AQA 5994 5995 5996 w SP

Version 1.0

Entry Level Certificate
Specification

Adult Literacy
5994, 5995, 5996


Our specification is published every year on our website (). We will let centres know in
writing about any changes to the specification. We will also publish changes on our website. The definitive version
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ELC Adult Literacy for certification from September 2011

Contents
1

Introduction

2

1a

Why choose AQA?

2

1b

Why choose Entry Level Adult Literacy?

3

1c

How do I start using this specification?

3

1d

How can I find out more?

3

2

Specification at a Glance

4

3

Subject Content

5

3a

Rationale

5

3b

Skills Standards and Coverage

6

4

Scheme of Assessment

13

4a

Aims

13

4b

Assessment Objectives

13

4c

National Criteria

14

4d

Prior Level of Attainment and Recommended Prior Learning

14

4e

Equality, access and inclusion

15

4f

Progression

15

5

Administration

16

5a

Availability of test papers and certification

16

5b

Entries

16

5c

Private learners

16

5d

Access arrangements, reasonable adjustments and special consideration

16

5e

Examination language

17

5f

Qualification titles

17

5g

Certification and reporting results

17

5h

Re-sits

17

5i

Malpractice

17

Appendices

18

A

Grade descriptions

18

B

Spiritual, moral, ethical, social, legislative, sustainable development,
economic and cultural issues, and health and safety considerations

18

C

Qualification Number

18

D

Miscellaneous words from social sight vocabulary

19

E

Important words in learning to read (from the Dolch list)

19

1


ELC Adult Literacy for certification from September 2011

1
1

Introduction
Introduction

The Entry Level Certificate in Adult Literacy is aimed at establishing and consolidating the underpinning
technical skills required to enable adults to communicate effectively and with confidence.

The Entry Level Certificate provides a grounding in the essential skills of grammar, punctuation and spelling
within the practical application of contextualised, adult-friendly themed tasks. The Certificate is particularly
useful to learners with literacy difficulties, particularly dyslexia. The qualification offers skills on a word level
basis and provides learners with the skills to decode words and to develop good spelling strategies using
phonic and graphic knowledge.
The Certificate offers coherent and consistent development across Entry Level Speaking and Listening,
Reading and Writing and progresses on to Level 1 and Level 2 Functional Skills in English. Summative
assessment in this award covers the range of skills required by adults to participate in community life and to
gain transferable skills to use in all facets of work, leisure and family life.
A main strength of this specification is the flexibility of assessment. Test papers and certification are available
throughout the year and are available when learners are ready to be tested.

1a

Why choose AQA?
We are proud to be one of the United Kingdom’s largest awarding bodies with 3.5 million learners sitting their
examinations with us in any given year.
As an independent registered educational charity, we invest all our income in the running of our examinations
and in research and development to improve our qualifications and services. We focus on promoting education
for the benefit of the public, drawing on years of experience of setting and marking public exams. We don’t aim
to profit from education, we want you to.
We are committed to delivering a straightforward and simple teaching experience, in a manageable timescale.
Why choose AQA’s Entry Level Qualifications?
We work closely with teachers to make sure the introduction of a new qualification is straightforward, providing
free resources to help them get ready to teach, and ongoing support throughout the life of the qualifications. We
refine and develop qualifications which
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can help learners to achieve their full potential
are relevant to today’s challenges
are manageable for schools and colleges
facilitate progression
are affordable and value for money.

Other benefits of choosing our qualifications include
• access to subject departments
• training for teachers, including practical teaching strategies and methods, presented by senior
examiners
• 24 hour support through our website and Ask AQA – an on-line searchable bank of frequently
asked questions
• a wide range of printed and electronic resources.
We are an educational charity focused on the needs of the learner. All our income is spent on improving the
quality of our specifications, examinations and support services.
If you are already a customer we thank you for your support. If you are thinking of joining us we look forward
to welcoming you.

