Clarification details
Updated December 2019. This document has been updated in its entirety for version 3 of this standard and addresses issues that have arisen from moderation.
Demonstrating independent competence (Guidance Information 6)
Guidance Information 6 indicates that learners should have developed sufficient skills to write simple texts on everyday topics independently. Assessor guidance must not compromise authenticity. Assessors may offer appropriate general guidance on aspects of writing which require further work. Assessors should not correct errors, make detailed written annotations, or provide verbal feedback identifying and commenting on individual errors in pieces of writing.
Dictionaries and electronic devices (Guidance Information 8)
Learners may use bilingual and/or monolingual English dictionaries. Monolingual dictionaries should be those designed for English language learners at level 1. Spelling and grammar checkers can be used in word processing. Other grammar check programmes and electronic devices, such as translators and translator apps on cell phones, are not permitted because these may compromise the learner’s ability to demonstrate independent competence.
Opportunity to edit and proofread work (Guidance Information 9)
Learners’ drafts and any supplied or sourced resource materials must be attached as part of the completed assessment to show that learners have had the opportunity to edit and proofread their work and to ensure authenticity.
Text types (Outcome 1 Range statement)
Assessors can select from a range of text types. Texts written for practical purposes should be assessed against level 1 English Language Unit Standard 27997.
Assessed on separate occasions (Outcome 1 Range statement)
This Range statement requires learners to write two texts, assessed on two separate occasions. There should be sufficient time between assessments for learners to become familiar with the structure, vocabulary and simple language features of each text type.
Text structure (Performance criterion 1.2)
Paragraphs may be used, if appropriate to the text type, but are not required at this level.
Complete simple and compound sentences (Performance criterion 1.3 Range statement)
Complete simple and compound sentences require a correctly placed full-stop. Run-on and comma splice sentences are not complete.
Simple cohesive devices (Performance criterion 1.3 Range statement)
Simple cohesive devices include simple conjunctions, such as ‘and’, ‘but’, ‘because’, and connectives and pronoun reference.
Vocabulary (Performance criterion 1.4)
Writing may contain errors and inaccuracies in vocabulary use, but these must not obscure meaning.