TEISHT CHADJIN GHAELGAGH (TCG)
GENERAL CERTIFICATE IN MANX

(Manx Gaelic GCSE Equivalent)

SYLLABUSES

Part A: General Framework
1. Introduction
  1. 1 This syllabus has been designed to cater for the full range of National
    Curriculum Levels for Modern Languages.

  2. 2 This modular syllabus allows for flexibility. It offers a more appropriate way of learning for students, including provision of short-term goals, regular coursework assessments, feedback of results, and
    relevant experience of Manx-language situations, within the spirit of GCSE.

  3. 3 The syllabus is intended primarily for students who have already followed a Manx course for about 80 hours.
    It is expected that students will show a progression in competence in the language over the period of the course. This is acknowledged in the design of the assessment procedure.

  4. 4 The flexible nature of the scheme makes it equally suitable for students beyond the age of 16+. It will also meet the language requirements of the National Curriculum.

  5. 5 The modular nature of the syllabus and its assessment of positive achievement, with clearly-defined criteria for tasks, as well as the provisions for review of each student's progress and for identifying strengths and weaknesses, make the scheme compatible with the assessments needs for Records of Achievement.

  6. 6 Every possible effort has been made to ensure that the syllabus and scheme of assessment are entirely free from political, ethnic, gender and all other forms of bias. In a 100% coursework syllabus, the formulation of tasks and guidance in the choice of tasks is the responsibility of the teacher, who must take care to avoid these forms of bias.


2. Aims

  1. 1 The aims set out below describe the educational purposes of following the course leading to the General Certificate in Manx (TCG).
    Some of the aims are reflected in the assessment objectives; others are not, because they cannot readily be assessed.



  2. 2 The aims of the course in Manx based on this syllabus are to:
    1. 2.1 develop the ability to use Manx effectively for purposes of
      practical communication;
    2. 2.2 form a sound base of the skills, language and attitudes
      required for further study, work and leisure;
    3. 2.3 offer insights into the culture of the Isle of Man;
    4. 2.4 develop an awareness of the nature of language and
      language learning;
    5. 2.5 provide enjoyment and intellectual stimulation;
    6. 2.6 encourage positive attitudes to language learning and to
      speakers of other languages and a sympathetic attitude to other languages and civilisations;
    7. 2.7 promote the transferability of language skills to Scottish Gaelic and Irish.
    8. 2.8 promote learning skills of a more general application (e.g., analysis, memorising, drawing of inferences).


3. Assessment Objectives

  1. 1 The examination scheme will assess a candidate's ability to:
    1. 1.1 understand the spoken language;
    2. 1.2 understand the written language;
    3. 1.3 communicate in the spoken language;
    4. 1.4 communicate in the written language.

  2. 2 These four objectives are equally weighted in each of the modules.

  3. 3 Differentiated objectives are detailed in Section 8.


4. Structure

  1. 1 A complete course of study based upon this syllabus and leading towards the General Certificate in Manx will consist of FIVE modules.
    Each module should last approximately 30 hours of class time.
    Final dates for entry to modules and for completion of the assessment
    for each module will be specified.

  2. 2 Modules 1 and 2 are Foundation modules. They are designed to take
    account of the relatively limited maturity, linguistic experience and cognitive ability of the candidates. Modules 3, 4 and 5 may be supplemented by further optional modules at a later date.

  3. 3 The Foundation modules have less advanced structures and a more limited range of vocabulary than the three further modules.
    Each module has its own contextual framework, topics, settings,
    vocabulary and language tasks.

  4. 4 Within each module students will have the opportunity to show
    competence at both General (Basic) and Extended (Higher) Levels.
    Assessment in each module will take place through a combination of
    coursework assignments in Listening, Reading, Speaking and Writing.

  5. 5 The FIVE modules are as follows:-
    1. 5.1 Myself and My Environment
    2. 5.2 The Isle of Man.
    3. 5.3 Leisure.
    4. 5.4 Learning and Work.
    5. 5.5 Services.

  6. 6 It is permissible for the five modules to be completed over a period of five years. Students therefore who miss a module or modules through illness, for instance, could complete the course later. Part-time students could also complete the course after a break.


5. Assessment Pattern

  1. 1 Each of the four skills (Assessment Objectives) is assessed in each module. Within the requirements of the National Criteria the skill of writing does not have to be assessed, but such omission automatically denies access to TCG Grades A*-C (see Sections 16.5 and 17.6 for further details).

  2. 2 In each skill, assignments are designed to assess performance at one
    of four specified Tiers, but all assignments are designed to reward
    positive achievement.

  3. 3 At each Tier, there are three possible outcomes for the given
    assignment:-
    - Task not completed
    - Task partially competed
    - Task fully completed

Each Tier has a corresponding notional points scheme of 0-1-2.

  1. 4 The total points, therefore, correspond to Tiers of Performance on the
    following scale:-

Tier of Points
Performance Awarded
0
1 1
2

0
2 3
4

0
3 5
6

0
4 7
8

  1. 5 Tiers 1 and 2 represent the General (Basic) Level of TCG.
    Tiers 3 and 4 represent the Extended (Higher) Level of TCG.
  2. 6 Assessment tasks in Modules 1 and 2 (the Foundation Modules)
    allow for achievement at Tiers 1, 2 and 3 only.
    Assessment tasks in Modules 3, 4 and 5 allow for achievement at all four Tiers.