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ELC Adult Literacy for certification from September 2011

1b

Why choose Entry Level Adult Literacy?
The Entry Level Certificate in Adult Literacy is tailor-made to meet the specific learning requirements of
adult learners. As the award has emphasis on establishing literacy skills from a word and sentence focus

approach, skills gaps identified within individual learners can be targeted and addressed for a more effective
learning outcome. The award is aimed specifically at adults and has been written to reflect when, where
and how learning takes place by creating familiar scenarios in order to build confidence in the learner and to
enable the transfer of acquired skills in real-life situations.
The Entry Level Certificate provides a comprehensive and thorough grounding in literacy skills to enable
learners to feel confident in their understanding and practical application of basic grammar, punctuation and
spelling. The acquisition of these basic skills is an essential stepping stone towards achieving the more
complex demands of functional skills courses.
One of the main strengths of this specification is the flexibility of assessment. Test papers and certification
are available throughout the year, on-demand, and are available when learners are ready to be tested.
The current Entry Level Certificate in Adult Literacy has been a popular award with teachers and learners as
it provides comprehensive cover of the skills needed by adults in an easily accessed format. The Entry
Level Certificate provides a flexible approach to assessment and this means that it can be taken when
teacher and learner agree that it is the appropriate time. The new specification provides continuity with the
current specification and maintains the skills focus whilst incorporating real-life situations representative of
the variety of environments in which adults learn.
Although any AQA registered centre can offer this popular qualification, its use has been very effective in
assessing learners’ progress on literacy courses currently available in
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1c

Adult Education Colleges
Special schools and Pupil Referral Units
Young Offenders’ Institutions
Further Education Colleges and

Mainstream schools.

How do I start using this specification?
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You must register as a centre with AQA before entering learners for these on-demand tests
You can hold tests on a date convenient to you, provided that test papers are ordered at least four weeks
in advance
• Test papers must be ordered using the on-demand order form. This form can be downloaded from our
website ( />• If your centre has not used AQA for any examinations in the past, please contact our centre approval team
at

1d

How can I find out more?
You can choose to find out more about this specification or the services that AQA offer in a
number of ways.
Ask AQA
You have 24-hour access to useful information and answers to the most commonly asked questions at
www.aqa.org.uk/askaqa.php.
If the answer to your question is not available, you can submit a query through Ask AQA for our team.
We will respond within 2 working days.
Speak to your subject team
You can talk directly to the ELC Adult Literacy subject team about this specification either by emailing
or by calling 01483 477837, 01483 477843, 01483 556100 or 01483 556101.
Latest information online
You can find out more including the latest news, how to register for support and downloadable resources on
our website at www.aqa.org.uk

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ELC Adult Literacy for certification from September 2011

2
2

Specification at a Glance
Specification at a Glance
Entry 1 : Adult Literacy (Code 5994)

Scheme of Assessment

Assessment Structure

The Scheme of Assessment for
Entry 1 comprises two papers.
They assess the National
standards for adult literacy.

Paper 1 - Speaking and Listening
40% of total marks
Part A - Speaking (centre-assessed)
5-10 minutes
Part B - Listening (externally-assessed written paper)
20 minutes

Assessment will comprise written
papers and speaking exercises

based on the subject content
for Entry 1.

Paper 2 - Reading and Writing
(externally-assessed written paper)

60% of total marks
1 hour

Entry 2 : Adult Literacy (Code 5995)
Scheme of Assessment

Assessment Structure

The Scheme of Assessment for
Entry 2 comprises two papers.
They assess the National
standards for adult literacy.

Paper 1 - Speaking and Listening
40% of total marks
Part A - Speaking (centre-assessed)
5-10 minutes
Part B - Listening (externally-assessed written paper)
25 minutes

Assessment will comprise written
papers and speaking exercises
based on the subject content
for Entry 2.

Paper 2 - Reading and Writing
(externally-assessed written paper)

60% of total marks
1 hour

Entry 3 : Adult Literacy (Code 5996)

4

Scheme of Assessment

Assessment Structure

The Scheme of Assessment for
Entry 3 comprises two papers.
They assess the National
standards for adult literacy.

Paper 1 - Speaking and Listening
40% of total marks
Part A - Speaking (centre-assessed)
5-10 minutes
Part B - Listening (externally-assessed written paper)
30 minutes

Assessment will comprise written
papers and speaking exercises
based on the subject content

for Entry 3.

