Asset Languages Qualifications Manager Vivienne May introduces a new resource that can help support achievement in primary languages.

Asset Languages was set up as part of the National Languages Strategy to develop progressive assessment in line with the 'can do' statements of the Languages Ladder, the national recognition scheme. 

Like the Key Stage 2 Framework, the can do statements are skills-based and content-free. This gave the Asset team a difficult challenge - how do we write materials to assess skills development when we don’t know the content being taught? 

Making and marking progress, approaches this challenge from a new angle. Our new joint publication with CILT for DCSF, is designed to support achievement in primary languages by clarifying the links between the Key Stage 2 Framework and the Languages Ladder. It shows teachers how their schemes of work can provide opportunities for classroom progress checks whatever the lesson content.

Making and marking progress maps the Languages Ladder can do statements to the Framework's learning objectives. Using everyday teaching activities such as songs, games, role plays and stories, it describes the skills children will develop as they learn to join in successfully. For example, participation in a game of 'pass the word parcel' displays skills in line with Framework objective L4.3: Read some familiar words and phrases aloud and pronounce them accurately and Languages Ladder Reading Grade 1: I can recognise and read out a few familiar words and phrases.

The first phase of Making and marking progress for Years 3 and 4, was sent to all primary schools and advisers in March 2010. Look out for your copy! You can also download the materials from the Asset Languages website. 

February 14^th 2010 marked the fifth anniversary of the first Asset Languages assessments. In five years nearly half a million external tests have been taken and primary aged children have been assessed in more than fifteen different languages. Our youngest successful candidate was 5 years old, a home speaker of Urdu. Our oldest was 92. Many thousands of learners have also had their achievement recognised through classroom-based teacher assessment materials with the pack for Primary French one of our most popular. 

For case studies of Asset Languages in primary schools and further information visit the Asset Languages website.