OCR Entry Level 3 Functional Skills English SAMPLE ...

© OCR 2019

OCR Entry Level 3 Functional Skills English

SAMPLE ASSESSMENT MATERIAL

These materials should not be used for live assessment.

OCR live assessment materials should be downloaded from OCR’s secure portal.

The entry code for this qualification is: OCR Entry Level 3 Functional Skills English 08842

ALL THESE MATERIALS MAY BE PHOTOCOPIED. Any photocopying will be done under the terms of the Copyright Designs and Patents Act 1988 solely for the purposes of assessment.

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© OCR 2019

Guidance for Centres 1 General

1.1 OCR’s Functional Skills Entry Level live assessments are available to download free

of charge from our secure portal. You will need to be approved to offer OCR Entry

Level Functional Skills English (08840, 08841 and 08842) in order to gain access to the live assessment materials. The materials contained in this booklet are for

practice purposes only.

1.2 These assessments have been designed to meet the full requirements of OCR Entry

Level Functional Skills English qualifications.

1.3 For the purpose of the assessment, tutors are expected to act as supervisors. 2 Before carrying out the assessment

2.1 Candidates should have taken part in a planned learning programme that covers

the underpinning knowledge and skills of the qualification. As part of this learning

programme, candidates should have been given the opportunity to practice

similar activities before completing the assessment activities.

2.2 A Mark Scheme/Assessment Record Form and an Assessor Observation Record Form has been provided for tutors to record the candidates’ achievements. These forms should

be photocopied for each candidate. 3 When completing the assessment

3.1 All assessment evidence for live assessments must be produced under controlled assessment conditions. Further guidance is provided within the Controlled assessment section of the OCR Entry Level Functional Skills English Specification.

3.2 Assessment tasks should be carried out within the time indicated in the tutor guidance

at each level.

3.3 Each candidate must produce individual and authentic evidence for each

assessment activity within the assessment. Tutors should use the Mark

Scheme/Assessment Record Form provided to ensure that the candidate has

evidenced all assessment activities for the Reading and Writing components. The

Assessor Observation Record Form is to be completed for the Speaking, Listening

and Communicating assessments.

3.4 Centre staff should provide support and guidance of a general nature to ensure

the candidates understand what is expected of them during the assessment. For

example, candidates should be advised to read the front cover instructions and

task(s) carefully, candidates should also be advised how long they have to

complete the assessment. It is not acceptable for centre staff to provide model

answers or to work through answers in detail.

4 After completing the assessment

4.1 When marking candidates' work, centres must check that all the subject content

criteria have been achieved as detailed in the Mark Scheme/Assessment Record Form

and Assessor Observation Record Form. For further information about assessment

please refer to the Quality assuring assessment section of the OCR Entry Level

Functional Skills English Specification.

© OCR 2019

4.2 Once work has been marked, if the candidate has not met the standard and wishes to re-take an assessment centre staff are permitted to give feedback to support and guide the candidate to meet the required standard. This support and guidance should focus on checking the candidate understands what is expected of them. For example, centre staff can identify what area of work could be improved but not detail how to improve it. Centre staff can remind learners about what they were taught but not how to apply it to improve the work.

4.3 Assessors’ decisions should be quality assured across the centre through internal

moderation. For further information about internal moderation please refer to the

Quality assuring assessment section of the OCR Entry Level Functional Skills

English Specification. 5 Presentation of work

5.1 The Mark Scheme/Assessment Record Form can also be used as a contents

page by inserting references/page numbers.

5.2 A Centre Authentication Form (CCS160) must be completed for each claim

submitted to the OCR External Moderator. The completed form must be

retained by the centre and be available on request to either OCR or the JCQ

centre inspection service. A submission can be made for an individual

candidate, whole cohort or a smaller group of candidates as and when they

have completed their assessments for a particular Entry level.

6 Acceptable evidence

6.1 For guidance on generation and collection of evidence please refer to the External

moderation section and section 4.11.4 Additional guidance for Speaking, Listening and

Communicating of the OCR Entry Level Functional Skills English Specification.

