Controlled Assessment Guidance for Functional Skills in ... · Learners may prepare for an assessment up to 5 working ... this may be their normal learning ... Observation of assessment

Controlled Assessment Guidance for Functional Skills in English

Speaking, Listening and Communication

Entry 1, Entry 2, Entry 3,

Level 1 and Level 2

Version 1.1

(January 2016)

Controlled Assessment Guidance for Functional Skills in English - Speaking, Listening and Communication - Entry 1, Entry 2, Entry 3, Level 1 and Level 2

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Contents

1. Purpose of this document ................................................................................................ 3

2. Assessment Overview ...................................................................................................... 4

2.1. Summary of timings and group sizes by level ............................................................... 4

2.2. Assessment Preparation .............................................................................................. 4

2.3. Assessing the Speaking, Listening and Communication component ............................ 4

2.4. Additional Information ................................................................................................... 5

3. Quality Assurance ............................................................................................................. 6

3.1. Levels of Control .......................................................................................................... 6

3.2. Observation of Speaking, Listening and Communication assessments (all levels) .................................................................................................................................. 7

4. Detailed level-by-level guidance ...................................................................................... 9

4.1. Overview ...................................................................................................................... 9

Speaking, Listening and Communication - Entry Level 1 ..................................................... 9

Speaking, Listening and Communication - Entry Level 2 ................................................... 11

Speaking, Listening and Communication - Entry Level 3 ................................................... 13

Speaking, Listening and Communication - Level 1 ............................................................ 15

Speaking, Listening and Communication - English – Level 2 ............................................. 17

5. Access arrangements ..................................................................................................... 19

5.1. Overview .................................................................................................................... 19

5.2. Reasonable Adjustments ........................................................................................... 19

6 Gateway Qualifications ................................................................................................... 32


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1. Purpose of this document

This document includes guidance and recording documentation to enable you to assess

the Gateway Qualifications Functional Skills English Speaking, Listening and

Communication component.

Speaking, Listening and Communication at all levels is internally assessed by centre

staff and externally moderated by Gateway Qualifications. Assessments are set by the

centre but must be consistent with the guidance provided in this handbook. The

component is graded Pass or Fail.


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2. Assessment Overview

2.1. Summary of timings and group sizes by level

Level Timings Group sizes

Entry 1 5 - 8 minutes in total

Candidate + one other person

who could be the tutor

Entry 2 8 -10 minutes in total (depending of

group size)

Candidate + at least one

other person who could be

the tutor

Entry 3 15 - 20 minutes in total (depending on

group size)

3 - 5 people in total

Level 1 20 - 25 minutes in total (depending on

group size)


Level 2 20 – 30 minutes in total (depending on

group size) including a presentation of

around 5 minutes


2.2. Assessment Preparation

Learners may prepare for an assessment up to 5 working days prior to taking the assessment.

An appropriate person should supervise the learner during any preparation time. It is acceptable to use an assessor/invigilator that the learner feels comfortable with and knows well. Tutors can support learners with feedback through the preparation process.

Learners may collaborate in preparation but must provide an individual response to the speaking, listening and communication activities. Learners should use the range of appropriate resources available to the centre. The same range of resources must be made available to all learners within a centre.

2.3. Assessing the Speaking, Listening and Communication component

Assessment must be individual to each candidate, even where more than one candidate

is being assessed on their contributions to the same group discussion.

Assessors must complete the observation form provided. (There is one form per level,

each of which references the relevant Speaking, Listening and Communication

standards and coverage and range.) This is the means by which a centre will

demonstrate whether the candidates have met the requirements of the coverage and

range of the skills standards (in the professional opinion of the internal assessor). Only

assessor observation forms for candidates who have met the required standards, should

be submitted to the Gateway Qualifications standards verifier.


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When completing the assessor observation forms, assessors should ensure that they

state clearly how the candidate has met the requirements of the standards rather than

merely repeating phrases from the standards, coverage or range.

In addition to the completed observation form, centres should submit to the standards

verifier any supporting evidence (for example, from the discussion, notes of any

preparation). These notes will supplement the observation form, not replace it; an

observation form is needed for each candidate.

There is no requirement for video or audio recordings of any speaking, listening and

communication evidence though centres may do so if they wish. Recording can be

useful in teaching/training sessions and may well make the internal quality assurance

process more manageable. We suggest 10% of this component is recorded for

standardisation purposes.