  3. 7 For details about Assessment tasks, see Section 6.
    For details of Aggregation of Tiers see Section 17. 6. Assessment Tasks

  4. 1 Assessment tasks should arise naturally from the teaching. Assessment materials for each module will be issued.

  5. 2 Each task is based on the content of the module, but students are expected to build on tasks and skills experienced in earlier modules. As the whole scheme is based on 100% Coursework Assessment, teachers are encouraged to integrate the coursework into the course. Assessment materials should be used at various natural stages and not all be given out at once as a 'test'. Nevertheless, the regulations about 'controlled conditions' must be observed (see Sections 6.5 and 6.6 below).

  6. 3 In each skill students will progress through assessment tests, and should be encouraged to move from one performance tier to the next until a ceiling is reached.

  7. 4 If students do not show evidence of having reached a certain tier of competence until a later module, the later evidence must certainly be credited where relevant. This has been taken into account in the composition of the modules. The natural overlap of language and topic content will enable students to display linguistic competence at regular intervals. Where students have been unable to show evidence of achieving a particular tier in the foundation modules, they may be able to achieve this at a later stage.

  8. 5 A certain minimum number of assessment tasks must be completed under controlled conditions (see 6.6 below). Under 'controlled conditions' the student is working in an environment which is 'controlled', i.e., the student can work undisturbed by factors that might influence his/her performance. Collaboration and teacher help are, therefore, not admissible. In practical terms, it could mean 'under test conditions', i.e., work is done under strict supervision, in silence, and with no reference to others, but this does not necessarily have to be the case. Work done 'under controlled conditions' could be produced in a normal classroom situation, provided that the teacher can be certain that a student's work is his/her own and not the product of a joint effort.
    Further information about the assessment tasks will be found in Section 16.


  1. 6 For Listening, Reading and Writing, every candidate must do at least one assessment task under controlled conditions in each of 3 modules. These tasks must be authenticated by the teacher, and will serve as a control for the candidate's attainment level. They must, therefore, cover the highest tier achieved by the candidate, and, for the purposes of moderation, must be identified as control tasks. In the assessment materials provided for each module, which of the tasks should be done under controlled conditions may be specified. For Speaking, every candidate must complete three tape-recorded tasks, two of which are done face to face with the teacher.
Listening tasks, because of their nature, are most often done under controlled conditions. It is quite permissible, where suitable facilities are available, for these to be used for listening tasks involving a tape-recording. Students may hear the recording as many times as needed, although in practice three times would be the normal.

Certain Reading, Writing and Speaking tasks may be suitable for students to complete at home. Others may need to be completed under controlled conditions. For example, it would be quite appropriate for a student to prepare a tape of him/herself speaking Manx at home, whereas a rôle-play task completed with the teacher would have to be done in class. 6.7 Access to reference materials:

For Reading and Writing tasks, whether or not completed under controlled conditions, students may have access to such printed reference materials as dictionaries, vocabulary lists and grammar books, since these are considered to be authentic aids to comprehension and composition. However, students should not have access to sample answers to tasks or template letters.

It is inappropriate for students to use reference materials for Listening tasks, where these are done under controlled conditions.

For Speaking tasks done under controlled conditions, such as rôle-play tasks, students may have access to reference materials for preparation only, but not during performance of the task.

7. Differentiation
  1. 1 Where possible, differentiation will occur through the task and not through the text. This will enable candidates to attempt as much of a particular assessment task as they feel able to do. It will be clearly indicated in the tasks set, which are aiming at General (Basic) Level, and which at Extended (Higher) Level. All modules will provide opportunities to attempt tasks at various tiers of difficulty.

  2. 2 As detailed in Section 8, up to three tiers of performance will be presented in the Foundation modules, and the full range of four tiers will be available in Modules 3, 4 and 5.

8. Differentiated Objectives.

  1. 1 The expectations of candidates at each of the four tiers in each of the four language skills are described below.

  2. 2 Each objective is closely defined and provides for language tasks which are attainable by most candidates as well as tasks which will be mastered only by the most able.

  3. 3 Reference should also be made to important provisions for the preparation of assignments (see Sections 6 and 16).
  4. 4 Speaking
    Candidates will be expected:

    1. 4.1 At Skill Tier One (General Level)

when speaking to a stranger or to a friend, to respond to unprepared questions and to elicit information both in a rôle-play situation containing no unpredictable elements, and in the context of a simple general conversation where the candidate is seeking or giving individual pieces of information, including simple opinions and preferences;

to speak in such a way as to be understood by a sympathetic fluent speaker.

to cope with some unpredictable element in the rôle-play situation or to carry it out over the telephone or in a simulated telephone conversation;

to be able to take on the rôle of interpreter or intermediary in an exchange between other parties, perhaps based upon some written, photographic or diagrammatic stimulus;

in general conversation to pass on more extensive information about themselves;

to speak in such a way as to be understood by a sympathetic
fluent speaker.

over the whole range of the defined language content for the module, to complete more open-ended tasks involving elements of unpredictability and negotiation;

in rôle-play exchanges to give and request several items of information as well as expressing ideas, emotions and attitudes;

in conversation, to sustain an unrehearsed exchange which can range over the entire language and topic content of the module;

to display their command of a wide range of functions and notions from the syllabus by talking about past and present experiences as well as future plans and aspirations, and to demonstrate their full range of linguistic and communicative skills.