7 Retaking the assessment

7.1 Candidates must attempt the live assessment tasks for each component within

the time specified and under controlled assessment conditions. If they do not

meet the minimum pass requirements for the task, they can retake a different

task and carry forward pass results for other components achieved.

Centres must provide the candidates with a new task on each occasion.

Centres must ensure that learners have had sufficient additional teaching and learning time following a failed assessment and before a new attempt. The Administration area of the OCR website contains guidance on how you

must manage the retaking of the tasks and can be found in the ‘assessment’

section.

Candidates may also carry forward pass results for components from other

awarding organisations.

https://ocr.org.uk/administration/

© OCR 2019

Notes for Tutors

2.1 Introduction to the Tasks

The tasks have been designed so that all of the subject content is addressed.

The assessment tasks have been designed to allow candidates to demonstrate their skills during normal class time under controlled assessment conditions. It is expected that learners will sit a whole component in a single session, however, a component may be split if learners have additional needs which make it difficult for them to complete the component in a single session. There are two tasks in each component. If it is necessary to split a component, you must only issue the candidate with the task they are going to complete and not the whole component. For example, if learners are to complete Task A in one session, you must issue them with Task A only, not both Task A and B. In order to ensure the security and integrity of the assessment, an individual task must not be split across sessions. If assessment of a component takes place over more than one session, learners’ materials must be collected in at the end of each session, stored securely and the relevant remaining tasks handed back at the beginning of the next session. No feedback can be provided between sessions.

For the purpose of the assessment, tutors are expected to act as supervisors. Tutors can assess

the same candidate at different times.

Controls for Task Marking

When marking the assessment tasks, tutors should use the mark scheme criteria in the

Mark Scheme/Assessment Record Form and the Assessor Observation Record Form.

Tutors must be confident that the work they mark is the candidate’s own. Tutors must employ

sufficient checks whilst tasks are being completed to ensure candidates are producing their own

evidence, as outlined in the Controlled Assessment and Task Taking sections of the OCR Entry

Level Functional Skills English Specification.

Scope of Assessment Modification

The assessments for each component address the subject content and therefore only limited modification is permitted to ensure that the assessments remain fair and reliable. Centres are only permitted to change certain elements as follows:

Speaking, Listening and Communicating assessments (SLC) contexts for any part or all of the assessment

Writing composition task – context (e.g. theme park) and names

Reading assessments must not be changed. This is to ensure that the subject content is assessed and the level of demand is not affected.

If you wish to adapt the context in the writing composition or SLC tasks, it must be set within a real-life situation and must have a clear purpose.

Centres must ensure that there is no change to the:

subject content assessed – this means that additional assessment requirements must not

be added in when modifying

level of demand assessed – the requirements as included in the Mark Scheme must not

be changed. Where the context is changed the answers may need to reflect this change,

but the subject content and number of marks must not be changed.

total allocated time of the assessment.

© OCR 2019

We have ensured that, in the language used and tasks provided, we have avoided discrimination, bias and stereotyping and support equality and diversity. In the development of qualifications and assessments we use accessibility principles, which include:

using language and layout in assessment materials that does not present barriers to

candidates

using stimulus and source materials in assessment materials (where appropriate) that do

not present barriers to candidates.

© OCR 2019

Entry Level 3

Learners are required to complete three assessment components:

Speaking, listening and communicating – Two tasks – maximum 20 minutes

Reading – Two tasks – maximum 40 minutes

Writing – Two tasks – maximum 35 minutes

Total assessment time for all three components must not exceed 1 hour and 35 minutes.

For each candidate, you should submit:

A Mark Scheme/Assessment Record Form with appropriate feedback, for Reading and Writing components

An Assessor Observation Record Form for each of the two Speaking, Listening and Communicating tasks

Marked Candidate responses for two reading tasks

Marked Candidate responses for two writing tasks.

Centres must retain the following for each submission:

A Centre Authentication Form (CCS160) – available from the OCR website www.ocr.org.uk

A copy of all candidates’ work, for a minimum of 12 months or until candidates’ results are issued from OCR.