Each centre will be observed conducing the speaking, listening and communication

component over the year (either scheduled or unannounced visits).

2.4. Additional Information

Dictionaries may be used in the preparation stage of each task.


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3. Quality Assurance

3.1. Levels of Control

The assessments for the speaking, listening and communication component of Gateway

Qualifications English Functional Skills are subject to the following

controls:

Task setting: limited control

Centres design their own tasks to cover the appropriate standards, coverage and range.

Guidance on design of tasks is provided by Gateway Qualifications, including sample

contexts and activities. Centres are not required to submit tasks for approval before use

but are encouraged to contact the Gateway Qualifications for support if they are in any

doubt about the validity of a proposed assessment task. Centres are reminded of the

need to vary tasks over time and when they are assessing large numbers of learners.

Task taking: high control

There is no set date or assessment window for Speaking, Listening & Communication.

Learners should be assessed when the assessor thinks it is appropriate. However

centres will be required to notify Gateway Qualifications when assessments will take

place. As part of the quality assurance monitoring process, standards verifiers will

undertake assessment observation visits at the centre, therefore centres will be required

to notify Gateway Qualifications by booking an assessment time through the QuartzWeb

portal when Speaking, Listening and Communication assessments are due to take place.

Assessment must be through formal set tasks consistent with the guidance on task

design in this document. Learners should not have access to the task before the formal

assessment (other than during the supervised preparation described below).

Assessments must be undertaken under controlled, supervised conditions. This means

that candidates must be formally supervised at all times during their assessments.

During the assessment, the candidate(s) must be in the direct sight of the assessor at all

times. The assessment must take place in a quiet location where the candidates will not

be interrupted; this may be their normal learning environment. There is no requirement

to remove posters or other display material but assessors should ensure that any

displays do not include prepared scripts.

Assessors can make a limited input during the assessment task, for example to clarify

instructions or move a discussion on. The nature and amount of input will vary according

to the level; details of what is permitted at each level is provided in the level-by-level

guidance in the next section.

Preparatory work may be completed under limited supervision; the supervisor can be a

tutor/assessor or invigilator whom the candidates know well. Candidates may prepare


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notes for use during the formal speaking, listening and communication assessment.

These notes can include up to six bullets or numbered points for each task. Preparatory

work may be undertaken in groups or by individuals. At Entry level, tutors may support

candidates as they prepare their notes.

Candidates may carry out any preparatory work under limited supervision up to 5

working days before the formal assessment.

Task marking: medium control

Centre assessors mark the controlled assessment, completing the observation record,

provided by Gateway Qualifications, which contains the assessment criteria for the task.

Centres’ assessment decisions are verified by Gateway Qualifications.

Gateway Qualifications will provide centres with sample assessment materials to support

consistent application of the criteria.

Gateway Qualifications reserves the right to observe a live assessment of speaking,

listening and communication, with minimal notice to the centre.

Centres are encouraged to record a proportion of the assessments for speaking,

listening and communication at each level. Audio and video evidence is particularly

useful for assessors when several candidates are being assessed at the same time. It is

also good practice for a proportion of assessments to be recorded for quality assurance

purposes. However, it is not compulsory for audio/video recordings to be made and any

recordings do not replace the written assessment observation records needed for each

assessment.

3.2. Observation of Speaking, Listening and Communication assessments (all

levels)

Observation of assessment Observation of assessments, by Gateway Qualifications’

Standards Verifiers, of Speaking, Listening & Communication at all levels is a vital part of

the quality assurance process.

Centres will be required to notify Gateway Qualifications of times and dates and cohort

details of when assessments are due to take place. Gateway Qualifications will either

undertake a scheduled or unannounced visit. Centres must make learner assessments

available for observation. Failing to provide access to learner assessments may result in

the cancellation of the visit which could then delay certification claims.

The number of observation visits and the number of learners observed will be based on:

• the number of assessors in the centre

• the number of satellite sites at which Functional Skills are delivered


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Please note that the Standards Verifier will need to view assessments containing a

minimum of 3 learners per level; however this is dependent on how many learners are

registered for Functional Skills English at the centre. The number of learners seen should

reflect the size of the centre; however failure to comply with this can result in limited

certification.

It is essential that the observed assessments are ‘live’, i.e. actual assessments with

current registered learners and not ‘mock’ assessments.