Paper 2 - Reading and Writing
(externally-assessed written paper)

60% of total marks
1 hour


ELC Adult Literacy for certification from September 2011

3
3

Subject Content
Subject Content

The delivery of subject content can be facilitated using a variety of methods and contexts. Learning in
practical situations should be encouraged; in particular opportunities for group work (eg role-play) and
individual work outside the classroom can be explored.
However, each adult is different and in real life contexts and situations the range of skills required may vary.
It is recognised that not all of these examples will be relevant to each individual’s experience, interests and
aspirations. For this important reason, the guidance and examples given should not be seen as definitive or
prescriptive of how, when or where skills should be developed, practised or applied.
It is suggested that 40-50 guided learning hours should be provided for Entry 1 and 50-60 guided learning
hours for Entry 2 and Entry 3.
More detailed information on the coverage and range of the Adult Literacy Core Curriculum can be found on the
Excellence Gateway website.

3a

Rationale

This specification has been designed to build on work undertaken at school, college or work-based training,
for use by adult learners. The specification has been developed with reference to the National standards for
adult literacy. It is designed to record learners’ achievement at each of the three levels. The on-demand
nature of the tests allows recognition of achievement at a time that is appropriate to learners.
The skills of spoken communication, reading and writing play a fundamental part in adult life. Effective
communication skills support independent living and broaden the choices and opportunities available to
individuals.
The examples listed in this specification broadly indicate the types of context and situation where adults with
skills at this level will be able to use them efficiently.
At each level, adults can apply their literacy skills effectively in contexts and situations that are familiar to them.
Study of literacy, through this specification, develops the role that literacy plays in everyday life, in the
community, at work, during leisure time, in education and training and using ICT.

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ELC Adult Literacy for certification from September 2011

3b

Skills Standards and Coverage
Entry 1
Skills
standards

Assessment
weighting

Listen and
respond

• listen for the gist of short explanations
• listen for detail using key words to extract some specific information
• follow single-step instructions in a familiar context, asking for
instructions to be repeated if necessary – practise listening to
single-step instructions – how to: turn on a PC, photocopy a paper,
call the lift, etc. Learners demonstrate their understanding by
carrying out the task
• listen and respond to requests for personal information

10%

Speak to
communicate

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•

speak clearly to be heard and understood in simple exchanges
make requests using appropriate terms
ask questions to obtain specific information
make statements of fact clearly

10%

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•

speak and listen in simple exchanges and everyday contexts
understand that non-verbal signals as well as spoken language
contribute to communication between people - observe non-verbal
communication, eg body language, facial expressions, gestures,
eye contact. Discuss what they convey, eg lack of interest,
attentiveness, amusement

10%

Engage in
discussion

6

Coverage and Range

Read and
understand

• follow a short narrative on a familiar topic or experience
• recognise the different purposes of texts at this level

20%

Read and
obtain
information

• possess a limited, meaningful sight vocabulary of words, signs and
symbols - social sight vocabulary (see Appendix C) key words from
Dolch list (see Appendix D)
• decode simple, regular words - recognise phoneme-grapheme
correspondence in: initial, consonant letter sounds; short vowel
sounds; initial consonant clusters, final consonant clusters
• recognise the letters of the alphabet in both upper and lower case

20%


ELC Adult Literacy for certification from September 2011

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•

Write to
communicate

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use written words and phrases to record or present information
construct a simple sentence
punctuate a simple sentence with a capital letter and full stop
use a capital letter for personal pronoun ‘I’
spell correctly some personal key words and familiar words
write the letters of the alphabet using upper and lower case
use basic sound-symbol association to help spelling, as appropriate
to the needs of the learner
recognise all initial consonant and short vowel sounds in speech and
writing
recognise consonant digraphs – sh, ch, th
identify and write correct initial letters in response to the letter sound,
word, object or picture
recognise and name each letter of the alphabet and be aware of
alphabetical order
discriminate, write and read middle (short vowel) sounds in simple
words: - a(hat), e(bet), i(lit), o (not), u(mug)
read and spell words ending in ck, ff, ll, ss, ng
discriminate, blend and spell initial consonant clusters taken as
needed from the following list: bl, br, cl, cr, dr, dw, fl, fr, gl, gr, pl, pr, sc,
scr, sk, sl, sm, sn, sp, spl, spr, squ, st, str, sw, tw, tr, thr, shr
discriminate, blend and spell common end clusters, taken as needed
from the following list: ld, nd, lk, nk, sk, lp, mp,sp, ct, ft, lt, nt, pt, st, xt,
lf, nch, lth