Assessment summary for this component.

There is a total allocated time of 1 hour and 35 minutes in which candidates must complete all

assessment for this component. All assessment must take place under controlled assessment

conditions (see the OCR Entry Level Functional Skills English Specification for details on controlled

assessment).

Speaking, Listening and Communicating tasks:

Task Title Requirements Allocated time A

Presentation and Question and Answer: How to get fit by running Group Discussion: Raising money for charity

Learners need to pass this component to achieve the qualification.

20 minutes under controlled assessment conditions (for both tasks).

C Exchange: A first aid training course

Reading tasks:

Task Title Requirements Allocated time A Mobile phones


40 minutes under controlled assessment conditions (for both tasks).

B Fenley Forest Holiday Park

http://www.ocr.org.uk/

© OCR 2019

Writing tasks:

Tasks Title Requirements Allocated time A Spelling test


35 minutes under controlled assessment conditions (for both tasks). B Writing

OCR Entry Level 3 Functional Skills English Task: Speaking, Listening and Communicating

Duration: 20 minutes

Name ......................................................................................

Guidance for centres and candidates can be found within each of the tasks.

Entry Level 3 Speaking, Listening and Communicating Assessment

Task A – Part 1 Tutor-led Presentation and Question and Answer: How to get fit by running Guidance for the centre The candidate is required to listen to a short presentation read aloud by a member of centre staff and then answer questions to assess their understanding. Centres must ensure that groups are kept as small as possible to ensure that candidates are asked different questions in a timely way. Centres must record a sample of audio files, which include presentations, questions and answers and group discussions for annual monitoring of SLC. For further information see Section 4.11.4 Additional guidance for Speaking, Listening and Communicating in the OCR Entry Level Functional Skills English Specification. Guidance for the presentation and questions is provided below for the staff member.

Guidance for the member of centre staff

You will need to read the following information aloud to the candidate. I am going to give you some advice about how to get fit by running. Afterwards, I will ask you some questions. Are you ready?

Before you start, you should make sure you buy good running shoes. Be prepared to spend at least £50.

Download a running app, such as Couch to 5k.

Walk for three to five minutes to warm up.

Always drink plenty of water.

Try to find a running partner. It’s more fun and safer to run with someone.

Finally, you should NOT do too much too quickly or run when you are feeling unwell.

You will need to ask the candidate at least four questions. Here are some examples: What should you do before you start running? How long should you walk for to warm up? What should you NOT do when running? What do you think of running as a way to get fit?

If necessary, you may prompt the candidate to elicit appropriate responses.

Task A – Part 2 Group Discussion: Raising money for charity Guidance for the centre The candidate is required to take part in an informal discussion in a group of between three and five people. Centres must record a sample of audio files, which include presentations, questions and answers and group discussions for annual monitoring of SLC. For further information see Section 4.11.4 Additional guidance for Speaking, Listening and Communicating in the OCR Entry Level Functional Skills English Specification.

Guidance is provided below for the candidate. The tutor/assessor can read this to the

candidate and explain to the candidate what they need to do.

Guidance for the candidate You will take part in a discussion about raising money for charity.

Guidance for the candidate

You and your friends have decided to raise some money for charity. You meet to discuss what you could do to raise money. You may need to talk about:

what you would like to do to raise money

which idea to choose to raise money as a group

who will be responsible for collecting the money

how much money you would like to raise

which charity to give the money to – e.g. international, national, local,

people, animals etc.

21B

Entry Level 3 – Speaking, Listening and Communicating Assessor Observation Record

Task A – Presentation, Question and Answer and Group Discussion

Centre name Centre no.

Candidate name Candidate no.

ASSESSMENT DECISION

AC Centre assessor to record: assessor questions, candidate activity, observations and responses in the Assessor Observation Evidence section of this record, to support the assessment decision.

AC achieved

The candidate can:

E3.S.1 Identify and extract relevant information and detail in straightforward explanations.

E3.S.3 Communicate information and opinions clearly on a range of topics.

E3.S.5 Follow and understand the main points of discussions.

E3.S.6 Make relevant contributions to group discussions about straightforward topics.