N.B.
Progressively throughout the Extended Level candidates will be expected, where it is appropriate, to share responsibility for initiating, maintaining and concluding the exchange. They will also be expected to show increased accuracy in speaking the language so as to cause progressively less difficulty in understanding on the part of any fluent speaker involved in an exchange with them.

  1. 5 Listening
Candidates will listen to language produced expressly for a listening audience.

Candidates will be required to work on tasks set within meaningful contexts.

Candidates will be expected:

To understand specific details in statements, questions, instructions and requests from both strangers and friends.

to extract relevant specific information from announcements, interviews, monologues and dialogues.

to identify important themes, including attitudes, ideas, opinions and emotions, where appropriate and necessary for a communicative purpose. 8.5.4 At Skill Tier Four (Extended Level)
within the full range of the defined language content to draw conclusions from, and identify relationships between, ideas within the material they hear.

N.B.
Progressively throughout the Extended Level candidates will be expected to understand a wider range of registers.

  1. 6 Reading
Candidates will be expected to:

understand signs and notices on public display;

ascertain the subject matter of, or extract one specific detail from a skill level two type text through skim reading;

make appropriate use of reference materials.

extract specific information from written texts or extracts from texts such as letters, articles from newspapers and magazines and other forms of continuous writing;

skim read one or more texts in order to ascertain their subject matter, or to extract one or more very precise details;

make appropriate use of reference materials in order to comprehend those items which are outside the General Level defined content of the module.

understand the range of texts described under skill tiers one and two within the complete range of defined vocabulary for the module;

identify key points in an extended text including attitudes, ideas, opinions and emotions;

use appropriate strategies, including the use of authentic reference materials, to deal with vocabulary items outside the defined content for the module.

draw conclusions from and see relationships within extended texts;

read for enjoyment and information longer extracts from magazines, newspapers or books. 8.7 Writing
Candidates will be expected:

to convey basic information to strangers and friends in the form of lists, messages, forms, notes and postcards. This could be done in response to written instructions in English, perhaps accompanied by printed, handwritten, visual or audio stimuli;

to elicit basic information from others;

N.B.
in both cases candidates will be expected to use single words, phrases or sentences appropriate to perform a number of specified options.

The language which the candidate will be expected to use to convey the specified messages will be confined to that listed as General in the defined content for the module. The candidate will have access to reference materials, where appropriate.

to complete tasks similar in nature and content to those listed for skill level one, but including letters, perhaps written in response to a handwritten or printed letter in Manx, with access to reference materials, where appropriate.

within the full range of the defined language content for the module to respond in continuous Manx to a printed, handwritten, visual or audio stimulus. Such a response might involve the candidates in eliciting information from others;

N.B.
Guidance will be given about the content of the message(s) to be conveyed but no model will be provided, except in the work context where the candidates might be required to adapt a template to meet specific requirements.

Tasks at this tier could involve writing a formal or informal letter, writing a fair copy from a draft of a letter, report or article for the benefit of another person. Candidates may only have access to the material set in the task and standard printed reference books.

to elicit and convey information, attitudes and opinions within the full range of the defined topic and language content for the module;
N.B.
This might be in response to a wide range of printed, handwritten, visual or audio stimuli.

Instructions may suggest possible lines of development but will leave the candidates with considerable opportunity to use their own initiative and, where appropriate, to write creatively or imaginatively. Candidates may only have access to the material set in the task and standard printed reference books. Part B: Subject Content

9. Contexts
  1. 1 The language and tasks expected of candidates will be those which may be needed by a person:

    1. 1.1 wishing to establish and maintain contact socially through the medium of Manx;

    2. 1.2 wishing to explore their own interests and the interests of others through the medium of Manx.

  2. 2 Emphasis throughout will be on practical and meaningful communication by:

    1. 2.1 personal contact;

    2. 2.2 letter or messages (written, fax or electronic mail);

    3. 2.3 telephone, audio or video tape.

  3. 3 Candidates will be expected to communicate appropriately within the following relationships:

    1. 3.1 informal: communication with friends and acquaintances or with young children;

    2. 3.2 formal: communication with adults with whom the candidate is not well acquainted.

  4. 4 Specific details of the contextual framework are included in the sections for each module.


10. Vocabulary

  1. 1 It is recommended that the contexts, topics, settings and language tasks within each module should generate the receptive and productive use of appropriate vocabulary. Teachers are therefore advised not to use separate vocabulary lists in isolation.

  2. 2 If, however, teachers wish to use vocabulary lists for reference within each module, suggested word lists will be available upon application to the Validation Committee.


Throughout Sections 11-15 (Contents of Modules) the symbols (G) and (E) are used to indicate items specific to General Level and Extended Level respectively.


11. Module 1: Myself and my environment (Compulsory Module)
  1. 1 Contextual Framework
The candidate is based in the Isle of Man and assessment tasks are based on realistically-occurring contacts with fluent speakers of Manx.

This will involve:

Extraction of information from letter or telephone message

Communication by letter or telephone

Extraction and production of simple information from printed or handwritten materials about a place or region.

Processing information received

Producing a response (E)

Comprehension of information requested and volunteered

Requesting information

Responding to requests for information

Coping with a more fluid pattern of conversation (E)

  1. 3 Channels of Communication
    1. 3.1 Face-to-face contact.
    2. 3.2 Contact by telephone.
    3. 3.3 Contact by letter.
    4. 3.4 Contact by tape.