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4. Detailed level-by-level guidance

4.1. Overview

This section provides detailed level-by-level guidance on task design, conduct of

assessment and standards coverage

Speaking, Listening and Communication - Entry Level 1

Introduction

At Entry Level 1, learners are required to complete two assessments to demonstrate that

they are able to participate in and understand the main points of simple discussions or

exchanges about familiar topics with one other person. They should also demonstrate

that they can understand and follow simple instructions.

Each of the assessments should relate to a different context.

Sample contexts

The following contexts provide ideas for centres to devise their own activities in order to

cover different aspects of the skills standards. They can be adapted to meet the needs,

interests and experience of learners. Contexts should be familiar to the learner.

Simple exchange of information relating to a familiar context. For example:

• Where they live

• Family or friends

• Free time activities

• Daily routine

• Work/study

Carry out a short activity following simple instructions and speak about what they have

done. For example:

• Locate an item of equipment

• Carry out classroom activity

• Follow short directions

• Operate a piece of equipment

• Make a drink/snack

Talk about what has been said or decided in a simple discussion. For example:

• Plans for weekend/evening

• Outing with friends or family

• What they will do next week at school/college/work


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Guidance for conduct

The tutor should make simple contributions during the assessment in order to move the

task on and to check that the learner understands. For example:

• Use simple prompts and questions

• Make simple requests

• Encourage the learner to ask questions

• Respond to the learner’s questions

• Encourage contributions from the learner

• Ask for simple clarification

• As appropriate to the task take on the role of e.g. friend, fellow student, employer

etc.

• Give simple instructions as appropriate to the task

At Entry 1, most of the stimulus will come from the tutor, however depending on the

context, it may be appropriate to provide a short external stimulus such as a video clip,

an audio extract etc.

Entry 1 Speaking and Listening Skill Standards Coverage

To achieve an Entry 1 pass, across the two tasks, each standard criterion should be met

at least once.

Participate in and understand the main points of simple

discussions/exchanges about familiar topics with another person in a

familiar situation.

Criterion Description

1a Understand the main points of short explanations

1b Understand and follow instructions

1c Respond appropriately to comments and requests

1d Make contributions to be understood

1e Ask simple questions to obtain specific information


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Introduction


they are able to participate in discussions or exchanges about familiar topics, making

active contributions with at least one other person in familiar situations. They should also

demonstrate that they can identify the main points of short explanations and instructions.

Each of the assessments should relate to a different context.

Sample contexts




Communicate information in a simple discussion or exchange about familiar topics. For

example:

• What they like and dislike about where they live

• Free time activities, weekend, evening – likes and dislikes

• What they did last week at college/school/work/weekend

• Favourite TV programme or film

• Favourite sports personality, actor, famous person

Identify the key points in instructions or explanations and report back key information that

they need. For example:

• Follow instructions for a classroom/work based activity

• Follow an explanation about how something is made or how something works, e.g.

office equipment, a recipe

• Follow an explanation about how a product works and what it does e.g. in an

advertisement

• Listen to an instructional video and identify key points

Talk about what has been said/decided in a simple discussion. For example:

• Plans for an activity, event or work outing

• Plans for the weekend

• Next steps in study or employment

• What they like and dislike about their place of learning


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The tutor should make contributions during the assessment in order to move the task on

and to check that the learner understands. For example:

• Use prompts and questions to encourage contributions from learners

• Encourage the learner to ask and respond to questions

• Respond to the learners’ questions

• Ask for clarification or amplification

• As appropriate to the task take on the role of e.g. friend, fellow student, employer etc.

• Give instructions and explanations as appropriate to the task

At Entry 2, much of the stimulus will come from the tutor, but learners may also respond

to and ask questions of others where the group comprises other learners.

Centres may also provide a short external stimulus such as a video clip, an audio extract,

recorded radio extract, recorded message etc. to provide instructions or explanations or

be a focus for discussion etc.



at least once.

Participate in discussions/exchanges about familiar topics, making active

contributions, with one or more people in familiar situations


1a Identify the main points of short explanations and instructions

1b Make appropriate contributions that are clearly understood

1c Express simply feelings or opinions and understand those

expressed by others

1d Communicate information so that the meaning is clear

1e Ask and respond to straightforward questions

1f Follow the gist of discussions


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Introduction


they are able to participate in discussions and exchanges in familiar contexts, making

some extended contributions with at least two other people, as well as following the main

points of discussions.

Each of the assessments should relate to a different context. One should be formal and

the other informal.

