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ICT in MFL
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Who are we?
While we do not want to introduce overly formal assessment, languages can and should be assessed as any other subject; to inform teaching & ensure progress, to celebrate achievement and to share information with secondaries at transition.
The following ideas and examples are used by Hampshire teachers - please feel very welcome to download them and share your own:
Have you ever used Superstickers 'Targeteer' stickers for Literacy, Numeracy or Science objectives? You have a sheet of stickers per child and as they work through objectives you give them the stickers to place at the start of selected pieces of work. You can easily tell which children have missed any objectives over the course of a year by which stickers are left on their sheet unused. Children can work through the targets in any order you (or they?) choose and they are easy to find when flicking through workbooks. I've had a go at creating some using objectives from the KS2 Framework, rewritten in child-friendly language and with appropriate National Curriculum level achieved if successfully completed. 'Year 3' is for those in their first year of learning a Language so can be used with Year 6 or Year 2 if it is their first year of language learning). You do not have to use every sticker & can edit them if you want. Use the 'find and replace' tool (in edit) to change the references for French to Spanish or German. Print on Universal labels, A4 sheet of 24 labels 64mm x 34mm (Avery template L7159 compatible)
Year 3 Language Target stickers.doc
Below is a teacher-adapted version of Year 3 Target Stickers for French. Designed to be used as a printed A4 sheet of paper for each child, incorporating pupil self-assessment and teacher assessment options.
With thanks to Lisa Smith, Bramley Primary School.
The following is an excel sheet (4 pages, one each for years 3 to 6 inclusive) based on the KS2 Framework objectives with can do statements similar to traffic light system and easy for children to self-assess. The idea is that children keep this sheet for the whole year, ticking off objectives as they are covered - there is an explanation with the sheets. You can adapt / change the example objectives to suit your own class - they are all taken from the KS2 Framework.
Here is an overview of the above for the teachers markbook - please delete the children's names and add your own class!!
MFL KS2 Objectives.xls
This self assessment profile is loosely based on the idea in the European Languages Portfolio for children to chart their progress in Literacy, Oracy and Intercultural Understanding through Y3-Y6. Printed back to back with 2 pages per sheet onto A4 card this becomes an A5 booklet. These could be used termly or half-termly in lessons to give children an opportunity to reflect on their learning. If the objective has been met and child is totally confident, highlight the whole speech bubble, if partly met highlight a portion of the bubble etc. Version here is based on the Catherine Cheater SoW so the Publisher version is included as well as the PDF so that it can be edited for other Sows.
Self assess Language Profile.pdf
Self assess Language Profile.pub
Peer Assessment Sheet with National Curriculum levels 1-4 ( adapted for KS2 from original on TES resources) - HEALTH WARNING - at present this is in a very KS3 format which you may or may not find suitable for Year 6 but certainly not for younger children - it is a working document that we would love your comments / amendments and adaptations to share...
KS2 Peer Assessment NCL 1-4 adapted from TES.doc
Making & Marking Progress
ASSET's newest complete pack of assessment materials for Year 3 and Year 4 was published in March 2010 and sent to all KS2 schools free of charge. Materials for Years 5 & 6 published in March 2011 will be making their way into schools over the coming weeks. If you cannot locate your school's copy of any of these, they can be downloaded here.
They are not specific to any language or scheme of work and the activities are mostly taken from the suggested activities in the KS2 Framework. Designed to be carried out as part of a lesson rather than a separate 'test', they are a simple means of checking your children's progress against some of the key objectives from the Framework.
Making marking progress Y3 Y4 March 2010.pdf
Year 5 Making & Marking Progress Assessment Opps.doc
Year 6 Making & Marking Progress Assessment Opps.doc
Blank templates to produce your own similar sheets and further information on this and other ASSET materials for KS2 are available from the
Older Making & Marking Progress resources below:
pack which is based around QCA UNIT 5 - 'Les quatre amis' here:
Making and Marking Progress on the DCSF Languages Ladder taster pack.pdf
Older versions of Year 3 & Year 4 Autumn Term Assessment materials
Making & Marking Progress Y3 & Y4 Term 1
Read and download some of the
ideas Talkabout members are using for assessment
in their schools.
blog post about using Asset Languages t
to do assessment tests both externally or through teacher moderation against the Languages Ladder. This includes a link to the Asset content requirements to reach breakthrough stage for each language, useful for planning/transition.
Make sure you have the section from part 3 of the Key Stage 2 Framework for languages which is about
Download a copy of the
European Junior Language Portfolio
with teachers notes, which is linked to the Languages Ladder. These are very much records of what children CAN do, and are very personal to individual children. They are particularly useful for recognising the different languages spoken by children, perhaps at home or in their private experience, not just those learned at school. They can be kept in electronic format & then soundfiles can be included of children speaking, this also saves space! However they are not especially useful for transition - more a record of a child's experiences. However they do link to the Languages Ladder and the Common European Framework which in turn equate to National Curriculum levels.
Similarly, some schemes of work, such as Early Start and Rigolo, include 'can do' style tick grids at the end of each unit - these are useful lists of content covered by children, but not necessarily indicative of the skill levels / objectives attained.( Be wary of commercial scheme tick grids that sometimes mark off accumulation of vocabulary rather than progression in language learning skills)
Not entirely sure what the
Languages Ladder / Common European Framework / NC Levels
are or how they fit together? - Click the link to see a table for an overview.
help on how to format text
Turn off "Getting Started"