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1、Summer 2004 9051 Access in Modern Languages A Guide for Teachers Support Materials The Scottish Qualifications Authority regularly reviews the arrangements for National Qualifications. Users of all NQ Support materials, whether published by LT Scotland or others, are reminded that it is their respon
2、sibility to check that the support materials correspond to the requirements of the current arrangements. ACKNOWLEDGEMENTS The first edition of this support pack was produced by the Higher Still Development Unit (HSDU) in 2001. Most of the exemplification and many of the ideas included in this pack a
3、re based on the work of teachers in special and mainstream schools throughout Scotland. The authors are grateful for their contribution. This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from the reproduction and that, if reproduced in
4、 part, the source is acknowledged. First published 2001 Updated July 2004 Learning and Teaching Scotland Access in Modern Languages 1 CONTENTS FOREWORD4 Glossary and abbreviations used5 A.ACCESS PROVISION GENERAL INTRODUCTION6 National Provision at Access6 Who is Access provision for?6 Relationship
5、to other programmes of study6 Organisation of national units at Access7 Time allocation8 Progression routes9 Target setting 11 Scottish Group Awards at Access 2 and 311 Advantages of Modern Languages Provision at Access11 Entitlement11 Internal assessment12 Programme content12 Teaching approaches13
6、Curricular linking13 Age-appropriateness13 Flexible timetabling14 Learning and teaching modern languages at Access15 National policy and practice15 Languages for all15 European/global citizenship15 Learning and teaching approaches15 Multisensory teaching and learning16 Consolidation17 Supporting lea
7、rning17 Motivation18 Communicative language18 Assessment19 Internal assessment: implications for learning and teaching19 Designing assessment as part of teaching19 National Assessment Bank support materials (NABs)20 Moderation21 Special arrangements21 Supporting students during assessment21 Recordin
8、g achievement22 Management issues23 Languages for all: using Access provision in S3/S423 Organisation of classes / groups23 Diversification24 Time allocation24 Credit transfer24 Collaborative working25 Appendix A1 Content for teaching, learning and assessment at Access26 Appendix A2 Rapid guide to p
9、rovision in modern languages at Access30 Appendix A3 Cultural Study units32 Access in Modern Languages 2 B.ACCESS 133 National provision at Access 133 Who is Access 1 for?33 Programme content and rationale33 Curriculum descriptors34 Countries and languages which may be studied35 Entry levels, progre
10、ssion and target-setting35 Assessment36 Certification of units / recording attainment36 Progression36 Documentation37 Learning and teaching38 Small steps38 Curriculum aims39 Themes and cross-curricular programmes39 Communicative language40 Resources40 Case study: Access 1/2 reference only41 Appendix
11、 B1 Curriculum descriptors: some ideas for curricular linking42 C.ACCESS 244 National Provision at Access 244 Who is Access 2 for?44 Programme content45 Progression within and beyond Access 246 Learning and teaching48 Building bridges to other levels of provision48 Enhancing the curriculum49 Offerin
12、g alternative approaches to language learning49 Planning how many units to use49 Providing a coherent context for language learning51 Community linking52 Developing a cross-curricular approach focusing on a theme53 Using ICT53 Assessment55 Exemplification of standards of performance55 The teaching /
13、 assessment cycle55 Assessment materials56 Reassessment57 Communicative language57 Reducing the number of assessments57 Case study: Access 258 Appendix C1 Planning a coherent approach59 Appendix C2 Examples of cross-curricular programmes62 Appendix C3 Example of assessment instrument, with commentar
14、y64 Appendix C4 Summary of assessment at Access 265 Access in Modern Languages 3 D.ACCESS 369 National provision at Access 369 Benchmarking69 Who is Access 3 for?69 Programme content70 Assessment70 Advantages of the Access 3 approach70 Progression routes71 Learning and teaching73 Building bridges to
15、 other levels of provision73 The place of grammar73 Multisensory approaches74 A context for language learning74 Resources75 Models of provision75 Benefits to students77 Benefits to schools77 Assessment78 Exemplification of standards of performance78 The teaching / assessment cycle78 Assessment mater
16、ials79 Reassessment80 Communicative language80 Reducing the number of assessments81 Case study: Access 382 Appendix D1 Planning around a theme85 Appendix D2 Example of assessment instrument, with commentary87 Appendix D3 Summary of assessment at Access 388 ERESOURCES91 National curriculum resources91 Resources and equipment to support language learning92 Resources to support study units94 Advice on teaching approaches96 Other resources worth considering97 Specialised resources and advice