  2. 4 Topics
    1. 4.1 Personal Details.
    2. 4.2 Family and Pets.
    3. 4.3 Interests.
    4. 4.4 Home and Local Environment.
    5. 4.5 Daily Routine.
    6. 4.6 School and Work.
    7. 4.7 Courtesies and Conversational Skills.


  3. 5 Settings
    1. 5.1 In the Home.

    2. 5.2 In the Local Environment.

  4. 6 Language Tasks
    1. 6.1
      Personal Details

Speaking
Exchange personal details with fluent speaker (full name, age, address, telephone number, date and place of birth, birthday, nationality).

Spell out details as requested/Ask others to do the same.

Ask for personal details of a third person.

Make a general comment on age (E).

Ask someone where they come from (G) and elicit supplementary details if required (E).

Listening
Understand details of replies given in response to enquiries made under Speaking.

Understand requests to give personal details as specified under Speaking.

Reading
Understand details of replies given in response to enquiries made under Speaking.

Understand the rubric of a form requesting personal details as specified under Speaking.

Understand requests to give personal details as specified under Speaking.

Writing
Complete a form giving personal details.

Give information regarding personal details in note/caption form (G).

Give and seek information regarding personal details in letter form (E).


Speaking
Give and seek information about immediate family and pets (Names, ages, occupations, interests, physical description).

Introduce one's family to a fluent Manx speaker.
Express opinions about or feelings towards one's family (E).

Listening
Understand details of replies given in response to enquiries made under Speaking.

Understand a request to give information as listed above.

Understand other people expressing opinions about or feelings towards their family (E).

Writing
Give information about immediate family and pets (names, ages, occupations, interests, physical description, feelings/opinions) in note/caption form (G) or in the form of simple comments included in a letter (E).

Speaking
Give and seek brief information about interests and hobbies (sporting, cultural, entertainment, creative).

Outline past/future activities (E).

Listening
Understand brief details of replies given in response to enquiries made under Speaking.
Understand someone outlining their past/future activities (E).

Reading
Understand details of replies given in response to enquiries as listed above.

Understand a request to supply information as listed above.

Understand the rubric of a form.

Understand someone outlining their past/future activities (E).

Writing
Give brief details of interests and hobbies in note/caption form (G) or in the form of simple comments included in a letter (E).

Request brief information on interests and hobbies as specified above (E).

Outline past/future activities (E).

Speaking
Give and seek information about home town/village/area and its location.

Give and seek information about one's house/flat (details of rooms, including one's own room, simple description of garden if appropriate).

Give and seek brief information about local amenities (shops, public buildings, entertainments, activities and tourist attractions). Express simple opinions on the above.

Listening
Understand details as specified above relating to someone's home and local environment.

Understand a request to supply the above information.

Understand someone's simple opinions on the above.

Reading
Understand details as specified above relating to someone's home and local environment as contained in a personal letter.

Understand a request to supply the above information.

Understand someone's simple opinions on the above.

Writing
Supply the above information in note/caption form (G) or in the form of simple comments included in a letter (E).

Ask others for information on home and local environment as specified above (E).

Express simple opinions on the above.

Speaking
Give and seek information about daily routine relating to either weekdays or preferred weekend activities.

Give and seek information about what one did yesterday and what one is going to do tomorrow (E).

Listening
Understand details of replies given in response to questions asked under Speaking.

Understand a request to give the above information.

Understand someone giving information about what they did yesterday and what they are going to do tomorrow (E).

Reading
Understand information on daily routine as specified above as contained in a personal letter or printed article.

Understand a request to give the above information.

Understand someone giving information about what they did yesterday and what they are going to do tomorrow.

Writing
Give information about daily routine as specified above either in note/caption form (G) or in the form a simple comments included in a letter (E).

Seek information about daily routine as specified above (E).

Give and seek information about what one did yesterday and what one is going to do tomorrow (E).



Speaking
Give and seek information about either school (size, location, routine, subjects studies, preferences and extra-curricular activities), or place of work (location, routine, type of work).

Give and seek brief details about future study and/or career plans (E).
Listening
Understanding details of replies given in response to questions asked under Speaking.

Understand a request to give details about one's school or place of work.

Understand a request to give brief details about one's future study and/or career plans (E).

Reading
Understand information on school or place of work as specified above as contained in a personal letter or printed material.

Understand a request to give the above information.

Understand a request to give brief details about one's future study and/or career plans(E).

Understand someone giving brief details about their future study and/or career plans (E).

Writing
Give information about school or place of work as specified above either in note/caption form (G) or in the form of simple comments included in a letter (E).

Seek information about school or place of work as specified above (E).

Give and seek information about future study and/or career plans (E).


  1. 6.7
    Courtesies and conversational skills

Speaking

Greet and say goodbye to a Manx speaker.

Give and and seek information about well-being and express suitable feelings.

Ask someone to speak more slowly/repeat/spell write down/ explain information not understood.

Give and seek information about proficiency in Manx.

Listening
Understand replies given in response to enquiries made under Speaking.

Understand requests to speak more slowly/repeat/spell/write down/explain information not understood.

Understand requests to give information about proficiency in Manx.

Understand requests to give information about well-being.

Reading
Understand replies given in response to enquiries made under Speaking.

Understand requests to explain information not understood..

Understand requests to give information about proficiency in Manx.

Understand requests to give information about well-being.

Writing
Greet and say goodbye to a Manx speaker.