E3.S.7 Listen to and respond appropriately to other points of view, respecting conventions of turn-taking.

All Task A criteria met

All content statements must be demonstrated for the candidate to pass.

Task B Exchange: A first-aid training course Guidance for the centre The candidate is required to take part in an exchange with a member of centre staff. Centres must record a sample of audio files, which include presentations, questions and answers and group discussions for annual monitoring of SLC. For further information see Section 4.11.4 Additional guidance for Speaking, Listening and Communicating in the OCR Entry Level Functional Skills English Specification. Guidance is provided below for the staff member.

Guidance for the member of centre staff

You will need to:

ask questions on a range of straightforward topics

make appropriate responses to allow the candidate to demonstrate their skills and knowledge.

Read the following explanation to the candidate. I will play the role of your manager. You will play the role of someone who wants time off work to go on a one-day first-aid training course. Read the guidance for the candidate provided on the following page. Ask the candidate if they understand what they need to do.

Guidance for the candidate You will take part in an exchange. Remember: You are someone who wants to take time off from work to go on a one-day first-aid training course.


In your meeting you may need to:

make a request to go on a first-aid training course ask for

the company to pay for you to go on the course

ask if they can cover your expenses

say why you would like to go

ask for time off work

explain when and where the course is

explain how the course will help to improve your skills

say how you will make up for the time missed from your

job.

21B

Entry Level 3 – Speaking, Listening and Communicating Assessor Observation Record

Task B – Exchange

Centre name Centre no.

Candidate name Candidate no.

ASSESSMENT DECISION

AC Centre assessor to record: assessor questions, candidate activity, observations and responses in the Assessor Observation Evidence section of this record, to support the assessment decision.

AC achieved

The candidate can:

E3.S.2 Make requests and ask concise questions using appropriate language in different contexts.

E3.S.4 Respond appropriately to questions on a range of straightforward topics.

All Task B criteria met

Continued….

All content statements must be demonstrated for the candidate to pass.

Component Result : PASS: FAIL:

Centre assessor name (print)

Centre assessor signature Date

Candidate:

I confirm that the evidence provided is the result of my own work.

Candidate signature Date

Internal moderator name (print)

(if sampled) Internal moderator signature Date

Examiner moderator signature (if sampled)

Date

OCR Entry Level 3 Functional Skills English 1


Task: Reading


Marks: 20 marks

Name .............................................................................................

Instructions

• Answer all questions in this task.

You will need: • A dictionary • A pen with black ink


Entry Level 3 – Reading Task A: Mobile phones

Text A – Magazine article

Mobile phones – good or bad? A report by Kai Gill

We all love our phones. They help us to communicate with friends and family. We also use our phones for entertainment and knowledge – social media, music, games, films and internet research. Phones save us time. We can make arrangements easily. We can receive information quickly and we can even do online shopping without moving from the sofa. This is excellent for us, but high street shops say that fewer people are walking through their doors. Doctors are now saying that if people use phones too frequently and for too long they will experience various health problems. Eyes can become dry and itchy because we blink less than usual when we are looking at a phone. Looking down at a small screen for a long time can cause headaches, a stiff neck and back pain. What we must do is to use phones sensibly to make sure we stay healthy. Many accidents have happened because of pedestrians texting and not looking where they are going. To be safe, put your phone away when you are walking, especially when crossing the road. Also, spending too much time on your phone means that you may not get enough exercise and could stop you enjoying time with friends and family. Therefore, perhaps we ought to get into the habit of pressing the OFF button?


Text A Questions

1. Look up the word ‘pedestrian’ in the dictionary and write down what it means.

...................................................................................................................................

................................................................................................................................... [1]

2. Name one form of entertainment that we can get on our phones.

...................................................................................................................................

................................................................................................................................... [1]

3. What is the main purpose of this magazine article?

Tick ✓ one box.

A It describes the benefits of online shopping.

B It helps people to phone family and friends.

C It persuades people not to own a phone.

D It warns about the dangers to health of mobile phones.