A tutor may choose to organise the assessments so that not all learners involved in a

task are being assessed, so long as each learner is assessed in two tasks which give

them the opportunity to meet the relevant standards.

Sample contexts




Formal contexts:

• ‘Mock’ group interview for part time work giving personal details, experience,

availability, etc. Tutor to take part as the interviewer

• Discuss volunteering for a charity or charity event with representative of the charity.

Tutor to take part as the representative

• Feedback to tutor on aspects of the course or a course related trip

Feedback to a manager on progress with a workplace task:

• Formal discussion related to a familiar context such as planning work experience, a

college event, future plans etc.

Informal contexts:

• Planning a group activity such as a cinema trip, a work outing, giving and responding

to others’ points of view

• Present and discuss ideas for an enterprise activity, a team activity at work, giving and

responding to others’ points of view

• Discussion about a film or TV programme

• Discussion about weekend plans or a holiday


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The tutor should make contributions during the assessment in order to move the task on

and to check that the learner understands. For example:

• Use prompts and questions to encourage extended contributions from learners

• Encourage the learner to ask and respond to questions and points of view

• Ask questions to establish that learners are following the gist of a discussion e.g.

reporting back on main points or reporting on others’ viewpoints

• Ask for clarification or amplification

• As appropriate to the task, take on the role of e.g. friend, fellow student, team

member, employer etc.

At Entry 3, although stimulus/input will be provided by the tutor and other learners in the

group, centres may also provide a short external stimulus such as a video clip, an audio

extract, recorded radio extract, recorded message etc. to provide a focus for discussion.



at least once.

Respond appropriately to others and make some extended contributions in

familiar formal and informal discussions and exchanges


1a Follow the main points of discussions

1b Use techniques to clarify and confirm understanding

1c Give own point of view and respond appropriately to others' point of

view

1d Use appropriate language in formal discussions / exchanges

1e Make relevant contributions, allowing for and responding to others'

input


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Speaking, Listening and Communication - Level 1

Introduction

At Level 1, learners are required to complete two assessments to demonstrate that they

are able to participate in formal and informal discussions and exchanges with at least two

other people. Discussions and exchanges should include unfamiliar subjects and allow

learners to make relevant and extended contributions, as well present information.


the other informal.




Sample contexts



interests and experience of learners. Contexts should include those unfamiliar to the

learner.

Formal contexts:

• Discuss different options for an enterprise activity, a community event, a college

event, a work event etc.

• Take part in a group interview related to learners’ vocational area

• Discuss different points of view about a work based or college development, such as

changes to facilities, working day, holidays, etc.

Informal contexts:

• Discuss something viewed or listened to prior to the assessment such as a video clip,

an advertisement a charity appeal

• Debate about an issue that affects young people, such as the right to vote, the

benefits of work experience, advertising, technology in the work place, employment,

internships, alcohol abuse etc.

• Discuss an aspect of their work or other studies


Although the tutor should not be an active participant in the discussion at Level 1, s/he

may make brief contributions during the assessment in order to move the task on. For

example:

• Use prompts and short questions as appropriate

• Encourage learners to listen and respond to others in discussion

• Encourage the learner to ask and respond to questions and points of view


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At Level 1 centres may provide a short external stimulus such as a video clip, an audio

extract, recorded radio extract, etc. to provide a focus for discussion. Learners can also

be given a short written stimulus to form the basis of the discussion, for example a short

text related to the task, some statements relating to an issue (for example ‘Technology is

taking over our lives and we no longer enjoy the simple things.’)

Learners may give a brief presentation as part of the task. At Level 1, this should be no

more than 2-3 minutes

Prior to task taking, learners will be given preparation time as appropriate to research

and plan their ideas, information, points of view, evidence to support points of view.

When presenting ideas, information and points of view as part of a presentation or for

discussion on a particular issue, learners may refer to notes, cue cards, etc as a prompt.

Level 1 Speaking and Listening Skill Standards Coverage

To achieve a Level 1 pass, across the two tasks, each standard criterion should be met

at least once.

Take full part in formal and informal discussions and exchanges that

include unfamiliar subjects


1a Make relevant and extended contributions to discussions, allowing

for and responding to others' input

1b Prepare for and contribute to the formal discussion of ideas and

opinions

1c Make different kinds of contributions to discussions

1d Present information / points of view clearly and in appropriate

language


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Speaking, Listening and Communication - English – Level 2

Introduction

At Level 2, learners are required to complete two assessments to demonstrate that they

are able to participate in formal and informal discussions with at least two other people.