Give and seek information about well-being and express suitable feelings.

Ask someone to explain information not understood (E).

Give (G) and seek (E) information about proficiency in Manx.

12. Module 2: The Isle of Man (Compulsory Module)
  1. 1 Contextual Framework
The language and tasks expected of candidates will be those which may be needed by a person:

Speaking

Describe the geographical position of the Isle of Man in simple terms.

State the approximate size of the Isle of Man.

Describe the main geographical features of the Isle of Man in simple terms.

Give the Manx names of the towns and main villages and state in simple terms where these are situated.

State approximate distances of the Isle of Man from the neighbouring countries (E).

Name the main hills, glens and rivers and state their locations (E).

Listening
Understand replies given in answer to enquiries made under Speaking.

Reading
Extract specific details from (G), understand and appreciate (E), printed or written material on the geography of the Isle of Man.

Writing
Give simple information about the geography of the Isle of Man in note/caption form (G) or in the form of brief sentences (E).

Speaking
Describe in simple terms the facilities for sea and air travel.

Ask about/state the time sand costs of sailings and flights.

Ask about /state the costs of special travel deals (E).

Ask for/state brief opinions on travel facilities (E).

Listening
Understand replies given in response to enquiries made under Speaking.

Reading
Extract specific information from printed or written material.


Writing
Give information about travel facilities to and from the Isle of Man (types of travel, times, prices) in note/caption form (G) or in the form of brief sentences (E). 12.6.3
Transport in the Isle of Man

Speaking
Give brief answers to simple questions about transport in the Isle of Man (cars, buses and vintage transport).

Ask about/state times and prices for public transport.

Ask for/state brief opinions on types of transport (E).

Listening
Understand replies given in response to enquiries made under Speaking.


Reading
Understand, and extract specific information from, printed/written material on transport in the Isle of Man.

Writing
Give information about transport in the Isle of Man (cars, buses, vintage transport) in note/caption form (G) or in the form of brief sentences (E).

Speaking
Give brief answers to simple questions about the history of the Isle of Man (Celts, Vikings, Scots and English: Revestment Act, farming, fishing, mining, tourists, finance industry).

Ask for/state brief opinions on simple aspects of Manx history (E).
Listening
Understand replies given in answer to enquiries made under Speaking.

Reading

Extract specific details from (G), understand and appreciate (E), simple printed/written material on Manx history.

Writing
Give information about simple points in Manx history in note/caption form (G) or in the form of brief sentences (E). 12.6.5
Aspects of folklore and folksong

Speaking
Give and seek brief information about simple aspects of Manx folklore (calendar customs, folk beliefs).

Recite words of/sing two prescribed traditional songs (G); give simple answers to brief questions on the origins of these songs (E).

Give and seek brief opinions on simple aspects of Manx folklore (E).

Listening
Understand brief details of replies given in response to enquiries made under Speaking.

Reading
Understand brief printed/written accounts of simple aspects of Manx folklore.

Understand in outline several printed/written Manx folksongs apart from the two prescribed songs (E).

Writing
Give information about simple aspects of Manx folklore in note/caption form (G) or in the form of brief sentences (E).


13. Module 3: Leisure
  1. 1 Contextual Framework
Assessment tasks will involve the candidate in:

Extraction of information from letter or phone message

Communication by letter or phone

Collation of information

Producing a response (E)

Providing information in Manx on what is available.

Comprehension of information requested and volunteered (G)

Requesting information (G)

Responding to requests for information (G)

  1. 3 Channels of Communication
    1. 3.1 Face-to-face contact.
    2. 3.2 Contact by phone.
    3. 3.3 Contact by letter and electronic mail.
    4. 3.4 Contact by audio tape.

  2. 4 Topics
    1. 4.1 Personal Leisure Pursuits.
    2. 4.2 Local Environment.
    3. 4.3 Weather.
    4. 4.4 Arranging to Go Out.
    5. 4.5 Directions.
    6. 4.6 Well-Being.

  3. 5 Settings
    1. 5.1 In the street.
    2. 5.2 At work.
    3. 5.3 In the home.
    4. 5.4 In school.
    5. 5.5 In a leisure establishment.

  4. 6 Language Tasks
    1. 6.1
      Personal leisure pursuits

Speaking
Give details of indoor activities and interests pursued in the home or elsewhere e.g., TV, music, dancing (when, where, with whom, how often).

Give details of one's sporting/outdoor activities.

Say what one did recently and what one would like to do in the future.

Ask others about indoor activities and interests pursued in the home or elsewhere, eg., TV, music, dancing (when, where, with whom, how often).

Ask others about their sporting/outdoor activities.

Ask others what they did recently and would like to do in the future.

Express opinions on activities as detailed above.

Ask for and give an explanation of an activity.

Invite others to participate in an activity.

Listening
Understand a request to give details about one's indoor/outdoor activities and interests/hobbies (when, wherewith whom, how often).

Understand details given by others about their indoor/outdoor activities and interests (when, where, with whom, how often).

Distinguish between someone talking about what they did and what they are going to do.

Understand an explanation of an activity.

Understand an invitation to participate.

Reading
Understand a request to give details about one's indoor/outdoor activities and interests (when, where, with whom, how often).

Understand details given by others about their indoor/outdoor activities and interests (when, where, with whom, how often).

Distinguish between someone talking about what they did and what they are going to do.

Understand an explanation of an activity.