30%

7


ELC Adult Literacy for certification from September 2011

Entry 2
Skills
standards

Listen and
respond

Speak to
communicate

Coverage and Range
• listen for and follow the gist of short explanations, instructions and
narratives
• listen for detailed short explanations, instructions and narratives
• listen for and identify the main points of short explanations or
presentations
• listen to and follow short, straightforward explanations and instructions
• listen to and identify simply expressed feelings and opinions,
ie recognise familiar language used to express positive and negative
feelings and opinions, eg I feel…, I like/don’t like…, I think that…,
I believe that…, understand that non-verbal communication can help, to
indicate a speaker’s feelings and opinions (eg gesture, facial expression,
sigh)

10%

• speak clearly to be heard and understood in straightforward exchanges
• make requests and ask questions to obtain information in everyday
contexts, ie understand that questions need to be framed so as to suit
the context and the nature of the information sought, know and use
various politeness forms appropriate to the context to obtain information
from others, obtain some straightforward information, eg from their line
manager on how to book holiday dates, from a travel adviser about a
particular holiday
• respond to straightforward questions
• express clearly statements of fact and short accounts and descriptions
• ask questions to clarify understanding

10%

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•
Engage in
discussion

Read and
understand

8

Assessment
weighting

follow the gist of discussions

follow the main points and make appropriate contributions to the
discussion, ie follow the main points in a class discussion and make a
relevant contribution, follow a discussion in class between the teacher and
the group, understand the conclusions reached and act on them if
necessary

• trace and understand the main events of chronological and
instruction texts, ie follow a simple set of instructions in labelled pictures
• sequence a set of instructions in picture form
• recognise the different purposes of texts at this level
• identify common sources of information
• use illustrations and captions to locate information
• read and understand linking words and adverbials in instructions
and directions, eg next, then, right, straight on, ie use the information in
adverbials and linking words to help follow a sequence of written
instructions or directions
• read and understand words on forms related to personal information,
eg first name, surname, postcode, date of birth
• use knowledge of simple sentence structure and word order to help
decipher unfamiliar words and predict meaning, ie make
general sense of a simple continuous text written in sentences,
encountered in daily life, even if they are not able to read every word

10%

20%


ELC Adult Literacy for certification from September 2011
•

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Read and
obtain
information

Write to
communicate

recognise high frequency words and words with common spelling patterns
social sight vocabulary for written signs
high frequency words from Dolch list
months of the year
use phonic and graphic knowledge to decode words
read a simple text, using appropriate strategies to attempt every word
read words with common spelling patterns for long vowel
phonemes: ee (feet), ea (seat), a-e (name), ay (play), ai (train), ie (lie),
i-e (bite), igh (high), y (fly), oa (boat), o-e (pole), ow (show), oo (moon),
u-e (tune), ew (flew), ue (blue)
• read words with common spelling patterns for vowel
phonemes: oo-u (pull), oo (good), ar-ar (car), oy-oi (boil), oy (boy),
ow-ow (cow), ou (sound)
• use a simplified dictionary to find the meaning of words
• use initial letters to find and sequence words in alphabetical
order

20%

• use written words and phrases to record or present information
• construct a simple sentence
• punctuate simple and compound sentences, using common
conjunctions to connect two clauses, eg as, and, but, or – learners
need to develop their knowledge of conjunctions and other connectives
to avoid repetition, for example through overuse of and, then, next in
chronological writing. They also need to understand the use of
conjunctions and other connectives in developing arguments, eg if…then;
so; finally
• use adjectives
understand that adjectives extend the information in sentences by
providing some detail about the noun
understand that adjectives help the writer to describe people,
feelings, places, situations, objects in more detail
- understand that the choice of adjectives can often convey a writer’s
attitude
- know and use the term adjective
• use punctuation correctly, eg capital letters, full stops and question marks
• use a capital letter for proper nouns
• spell correctly the majority of personal details and familiar common words
- extend accurate spelling of personal key words and familiar words
when writing for their family, friends, workmates (in messages,
notes, e-mails)
- the names of family members, friends, workmates, local places
- Dolch list
- the months of the year
- numbers up to 20
• produce legible text