Discussions should include unfamiliar subjects and allow learners to consider complex

information, making a range of contributions as well presenting information.


the other informal.

At Level 2, as part of at least one of the tasks, learners should give a short presentation

of around 5 minutes to present information and points of view.




Sample contexts



interests and experience of learners. Contexts should include those unfamiliar to the

learner. Both informal and formal contexts can provide opportunities for learners to make

a short presentation to others.

Formal contexts:

• Make a presentation and discuss different options to decide on an enterprise activity,

a work event, a college event, a community event etc.

• In the context of a local meeting, present and respond to views on a development

such as a new building, leisure centre, closing of a local amenity etc. to persuade

others

• A planning meeting to welcome an important visitor to workplace or college

Informal contexts:

• Discuss something viewed or listened to prior to the assessment such as a video clip,

an advertisement, a charity appeal

• Discuss ( and present ideas as appropriate) an issue that affects young people, such

as the right to vote, the benefits of work experience, advertising, technology,

employment, internships, alcohol abuse etc.

• Discuss (and present ideas as appropriate) a local or global issue such as the

environment, travel, global branding, local facilities, employment opportunities etc.


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Although the tutor should not be an active participant in the discussion at Level 2, s/he

may make brief contributions during the assessment in order to move the task on. For

example:

• Use prompts and short questions as appropriate

• Encourage learners to listen and respond to others in discussion and to presentations

from others

At Level 2 centres may provide a short external stimulus such as a video clip, an audio

extract, recorded radio extract, etc. to provide a focus for discussion. Learners can also

be given a short written stimulus to form the basis of the discussion, for example a short

text related to the task, some statements relating to an issue (for example ‘Technology is

taking over our lives and we no longer enjoy the simple things.’)

Prior to task taking, learners will be given preparation time as appropriate to research

and plan their ideas, information, points of view, evidence to support points of view.

When presenting ideas, information and points of view as part of a presentation or for

discussion on a particular issue, learners may refer to notes, cue cards, etc as a prompt.

Level 2 Speaking and Listening Skill Standards Coverage

To achieve a Level 2 pass, across the two tasks, each standard criterion should be met

at least once.

Make a range of contributions to discussions in a range of contexts,

including those that are unfamiliar, and make effective presentations


1a Consider complex information and give a relevant, cogent response

in appropriate language

1b Present information and ideas clearly and persuasively to others

1c Adapt contributions to suit audience, purpose and situation

1d Make significant contributions to discussions, taking a range of roles

and helping to move discussion forward


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5. Access arrangements

5.1. Overview

Gateway Qualifications understands its requirement as an awarding organisation to

make reasonable adjustments where a learner, who is disabled within the meaning of the

Equality Act 2010, would be at a substantial disadvantage in comparison to someone

who is not disabled.

5.2. Reasonable Adjustments

Gateway Qualifications has identified reasonable adjustments permissible for the

Speaking, Listening and Communication component as detailed below. A reasonable

adjustment is unique to an individual and therefore may not be included in the list of

available access arrangements.

The Speaking, Listening and Communication component requires learners to obtain and

convey information via non-written communication in the medium of English. British Sign

Language (BSL) is permitted as an alternative to English for the assessment of speaking,

listening and communication where BSL is the candidate's normal way of communicating

in the contexts described by the standards. No other languages are permitted as

alternatives to English. Any exchanges should normally be conducted face-to-face. The

table below indicates the permitted range of adjustments that might be considered.

The table below indicates the permitted range of adjustments that might be considered.

Access Arrangement Permitted?

Additional time Yes

Human reader Yes

Computer/screen reader (assistive technology) Yes

Oral Language Modifier Yes

Sign Language Interpreter No

Human scribe Yes

Voice recognition technology (assistive technology) Yes

Augmentative speech equipment Yes

Transcript Yes

Practical assistant Yes

Modified materials (including Braille) Yes

Models, visual/tactile aids, speaking scales Yes

External device to load personal setting Yes

An exemption may be permissible, as a last resort, from the speaking, listening and

communication component for learners with disabilities who have no means of

communication.

