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Good afternoon to everyone. Thank you very much for joining us this afternoon.

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We apologize for running a couple of minutes late.

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My name is Marius Moufetas. I'm the Executive Director at LanguageCert,

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and we are very, very happy to be part of this project this year.

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Together with me, we have Robin Gravina, who is the Accounting Manager for Spain,

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and you will be hearing from Robin's team regarding the logistics, the preparations,

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If you haven't heard already, within the next few days.

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And we also have Janet Golding.

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Janet is one of the academic consultants that we have at LanguageShare,

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and she will be doing the actual presentation.

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Before we start with this, let me just ask Mayte Rodriguez from the comunidad

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to just say a few words, and then we'll start with the main program of the day.

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Okay, thank you so much for your introduction.

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Let me speak in Spanish.

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My name is Maite Rodríguez.

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dirigido a los colegios de educación primaria y vamos a, el objeto de la reunión es tratar

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y ver el formato de las pruebas, las temáticas y bueno, sí que me gustaría decir que si

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tenéis alguna otra duda que no esté relacionado con esto, pues que poneros en contacto con

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vuestro asesor de referencia y estará encantado de resolver las dudas de manera individualizada.

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Muchísimas gracias a todos. Thank you so much for letting me say a few words. And well, that's it.

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Thank you very much. We appreciate it. Let me start with a quick clarification because

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This is the second webinar that we're doing for the A2 and the B1.

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So one important point is that for the candidates that do not pass the B1 exam,

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but they have achieved the A2 levels,

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we will inform the comunidad and the schools of which candidates these are,

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so they will have a proof of the A2 level to share with the high schools next year.

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So this is something that we have confirmation and we will deploy it.

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Janet, before I ask you to start, I now have a small video from the head of the assessment strategy.

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Nigel Pike has a small message for you. So I'm going to start by this and then we're going to go to Janet's presentation.

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Hello and welcome to the seminar on the Language Cert AESOL examinations for teachers in the

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Comunidad de Madrid project. I'm very pleased to be able to introduce the seminar and start

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your introduction to Language Cert. My name is Nigel Pike and I've been heavily involved in

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English language testing for over 30 years. I've been working for Language Cert for the past five

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years as the Assessment Strategy Manager. I work closely with the LanguageCert Assessment Unit

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and advise on the ongoing development of existing assessment products and the development of new

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tests. To begin with today, I'd like to introduce PeopleCert and LanguageCert as organisations to

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you. PeopleCert has been a global leader in certification for the past two decades

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and delivers web and paper-based tests across 10,000 testing locations around the globe.

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is present in virtually every country in the world. The initial work of PeopleCert

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was to certificate professionals in areas like IT, project management and

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the like. LanguageCert is a UK based part of the PeopleCert organization and was

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set up around 10 years ago to develop and deliver high quality language tests.

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Tests are available in several languages with LanguageCert partnering with

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renowned organisations worldwide. For example, LanguageCert runs a test in Spanish, where we

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work together with the University of Salamanca. English language testing, however, is the main

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focus of LanguageCert's work. The English language examinations, such as the IESOL examinations that

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will be used in your schools, are of high quality and are all accredited and regulated by Ofqual,

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the UK regulator of quality examinations. The LanguageCert assessment staff are all

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highly qualified and very experienced in developing tests in line with the CEFR specifications.

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In 2020, LanguageCert started delivering secure English language examinations

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on behalf of the UK government. These examinations are delivered worldwide

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and are used by the UK Home Office for visa and immigration purposes.

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I think these examples of accreditation and high-stakes use of our English language examinations indicates the high quality and robustness of the IESOL test that will be used in the school's project in Madrid.

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All our examinations are carefully matched to the CEFR, and we only use the most experienced examination materials writers to develop our test materials.

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The test materials are high quality and measure accurately and fairly at each of the CEFR levels from A1 through to C2.

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The tests are, of course, subject to ongoing validation and research activity.

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This activity is led by Professor David Coniam, who joined LanguageCert from the Education University of Hong Kong.

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So, LanguageCert is, you could say, a relatively young testing organisation with the highest quality staff and our examinations are used worldwide in rapidly increasing numbers.

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In Spain, the LanguageCert iESOL examinations are recognised by CRWI and ACLES for University Graduation, Erasmus, Master's Study and so on.

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A majority of the regional governments accept LanguageCert qualifications for recruiting bilingual teachers, including Madrid, Catalunya, the Basque Country and Andalusia.

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The exams are also accepted for public employment by several entities in Spain, including Correos and the Bank of Spain.

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I hope that gives you some useful background to PeopleCert and LanguageCert.

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Before our presenters go into more detail about the tests themselves, I'd just like to explain briefly why I feel they are ideal for your students in the Madrid Bilingual Project.

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I should say at this point that I have a personal attachment to Madrid, as I taught in a state secondary school for a while back in the 1980s.

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A long, long time ago, but a great experience.

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And, in a previous job role, when I was Director of Assessment at Cambridge Examinations, I got to know the Madrid project reasonably well.

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I visited schools and went into classrooms to see the project in action.

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I've always been so impressed by the Madrid Bilingual Project.

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It is groundbreaking in so many ways, and I'm sure brings many benefits to the students in the programme and to the Comunidad de Madrid.

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The ASIL tests themselves are very suitable for school pupils. They do not require much specific preparation at all compared to other English language tests, and they very much focus on a skills-based and communicative approach.

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Your students will carry out realistic tasks, and the test materials, especially at the higher levels, are very suitable for students following a CLIL classroom approach.

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The examination materials are readily accessible to teenagers, and the task types will be familiar from activities you use in the classroom, with a wide range of sub-skills being tested in speaking, listening, reading and writing.

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So, to conclude my introduction to the seminar, I'd just like to express how honoured I feel and LanguageCert feels to be able to play a role in such a prestigious project.

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I hope the information you get in the seminar is useful and interesting and we look forward

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to providing tests for your students. Thank you. So as Janet is preparing to do her presentation

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I hope everybody can hear us well and as I said just to repeat again the Madrid team will be

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working with the schools in order to facilitate all aspects of the project, like the actual exam

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schedule, all the logistics that are required, the room allocation, personnel, etc, etc.

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If you haven't been in contact already, they will be with you in contact very soon.

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Janet, are you ready to start? I am indeed. Thank you, Marius. Thank you, Janet.

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Okay, hopefully everyone can see my slides and hear me as well. And a warm welcome from myself as well to you. Thanks for coming today. And just to let you know what we're going to cover today regarding the IESOL A2 and B1 examinations.

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So we're going to start, first of all, with an overview of both exams, the format, some marking information and some key features.

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And then we're going to take a detailed look at the exam tasks.

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And then we're going to consider which support resources will be helpful to you while you're preparing your learners during quite a tight window for preparation this year.

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and then look at next steps. By the way, if you've got any questions that you want to ask us,

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please put them in the chat box and we will answer some of them at the end of this presentation.

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OK, let's go then. So first of all, let's talk about.

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The exams themselves, an overview, and we'll start with the key features.

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And you'll notice here, first of all, we state that we don't test grammar and vocabulary on their own.

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They are integrated within the listening, reading and writing.

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And by the way, there are two exams in case you didn't realise that already.

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We have a written exam with listening, reading and writing and then a spoken exam.

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And throughout any of our exams, actually, the grammatical items, the lexical items, as we've just said, are tested authentically within the skills tasks that we present in our examination papers.

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the written exam is student and teacher friendly exam we feel there isn't really any necessity

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to prepare special from special materials or use special techniques we are calibrated to the common

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european framework descriptors for all our different levels and obviously for a2 and b1

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And anything you're using already, any sort of material from the course book, supplementary material, even what you might have used to prepare for other exams will be helpful.

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Obviously, along with a bit of exam awareness of the specifics that we use to test those items.

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We pride ourselves on testing real life English skills in a highly communicative set of contexts.

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And as you can see here, we test listening, reading and writing together, which may be a little bit different for you.

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And they are tested separately within the exam itself.

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OK, let's have a look at some features of the spoken exam now.

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We have topics and four tasks at every level, including A2 and B1.

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And they're all based on typical things, typical settings, typical activities that somebody would experience or take part in.

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In everyday life. So we do within the personal information section, we have an opportunity for a candidate to give personal information.

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And depending on their level, opinions and ideas, we then ask them to do some role plays in everyday scenarios.