• learners need to be taught to form letters, both lower and upper case
and how to join letters
• handwriting practice can be combined initially with spelling
• use their knowledge of sound-symbol relationships and phonological
patterns (eg consonant clusters and vowel phonemes) to help work
out correct spellings, as appropriate for the needs of the learner
• discriminate, spell and read the common spelling patterns for the long
vowel phonemes: ee, ai, ie, oa, oo
• discriminate, spell and read the common spelling patterns for the vowel
phonemes: oo, ar, oy, ow
• discriminate, spell and read the common spelling patterns for the
vowel phonemes: air, or, er
• discriminate, spell and read the common spelling patterns for the
vowel phonemes: ear, ea

30%

9


ELC Adult Literacy for certification from September 2011

Entry 3
Skills
standards

Coverage and Range

Assessment
weighting

• listen for and follow the gist of explanations, instructions and narratives
in different contexts
• listen for detail in explanations, instructions and narratives in different
contexts
• listen for and identify relevant information and new information from
discussions, explanations and presentations
• use strategies to clarify and confirm understanding, eg facial expressions
or gestures
• understand that a listener can signal response to a speaker using
visual and verbal signals depending on context
• know and use some feedback signals to check understanding when
listening face to face
• listen to and respond appropriately to other points of view
• listen to opposing viewpoints and make own contribution using the
appropriate meeting conventions

10%

Speak to
communicate

• speak clearly to be heard and understood using appropriate clarity,
speed and phrasing
• use formal language and register when appropriate
• respond to a range of questions about familiar topics
• express clearly statements of fact and give short explanations, accounts
and descriptions
• make requests and ask questions to obtain information in familiar and
unfamiliar contexts

10%

Engage in
discussion

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10%

Listen and
respond

follow and understand the main points of discussions on different topics
make contributions to discussions that are relevant to the subject
respect the turn-taking rights of others during discussions

•

Read and
understand

10

trace and understand the main events of chronological, continuous,
descriptive and explanatory texts of more than one paragraph
• recognise the different purposes of texts at this level
• recognise and understand the organisational features and typical

language of instructional texts, eg use of imperatives and second
person
• understand that instructional texts have particular language features
and be able to recognise them
• understand that their own knowledge of these features can be applied to
help gain meaning from other instructional texts
• know and use the term ‘verb’ and understand its importance as an
essential feature of a sentence which conveys the action
• understand that verbs also convey time in a sentence, eg past, present,
future
• identify the main points and ideas and predict words from context

20%


ELC Adult Literacy for certification from September 2011

Read and
understand

Read and
obtain
information

• recognise and understand relevant specialist key words
understand that some words are more important than others in
particular contexts
know that key specialist words are relevant, eg at work, specific to a
job, health
understand that knowledge of word origins, shared roots, word

structure (eg suffixes and prefixes) can help with reading some key
specialist words
• read and understand words and phrases commonly used on forms
• use a variety of reading strategies to help decode an increasing range of
unfamiliar words
read common words with silent letters, eg gnash, knee, debt, receipt,
write, wrist
read words with common prefixes, eg un-, did-, mis-, and suffixes
eg –ness, -less, -ly, -ful
read and relate words with the same root, eg hope/hopeful/hopeless/
hopefully
read common compound words, eg underneath, airport, whiteboard
read an advertisement for a service in a directory, be able to decode
some unfamiliar words and decide which company to choose
• understand and use organisational features to locate information,
eg contents, index, menus
• skim-read title, headings and illustrations to decide if material is of interest
• scan texts to locate information
• obtain specific information through detailed reading
• relate an image to print and use it to obtain meaning
• use a dictionary to find the meaning of unfamiliar words
• use first and second place letters to find and sequence words in
alphabetical order
• use implicit and explicit knowledge of different types of word
(eg linking words [connectives], nouns, verbs, adjectives), of word order
and of possible plausible meanings, to help decode unfamiliar words and
predict meaning
understand that grammatical patterns, word order, types of word and
meanings are inter-related and that only certain types of words and
certain meanings will make sense in any particular place in a sentence

