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Support
As teachers/lecturers prepare their candidates to meet the requirements of the Outcomes they will teach candidates about the nature of the task, particular approaches, the skills required and the aspects of the task which constitute the Indicators of Excellence. When the candidate is attempting a summative assessment task the teacher/lecturer may continue to offer introductory support (such as introducing the topic/task, reminding the candidate of the requirements and processes) but the work to be assessed must be unassisted. Teachers/lecturers will be mindful of the need to prepare candidates for external examination by advising on strategies and providing opportunities for practice.
Independent study
The Course should encourage candidates to engage in independent study as an end in itself and also as an essential preparation for further studies or for the world of work and leisure and encourage candidates to take responsibility for their own learning.
Talking and listening
Candidates should be offered opportunities to try out ideas in discussion, to test opinions, to modify or defend their own statements and to respond to the ideas put forward by others in lively debate. They should be encouraged to challenge assumptions and assertions. Talk also acts as a stimulus for writing, as a means of assimilating reading, listening and viewing, and as a method of eliciting information. Discussion in groups is a valuable means of support for pupils in exploring and clarifying ideas about texts. For these reasons, the fostering of oral and aural skills will be an important aspect of the Course.
Reading
Candidates should be encouraged to develop their strategies for both close and extended reading. Over the entire Course, texts for study should be drawn not only from imaginative literature but also from journalism and other transactional writings. Starter papers and oral presentations to stimulate group discussions can illuminate major concerns of the text. Writing or speaking about a text, even at an early stage of its study, helps candidates to explore it. By means of such activities, command of critical concepts and vocabulary can be strengthened. Contextualised study and discussion can be supported by direct teaching and the use of appropriate reference books. Some texts benefit from audio-visual presentation.
Writing
Writing is predominantly a private activity, involving experimentation with different models and styles, experience of redrafting and study of established writers’ products. Collaborative approaches to writing which are most valuable are, for example, the recording by one writer of the opinions of a group in order to report to a larger audience, a group working through an exercise involving comprehension or interpretation, one-to-one discussion, writing workshops, visits by professional writers. Course Specification — English (Intermediate 2) 17
Writing is best when it is purposeful and informed by a sense of audience. Candidates should therefore be encouraged to write not only for the classroom but also for a variety of readerships.
Support may be offered in such ways as, for example, practice in note-taking, one-to-one discussion, or exploration of structure. Candidates are required, however, to accept responsibility for their own finished work.

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