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Then there's an interactive task where they exchange information with the interlocutor.

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More on them in a moment. And then there's a long turn.

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So this is where the candidate speaks about something and the topic itself is chosen by the interlocutor.

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And by the way, it's a really nice, friendly exam arrangement.

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It's called one to one. It's one candidate with one interlocutor.

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And that means you're not working with any other candidate.

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You're just on your own with the interlocutor and hopefully will be able to be encouraged, supported and facilitated by the interlocutor to do the best you can without working with a learner that may be weaker or stronger than than yourself.

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And on the point of an interlocutor, you may be used to other exams where you have examiners or other different setups.

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But with us, the exam takes place in the classroom or a suitable building in a suitable room in the school building.

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And you have an interlocutor in the room with the candidates.

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The interlocutor is trained and selected, moderated and standardised by us.

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But they don't make the assessment. So they concentrate on facilitating, guiding, supporting the candidate throughout the test.

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And the test itself is audio recorded, so not video, but audio recorded and then sent back to us to be marked by a language cert, trained, monitored and standardised marker.

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that might be a little bit different to what you've experienced before as well

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okay so let's have a little look at the format now of both a2 and b1 the written exam consists

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of as we've heard listening reading writing basically the candidate has one exam paper

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but they do the listening first. There are four parts with 26 questions and they hear each part

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played twice. If you're doing A2 then this section is 20 minutes long and if you're doing B1 it's 30

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minutes long. The reading and the writing are then following up after the listening and in fact if

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the candidate really wanted to do them in the opposite order to what they are presented as on

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the exam paper, they can. So on the exam paper, you've got reading next, then writing, but a

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candidate might feel more comfortable or confident to start with their writing. The big point,

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though, as we would understand, is that they mustn't get so carried away with one of the

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tasks they're carrying out, that they don't complete the rest of the reading and or writing.

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The reading and the writing part of the whole exam varies in timing. So for A2, it's an hour

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and 20 minutes, and for B1, it's two hours and 10 minutes. We also give you, as the candidate,

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an extra 10 minutes for a final check and any last transferring of answers, because I haven't

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mention it so far, but because there is a question paper, but candidates must put their answers on an

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answer sheet. More on answer sheets a bit later, but they need to make sure they put everything on

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the answer sheet. That's the only document that's marked. Okay, with the spoken exam, as you can see

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here, we talked about it already. There's a one-to-one format, and we have four parts, as we said.

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When you do it as an A2 test, it's nine minutes. And for B1 candidates, it's a 12 minute test for the interlocutor.

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OK, let's move on now to marking, because I'm sure you'll be interested in this as well.

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Before we look at this, actually, though, can I just kindly point out that we have a different setup for listening and reading?

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each listening and reading item attracts one mark now moving on to what you see on the screen now

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we have some information about how we mark writing so remember there are two tasks and

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the candidate needs to complete both there are no options they have to complete the two that are

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in the paper that day. And in fact, they are marked per task on these assessment criteria.

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These should be quite familiar to you, depending on the exam board you may have used before. They

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might call them slightly different things or the same, but it's a similar sort of focus. So

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we're looking at task fulfilment. We're looking at accuracy and range of grammar.

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we're looking at accuracy and range of vocabulary and organisational skills and the marker will

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allocate zero one two or three marks for all of these and basically if somebody was given a zero

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it's because they're generally speaking there was nothing presented or it was an insufficient sample

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one equates to a below standard performance two that you are to the standard of the level

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and three above the standard of the level so both tasks are marked with all of these four criteria

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and allocated zero to three as we've mentioned and there are lots more details about mark schemes

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This is just generic information to start with. But if you want to know what the different mark schemes are per level,

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you can have a look at some other documents I will mention later.

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OK. Let's have a look at how this translates into marks now.

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So when you have a look at the table here, we have what we call raw scores.

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So listening and reading up to a total of 26 each and writing 24.

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Remember, that's two tasks, 12 maximum each. And then these are scaled up to 50 per skill.

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The total possible score then is 150. And the candidate will either get a pass with these numerical ranges there that you can see on the table.

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Or a high pass. So that reflects an above standard performance.

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So the pass rate as such is 50 percent. And overall, although you're marked on each skill separately,

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you need to achieve an overall cumulative mark across the different skills.

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and if you have a look at the next page it just gives you an example of the speaking assessment

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criteria now when we look here again it could be quite familiar to you from other exams

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we've got task fulfillment and coherence we've got accuracy and range of grammar

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accuracy and range of vocabulary and pronunciation, intonation and fluency.

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Now, the only difference from this and the writing is the mark is given holistically across the whole four tasks.

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So they will get a candidate will get zero to three for each one of these assessment criteria across the whole performance.

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And similarly to writing, a zero will mean an insufficient sample, failing to meet the task requirements, too limited and so on.

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One, when you would expect it's below standard, too limited, it fails to meet most of the requirements.

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In fact, two, you do meet the requirements, mostly OK with limited control and three would be above standard for the level.

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So, again, if you want to know more details of what those implications are for your particular level of learner,

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we've got other materials, handbooks and assessment documents that will tell you more about this.

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But this just gives you a general idea. And then just so you know, in the table, similar to what we've seen for writing,

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we start then with raw marks of 12 scaled up to 50 and then candidates would either get a pass or a high pass.

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So pass rate is 50 percent or they would get a fail.

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and then overall let's just have a little look at what they receive in the way of results and

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certificates so um covering a2b1 we're not showing all the different levels here or all the different

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skills but just to give you an idea so for the result everybody gets a result and it will

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obviously show that they failed past or got high pass and within that result they can also see the

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breakdown of performance across the skills. And then for the certificate, only those that get a

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pass or high pass will receive that certificate. So it will look something like this. OK, now let's

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move on to a more detailed look at each level, skill by skill and task by task. And by the way,

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we're going to look at extracts from practice papers. They won't show all the questions for

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the listening and reading tasks just because of time and space constraints today. But you can see

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whole practice papers on our website. I will tell you the links later. So let's start with A2.

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So let's look at the overarching points of A2 and consider that there are four parts, 26 items.

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And then if you look at the item types, they should be quite familiar to you and your learners.

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Multiple choice questions, filling in gaps. You may have done a lot of this when you do reading and sorry, listening practice in class or maybe with other exams.

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And if we just have a look, then there are four parts, as we've mentioned.

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So part one at A2 will concern seven short statements.

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They're not connected to each other and then they're followed by multiple choice questions.

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Part two will involve candidates listening to seven short statements, again, not connected and followed by questions.

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When they do part three at this level, they will hear six short conversations and then have to answer a question, a multiple choice one.

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And then if they were sorry, when they move on to part four, they will hear an announcement or a message or similar.

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And there will be six gaps in a notepad or a message pad, which we'll see in a minute.

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And they need to complete it with up to three words.

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So that takes approximately 20 minutes at this level.

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So let's have a look at some typical tasks.

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So we're listening for A2, part one.

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Here's an example. So the candidate will hear some sentences twice and then choose the correct answers.

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Here's just a sample from a part one.

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OK, now let's have a look at a sample for part two.

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So they'll hear some sentences twice and then they need to choose the best reply.

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So here are just some of the questions you would get asked in part two.

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And then here's an example of part three. So remember, they hear some short conversations.

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Here's just two examples and they hear them twice and they choose the correct answer.

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for each of the conversations. And then part four. So they will hear somebody talking,

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they'll hear the person twice. And then you see here, you've got this message pad,

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or you might have a notepad, and they need to complete some short answers. And this is really

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important. Two things to highlight here. One is the answers need to be one to three words maximum.

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The other thing is. The exam paper, obviously, the question book will have this message pad and that's absolutely fine for the learner to write on there.

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But they must remember to transfer these answers onto the answer sheet at some stage.

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OK, now let's have a look at A2 reading. So an overarching view on this in this table.

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Again, we've got these 26 items and four parts, multiple choice and matching questions at A2 level.

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six short reading texts in the first part for them to look at and then there are three choices

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to complete them. In part two at this level they will see a piece of reading with six gaps

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and then seven choices so they need to choose six out of seven and then in part three they

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will have a look at some smaller pieces of reading text and then they have to match which text

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answers the question. And then in part four, a longer piece of reading with multiple choice

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questions. So let's have a little look at some samples. So for reading part one, if you have a

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look here, so you've got reading the text and then choosing the correct answer to complete each text.