20%

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Write to
communicate

plan and draft writing
organise writing in short paragraphs
sequence chronological writing
write in complete sentences
use correct basic grammar, eg appropriate verb tense, subject-verb
agreement
• use punctuation correctly, eg capital letters, full stops, question marks,
exclamation marks
• Explicit knowledge of
verb tenses
pronouns
use of conjunctions to link parts of sentences
how paragraphs can be linked
the grammatical characteristics of different types of text
knowledge that there are patterns that can be studied, modelled and
learnt

30%

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ELC Adult Literacy for certification from September 2011

Write to
Communicate

12

• use a capital letter for proper nouns
• spell correctly common words and relevant key words for work
and special interest
• use word endings to support reading and spelling, eg -s (plural),
-ed (past tense), -ing (present tense)
• change the spelling of a word when adding an ending, eg –ed (past tense),
-ing (present tense), -er, -est
• read and spell words with silent letters, eg knee, knife, gnaw, gnat, wrinkle
• recognise common prefixes, eg un-, dis-, de-, re-, pre• use the knowledge of prefixes to generate new words from root words,
eg happy/unhappy, appear/disappear
• recognise common suffixes, eg -ful, -ly, -less
• use the knowledge of suffixes to generate new words from root words,
eg hope/hopeful/hopeless
• split compound words into component parts for reading and spelling,
eg football, himself, underneath, airport, playground
• proof-read and correct writing for grammar and spelling
• proof-read own writing, on paper and screen, identify
and correct the main errors of sense and spelling; use a dictionary/spell
check if necessary
• use their developing knowledge of sound-symbol relationships and

phonological patterns to help spell a greater range of words and longer
words as appropriate for the needs of the learner
• understand that knowing spelling patterns (eg common letter strings, visual
patterns, analogies) reduces the chance of random errors
• understand that there is not always a strict sound-symbol association in
spelling, eg silent letters
• understand how segmenting words into phonemes and breaking them into
syllables (beats) or components (compounds) helps work out spelling
• produce legible text
• understand the features of a clear, legible handwriting style


ELC Adult Literacy for certification from September 2011

4

Scheme of Assessment

4a

Aims
Adult Literacy courses based on this specification should help learners to gain the most out of life, learning
and work.
The skills are learning tools that enable learners
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4b

to improve job prospects or to enter the world of work
to operate effectively in everyday life
to be confident in their understanding and practical application of basic grammar, punctuation and
spelling.

Assessment Objectives
The assessment will assess the following Skills standards in the context of the coverage and range
set out in Section 3 (Subject Content).

Entry 1
AO1 Speaking and Listening

AO2 Reading

a.

Listen and respond to spoken language, including simple narratives,
statements, questions and single-step instructions.

b.

Speak to communicate basic information, feelings and opinions on
familiar topics.

c.

Engage in discussion with another person in a familiar situation about
familiar topics.

a.

Read and understand short texts with repeated language patterns on
familiar topics.

b.

Read and obtain information from common signs and symbols.

AO3 Writing

Write to communicate information to an intended audience.

Entry 2
AO1 Speaking and Listening

AO2 Reading

AO3 Writing

a.

Listen and respond to spoken language, including straightforward
information, short narratives, explanations and instructions.

b.

Speak to communicate information, feelings and opinions on familiar
topics.

c.

Engage in discussion with one or more people in a familiar situation
to establish shared understanding about familiar topics.

a.

Read and understand short, straightforward texts on familiar topics.

b.

Read and obtain information from short documents, familiar sources
and signs and symbols.
Write to communicate information with some awareness of the
intended audience.

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ELC Adult Literacy for certification from September 2011

Entry 3
AO1 Speaking and Listening

AO2 Reading

a.

Listen and respond to spoken language, including straightforward
information and narratives, and follow straightforward explanations
and instructions, both face-to-face and on the telephone.

b.

Speak to communicate information, feelings and opinions on familiar
topics, using appropriate formality, both face-to-face and on the
telephone.

c.

Engage in discussion with one or more people in a familiar situation
making relevant points and responding to what others say to reach a
shared understanding about familiar topics.

a.

Read and understand short, straightforward texts on familiar topics
accurately and independently.

b.

Read and obtain information from everyday sources.
Write to communicate information and opinions with some adaptation
to the intended audience.

