Contents Page No Introduction 3 SLC standard Level 1 3 Support 3 Assessment Task 1 – Mobile Phones 4 Assessment Task 2 – Health and Safety Assessment Task 3 – Customer Service Assessment Task 4 – Advertising and Marketing 8 14 18 SLC assessment documentation Notification of SLC assessment (Form 29) Record of learner achievement SLC assessment sheet: level 1 22 23 24 25 Introduction The following Functional Skills English Level 1 Speaking, Listening and Communication assessment tasks have been designed by Skillsfirst Awards to meet the requirements of the skills standard as shown below. All learners should undertake one of the assessment together with the relevant in order to achieve this component part of the Functional Skills English. Centres who do not wish to use these assessment tasks may produce their own. Please note, centre devised tasks must be approved by Skillsfirst before use and should meet the setting specification which can be found in the document “Guidance on Setting Centre Devised Assessment Tasks” available from . Amended and/or new along with a completed setting matrix, should be sent to Skillsfirst for review at least eight weeks before assessment is due to take place. If approval is not received by the time the assessment takes place, centres should use one of the Skillsfirst approved tasks contained within this document. This also applies if the centre wishes to adapt any tasks for Level 2 learners.
IV signature: (if sampled) Date: Speaking, Listening and Communication assessment Sheet: level 1 Learner: Assessor: Date: ST1 total ST2 total ST3 Overall total Level 1 Skill Standard: Take full part in formal and informal discussions and exchanges that include unfamiliar subjects. Mark Make relevant and extended contributions to discussions, allowing for and responding to others input. Prepare for and contribute to the formal discussion of ideas and options. Make different of contributions to discussions Present information / points of view clearly and in appropriate language 4 – Good Pass Made a range of relevant and extended contributions Played a key part in Discussions Responded appropriately to others ST1 Very well prepared to contribute to the formal discussion of opinions of ideas ST1 Made a wide range of different types of contribution Altered type of contribution to suit other members of the group ST1 Presented a variety of Information and points of view clearly Used appropriate language at all times ST1 ST2 ST2 ST2 ST2 ST3 ST3 ST3 ST3 3 – Pass Made relevant and extended contributions Allowed for and responded appropriately to others’ input ST1 Appropriately prepared to contribute to the formal discussion of ideas and opinions ST1 Made different kinds of contribution to the discussion ST1 Presented information / points of view clearly Used appropriate language ST1 ST2 ST2 ST2 ST2 ST3 ST3 ST3 ST3 2 – Borderline Fail Made some relevant Contributions Allowed for and Responded to others’ Input most of the time ST1 Prepared to contribute to discussion of ideas and opinions ST1 Made some different kinds of contribution ST1 On the whole, presented information and points of view clearly Used mostly Appropriate language ST1 ST2 ST2 ST2 ST2 ST3 ST3 ST3 ST3 1 – Fail Made some contributions, although not always relevant ST1 Not fully prepared to contribute to the discussion of ideas and / or opinions ST1 Made a limited type of contribution ST1 Contributions needed clarification At times language not Fully appropriate to Subject and / or audience ST1 ST2 ST2 ST2 ST2 ST3 ST3 ST3 ST3 0 – Insufficient to Assess Made little or no contribution ST1 Was not prepared for the discussion ST1 ST1 ST1 ST2 ST2 ST2 ST2