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And as I mentioned, we're not showing all of the questions, but just some samples.

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And then let's have a look at. Part two, so they would read the text, choose the correct words to complete each sentence, and there's an extra word or phrase.

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OK, then in part three, if you recall, they need to look at four short texts like these and then match up the questions to the correct text.

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Which text tells you who can enjoy themselves at the farm? Is it A, B, C, D and so on?

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And then finally, they'll have something to read in part four that's a bit longer.

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And then they need to answer some questions. So there are more questions than this.

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This is just a sample. OK, so that just gives you a flavour of the listening and the reading at A2.

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Let's look at the writing now. So at A2 level, the candidates need to complete two tasks.

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no choice with this. And the first part, the writing they need to produce needs to be between

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30 to 50 words and a response to a letter, maybe a message, an email and so on. And the second piece

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of writing they need to do could be a letter, a message or a note, for example, and again,

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between 30 to 50 words. Remember, there's a lot more detail about the types of genre and actual

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examples within the qualification handbook, as well as the practice papers. So, let's have a

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look on the note of practice papers. So, here's something from a practice paper for part one. So,

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reading the letter here from a friend and writing a letter back you can see here there's some space

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for writing but candidates mustn't forget that whatever they write here if they want to write a

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draft version correct anything or just do bullet points or brainstorm mind map it doesn't matter

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but they must put the final version in the actual answer sheet not here in the question paper

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and here's a sample of part two and you've got three things that they need to cover in what they

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say again if they want to write in the space they're most welcome to but they must put their

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answers on the answer sheet at some stage before the end of the test okay now let's look at a two

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spoken exam. Now, we've mentioned there are four tasks. You've got the giving of personal

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information in part one, role playing in part two. Part three involves an interactive task

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and then part four involves, sorry, giving a long turn, talking about a selected topic given to you

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by the interlocutor. So let's have a little look at some samples of this. So a part one,

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by the way, you may not be used to the practice papers for our spoken exams, the way they're laid

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out. In fact, they cover everything that the candidate would need to know about the exam.

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And in fact, including all the full interlocutor language and the procedures. Obviously, in the

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the candidates don't see this exam paper. Okay, so everybody at every level is asked these two

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questions about their spelling, their family name and where they're from and then at this level

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candidates need to answer up to five questions from a set that the interlocutor will choose from

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and they'll ask questions from a number of different topics. So here are just some

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But bear in mind, there could be other topics and the full range of topics possible are in the qualification handbook.

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And then for part two, if you have a look here, we have a sample of the role plays the candidate has to do with the interlocutor.

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So the interlocutor will have a number of choices and they will go for the ones most suitable for the candidate in front of them.

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But definitely they need to choose two different types. Situation A is a type where the interlocutor will start the conversation,

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whereas situation B is where the candidate is expected to start the conversation.

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and whichever one is used the candidate will need to respond or initiate and approximately two turns

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each are carried out per situation if there's time the interlocutor at their own discretion

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may well choose a third situation and then if we have a look at an interactive task sample so

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that's part three by the way if you notice there are two pictures so basically the interlocutor

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will give the candidate their own task sheet the candidate will not see the interlocutor's task

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sheet and the interlocutor will give instruction of what to do so for example here you've got

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here's a picture of a fruit shop. I have a different picture of a fruit shop. Let's ask

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and answer questions about the two pictures and the interlocutor will start. At the end of the

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task, the interlocutor will take back the task sheet. Okay, and then part four, we have a lot,

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what we call a long turn, where the candidate needs to talk on their own about something.

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Again, the interlocutor here has a choice. They have a choice of three and they will choose the most appropriate one for the learner in front of them,

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bearing in mind what's been discussed so far in part one, two or three.

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They will introduce the topic and give the candidate 30 seconds to make some notes.

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So they'll hand over some paper and a pen or pencil. They'll tell them the topic again, give them 30 seconds to prepare.

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And then the candidates will give their. Long term and then afterwards, there will be some follow up questions.

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And then as you can notice here, you have some sample follow up questions based on this topic called My Favourite Game or Sport.

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But obviously, there'll be different topics. Again, have a look at the spoken syllabus, the handbook, qualification handbook.

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And you can look at some other practice papers for some ideas and maybe for the learners to have a bit of mock practice with you or with each other in class or outside of class.

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OK, so let's move on to focus on B1 now.

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And we'll start with B1 listening.

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So we have, as you have heard before, four parts and 26 items.

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And the item type should be, again, very similar, very familiar to candidates from what they've done in class with their coursework and so on.

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Multiple choice, for example, filling in gaps.

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But specifically for this level, let's have a look.

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So part one, they have to listen to seven short, unconnected statements and then answer some multiple choice questions and they'll hear one person speaking.

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In part two, they'll hear two people speaking and there will be three longer, unconnected conversations and some multiple choice questions to answer.

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The listening in part three involves a notepad. We've seen that also for A2, and they have to complete the gaps with one to three words maximum.

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And this will be listening to a monologue. And part four, they'll hear a conversation.

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Followed by six multiple choice questions and there'll be two speakers.

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so that should take about half an hour and then now let's dig in deeper by looking at some actual

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samples from practice papers remembering what I've said earlier that they may not

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have the full sample on every page I show you but do have a look in the practice papers for

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further examples of the full set of questions so here you've got part one they'll listen to

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some sentences hear them twice and choose the best reply a b or c and then if they do part two

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to follow from part one they will hear some conversations twice and then they need to choose

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the correct answers for each conversation here is just one example from part two

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and again it's a multiple choice in part three for the listening b1 they need to complete

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the different information on the notepad but really important as i said for a2 to write

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answers one to three words maximum and then here's an example of part four they'll hear a

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conversation twice and they need to choose the correct answers using a multiple choice

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item type okay let's move on to reading and as we have discovered already there are four parts

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with 26 items and multiple choice questions matching now and filling in gaps as well so

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they should be familiar with all of those from classwork when they're doing reading practice

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and extending their skills in reading. So part one for our exam involves looking at five short

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pieces of reading and answering some multiple choice questions. Part two is where they see a

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text with six gaps and they need to choose from seven sentences to complete the gaps part three

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is where they will look at four four sorry smaller texts and need to answer seven questions where

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they match the questions to the text either text a b c or d and then part four a longer

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reading text with eight open ended questions to be answered using three, sorry, one to three words

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maximum. So let's have a look. Let's dig down a bit deeper. So here's an example of reading part

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one. Bearing in mind, we may not be covering all the questions that you see on the exam paper.

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So they would read these different texts and then choose the correct answer from multiple choice on

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the right here. And then let's have a look at reading part two. So they would read the text

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and then if you look over to the right hand side there are lots of different sentences

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and they need to choose the correct sentence for each of the six gaps and there's one extra

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sentence. And then here is an example of reading part three for B1 candidates. So they would have

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four different texts, quite small texts, and then they need to match the text to the questions on

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the right hand side. Okay, now let's look at the fourth part. Last but certainly not least,

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a longer piece of reading to do. And then on the right hand side, there's lots of questions and

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they need to answer it using a maximum of three words. That's really important that they keep to

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that. OK, now let's have a look at the writing. So at B1 level, candidates need to complete two

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tasks. And let's have a look at those now. So the first task will be something between 70 and 100

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words using more neutral formal language. And for a specific audience, the audience will be

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specified within the rubric of the question. And they need to cover three points that are given

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in the rubric. For the second task, they need to complete a piece of writing of 100 to 120 words.

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It will be informal, could be a letter or an email, and they need to include two functional,

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Sorry, two functions. So, for example, suggesting something, making and agreeing on plans, persuading someone to do something.

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It will depend on what's in the question rubric, but there'll be two types of functional language that they will naturally, let's hope, include in their answer.

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OK, so let's have an example of each one. So part one, typical example for B1, you've got some information to have a look at here, an advert in a newspaper and you have to write a letter to enter the holiday competition.

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and look here we go we've got the three things they need to include and then if we have a look

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at a sample of part two here it involves writing a letter to a friend about their favourite day in

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the year and suggesting what they could do together on that day and as we I think we mentioned earlier

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with A2 you've got some space here to write your answer but candidates must remember that they've

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got to transfer their answer or, if you like, do their final version of their answer on the answer

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sheet. OK, so let's move on to the spoken exam now. And at this level, it's 12 minutes for B1.