[1]

4. Name one way that phones can save people time.

................................................................................................................................... [1]


5. Why have many accidents happened to pedestrians?

................................................................................................................................... [1]

6. How might online shopping affect high street shops?

................................................................................................................................... [1]

7. What health problems can using your phone too much cause and why?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

................................................................................................................................... [2]

8. Give two reasons why you are told to “press the OFF button”.

1. ................................................................................................................................

................................................................................................................................... [1]

2. ................................................................................................................................

................................................................................................................................... [1]

4

Entry Level 3 – Reading Task A – Mark Scheme and Assessment Record

Use this Mark Scheme and Assessment Record to record the candidate’s achievements. This record should be submitted to OCR as evidence of

achievement for the candidate, together with supporting evidence.

Centre name Centre number

Candidate name Candidate signature

Assessor name(s) Assessor signature(s)

Date

Subject content Question Correct response Mark available Mark awarded

E3R8

E3R11 1 Accept any valid dictionary definition 1

E3R9 2 Social media/music/games/films Max 1

E3R10 3 D – to warn about the dangers to health of mobile phones 1

E3R9

4 Make arrangements easily/get information quickly/do online shopping from the

sofa Max 1

E3R9 5 People texting and not looking where they are going 1

E3R9

6 Fewer people are walking through their doors Accept any reasonable answer from the text.

1

E3R9

7

Candidate may refer to:

Dry and itchy eyes because we blink less/ headaches/stiff neck/back pain because we are looking down at a small screen

Max 2

E3R9

8 Candidate may refer to:

To enjoy time with friends and family (1) to be more active (1) Max 2

Marks available 10

Marks awarded

Where a tick is requested in a response, accept any other form of indicator (e.g. x)


Entry Level 3 – Reading Task B – Fenley Forest Holiday Park

Text B

Fenley Forest Holiday Park

A family holiday with a difference!

Why is it different? Unlike other holiday parks, when you arrive you will be asked to put all your phones, tablets and laptops into our safe. There is no wifi or television to disturb you here. Instead there is a beautiful forest and a beach for you to enjoy. When you have settled in you will be given a bike to get around the holiday park – you can increase your exercise and experience beautiful surroundings. Wooden Cabins There are two, three and four bedroomed cabins. They are situated in a great position, so that you can reach the centre of the park with ease. Each one has its own garden with a hot-tub, barbeque and picnic table. Daytime Activities for children We have an Activity Island with trampolines and a climbing wall just for children, where they can experience fun and freedom. Daytime Activities for adults There is an adults-only sun deck, which is a particular pleasure for the grown-ups. This is a quiet, peaceful area where adults can relax, read, or take a nap. We guarantee you will love it! There are many classes available for you to learn new skills.

Monday Tuesday Wednesday Thursday Friday

Painting

Photography

Surfing

Drawing

Canoeing

Evening Entertainment Every evening there is live music in the Community Clubhouse. There is also a large family games room and an excellent restaurant on site, which is very popular.

Come On – Unplug, Switch Off and Have Fun!


Text B Questions

1. Write down the word that tells you the holiday park is near the sea.

................................................................................................................................... [1]

2. What is the main purpose of this piece of writing?

Tick ✓ one box.

A To advise people to have a holiday in the city

B To give advice about riding a bike on holiday

C To persuade people to come to the holiday park

D To show people how to learn new skills

[1]

3. Name one thing that is in the gardens of the wooden cabins.

..................................................................................................................................... [1]

4. Name one daytime activity for children.

..................................................................................................................................... [1]

5. What kind of live entertainment is provided in the clubhouse every evening?

..................................................................................................................................... [1]


6. Using the table, on what day can you learn to take photographs?

..................................................................................................................................... [1]

7. Why is the sun deck for adults only?

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

................................................................................................................................... [2]

8. Why does it say “Unplug, Switch Off and Have Fun!”

...................................................................................................................................

...................................................................................................................................

...................................................................................................................................

................................................................................................................................... [2]

8

Entry Level 3 – Reading Task B – Mark Scheme and Assessment Record

Use this Mark Scheme and Assessment Record to record the candidate’s achievements. This record should be submitted to OCR as evidence of achievement for the

candidate, together with supporting evidence.