AO3 Writing

Weighting of Skills standards
The table below shows the approximate weighting of each of the Skills standards.

4c

Skills standards

Weighting of Skills
standards (%)

Speaking and Listening

40%

Reading

30%

Writing

30%

Overall weighting of Skills standards

100%

National Criteria
This Entry Level specification complies with
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4d

The National standards for adult literacy
The Arrangements for the Statutory Regulation of External Qualifications in England,
Wales and Northern Ireland: Common Criteria
The requirements for qualifications to provide access to Levels 1 and beyond of the
National Qualifications Framework.

Prior Level of Attainment and Recommended Prior Learning
There are no previous learning requirements.
Any requirements set for entry to a course based on this specification are at your centre’s discretion. However,
it is recommended that learners should have acquired Literacy skills appropriate to the level at which each of
the tests is aimed.
Teachers should provide appropriate and adequate guidance about the demands of the specification before
learners embark on their studies.
Given the on-demand nature of these qualifications, they are particularly useful at providing learners who might
otherwise be excluded with opportunities for learning.

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ELC Adult Literacy for certification from September 2011

4e

Equality, access and inclusion
Entry level qualifications enable learners to gain the most from life, learning and work.
•
•

•

4f

Entry Level qualifications often need to assess a wide range of competencies. This is because
they are general qualifications designed to prepare learners for a wide range of occupations and
further study.
The revised qualification was reviewed to see whether any of the skills or knowledge needed by
the subject presented a possible difficulty to any learners, whatever their ethnic background,
religion, sex, age, disability or sexuality. If there were difficulties, the situation was reviewed
again to make sure that such tests of specific competencies were only included if they were
important to the subject. The findings were discussed with groups who represented the interests
of a diverse range of learners.
Arrangements are made for learners with special needs to help them access the assessments as
long as the competencies being tested are not changed. Because of this, most learners will be
able to access any part of the assessment. More details are given in Section 5d.

Progression
The scheme of assessment allows attainment to be recognised at a standard broadly consistent with
National Curriculum Level 1, and beyond. As an approved Entry Level Qualification, the specification
provides excellent progression to Levels 1 and 2 studies particularly in Functional Skills. Achievement at
Entry Level can be used to assist progression within the National Qualifications framework, for example to
GCSE English Language.
The skills and knowledge acquired will be relevant and transferable in both educational and career settings.
The qualification, therefore, increases flexibility for learners and makes a distinct contribution to the quality
and coherence of qualifications on an identified progression pathway.
In addition, it provides a worthwhile course for learners of various ages and from diverse backgrounds in terms
of general education and lifelong learning.

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ELC Adult Literacy for certification from September 2011

5
5a

Administration
Availability of test papers and certification

Test papers will be available at any time of the year. AQA registered centres can hold these on-demand tests
on a date convenient to themselves provided that test papers are ordered at least four weeks in advance.
It is AQA’s aim that within 28 days of receipt of completed scripts (together with any unused papers)
and Entry/Mark Forms, the Examinations Officer will be sent an overall statement of results and a certificate for
each candidate.

5b

Entries
Test papers must be ordered using the on-demand order form at least four weeks in advance of the
proposed test date.
The Subject Codes for entry for this Entry Level Certificate are as follows
Entry 1 5994
Entry 2 5995
Entry 3 5996

5c

Private Learners
This specification is not available to private learners.

5d

Access arrangements, reasonable adjustments and special
consideration
We have taken note of the equality and discrimination legislation and the interests of minority groups in
developing and administering this specification.
We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements,
Reasonable Adjustments and Special Consideration: General and Vocational Qualifications. This document
gives guidance to centres on how these arrangements should be administered. This is published on the JCQ
website (www.jcq.org.uk) or you can follow the link from our website (www.aqa.org.uk).
Access arrangements
Due to the on-demand nature of these tests, we are unable to supply papers in Braille or enlarged print for
visually impaired learners. However, provided permission has been obtained from AQA, centres may produce
a Braille version of the paper or enlarged copies for learners’ use. Both the completed papers (Braille or
enlarged) and the originals must be returned with the batch of test papers, together with a covering letter
confirming that no other copies were made.
Reasonable adjustments
An access arrangement which meets the needs of a particular disabled learner would be a reasonable
adjustment for that learner. For example a Braille paper would be a reasonable adjustment for a Braille
reader but not for a learner who did not read Braille. The Disability Discrimination Act requires us to make
reasonable adjustments to remove or lessen any disadvantage affecting a disabled learner.
Special consideration
We can give special consideration to learners who have had a temporary illness, injury or serious problem
such as death of a relative, at the time of the examination. We can only do this after the examination.
The Examinations Officer at the centre should apply online for access arrangements and special consideration
by following the eAQA link from our website (www.aqa.org.uk).