Understand an invitation to participate.

Understand information presented in tabular form on leisure activities.

Interpret and draw conclusions from the above (E).

Writing
Give details of indoor activities and interests pursued in the home or elsewhere, e.g., TV, music, dancing (when, where, with whom, how often).

Give details of one's sporting activities.

Say what one did recently and what one would like to do in the future.

Ask others about their indoor activities and interests pursued in the home or elsewhere, e.g., TV, music, dancing (when, where, with whom, how often).

Ask others about their sporting/outdoor activities.

Express opinions on indoor activities.

Ask for and give an explanation of an activity.

Complete a questionnaire on hobbies and leisure.

Produce an assessment of the indoor pursuits of a group of people using notes, pie charts, histograms.
Speaking
Give others information about the opportunities for leisure pursuits offered by one's area and ask others for the same.

Express simple opinions on the above.

Give a more thorough appraisal of the above (E).

Listening
Understand a request to give information about the opportunities for leisure pursuits offered by one's area.

Understand specific questions about the opportunities for leisure pursuits offered by one's area.

Understand others giving information about the opportunities for leisure pursuits offered by an area.

Understand other people's simple opinions about the above.

Understand others giving a more thorough appraisal of the opportunities for leisure pursuits offered by an area (E).

Reading
Understand both handwritten and printed descriptions of the opportunities for leisure pursuits offered by one's area.

Understand a request to give information about the opportunities for leisure pursuits offered by one's area.

Understand specific questions about the opportunities for leisure pursuits offered by one's area.

Understand other people's simple opinions about the opportunities for leisure pursuits offered by an area.

Understand others giving a more thorough appraisal of the opportunities for leisure pursuits offered by an area (E).

Compare two area from written documentation (E).

Writing
Give information about the opportunities for leisure pursuits offered by one's area, in paragraph or note form.

Ask others for similar information.

Produce an assessment of the leisure facilities of an area in a variety of forms (pie charts, histograms, notes, etc.).

Speaking
Make enquiries about and tell others of current and future weather conditions when this would affect a particular activity.

Warn others of bad weather conditions.

Listening
Understand an enquiry about current and future weather conditions.

Reading
Understand an enquiry about current and future weather conditions.

Writing
Leave a message for others on the above.
Speaking
Ask about/suggest an appropriate activity/entertainment.

Accept/refuse an invitation to go out either for oneself or on behalf of others.

Ask what entertainments and activities are available.

Find out the cost of entry/participation.

State the number and type of tickets required.

Make a booking.

Find out about starting and finishing times.

Find out about starting and finishing times.

Find out how to get there.

Arrange a meeting time and place, as appropriate.

Deal with problems that might arise (lost tickets, late arrival, transport problems, etc.) (E).

Listening
Understand replies given in answer to enquiries made under Speaking.

Understand an invitation to go out.

Reading
Understand an invitation to go out.

Understand information on leisure activities as contained in a brief text.

Understand and appreciate information on leisure activities as contained in an extended text (E).

Writing
Ask what entertainments and activities are available.

Accept/refuse an invitation to go out either for oneself or on behalf of others.

 Find out the cost of entry/participation.

State the number and type of tickets required.

Find out about starting and finishing times.

Find out how to get there.

Arrange a meeting time and place, as appropriate.

Produce a memo/letter giving details of arrangements one has made for oneself or on behalf of someone else.

Speaking
Give and ask for directions to facilities.

Give and ask for further information (distance, opening times, transport, etc.).

Listening
Understand directions to facilities.

Understand a request for further information (distance, opening times, transport, etc.)

Reading
Understand a request for information as specified above.

Understand information contained in letters, messages, memos and notes giving instructions on how to get to a place.


Writing
Give instructions in written form showing how to get to facilities.

Give further information as requested (distance, opening times, transport, etc.)

Speaking
Ask others how they are.

Say how one is feeling (G) and include such remarks in conversation as appropriate (E).

Outline and discuss the health benefits of particular leisure pursuits (E).

Listening
Understand general questions about one's well-being.

Understand others giving information about their well-being.

Appreciate others outlining and discussing the health benefits of particular leisure pursuits (E).

Reading
Understand general questions about one's well-being.

Understand others giving information about their well-being.

Appreciate the health benefits of particular leisure pursuits (E).

Writing
Ask others how they are.

Say how one is feeling (G) and include such remarks in letters, notes and messages as appropriate (E).

Outline and discuss the health benefits of particular leisure pursuits (E). 14. Module 4: Learning and Work
  1. 1 Contextual Framework
The language and tasks expected of candidates will be those which may be needed by a person:

Speaking
Give and seek information on the location, size and layout of the school, college or university and the numbers of students.

Give and seek information on daily routine in the school, college or university (transport, start and finish times, breaks, lesson/lecture times). Give and seek information on the location, size and layout of the employing organisation and the number of employees.

Give and seek information on daily routine in the place of employment (transport, start and finish times, breaks).

Give opinions on daily routines in school, college, university or place of employment (E).

Listening
Understand replies given in answer to enquiries made under Speaking.

Extract specific information from (G), understand and appreciate (E) conversations about education and work.

Reading
Extract specific information from (G), understand and appreciate (E) printed/written material on education and work.

Writing
Give and seek information on the location, size and layout of the school, college or university and the numbers of students.

Give and seek information on daily routine in the school, college or university (transport, start and finish times, breaks, lesson/lecture times).