Candidate name Candidate signature

Assessor name(s) Assessor signature(s)

Date

Subject content Question Correct response Mark available Mark awarded

E3R8

E3R9 1 Beach/surfing 1

E3R10 2 C – persuade people to come to the holiday park 1

E3R9 3 Hot-tub/barbeque/picnic table Max 1

E3R12 4 Activity island/trampolines/climbing wall Max 1

E3R12 5 Music 1

E3R12 6 Tuesday 1

E3R9 7

Candidate may refer to: So that it is quiet/peaceful/away from children/so that adults can relax/read/take a nap

Max 2

E3R9 8

Candidate may refer to: To encourage you to:

put your phone away/enjoy the beautiful forest/enjoy the beach/become more active Max 2

Marks available 10

Marks awarded

Where a tick is requested in a response, accept any other form of indicator (e.g. x)

Total marks awarded for both tasks

The pass mark for this component is 12



Task: Writing


Marks: 30 marks

Name .............................................................................................

Instructions

• Answer all questions in this task.

- Your tutor may read the questions to you.

- Ask your tutor if you do not understand any words.

You will need: • A pen with black ink


Entry Level 3 Writing Assessment

Part A Spelling Test

Assessor guidance

Allow 10 minutes for the spelling test.

Please read out the instructions below.

Instructions for candidates.

Listen carefully to the instructions I am going to give you.

I will read the word, then the word within a sentence. I will then repeat the word.

Do you have any questions?

Once any questions have been answered, you should read the 10 spellings.

Leave at least a 10-second gap between spellings.

The spellings should be read as follows:

1. Give the question number e.g. Question number one …

2. Say: The word is…

3. Read the context sentence.

4. Repeat: The word is…

Example:

1. Question number one

2. The word is “school”.

3. Jack went to school.

4. The word is “school”.


1.

opposite

I live opposite the park.

opposite

2.

minute

I will be ready in a minute.

minute

3.

occasion

The party was a big family occasion.

occasion

4.

picture

He showed me a picture of his house.

picture

5.

enough

I have had enough to eat.

enough

6.

describe

Can you describe it to me?

describe

7.

bargain

That’s a bargain.

bargain

8.

certain

Are you certain?

certain

9.

popular

The new restaurant is very popular.

popular

10.

excellent

The food is excellent.

excellent


THIS PAGE HAS BEEN LEFT INTENTIONALLY BLANK


Part A Spelling Test

Candidate Assessment Record

Word Score

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Total spelling mark /10


Part B

Alphabet sequencing

1

a) Put these four words in alphabetical order. sport split spade spring

1 .................................

2 .................................

3 .................................

4 .................................

[1]

b) Put these four words in alphabetical order. thunder throw thing thank

1 .................................

2 .................................

3 .................................

4 ................................. [1]

Plurals

c) Write the plural of the word knife ............................................... [1]


Guidance for the centre

1 d) The candidate must write eight sentences

Two of these must be compound sentences (i.e. sentences that contain two or more pieces

of information that are correctly linked with a conjunction, e.g. but, and, as, so, or, because

etc.).

The candidate must use appropriate format and structure and use language appropriate for+

the purpose and audience.

The candidate must write their own responses. The document can be handwritten or word

processed. Spelling, punctuation and grammar will be assessed.

The tutor/assessor can read the topic and the candidate guidance to the candidate and explain to the candidate what they need to do.



1 d) Write eight sentences on the topic below. You should use at least two conjunctions to make compound sentences.

You should use correct format and structure for a report, including paragraphs.

You should use language suitable for the purpose and audience.

You have visited a local theme park.

Write a report about your visit for the local magazine.

In your report you could write about the:

rides, including the water ride and the new roller coaster

gift shop

restaurants and food available.

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............................................................................................................................ 17 marks


Functional Skills English Entry Level 3 Writing Mark Scheme/Assessment Record

Use this Mark Scheme/Assessment Record to record the candidate’s achievements. This record should be submitted to OCR as evidence of achievement

for the candidate, together with supporting evidence.


