.1 Follow the gist of straightforward verbal communication.

1.2 Obtain relevant detail from straightforward verbal communication.

1.3 Follow straightforward verbal instructions correctly for a given

purpose.

2.1 Use clear pronunciation to convey intended meaning.

Assessor name: Assessor signature: Date:

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
Part A: Listen and Respond: Individual Assessment Record Sheet
Please note candidate response to the questions in the table (use a separate record sheet for
each candidate).

Candidate name: Registration number: Centre number:

TASK QUESTION CANDIDATE RESPONSE

1 What is this text mainly about?

2 Tell me two jobs older children do to earn

extra money.

3 Tell me three jobs that younger children do

to earn pocket money.

Assessor name: Assessor signature: Date:

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 Entry 3 in ESOL Skills for Life – Speaking and Listening
Part B Individual Assessment Record Sheet: Engage in Discussion
To achieve Entry 3 overall a candidate should have met each of the given Entry 3 assessment
criteria at least once for each task (use a separate record sheet for each candidate).

Candidate name: Registration Centre number:

number:

Part B: Engage in Discussion Date:

Please use the space below to note in detail how the activity was organised and any candidate
support provided (if provided).

Assessment criterion
Assessment Criteria Assessor Notes
met? (Insert X/ü)

1.1 Follow the gist of straightforward verbal

communication.

1.2 Obtain relevant detail from straightforward verbal

communication.

1.3 Follow straightforward verbal instructions correctly

for a given purpose.

2.1 Use clear pronunciation to convey intended meaning.

2.2 Use appropriate language in context according to

formality.

3.1 Present information using an appropriate structure

for a given purpose.

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 Assessment criterion
Assessment Criteria Assessor Notes
met? (Insert X/ü)

3.2 Provide a verbal account of relevant information for a

given audience.

3.3 Convey relevant detail during verbal communication.

4.1 Contribute constructively to discussion.

4.2 Express views constructively during verbal

communication.

4.3 Plan action with others for a given task.

4.4 Obtain relevant information from others.

Assessor name: Assessor signature: Date:

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
 BLANK PAGE

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ENTRY 3 SPEAKING AND LISTENING ESOL SAM
ISBN 9781446911686 June 2014

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