Give and seek information on the location, size and layout of the employing organisation and the number of employees.

Speaking
Name the subjects available for study/training in school, college or university.

Give and seek information on the subjects available for study/training in school, college or university.

Give and seek information on the organisation of teaching and training in school, college or university.

Give and seek opinions on the subjects available for study/training in school, college or university and their organisation (E).

Listening
Understand replies given in answer to enquiries made under Speaking.

Extract relevant specific information from (G), understand and appreciate (E), simple monologues and conversations about academic subjects and training.

Reading
Understand details in a simple letter concerning academic subjects and training.

Extract specific information from (G), understand and appreciate (E), a written or printed text concerning academic subjects and training.

Writing
Give a simple account of the subjects available for study/training in school, college or university.

Express opinions about the subjects available for study/training in school, college or university and their organisation (E).


Speaking
In simple terms, give and seek information on the qualifications available in school, college or university.

In simple terms, give and seek information on occupations and careers.

Give and seek opinions on qualifications, occupations and careers (E).

Listening
Understand replies given in answer to enquiries made under Speaking.

Extract specific information from (G), understand and appreciate (E), monologues and conversations about qualifications, occupations and careers.

Reading
Understand details in a simple letter concerning qualifications, occupations and careers.

Extract specific information from (G), understand and appreciate (E), a simple written or printed article concerning qualifications, occupations and careers.

Writing
Give a simple account of qualifications available in school, college or university.

Give a simple account of common occupations and careers.

Express opinions on qualifications, occupations and careers (E).

Speaking
Give and seek simple information on specific employment (pay, conditions of work, promotion).

Give and seek opinions on specific employment (E).

Give and seek simple information on unemployment.

Give and seek opinions on unemployment (E).

Give and seek simple information on retirement.

Give and seek opinions on retirement (E).

Listening
Understand replies given in response to enquiries made under Speaking.

Extract specific simple information from (G), understand and appreciate (E),
monologues and conversations about employment, unemployment and retirement.

Reading
Understand details in a letter concerning employment/unemployment/
retirement.

Extract specific information from (G), understand and appreciate (E), written or printed articles concerning employment/unemployment/retirement.

Writing
Give simple details concerning a person who is in employment/unemployed/retired.

Express opinions on employment/unemployment/retirement (E).

15. Module 5: Services

The language and tasks expected of a candidate will be those needed by a person:

Speaking
Give and seek information on public transport (buses, trains and trams: times and costs of services).

Give and seek opinions on transport in general (E).

Give and seek information on the location of garages.

Give and seek simple information on the services provided by garages.

Listening
Understand replies given in answer to enquiries made under Speaking.

Extract specific information from (G), understand and appreciate (E), monologues and conversations about transport.
Reading
Understand details contained in a letter concerning transport.
Extract specific information from (G), understand and appreciate (E), articles concerned with transport.

Writing
Give details of an intended journey or a journey already made.

Ask/tell someone how to get to a place by public or private transport.

Give details of services available in garages (E).
Speaking
Comment on how one or others feel/look.

Describe what one has hurt/broken.

Say one needs to see a doctor/dentist.

Describe making an appointment.

Enquire about medical facilities and surgery hours.

Describe one's symptoms and say how long one has had them.

Point out a painful tooth.

Say one has lost a filling.

Give and seek opinions on health services (E).

Listening
Understand replies given in response to enquiries made under Speaking.

Extract specific information from (G), understand and appreciate (E), monologues and conversations about health services.

Reading
Understand details contained in a letter concerning health services.

Extract specific information from (G), understand and appreciate (E), simple written/printed articles on health services.
Writing
Give a simple account of a visit to the doctor/dentist/hospital.

State opinions of health services (E).

Speaking
State what energy services are available (electricity, gas, oil).

Describe in simple terms how energy services are utilised.

Give and seek opinions on energy services (E).



Listening
Understand replies given in response to to enquiries made under Speaking.

Extract specific information from (G), understand and appreciate (E), monologues and conversations about energy services.

Reading
Extract specific simple information from (G), understand and appreciate (E) written/printed articles about energy services.

Writing
Give a simple description of available energy services.

State opinions about energy services (E).

Speaking
Give and seek simple information on communications services (telephones, post, television, radio, computers).

Give and seek opinions on communications services (E).

Listening
Understand replies given in answer to enquiries made under Speaking.

Extract simple specific information from (G), understand and appreciate (E), monologues and conversations about communications services. Reading
Extract specific information from (G), understand and appreciate (E), simple written/printed articles about communications.

Writing
Give simple descriptions of available communications services.

Give opinions on communications services (E).

Speaking
Ask where something can be bought.

Say what one wants.

Make a choice between items offered.

Explain that something is too small, too dear, etc.

Find if alternatives are available (E).

Find if something bigger, cheaper, etc., is available.

Find out about specific colours, materials, sizes, prices, quantities.

Discuss shopping possibilities in an area.

Explain that something is wrong, broken, unsuitable or unfit to eat/drink (E).

Relate shopping experiences (E).

Listening
Understand replies given in answer to enquiries made under Speaking.

Extract specific information from (G), understand and appreciate (E), simple monologues and conversations on shopping.

Reading
Extract specific information from (G), understand and appreciate (E), simple written/printed articles on shopping.

Writing
Make a shopping list.

Plan a shopping trip with a friend.

Discuss shopping possibilities in an area.

Explain that something is broken/unsuitable (E).