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Remembering you've got your personal information to give in part one, role plays in part two,

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exchanging information in part three and then speaking about something on your own chosen by

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the interlocutor so let's have a look now we've mentioned earlier with a2 that when you look at

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the actual practice papers they include the full instructional procedural language to the

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interlocutor as well as all the different options so we're just giving you some samples from the

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sample. So, if we have a look at part one, in fact, as I mentioned for A2, everybody needs to

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answer these two questions about their spelling of their family name and where they're from.

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Then the interlocutor will ask up to five questions, one from each of the topics that

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they have for that particular day in that particular exam paper. So, here you've got

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Sports, Communication and Correspondence, Weather, Education and Furniture.

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It could be another five in another paper. And certainly the range of topics that are required for B1 competence can be seen in the qualification handbook.

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If you needed to know the parameters of what might be chosen within a B1 exam.

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And then for part two, which, if you recall, is where they do role plays with the interlocutor, the interlocutor will choose the two situation A and B.

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So there'll be one situation A and one situation B.

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If you remember from the A2 example, you have a situation A where the interlocutor initiates and then a situation B where the candidate is expected to initiate.

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approximately two terms each for either type of situation. And the interlocutor chooses from a

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small number of situations. They may, at their discretion, choose a third situation if there's

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any time left. OK, so let's have a look at the third one, which is an interactive task.

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There isn't a choice here. There will be one particular example. And if you have a look here

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At B1, a bit different to A2 in general, but also the actual task sheet is the same for the candidate and the interlocutor.

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So the interlocutor will hand over a task sheet to the candidate.

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They have a look at it and the interlocutor will talk with them about the particular situation.

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So, for example, here you've got an English class bringing out a school magazine and you and the interlocutor need to decide what to put in it.

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At the end of this task, the task sheet is given back to the interlocutor, by the way.

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OK, here's an example of part four. Now, remembering this is a long turn, ostensibly, but with some follow up questions afterwards.

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So the long term. You will be given a topic by the interlocutor.

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they will have a small choice and they will decide which one is most appropriate for the

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person in front of them. So, for example, a sports event you would like to go to.

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At this level, the candidate will need to speak for one and a half minutes.

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And part of the procedure is they'll be given the actual topic. They'll be given a piece of paper

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and a pen or a pencil. They can make some notes if they want. The topic is repeated.

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And then they give their long turn. And then there are follow up questions like these sample ones here as well.

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And the whole thing will take three minutes in total.

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OK, so I hope that's given you a flavour of the different item types, contexts, the formats and so on for A2 and for B1.

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Now, let's move on to some other support material or some key support material, I should say, that will help you and your learners prepare.

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So I've mentioned them a lot so far. Practice papers are probably the quickest, easiest way to get to grips with what's in the exam,

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what the format's all about, what the procedures are about, what the context might be, what the topics might be.

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So I would strongly advise you having a look at them yourself, but also the candidates having a look with with or without you as well.

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You may want to do some mocks. The normal format is, let's say, for the written, for example, you get a question paper, a question booklet,

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But detailed transcript of the listenings, all the audio recordings, which you may not get with other exam boards, by the way.

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Then a key for the reading and the listening and then a sample of the answer sheet.

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And as I mentioned earlier, it's really important that candidates get to grips and understand what the answer sheet is all about.

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In fact, as we said earlier, they need to use a pencil and there are specific instructions.

379
00:54:29,980 --> 00:54:40,760
So, for example, for the listening and the reading where you have circles on the answer sheet, they have to fill in the circle.

380
00:54:40,880 --> 00:54:44,360
So they're not ticking it or crossing it or anything like that.

381
00:54:44,659 --> 00:54:50,960
But it does show you that information visually on the answer sheets on the website.

382
00:54:51,320 --> 00:54:54,039
So they really need to get comfortable with that.

383
00:54:54,039 --> 00:55:02,429
and where you've got lines rectangular boxes that's obviously where they write

384
00:55:02,429 --> 00:55:08,809
one to three or one to five words whatever it is depending on the level and if it's listening or

385
00:55:08,809 --> 00:55:15,369
reading so it's very important they get used to looking at those where are you going to find these

386
00:55:15,369 --> 00:55:21,909
practice papers if you go to the preparation section of our website and then go to practice

387
00:55:21,909 --> 00:55:29,289
material, then the IESOL section, you will see these. And on the next page, you'll see all of

388
00:55:29,289 --> 00:55:36,010
these. Now, these are really important materials as well for the teacher. I would say the most

389
00:55:36,010 --> 00:55:41,630
important is the qualification handbook. So the listening, reading, writing one and the speaking

390
00:55:41,630 --> 00:55:50,570
one, because within those you have all the different ranges of topic, function, grammar

391
00:55:50,570 --> 00:55:57,829
that will come up or could come up to show that you're able to perform and operate at a particular

392
00:55:57,829 --> 00:56:06,389
level and lots more besides we also have two very useful books assessing writing and assessing

393
00:56:06,389 --> 00:56:14,050
speaking and they have those deeper level mark schemes and particularly with the writing there

394
00:56:14,050 --> 00:56:19,530
are written samples with exam and a comment so that will be really helpful as well and then a

395
00:56:19,530 --> 00:56:25,289
fabulous document on the far right-hand side here preparing for the speaking exams. That's

396
00:56:25,289 --> 00:56:31,349
fantastic. It has activities, assessing information, examiner tips, and additional

397
00:56:31,349 --> 00:56:38,269
practice papers to work with. The qualification overview on the far left of this page is also

398
00:56:38,269 --> 00:56:46,769
really handy. It goes into great detail about the tasks, format, and marks for the writing,

399
00:56:46,769 --> 00:56:59,650
Sorry, for the written exam. OK, beyond that, let's see what else you might want to consider.

400
00:57:01,150 --> 00:57:14,670
While you're preparing the learners, so we would suggest the following as good ways forward with the short period of time that you have at the moment.

401
00:57:14,670 --> 00:57:19,889
So a good idea is to watch the webinar recording again.

402
00:57:20,289 --> 00:57:26,650
They're going to be posted on the CAM website, so you'll be able to access them there.

403
00:57:27,289 --> 00:57:35,030
And then next thing I would do is go straight to the practice papers and the qualification handbooks, as we talked about just now.

404
00:57:38,519 --> 00:57:45,860
You might want to also look at other resources on our website, including FAQs, which are in the About Us section.

405
00:57:46,739 --> 00:57:51,940
There are other things there as well you might want to use and don't forget to have a look at

406
00:57:51,940 --> 00:58:03,380
our YouTube channel. You might want to look at some work on exam etiquette and management of

407
00:58:03,380 --> 00:58:09,940
people's time within the exam and that might be done through doing mocks and then don't forget

408
00:58:09,940 --> 00:58:15,860
that we are here in the academic support team to help you as well so email us with any academic

409
00:58:15,860 --> 00:58:25,860
queries and here we've got some key support details for you contact details so here's the

410
00:58:25,860 --> 00:58:36,980
email for you to use to contact the academic support team here's the website address and

411
00:58:36,980 --> 00:58:42,900
then obviously go to the preparation section as a priority and you might want to follow us

412
00:58:42,900 --> 00:58:59,809
on facebook or linkedin as well okay so thank you so much for your attention today well i hope

413
00:58:59,809 --> 00:59:06,929
that you found that valuable information and food for thought and what we want to do next

414
00:59:06,929 --> 00:59:14,570
is look at any questions you may have put in the question uh sorry in the chat box um you may

415
00:59:14,570 --> 00:59:20,409
want to put some more questions in now so we're going to move forward with looking at those

416
00:59:20,409 --> 00:59:34,519
Thank you very much, Janet. And thanks to all the teachers for attending, taking the time to attend and for listening and asking a lot of questions.

417
00:59:36,139 --> 00:59:44,019
So, Janet, we're going to start with some easy questions to start off with. Are the wrong answers going to subtract points?

418
00:59:44,019 --> 00:59:53,579
No, we're not a board that penalises. So we're always looking to give you marks. So we don't take marks off.

419
00:59:54,280 --> 00:59:58,179
We either give you some or we don't, but we don't penalise.

420
00:59:59,159 --> 01:00:03,159
Exactly. And we have another easy question.

421
01:00:03,679 --> 01:00:08,760
Can can they do the writing part in pencil or in pen in either or both?

422
01:00:09,079 --> 01:00:12,460
You need to use a pencil on your answer sheet.