Controlled Assessment Guidance for Functional Skills in English – Speaking, Listening and Communication - Entry 1, Entry 2, Entry 3, Level 1 and Level 2

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Centre Observation Record Speaking, Listening and Communication Assessment Observation Record Entry 1 Functional Skills

Centre name:

Centre number:

Candidate name:

Candidate number:

Details of assessment tasks

Task A: Date: Number of people in discussion or exchange:

Task B: Date: Number of people in discussion or exchange:

Participate in and understand the main points of simple discussions/exchanges about familiar topics with another person in a familiar situation.

Criterion Description Met by candidate ( or x )

Assessor comments

1a Understand the main points of short

explanations

Task A

Task B

1b Understand and follow instructions Task A

Task B


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Assessor comments

1c Respond appropriately to

comments and requests

Task A

Task B

1d Make contributions to be

understood

Task A

Task B

1e Ask simple questions to obtain

specific information

Task A

Task B

Assessor Name:

Assessor signature:

Assessor sign-off date:

IQA Name:

IQA Signature:

IQA sign-off date: PASS / FAIL


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Centre name:

Centre number:

Candidate name:

Candidate number:




Participate in discussions/exchanges about familiar topics, making active contributions, with one or more people in familiar situations


Assessor comments

1a Identify the main points of short

explanations and instructions

Task A

Task B


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1b Make appropriate contributions that

are clearly understood

Task A

Task B

1c Express simply feelings or opinions

and understand those expressed

by others

Task A

Task B

1d Communicate information so that

the meaning is clear

Task A

Task B

1e Ask and respond to straightforward

questions

Task A

Task B


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1f Follow the gist of discussions

Task A

Task B

Assessor Name:

Assessor signature:


IQA Name:

IQA Signature:



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Centre name:

Centre number:

Candidate name:

Candidate number:




Respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges


Assessor comments

1a Follow the main points of

discussions

Task A

Task B


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1b Use techniques to clarify and

confirm understanding

Task A

Task B

1c Give own point of view and

respond appropriately to others'

point of view

Task A

Task B

1d Use appropriate language in formal

discussions / exchanges

Task A

Task B

1e Make relevant contributions,

allowing for and responding to

others' input

Task A

Task B


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Assessor Name:

Assessor signature:


IQA Name:

IQA Signature:



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Centre Observation Record Speaking, Listening and Communication Assessment Observation Record Level 1 Functional Skills

Centre name:

Centre number:

Candidate name:

Candidate number:




Take full part in formal and informal discussions and exchanges that include unfamiliar subjects


Assessor comments

1a Make relevant and extended

contributions to discussions,

allowing for and responding to

others' input

Task A

Task B

1b Prepare for and contribute to the

formal discussion of ideas and

opinions

Task A

Task B


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Assessor comments

1c

Make different kinds of

contributions to discussions

Task A

Task B

1d Present information / points of view

clearly and in appropriate language

Task A

Task B

Assessor Name:

Assessor signature:


IQA Name:

IQA Signature:



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Centre Observation Record Speaking, Listening and Communication Assessment Observation Record Level 2 Functional Skills

Centre name:

Centre number:

Candidate name:

Candidate number:




Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations


Assessor comments

1a Consider complex information and

give a relevant, cogent response in

appropriate language

Task A

Task B


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1b Present information and ideas

clearly and persuasively to others

Task A

Task B

1c Adapt contributions to suit

audience, purpose and situation

Task A

Task B

1d Make significant contributions to

discussions, taking a range of roles

and helping to move discussion

forward

Task A

Task B

Assessor Name:

Assessor signature:


IQA Name:

IQA Signature:



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6 Gateway Qualifications

Gateway Qualifications, a not for profit registered charity, is an Awarding Organisation based in Colchester, Essex. We work with learning providers and industry experts to design and develop qualifications that benefit the learner and the employer. We support flexible, responsive and quality assured learning opportunities whether it’s in the classroom, at work, in the community or through distance learning. We are recognised by Ofqual, to design, develop and submit qualifications to the Regulated Qualifications Framework (RQF). All approved qualifications appear on the Register of Regulated Qualifications.

http://register.ofqual.gov.uk/Qualification

Gateway Qualifications Gateway House 3 Tollgate Business Park Colchester CO3 8AB 01206 911211 [email protected] www.gatewayqualifications.org.uk Open College Network Eastern Region trading as Gateway Qualifications.

Controlled Assessment Guidance for Functional Skills in ... · Learners may prepare for an assessment up to 5 working ... this may be their normal learning ... Observation of assessment

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