Relate shopping experiences (E).

Speaking
Describe how to cash a cheque.

Describe how to use a cash dispenser.

Listening
Understand replies given in response to enquiries made under Speaking.

Reading
Extract specific information from (G), understand and appreciate (E), a simple account of services offered by a bank.



Writing
Write a simple account of basic banking services (E).

Part C: TCG Framework
16. Routes to TCG
  1. 1 In each of the skill areas, there are compulsory and free choice assessment elements. There is flexibility as to which element is used in which module, but over the course of the five modules, each element must be used for assessment in each skill.

For each of the five modules, one of the assessment elements (a-e) in the routes below must be selected from the skills of speaking, listening and reading.

It is possible that candidates may produce more than the minimum number of pieces of work required. In this case, the best one for each module may be submitted, but it is essential that the balance of types of work specified be observed.

  1. 2 Speaking
a b c d e

Student Rôle-play Conversation Course Course
produced in formal (taped) 4 - 6 work work
tape register mins.
2 mins. (taped)
3 - 4 mins.

Each module has a 25% weighting for Speaking.

Speaking tasks will be set which are appropriate to General Level (Tiers 1 and 2) and Extended Level (Tiers 3 and 4).

Each module will have one of the elements shown on the route above. In the taped assignments b and c, one of the rôles in b and one of the people in c must be the teacher. In options d and e this is not obligatory.

The coursework oral elements d and e are there to encourage the use of spoken
Manx in the classroom. A range of registers must be used. The coursework element may include pair-work dialogues, production of video by students, completing a dialogue with an interactive video programme or simply good oral response in the
target language. Candidates aiming at Extended Level should show evidence of a
widerange of structures and vocabulary.

For moderation purposes, the three taped assignments (a-b-c) must be available for inspection.

  1. 3 Listening
a b c d e

Multivoice Radio Conversation Free Free
discussion programme in informal choice choice
or register
conversation
in formal
register

Each module has a 25% weighting for Listening.

Listening tasks will be set which are appropriate to General Level (Tiers 1 and 2) and Extended Level (Tiers 3 and 4).

Candidates will be exposed to different registers of language. In the free choice section, there may be included: recorded messages, a short video, radio broadcasts.

Exercises will be set to test the listening skill and will be made available for moderation of candidates' work. Most listening tasks will be undertaken in a controlled, classroom situation. The listening tasks should last between 4 and 8 minutes. At Extended Level (tiers 3 and 4) about 40% of the tasks will require the candidates to deduce or infer information or ideas from the text.

  1. 4 Reading
a b c d e

Simple Letter Passage in Free Free
message, in Manx continuous choice choice
notice language

Each module has a 25% weighting for Reading.

Reading tasks will be set which are appropriate to General Level (Tiers 1 and 2) and Extended Level (Tiers 3 and 4).

A variety of registers of language will be used, in a variety of settings.
Candidates will read texts relevant to the content of the module.

The free choice may involve linking descriptions with objects, or abstracting from a printed text.

In order to encourage a wider reading programme, candidates at Extended Level may read passages of prose and poetry related to the topic area. For able students, mixed-skill assignments may allow the reading of these sorts of passages and extracts and talking about them.

  1. 5 Writing
Activities appropriate to
General Level
= lists, notes, short messages, post-cards, print-out of a software package.

Activities appropriate to
Extended Level
= letters, diary entries, reports, extended messages, print-out of a software package.

Each module has a 25% weighting for Writing in Manx.

Writing tasks will be set which are appropriate to General Level (Tiers and 2) and Extended Level (Tiers 3 and 4).

To obtain Curriculum Level 7 (TCG Grade C) or higher, candidates should produce written work for each module. Different modules should generate different types of written work.

17. Aggregation
  1. 1 For marking details to arrive at awards of Points, see Section 5.

  2. 2 In each of Modules 1 and 2, (restricted to Tier 3 maximum) there is a maximum of six Points available in each of four skills.

In each of Modules 3, 4 and 5, there is a maximum of eight Points available in each of four skills.

  1. 3 Points available for a complete course of five modules will therefore be as follows:


Module SkillsxPoints Total

1 4 x 6 24
2 4 x 6 24
3 4 x 8 32
4 4 x 8 32
5 4 x 8 32

TOTAL 144


TCG
Points Grades
 136 - 144 A*
121 - 135 A
105 - 120 B
90 - 104 C
69 - 89 D
49 - 68 E
23 - 48 F
5 - 22 G
0 - 4 U

A candidate with some success at Tier 1 might be awarded Grade G.

A candidate operating at Tier 1 throughout the course in each of the four skills would obtain 40 points - equivalent to Grade F.

A candidate showing evidence of work varying between Tiers 1 and 2 might be awarded Grade E.

A candidate operating at Tier 2 throughout the course in each of the four skills would obtain 80 points - equivalent to Grade D.

A candidate showing evidence of work varying between Tiers 2 and 3 might be awarded Grade C+.

A candidate operating at Tier 3 throughout the course in each of the four skills would obtain 120 Points - equivalent to Grade B+.

A candidate showing evidence of work varying between Tiers 3 and 4 might be awarded Grade A+.

Candidates awarded TCG Grades A, B or C must have demonstrated ability in Writing skills.

18. Standardisation of Assessment
No adjustment will be made to teachers' marking, but after moderation, it might be necessary to re-mark tasks in particular skills.

13.11.96