423
01:00:12,619 --> 01:00:19,179
But if you want to use a pen when you're doing some draft work on the question paper, please do so.

424
01:00:19,260 --> 01:00:22,579
But you need to use a pencil on the actual answer sheet.

425
01:00:22,579 --> 01:00:29,579
okay perfect thank you and then we've had a couple of questions um about the practice materials and

426
01:00:29,579 --> 01:00:36,900
commenting on how suitable they are for the for the age age 12 in sixth year of primary um i believe

427
01:00:36,900 --> 01:00:42,059
the the real exam is going to be extremely adapted to that age group is that right that's what i

428
01:00:42,059 --> 01:00:47,699
understand yes so have a look at all the practice papers that that are publicly available but yes

429
01:00:47,699 --> 01:00:53,679
the papers that younger learners are going to receive will be adapted for the age.

430
01:00:55,730 --> 01:01:07,750
Exactly. And we've had a couple of questions saying that the listing for B1 they find quite difficult for the kids.

431
01:01:08,050 --> 01:01:09,530
Do you have any comments on that?

432
01:01:10,789 --> 01:01:19,840
I think it's basically a point of them getting to know the way we are asking the questions,

433
01:01:19,840 --> 01:01:26,460
if they're not used to doing the types of item type but i would think they would be doing that

434
01:01:26,460 --> 01:01:30,940
in class work when they're doing listening skills but beyond all that with the time and you've got

435
01:01:30,940 --> 01:01:36,900
to hand which i know isn't much i was just do as plenty as many practices of listening text as you

436
01:01:36,900 --> 01:01:43,719
can um and for that purpose use the practice papers because they've got audio recordings

437
01:01:43,719 --> 01:01:49,280
and transcripts that could help as well build up their confidence with that but they need to be

438
01:01:49,280 --> 01:01:57,059
able to do those types of things and really we're really requesting and expecting skills that are

439
01:01:57,059 --> 01:02:03,940
truly embedded within the b1 competencies from the framework so you know they need to to be as

440
01:02:03,940 --> 01:02:09,420
confident as they can to show that they can do those things so maybe more practice with practice

441
01:02:09,420 --> 01:02:16,119
papers at the moment okay let me just add to that that the difficulty of a listening depends on on

442
01:02:16,119 --> 01:02:23,900
two main factors one how complex the text is and two what the question is so you could have a very

443
01:02:23,900 --> 01:02:30,059
complex text and the question could be is this a radio show or is it a football commentary yeah

444
01:02:30,059 --> 01:02:35,159
and that's a very easy question for difficult text so it's it's difficult it doesn't depend

445
01:02:35,159 --> 01:02:40,760
on the text it depends on the questions that we ask yeah that's a good that's a good thing to

446
01:02:40,760 --> 01:02:50,000
consider as well yeah we've got a couple of um of questions about if the student forgets to

447
01:02:50,000 --> 01:02:56,880
transfer an answer but answers in the exam sheet the answer is do not do that please put everything

448
01:02:56,880 --> 01:03:01,820
on the answer sheet because otherwise it won't count you know same as with some other boards

449
01:03:01,820 --> 01:03:08,960
that i've worked with before you it's could be a an accident that you did that but the person

450
01:03:08,960 --> 01:03:14,860
marking the it's only going to mark the answer sheet so you have to have got your answers on

451
01:03:14,860 --> 01:03:20,119
there so that's why we give that extra 10 minutes but within the whole period of time

452
01:03:20,119 --> 01:03:26,980
you've got enough time to do everything in that written paper but you've just got to manage your

453
01:03:26,980 --> 01:03:33,099
time effectively and make sure whatever you've put on the question paper needs to be transferred

454
01:03:33,099 --> 01:03:40,179
carefully as well um don't go and transfer it and put the wrong thing so you do need to manage your

455
01:03:40,179 --> 01:03:45,579
time effectively it's what i was talking about exam etiquette you know time management for doing

456
01:03:45,579 --> 01:03:53,380
an exam under pressure and what have you okay robin if i if i just want to interrupt just jump

457
01:03:53,380 --> 01:03:59,820
in on this you can advise your candidates if something like this occurs to them to inform

458
01:03:59,820 --> 01:04:00,800
the invigilators

459
01:04:00,800 --> 01:04:02,639
but

460
01:04:02,639 --> 01:04:05,599
please try to abide by

461
01:04:05,599 --> 01:04:07,920
the rules in the biggest possible way

462
01:04:07,920 --> 01:04:10,000
it will make

463
01:04:10,000 --> 01:04:11,659
everybody's life a lot easier

464
01:04:11,659 --> 01:04:13,239
if you can please

465
01:04:13,239 --> 01:04:15,139
ok thank you Marios

466
01:04:15,139 --> 01:04:17,860
do we need a CD player?

467
01:04:18,300 --> 01:04:19,760
no a CD player will be no good

468
01:04:19,760 --> 01:04:20,820
because we don't have CDs

469
01:04:20,820 --> 01:04:23,780
we have MP3

470
01:04:23,780 --> 01:04:24,280
files

471
01:04:24,280 --> 01:04:27,840
so we hope the computer will work

472
01:04:27,840 --> 01:04:29,659
if there's a backup somewhere

473
01:04:29,659 --> 01:04:36,539
in the school in case it's a problem that would be fantastic for us we also asking about um

474
01:04:37,340 --> 01:04:41,420
there's some technical questions about bubbles which obviously is a big factor in

475
01:04:41,980 --> 01:04:49,500
in primary just to tell you that we're calling everybody um from this office and we're trying

476
01:04:49,500 --> 01:04:55,099
to sort out situations that work um about keeping bubbles about keeping distances and making sure

477
01:04:55,099 --> 01:04:59,440
sure everyone's safe so you'll all have an individual talk and you'll be able to talk

478
01:04:59,440 --> 01:05:08,090
about it with one of our agents who will help you organize the logistics of exam day i've got some

479
01:05:08,090 --> 01:05:13,869
common questions about using capital letters in the reading or listening it doesn't matter

480
01:05:13,869 --> 01:05:21,309
because in the end we're not testing writing in the listening and reading sections but all i would

481
01:05:21,309 --> 01:05:23,489
say from experience of being a marker

482
01:05:23,489 --> 01:05:25,289
is however you write it

483
01:05:25,289 --> 01:05:26,469
make it legible

484
01:05:26,469 --> 01:05:30,860
because sometimes in fact when people

485
01:05:30,860 --> 01:05:33,139
write capitals it's not as legible

486
01:05:33,139 --> 01:05:37,639
We've got a question

487
01:05:37,639 --> 01:05:40,099
another question just to

488
01:05:40,099 --> 01:05:42,480
reiterate this about students

489
01:05:42,480 --> 01:05:44,179
who take B1 but

490
01:05:44,179 --> 01:05:45,099
fail

491
01:05:45,099 --> 01:05:48,360
we'll be providing the results to the

492
01:05:48,360 --> 01:05:50,639
Consejería and for those students

493
01:05:50,639 --> 01:05:52,260
who failed B1

494
01:05:52,260 --> 01:05:53,400
but did

495
01:05:53,400 --> 01:05:56,099
show the level of A2

496
01:05:56,099 --> 01:05:58,079
we'll be showing that they do have

497
01:05:58,079 --> 01:06:00,039
an A2 level so that they can

498
01:06:00,039 --> 01:06:01,699
go to the sección

499
01:06:01,699 --> 01:06:03,900
when they're in the first year

500
01:06:03,900 --> 01:06:05,440
of ESO

501
01:06:05,440 --> 01:06:09,710
we've got a question about IDs

502
01:06:09,710 --> 01:06:11,550
obviously it's not

503
01:06:11,550 --> 01:06:13,449
obligatory in Spain to have a

504
01:06:13,449 --> 01:06:14,909
DNI or

505
01:06:14,909 --> 01:06:16,329
a TIE

506
01:06:16,329 --> 01:06:19,449
so we would like some photo IDs

507
01:06:19,449 --> 01:06:20,789
so if you do have the

508
01:06:20,789 --> 01:06:23,690
card, the feature which you keep in the school

509
01:06:23,690 --> 01:06:29,190
that's um that's fine obviously you know the kids we're not expecting people to arrive

510
01:06:29,190 --> 01:06:39,010
from outside and we can identify them suitably like like that i've got a question um about the

511
01:06:39,010 --> 01:06:45,889
spoken exam and why it's not in pairs and where that may be challenging for primary students

512
01:06:45,889 --> 01:07:07,989
May I just point out, I've been in an exam of the various boards and I think where our exam is a little bit more reassuring and candidate friendly, the interlocutor, whether the candidate knows them or not, is extremely encouraged in their training to make sure they're as approachable as possible.

