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The Languages Ladder Asset Languages

The National Languages Strategy: Languages for All: Languages for Life. Key objectives:To improve teaching

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The Languages Ladder Asset Languages

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    1. The Languages Ladder & Asset Languages Kate Green Project Director, The Languages Ladder The National Recognition Scheme for Languages

    2. The National Languages Strategy: Languages for All: Languages for Life Key objectives: To improve teaching & learning: primary entitlement to learn a language from the age of 7 To introduce a recognition system To increase the number of people studying languages in further & higher education

    3. Why do we assess? Certification Data & benchmarking Formative assessment Rewarding success

    4. MFL assessment ks3: (age 14) teacher-assessed level, combining assessments of Listening, Speaking, Reading & Writing ks4 : (age 16) GCSE externally assessed - 25% for each of the 4 skills, either Speaking or Writing may be internally assessed & then externally moderated ks5: (age 18) GCE AS/A 6 units (3+3) externally assessed, covers all 4 skills but some papers may be combined skills

    5. Why a national scheme ? Motivation - setting short term goals Wider choice of certification of proficiency Shows true competence profile of learner Designed to endorse achievement in language skills at all levels of competence for all ages in a wide range of languages

    6. The National Recognition Scheme to introduce a recognition scheme to complement existing qualification frameworks and give people credit for their language skills. National Languages Strategy

    7. The National Qualifications Framework

    8. The Languages Ladder Stages

    9. The Languages Ladder - principles Cando descriptors for each skill at each grade Self, peer and standardised teacher assessment Generic assessment of individual language skills Stand-alone qualifications for Listening, Speaking, Reading & Writing skills Assessment available when the learner is ready Several external assessment opportunities in an academic year online or paper-based Assessment as an endorsement of achievement not as an end of course hurdle using a flexible approach

    10. The Languages Ladder - development Mapping exercise to develop cando statements Candos trialled with a range of teachers & learners Structure of scheme put out to tender Cambridge Assessment (UCLES) successful contractor

    11. The Languages Ladder assessment model 1: Using The Languages Ladder cando descriptors for formative, self & peer assessment for any language Short term motivational goals, success criteria, no accreditation outcome Resources: Languages Ladder pack, poster, website

    12. The Languages Ladder assessment model 2: Using the teacher-assessed model which leads to a Asset Languages Grade Award for any skill at any grade, initially available in 8 languages Accredited national certification through an awarding body, not NQF qualification Teachers accredited before they use the assessment materials rather than marks moderated after the process Resources: training materials , assessment packs

    13. The Languages Ladder assessment model 3: Asset Languages external tests which lead to a NQF qualification, available at each stage, in all 4 language skills, initially available in 8 languages External qualification within the NQF with achievement and attainment points, Preliminary & Intermediate contribute to the threshold. Resources: paper-based & computer-based tests

    14. The Languages Ladder & Asset Languages

    15. The Languages Ladder scheme: is flexible has cando statements for each grade and performance description elements for each stage allows you to assess/be assessed when you choose in your own teaching & learning environment within the comfort zone recognises achievement

    16. The Languages Ladder scheme : How is it being used so far ? Primary: motivation, preparing for transition Key stage 3: peer assessment, promoting speaking, assessment for second language Key stage 4: alternative accreditation, immersion courses AE/FE : motivation for learners, tutor training, provides further evidence for ELP

    17. Timetable for development 2004 / 2005 Asset Languages: pretesting programme and pilot in French, German & Spanish at Breakthrough, Preliminary & Intermediate stages 2005 / 2006 National rollout at first 3 stages in 8 initial languages : Chinese, French, German, Italian, Japanese, Panjabi Spanish & Urdu

    18. Timetable for development 2006 / 2007 Additional languages within the first 3 stages - likely to be: Arabic, Bengali, Gaeilge/Irish, Gujarati, Hindi, Modern Greek, Polish, Portuguese, Russian, Somali, Swedish, Tamil, Turkish, Welsh and Yoruba. Advanced (stage 4) to be available in at least 3 pilot languages

    19. Timetable for development 2007 / 2008 Advanced (stage 4)available in wider range of languages & additional languages available at stages 1 3 2008 / 2009 Development of Proficiency & Mastery (stages 5 & 6) & capacity for additional languages to be added at previous stages.

    20. kate.green@dfes.gsi.gov.uk www.dfes.gov.uk/languages Prolog: 0845 602 2260 Pack: DFES-1505-2005 Poster:DFES-1691-2005 www.assetlanguages.org.uk

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