Course description
Children will all be starting at level 1 and will progress to level 6 at different time, according to attendance, commitment and motivation to learn. Passage from level 1 to the following levels (up to level 6) will be allowed according to participation, to formative and summative assessment results. Consequently classes with the time passing by, may not necessary correspond to children’s age.
Pupils will be given weekly homework to be passed back to Chinese teacher every other week. Homework grading will be added to class work results and will determine the end of the year overall grading. The course will follow the school calendar. Here below you will find the Assessment description at level 1-3, that will help you gain an overview of what will be offered at Acorn House:
This section is divided into two parts: Ongoing informal assessments & Formal assessments
1) Ongoing Informal Assessments
Teachers draw on a range of evidence (responses to questions, observation of pair/group activities, marking of work) to make judgements about the degree to which pupils:
In oracy pupils are able to:
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In Intercultural understanding/creativity pupils are able to:
It is important to be aware that, at this stage, pupils’ comprehension will be greater than their expressive ability, so opportunities to |
In literacy pupils are able to:
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In self-and peer- assessment pupils are able to:
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2) Formal Assessment
Asset languages (Breakthrough Stage)
LL | Can Do statements
| Examples of teacher assessed tasks There is some scope for teachers to adapt material to suit their own programme of study |
1 L | I can understand a familiar spoken words and phrases. | The learners hears six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week). |
1 S | I can say/repeat a few words and short simple phrases. | Pupils repeat two lines of text after teacher. |
1 R | I can recognise and read out a few familiar words and phrases. | Matching people/animals/objects/etc. to short texts. |
1 W | I can write or copy simple words or symbols. | Copying list of five words beside a picture. |
2 L | I can understand a range of familiar spoken phrases. | The teacher reads six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week). |
2 S | I can answer simple questions and give basic information. | Pupils answer simple personal questions, e.g. about a friend. |
2 R | I can understand familiar written phrases. | True/False based on statements about pictures. |
2 W | I can write one or two short sentences to a model and fill in the words on a simple form. | Completing form/list with single words, then composing two sentences based on information. |
3 L | I can understand the main point(s) from a short spoken passage. | The learner hears six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week). |
3 S | I can ask and answer simple questions and talk about my interests. | Presentation (four sentences) based on personal item, picture, toy, souvenir, book, ect. |
3 R | I can understand the main point(s) from a short written passage in clear printed script. | Identifying which person the information given in short texts relates to. |
3 W | I can write a few short sentences with support using expressions which I have already learned. | Translating three simple sentences. |
2 R | I can understand familiar written phrases. | True/False based on statements about pictures. |
2 W | I can write one or two short sentences to a model and fill in the words on a simple form. | Completing form/list with single words, then composing two sentences based on information. |
3 L | I can understand the main point(s) from a short spoken passage. | The learner hears six short dialogues which link the name of a person with something else (e.g. a place, an activity, a day of the week). |
3 S | I can ask and answer simple questions and talk about my interests. | Presentation (four sentences) based on personal item, picture, toy, souvenir, book, ect. |
3 R | I can understand the main point(s) from a short written passage in clear printed script. | Identifying which person the information given in short texts relates to. |
3 W | I can write a few short sentences with support using expressions which I have already learned. | Translating three simple sentences. |
Formal assessments for breakthrough assesses aspects of grades 1-3 and being moved to level 4-6:
It should be noted that tasks set for Formal Assessment are similar in type to those set for teachers assessment. For teachers assessment and formal
assessment learners will receive a Grade Award
L (language) | On completing this stage, pupils should be able to understand a basic range of everyday expressions relating to personal details and needs. He/she may need to listen several times to get the information you need, depending on how fast and clearly the speaker talks. He/she should have some understanding of a few simple grammatical structures and sentence patterns. He/she should be familiar with the sound system of the language. He/she should be aware of how to address people both formally and informally as appropriate. |
S (speaking) | On completing this stage, pupils should be able to use basic range of everyday expressions relating to personal details and needs. He/she pronunciation will not always be completely accurate but meaning will be clear. He/she should be able to understand and use a few simple grammatical structures and sentence patterns. He/she should be familiar with the sound system of the language. He/she should be aware of how to address people both formally and informally as appropriate. |
R (reading) | On completing this stage, pupils should be able to understand basic range of everyday expressions relating to personal details and needs. He/she should have some understanding of a few simple grammatical structures and sentence patterns. He/she should be familiar with the writing system of the language. He/she should be aware of how to address people both formally and informally as appropriate. |
W (writing) | On completing this stage, pupils should be able to use basic range of everyday expressions relating to personal details and needs. He/she spelling will not always be completely accurate but your meaning will be clear. He/she should be able to understand and use a few simple grammatical structures and sentence patterns. He/she should be familiar with the writing system of the language. He/she should be aware of how to address people both formally and informally as appropriate. |