513
01:07:07,989 --> 01:07:15,110
they're there to reassure guide support candidates of any age and any level absolutely should ask for

514
01:07:15,110 --> 01:07:21,889
repetition or clarification throughout as they would in normal circumstance and absolutely part

515
01:07:21,889 --> 01:07:27,329
of the role of the interlocutor and an examiner in any other capacity is to set the candidate at

516
01:07:27,329 --> 01:07:36,340
ease whatever age they are so rest assured that's part of their role to do that and there's a

517
01:07:36,340 --> 01:07:38,300
question about if we've got any examples of speaking

518
01:07:38,300 --> 01:07:39,679
tests on the YouTube channel.

519
01:07:40,159 --> 01:07:42,260
We do, but they're not really suitable

520
01:07:42,260 --> 01:07:44,179
for your case because they're with people

521
01:07:44,179 --> 01:07:46,260
who are over 16 and they're

522
01:07:46,260 --> 01:07:47,099
from Hungary.

523
01:07:48,380 --> 01:07:50,280
Feel free to watch them because it'll give

524
01:07:50,280 --> 01:07:52,260
you an idea of what goes on,

525
01:07:52,340 --> 01:07:54,320
but it's not exactly relevant

526
01:07:54,320 --> 01:07:56,219
for the case of the students in

527
01:07:56,219 --> 01:07:56,960
sixth year of primary.

528
01:08:00,420 --> 01:08:02,139
I've seen the same question again.

529
01:08:02,320 --> 01:08:03,079
It's appearing.

530
01:08:03,820 --> 01:08:06,179
The questions that are available in the website

531
01:08:06,179 --> 01:08:09,880
are overall questions adapted to all types of formats.

532
01:08:09,880 --> 01:08:13,699
I want to reassure you that the topics that we'll be using in the live exams

533
01:08:13,699 --> 01:08:20,060
will be quite, if not very much, adapted to the age group of the candidates.

534
01:08:21,039 --> 01:08:23,859
So we've taken a lot of care of making materials

535
01:08:23,859 --> 01:08:27,779
that do not create concerns or unease to the candidates.

536
01:08:30,329 --> 01:08:30,649
Yes.

537
01:08:32,029 --> 01:08:32,590
Thanks, Maurice.

538
01:08:32,829 --> 01:08:35,510
My students are 11 and 12 years old,

539
01:08:35,510 --> 01:08:39,369
And they get really nervous when improvising. Are they going to be helped?

540
01:08:39,869 --> 01:08:45,649
I think that's that's one for you, Janet. It goes back to the interlocutor role.

541
01:08:45,789 --> 01:08:51,770
It's a fantastic job to do, by the way. In this project, the interlocutor is coming in.

542
01:08:51,850 --> 01:08:55,909
In other scenarios, they can be people from the school.

543
01:08:56,010 --> 01:09:02,789
But let's bear in mind this current situation. The interlocutors are there to assist, to support and guide.

544
01:09:02,789 --> 01:09:13,449
And they are trained in lots of different methods and approaches on what to do when learners are nervous or anxious or dry up, et cetera, et cetera.

545
01:09:13,710 --> 01:09:22,130
So, you know, they give the most reassuring possible situation for the learner to do their best.

546
01:09:22,649 --> 01:09:31,930
I mean, we're not testing knowledge of the world. We're not testing if you're that you've all got to be really loud extrovert speakers.

547
01:09:31,930 --> 01:09:36,550
But obviously, for a speaking exam, you do have to speak.

548
01:09:36,770 --> 01:09:48,630
So even for shy learners, they need to find ways of pushing themselves forward as much as they can at any age for us to have enough sample of their spoken output to give them marks.

549
01:09:49,710 --> 01:09:56,869
But this interlocutor is there to help with that because they're not worrying about marking their whole existence in that task.

550
01:09:56,869 --> 01:10:01,529
In that test, sorry, is to focus on the learner and facilitate the exam.

551
01:10:01,930 --> 01:10:12,210
Thank you. We've got a bunch of questions here about the spaces for the exams, for the written exams, the spoken exams.

552
01:10:13,329 --> 01:10:19,789
As we said, we've got a team of people calling you all, all of your schools and talking to the directors or the bilingual coordinators.

553
01:10:20,649 --> 01:10:24,930
And we understand completely this is a difficult situation. The schools are full.

554
01:10:25,729 --> 01:10:30,470
People have been making sort of improvised measures all year long.

555
01:10:30,470 --> 01:10:35,189
and the team is basically trying to offer options that will work

556
01:10:35,189 --> 01:10:39,329
so that we can do the exams compatible with your normal school activity

557
01:10:39,329 --> 01:10:41,090
and in safe spaces.

558
01:10:41,729 --> 01:10:44,489
So there's various ideas for solutions, but don't worry.

559
01:10:44,689 --> 01:10:50,609
If we do have to put an extra space, then we don't worry about that.

560
01:10:50,609 --> 01:10:55,689
But we are trying to find solutions that will be the best for all the schools.

561
01:10:58,579 --> 01:11:04,199
Somebody has asked if all parts of the written exam need to be written in pencil.

562
01:11:04,380 --> 01:11:06,720
Yes. So the reading, the listing and the writing.

563
01:11:11,859 --> 01:11:16,220
And I'm just looking at the more recent questions.

564
01:11:16,600 --> 01:11:28,380
OK, if a student is sick and misses one part, I must admit I do have experience in this project because I did used to work for another exam board.

565
01:11:28,380 --> 01:11:31,260
and I know

566
01:11:31,260 --> 01:11:32,939
that there's always

567
01:11:32,939 --> 01:11:34,819
quite a lot of kids

568
01:11:34,819 --> 01:11:36,520
break an arm, break a leg

569
01:11:36,520 --> 01:11:39,000
have flu, we hope

570
01:11:39,000 --> 01:11:39,800
they don't have Covid

571
01:11:39,800 --> 01:11:42,659
but we will be organising a session

572
01:11:42,659 --> 01:11:44,859
again or sessions in September

573
01:11:44,859 --> 01:11:46,819
for those candidates who were sick

574
01:11:46,819 --> 01:11:47,899
and missed the exam

575
01:11:47,899 --> 01:11:50,420
so don't worry, they'll have the opportunity to get the certificate

576
01:11:50,420 --> 01:11:52,979
and they'll have an opportunity to prove their level

577
01:11:52,979 --> 01:12:03,100
and a question about

578
01:12:03,100 --> 01:12:05,060
marking, there's been a few questions like this Janet

579
01:12:05,060 --> 01:12:06,079
about

580
01:12:06,079 --> 01:12:12,819
the actual pass grade and how it's calculated it's 50 but is it exactly 50 of the questions

581
01:12:12,819 --> 01:12:19,960
or does each question have a no because as i mentioned in that um uh table you've got raw

582
01:12:19,960 --> 01:12:26,239
marks which are then scaled up there's some information on the scaling in the handbook

583
01:12:26,239 --> 01:12:33,479
but not widely detailed because it's really for markers to work on but if you wanted to have a

584
01:12:33,479 --> 01:12:39,399
look at the assessing booklet and the sorry the speaking assessing booklet and the writing

585
01:12:39,399 --> 01:12:45,300
assessing booklet but generally speaking um you need to be aware of the raw marks

586
01:12:45,300 --> 01:12:52,760
and not the same as the score scaled marks thank you yes it's quite a complex issue because it

587
01:12:52,760 --> 01:12:58,579
involves a certain amount of statistical analysis and weighting or difficulty and the the thing

588
01:12:58,579 --> 01:13:06,939
measured but the the you know the figure we quote is 50 yeah um do we have a specific paper to fill

589
01:13:06,939 --> 01:13:14,659
in that substitutes an id no um as we said before if if you've got the feature which is either for

590
01:13:14,659 --> 01:13:19,100
the library or something that's held in the director's office um with the information of

591
01:13:19,100 --> 01:13:26,819
each kid and the photo and so on that's perfectly valid for for us question about about breaks in