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ELC Adult Literacy for certification from September 2011

5e

Examination language
We will only provide test papers for this specification in English.

5f

Qualification titles
The qualification based on this specification has the following title
•
•
•

5g

AQA Entry 1 Certificate in Adult Literacy
AQA Entry 2 Certificate in Adult Literacy
AQA Entry 3 Certificate in Adult Literacy

Certification and reporting results
Learners must sit both parts of the written paper in order to be eligible for a result.
No grades are issued with respect to this qualification. Achievement in the qualification will be reported
as a percentage for each level. All learners will receive a statement in terms of an achieved percentage.
Where a learner’s performance is sufficient to meet the level requirements, an Entry Level Adult
Literacy qualification pass certificate is awarded. Learners achieving less than the level requirements
will receive a Statement of Results.
Different versions of the tests are standardised in order to ensure comparability and examiners are
standardised and monitored throughout the year in order to maintain a consistent marking standard.

5h

Re-sits
Learners can re-sit the qualification as many times as they want within the shelf-life of the specification.
Please note that learners must re-sit both Papers 1 and 2 at the same time.

5i

Malpractice
You should let learners know about our malpractice regulations.
If malpractice is suspected, your Examinations Officer should be consulted about the procedure to be
followed.
Where you suspect malpractice, your Head of Centre must submit full details of the case to us at the
earliest opportunity. The form JCQ/M1 should be used. Copies of the form can be found on the
JCQ website ().

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ELC Adult Literacy for certification from September 2011

Appendices
A

Grade descriptions
Ofqual have not produced any level descriptors for Adult Literacy as it is a pass/fail qualification and as
such, the criteria for Entry Level Adult Literacy make clear what is required to warrant a pass within the
Skills standards.

B

Spiritual, moral, ethical, social, legislative, sustainable
development, economic and cultural Issues, and health
and safety considerations
We have taken great care to make sure that any wider issues (for example, spiritual, moral, ethical,
social, legal, sustainable development, economic and cultural issues), including those relevant to the
education of students at Key Stage 4, have been taken into account when preparing this specification.
They will only form part of the assessment requirements where they are relevant to the specific content of
the specification and have been identified in Section 3: Subject Content.
European Dimension
We have taken the 1988 Resolution of the Council of the European Community into account when
preparing this specification and associated guidance documents.
Environmental Education
We have taken the 1988 Resolution of the Council of the European Community and the Report
‘Environmental Responsibility: An Agenda for Further and Higher Education’ 1993 into account when
preparing this specification and associated guidance documents.
Avoiding bias
We have taken great care to avoid bias of any kind when preparing this specification and guidance
documents.

C

Qualification Number
The Qualification Number for the AQA Entry Level Certificate in Adult Literacy is 600/0123/9.

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ELC Adult Literacy for certification from September 2011

D

Miscellaneous words from social sight vocabulary
on
off
salt
sugar
tea
coffee
front
back
left
right

E

high
low
shampoo
poison
cleaner
days of the week
months of the year
year
parcels
top

bottom
this way up
careful

fragile
open here
open other side
handle with care
urgent

Important words in learning to read (from the Dolch list)

a
I
it
the
all
be
for
his
on
so
with
an
before
call
come
do
from
has
if
like
made
me

my
now
only

other
night
some
then
two
well
what
which
and
in
of
to
as
but
had
him
one
they
you
back
big
came
could
down
get

her
into
little
make
much
no
off
or
out
see
their
there
up
went
when
will
your
he
is
that
was
at
are
have
not

said
we
about
been

by
can
did
first
go
here
just
look
more
must
new
old
our
over
she
them
this
want
were
where
who

19