Candidate name

Assessor name (s)

Question/Task Correct response

Mark available

Mark awarded

Subject content

Task A Spelling test Award one mark per correct spelling.

10 Spell correctly words designated for Entry Level 3 (E3W17)

Task B 1a

Letter sequencing Candidate has used first, second and third place letters to sequence words in alphabetical order. Letter sequencing of spade, split, sport and spring is accurate.

1

Use the first, second and third place letters to sequence words in alphabetical order (E3W16)

1b Letter sequencing Candidate has used first, second and third place letters to sequence words in alphabetical order. Letter sequencing of thank, thing, throw and thunder is accurate.

1

Use the first, second and third place letters to sequence words in alphabetical order (E3W16)

1c Irregular plurals Candidate can form irregular plurals. The plural of the word knife – knives is correct.

1

Form irregular plurals (E3W14)



Mark available

Mark awarded

Subject content

1d – Writing composition

Effective communication

Candidate has communicated information, ideas and opinions clearly and in a logical sequence.

There is little relevant communication of information, ideas and opinions – the response may lack clarity or logical sequence.

There is some relevant communication of information, ideas and opinions, which is mostly clear and/or in a logical sequence.

There is fully relevant communication of information, ideas and opinions, which is clear and in a logical sequence.

1

2

3

Communicate information, ideas and opinions clearly and in a logical sequence (e.g. chronologically, by task) (E3W18)

Appropriate detail

Candidate has written text of an appropriate level of detail and of appropriate length (including where this is specified).

The response is the appropriate length and it contains the appropriate level of

detail, but it does not fully address the requirements of the task or it includes

irrelevant detail.

The response is the appropriate length and it contains an appropriate level of

detail, which does not include irrelevant detail.

1

2

Write text of an appropriate level of detail and of appropriate length (including where this is specified) (E3W19)

Format

Candidate has used appropriate format and structure for a report.

The response includes a heading.

The response includes a heading and one other formatting feature (e.g.

subheadings, bullet points etc.).

1

2

Use appropriate format and structure when writing straightforward texts, including the appropriate use of headings and bullet points (E3W20)

Compound sentences/paragraphs

Candidate writes using compound sentences and paragraphs appropriately.

A response which uses at least two compound sentences OR at least two

paragraphs.

A response which uses at least two compound sentences AND at least two

paragraphs.

1

2

Write in compound sentences and paragraphs where appropriate (E3W21)



Mark available

Mark awarded

Subject content

Language

Use language appropriate for purpose and audience.

The response mostly uses appropriate language for purpose and audience.

The response consistently uses appropriate language for purpose and audience.

1 2

Use language appropriate for purpose and audience (E3W22)

Punctuation

Candidate uses a range of punctuation correctly.

Sentence separation is mostly accurate (e.g. full stops, questions marks,

exclamation marks) – may contain five to eight errors.

Sentence separation is consistently accurate (e.g. full stops, questions marks,

exclamation marks) – may contain one to four errors.

1

2

Use a range of punctuation correctly (e.g. full stops, question marks, exclamation marks, commas) (E3W13)

Grammar

Candidate uses grammar correctly (e.g. subject-verb agreement, consistent use of

tense, definite and indefinite articles).

Grammar in the response is mostly accurate – no more than four sentences are

grammatically incorrect.

Grammar throughout the response is consistently accurate – no more than two

sentences are grammatically incorrect.

1

2

Use mostly correct grammar (e.g. subject-verb agreement, consistent use of tense, definite and indefinite articles) (E3W15)

Spelling

Candidate correctly spells words.

The spelling of personal and common words is accurate for some of the response

– may contain five to eight errors.

The spelling of personal and common words is accurate for most of the response

– may contain one to four errors.

1

2

Spell correctly words designated for Entry Level 3 (E3W17)

Total marks 30

The pass mark for this assessment is 18


Assessor feedback: (Provide feedback on how each assessment activity was achieved by the candidate.)

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OCR Entry Level 3 Functional Skills English SAMPLE ...

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