592
01:13:26,819 --> 01:13:35,760
exam. There are no breaks in the exam. Students can go to the bathroom for five minutes, but

593
01:13:35,760 --> 01:13:42,100
the exam is continuous. So it's, you know, people say, oh, it's a long time for 12-year-olds,

594
01:13:42,239 --> 01:13:47,600
but again, you know, a lot of experience in this kind of thing, and we know that kids

595
01:13:47,600 --> 01:13:53,119
can do this. It's longer than a normal class, but they are perfectly able to concentrate

596
01:13:53,119 --> 01:14:00,939
for for an hour and 50 obviously the case of of certain kids with a particular um special need

597
01:14:00,939 --> 01:14:06,500
there there has to be something different um but to the average 12 year old i think it's absolutely

598
01:14:06,500 --> 01:14:14,359
be fine um there's a very interesting point um i've had another seminar so far if somebody gets

599
01:14:14,359 --> 01:14:21,060
a high pass in a in an exam does that mean they automatically get the level above no unfortunately

600
01:14:21,060 --> 01:14:28,140
not if when you're into these are level specific exams um so if you get a high pass that shows

601
01:14:28,140 --> 01:14:35,760
your um at the higher end of that level but it doesn't equate to you getting the next level up

602
01:14:35,760 --> 01:14:43,819
and i know robin and maris have already discussed with you about the b1 uh failure what the

603
01:14:43,819 --> 01:14:51,579
implications regarding getting a note about a two level but the other way around if you get a high

604
01:14:51,579 --> 01:14:58,020
pass it doesn't mean that you get the higher level yeah and just to add to that that um

605
01:14:58,020 --> 01:15:04,579
other exam boards don't give a certificate saying that they've got the high level they give um

606
01:15:04,579 --> 01:15:08,979
something that says the student has showed abilities at that level which is not the same

607
01:15:08,979 --> 01:15:09,760
as a certificate.

608
01:15:13,159 --> 01:15:14,020
There's a question.

609
01:15:14,159 --> 01:15:15,479
We're getting towards the end of the time here,

610
01:15:15,680 --> 01:15:16,760
but there's so many questions,

611
01:15:16,880 --> 01:15:19,239
it's really great that everyone's so interested in this.

612
01:15:19,699 --> 01:15:19,939
Yes.

613
01:15:20,399 --> 01:15:22,520
How are you going to share the slides with us?

614
01:15:23,180 --> 01:15:24,819
What we're going to do is we pass the links

615
01:15:24,819 --> 01:15:26,720
to the sessions onto the Consejería

616
01:15:26,720 --> 01:15:30,000
and they publish them on their website.

617
01:15:30,920 --> 01:15:32,979
So you'll be able to see this particular session

618
01:15:32,979 --> 01:15:35,600
or any of the other sessions on A2B1.

619
01:15:35,600 --> 01:15:39,880
and you can go through it fast

620
01:15:39,880 --> 01:15:40,859
just to see the slides

621
01:15:40,859 --> 01:15:41,920
or you can go through it slowly

622
01:15:41,920 --> 01:15:44,199
to listen to Janet explaining.

623
01:15:44,760 --> 01:15:46,359
It'll be completely available to everybody.

624
01:15:47,539 --> 01:15:48,300
Yeah, exactly.

625
01:15:48,979 --> 01:15:52,819
And another question,

626
01:15:52,939 --> 01:15:53,699
I think this may have to be

627
01:15:53,699 --> 01:15:55,000
the last question for the moment.

628
01:15:56,600 --> 01:15:59,060
If you already registered your candidates for A2,

629
01:15:59,579 --> 01:16:01,359
can you choose a couple of them for B1?

630
01:16:03,560 --> 01:16:05,260
Really, it's too late.

631
01:16:05,260 --> 01:16:10,500
They should be entered into the, you know, the level they've been entered in.

632
01:16:11,100 --> 01:16:17,699
If you want to talk to the Consejería and talk about it, they could consider.

633
01:16:17,880 --> 01:16:25,420
But in terms of, obviously, we have to print the papers for each person's name and they have to arrive at the school and so on.

634
01:16:25,920 --> 01:16:29,880
So it's very, very, very late to be doing this kind of change.

635
01:16:38,350 --> 01:16:40,390
Anything else? We've got a few moments.

636
01:16:40,390 --> 01:16:46,649
Is there anything else, Robin, on the logistical side that you want to?

637
01:16:48,449 --> 01:16:52,890
Yeah, let me just scroll through these questions.

638
01:16:55,130 --> 01:16:56,989
Here's a technical question about the exam.

639
01:16:57,630 --> 01:17:04,750
Can they underline parts of the reading text on the question papers?

640
01:17:05,289 --> 01:17:07,869
They can do whatever they like that could help them.

641
01:17:07,869 --> 01:17:14,430
absolutely because those question papers are not part of the assessment so whether it's the

642
01:17:14,430 --> 01:17:20,449
listening part or the reading or even the writing if you want to do sort of arrows coming out or

643
01:17:20,449 --> 01:17:26,270
underlying or circling the rubric do whatever you need to do as a candidate to help you

644
01:17:26,270 --> 01:17:31,470
because the key point is all the answers need to be on the answer sheet and that's what the

645
01:17:31,470 --> 01:17:33,510
marker we'll see, not the question paper.

646
01:17:34,789 --> 01:17:35,350
Okie dokie.

647
01:17:36,329 --> 01:17:37,430
Can they bring a bottle

648
01:17:37,430 --> 01:17:39,550
of water to the exam, the speaking exam?

649
01:17:41,850 --> 01:17:42,329
Ooh.

650
01:17:42,909 --> 01:17:44,989
I don't know the answer to that myself.

651
01:17:48,869 --> 01:17:49,909
Can you repeat

652
01:17:49,909 --> 01:17:51,590
the question, Robin?

653
01:17:51,909 --> 01:17:53,890
Yeah, can the students bring a bottle of

654
01:17:53,890 --> 01:17:55,569
water to the speaking exam,

655
01:17:55,789 --> 01:17:57,770
to the oral exam? I'm sure

656
01:17:57,770 --> 01:17:59,649
they can. Yeah.

657
01:18:00,050 --> 01:18:02,069
It's only like 11 minutes

658
01:18:02,069 --> 01:18:04,149
for A2,

659
01:18:04,149 --> 01:18:05,689
but obviously some kids will get nervous.

660
01:18:05,890 --> 01:18:09,390
and will want to dry their, to wet their throat and so on.

661
01:18:11,310 --> 01:18:13,529
Are spelling mistakes allowed in the listening part?

662
01:18:14,569 --> 01:18:21,930
Yes, as long as we know what they mean, because we're not testing their writing skills in that section.

663
01:18:22,529 --> 01:18:30,710
Yeah, this is the same kind of question as we answered before about, do we take off points for mistakes?

664
01:18:31,510 --> 01:18:34,109
I'm sorry, there's a terrible noise here, the ambulances.

665
01:18:34,109 --> 01:18:41,109
Because basically what we're measuring is the ability to communicate and the ability to communicate according to the common framework.

666
01:18:41,829 --> 01:18:47,949
So a spelling mistake doesn't impede communication as long as it's not something that Donald Trump might write on Twitter.

667
01:18:48,770 --> 01:18:56,510
But we're marking the communication. We're not looking to remove marks for errors.

668
01:18:59,289 --> 01:19:05,010
There's a useful question there about, I'm just looking at some practice papers, about when you're writing letters,

669
01:19:05,010 --> 01:19:09,569
Do you include the addresses, the address and the addressee?

670
01:19:10,010 --> 01:19:13,949
I mean, I would go with what you need to be able to do that in real life.

671
01:19:13,949 --> 01:19:21,050
But I would go with what the instruction mentions in the practice paper, the exam paper.

672
01:19:21,149 --> 01:19:25,069
So, for example, I've just got one in front of me for A2 writing part one.

673
01:19:25,329 --> 01:19:30,250
And it actually says write a letter to him. Do not write an address.

674
01:19:30,250 --> 01:19:39,909
in a part two for A2 it gives the rubric and it says do not write an address there it does vary

675
01:19:39,909 --> 01:19:46,409
so I've got another one for B1 where part one gives you what you've got to do you've got to

676
01:19:46,409 --> 01:19:52,590
write an email and mention various things and it actually clarifies do not write an address

677
01:19:52,590 --> 01:20:02,109
whereas part two you're writing a letter um it doesn't mention it but i would say it's not

678
01:20:02,109 --> 01:20:07,890
would never be included in the word count anyway because it's not the main body of your work

679
01:20:07,890 --> 01:20:12,949
um for an exam purpose let's say for a communicative purpose in real life you may

680
01:20:12,949 --> 01:20:19,210
obviously be doing that but particularly there's a point here about answering and following

681
01:20:19,210 --> 01:20:24,970
instructions on exam papers and if it tells you not to do something it's best not to do it there'll

682
01:20:24,970 --> 01:20:32,170
be reasons why thanks there's a couple of technical questions about the logistics

683
01:20:32,729 --> 01:20:40,409
um so someone will contact the school um yes we're contacting the the primary schools your schools

684
01:20:40,409 --> 01:20:48,649
first and to talk about the spaces and logistics um one invigilator per class yes we have a ratio

685
01:20:48,649 --> 01:20:50,449
of one invigilator for 25

686
01:20:50,449 --> 01:20:52,649
candidates maximum. And we understand

687
01:20:52,649 --> 01:20:54,289
that in 99% of cases

688
01:20:54,289 --> 01:20:56,670
this is going to be a maximum of 20

689
01:20:56,670 --> 01:20:58,289
students in a class

690
01:20:58,289 --> 01:20:59,449
who are a bubble.

691
01:21:01,970 --> 01:21:02,670
Do we

692
01:21:02,670 --> 01:21:04,390
need to take off posters in English

693
01:21:04,390 --> 01:21:05,229
off the walls?

694
01:21:06,489 --> 01:21:08,569
Yes. There needs to be nothing

695
01:21:08,569 --> 01:21:10,510
in English that the students can see.

696
01:21:12,630 --> 01:21:13,609
And another

697
01:21:13,609 --> 01:21:16,670
question about

698
01:21:16,670 --> 01:21:23,300
sorry

699
01:21:23,300 --> 01:21:26,000
if they fail

700
01:21:26,000 --> 01:21:26,939
the speaking part

701
01:21:26,939 --> 01:21:29,739
will it still technically be possible to pass

702
01:21:29,739 --> 01:21:30,680
the entire exam

703
01:21:30,680 --> 01:21:33,180
if they fail

704
01:21:33,180 --> 01:21:36,000
the speaking is its own

705
01:21:36,000 --> 01:21:36,899
qualification

706
01:21:36,899 --> 01:21:39,260
so

707
01:21:39,260 --> 01:21:42,220
for the purposes of this project

708
01:21:42,220 --> 01:21:43,960
Marius do you happen to know this

709
01:21:43,960 --> 01:21:46,039
because obviously normally they're stand alone

710
01:21:46,039 --> 01:21:47,319
qualifications so

711
01:21:47,319 --> 01:21:49,680
no they will not

712
01:21:49,680 --> 01:21:56,500
they need to pass the speaking part of the exam so they've got to pass both exam papers if you like

713
01:21:56,500 --> 01:22:03,680
sorry both exams the written and the spoken and just to reiterate what i said earlier about the

714
01:22:03,680 --> 01:22:09,960
written um you get an overall mark for the written so although it will show you on the

715
01:22:09,960 --> 01:22:16,399
the exam result what you got for listening reading writing it's an overall mark that's your pass mark

716
01:22:16,399 --> 01:22:18,699
okie dokie

717
01:22:18,699 --> 01:22:23,920
is there a specific minimum distance between students

718
01:22:23,920 --> 01:22:26,020
it's the COVID regulations

719
01:22:26,020 --> 01:22:27,000
1.5 metres

720
01:22:27,000 --> 01:22:29,680
which is larger than our normal

721
01:22:29,680 --> 01:22:31,380
standard distance

722
01:22:31,380 --> 01:22:34,960
and a question about

723
01:22:34,960 --> 01:22:36,880
things written in English on their clothes

724
01:22:36,880 --> 01:22:40,399
I have to say there's

725
01:22:40,399 --> 01:22:43,380
in my experience seeing exams

726
01:22:43,380 --> 01:22:45,180
I've seen some people with incredibly

727
01:22:45,180 --> 01:22:46,579
rude things written on their clothes

728
01:22:46,579 --> 01:22:48,439
when they come to the exam

729
01:22:48,439 --> 01:22:50,880
but in general it's best not to have anything

730
01:22:50,880 --> 01:22:52,859
in English that could be

731
01:22:52,859 --> 01:22:54,880
seen because it's a clue

732
01:22:54,880 --> 01:22:56,880
and something that people can use

733
01:22:56,880 --> 01:23:04,020
There's a question which is

734
01:23:04,020 --> 01:23:05,300
I think for you Janet

735
01:23:05,300 --> 01:23:07,640
when they're teaching

736
01:23:07,640 --> 01:23:09,920
they ask the students to answer with a full sentence

737
01:23:09,920 --> 01:23:11,979
How can

738
01:23:11,979 --> 01:23:13,819
they answer the questions in just three words?

739
01:23:14,579 --> 01:23:15,939
Well don't forget we're testing

740
01:23:15,939 --> 01:23:17,800
listening and reading in those

741
01:23:17,800 --> 01:23:19,439
sections not

742
01:23:19,520 --> 01:23:26,340
four pieces of writing um so you just have to answer accordingly to make sure we we know that

743
01:23:26,340 --> 01:23:31,880
you understood the listening or you understood the reading so yeah when you're writing for other

744
01:23:31,880 --> 01:23:37,279
people you're actually doing specific writing that's another scenario so obviously in the

745
01:23:37,279 --> 01:23:41,720
writing task that's different but for the listening reading we're entirely testing

746
01:23:41,720 --> 01:23:47,619
reading and listening discreetly so it's absolutely fine to just give short answers

747
01:23:47,619 --> 01:23:55,079
And in fact, I believe that you would lose a mark or you wouldn't get the mark if you wrote over the number of words.

748
01:23:55,159 --> 01:24:01,859
So not lose a mark. You wouldn't get the mark at the one mark if you wrote over the number of words they specify.

749
01:24:02,300 --> 01:24:06,560
So that's an important thing. Again, it's, you know, sort of to do with listening,

750
01:24:07,100 --> 01:24:11,619
sort of understanding and abiding by the instructions given to the best of your ability.

751
01:24:11,619 --> 01:24:40,619
Okay. We've had this question before, but I think it's worth repeating because it's obviously very, very important for your students' academic future, that if a student takes B1 and fails with a zero, I'm not sure what that means, but if they show that they have a level of A2, then that's the level that we will submit to the Consejería.

752
01:24:41,619 --> 01:24:44,920
And so they can go to the bilingual section rather than the bilingual programme.

753
01:24:46,640 --> 01:24:48,539
So please, please be reassured about that.

754
01:25:02,489 --> 01:25:05,789
Anything else, Robin, before we close?

755
01:25:05,909 --> 01:25:09,970
It's just about time for us to take our leave today.

756
01:25:11,930 --> 01:25:13,810
There's no more questions popping up.

757
01:25:15,329 --> 01:25:20,229
If you do have any more questions on the last slide of the presentation,

758
01:25:20,229 --> 01:25:28,189
um you were given a an email address which i shall try and repeat here or maybe maybe you

759
01:25:28,189 --> 01:25:36,609
can remember it janet yes i could all lowercase academic support one word at language cert.org

760
01:25:36,609 --> 01:25:43,970
i think it's it's um written multiple times as well in the uh slides so have a look at the slides

761
01:25:43,970 --> 01:25:51,069
Again, when you look at the recording, but academic support at language.org.

762
01:25:51,970 --> 01:25:56,729
Thank you, Janet. So I just want to say thank you very much for you for coming.

763
01:25:57,189 --> 01:26:05,350
I'm really pleased at the number of questions and the type of questions, because it shows that everyone's extremely engaged.

764
01:26:06,029 --> 01:26:10,529
We know that this is really important for your for your students. We want them to do well.

765
01:26:10,529 --> 01:26:22,409
We want you to do well. And we're really looking forward to carrying out this evaluation successfully under these very difficult circumstances that you've been dealing with magnificently all year long.

766
01:26:23,970 --> 01:26:26,289
And see you all soon. Thank you very much.

767
01:26:27,050 --> 01:26:32,699
Thank you, everybody. And really good luck for your learners. Bye.

768
01:26:33,340 --> 01:26:33,819
Bye.