One pathway might be Unit 1 Speaking and Listening in the first year (Entry Award) and Unit 2 Reading and Writing in the second year, (Entry Certificate). Although concentrating on assessing two skills only, the course would be taught through the medium of all four skills. With a faster group or more curriculum time, both units can be covered comfortable in one year leading to the full certificate. Unit 1 could be used as a language 'taster'.

The qualification is criterion-referenced: download the qualification guide (pdf 1.48 MB).

The normal contexts and methodology for teaching a language ab initio can be used.

Entry Level Unit 1 Speaking and Listening
The content of the Speaking and Listening is clearly defined within the commonly used contexts for beginners in a language, although allowing for some flexibility in the choice of vocabulary. This could be broken down to personal information, asking the way, shopping and getting something to eat and drink. Vocabulary is best introduced as flashcards or OHT/interactive whiteboard/PowerPoint presentation.

Vocabulary should be chosen to suit the group; asking the way could be located in a building or a town, depending on the learners' needs.

Assessment tasks are devised by the centre. They must include question and answer, and can include a simulation or role-play. You need to provide controlled but valid contexts for the exchange of information. The grid clearly describes active and receptive skills. You can identify three tasks suitable for listening:

1. at least three pieces of basic information about a person: age, job, family details, home town.
2. at least two pieces of information about likes/dislikes.
3. where a specific place is from directions given using a limited range of key phrases.
   

Those suitable for speaking should include greetings, the correct form of 'you' and requests for repetition or slowing down within these contexts:

1. Giving and asking for at least three details of personal information
2. Giving at least two likes and dislikes
3. Asking for at least three items in a shopping situation
4. Asking for a snack and drink
5. Asking the way

Assessment is continuous, and can be built into lessons: walking round the class monitoring pair-work or group work, recording some of the conversations, retaining listening worksheets for evidence. Lots of visual support should be provided for teaching and assessment so that learners are not having to invent information. For example, using a family tree and secret identity cards, cue cards of shopping lists with prices or an outline street plan with buildings. Similarly, for listening activities, a support grid with boxes to tick or information to complete like the street plan with blank boxes in which to write the building after listening to directions. Assessment need not be written; it could be the student’s ability to point to a building on a map or writing down a price or quantity or pointing to the correct food or drink item during an oral question and answer session.

Entry Level unit 2 reading and writing
The reading and writing unit is less content-specific: common standards in language skills are maintained through the use of Achievement Criteria and Achievement Descriptors. A good group might extend content learnt in unit 1. A lower ability group could simply reinforce areas already covered.

Assessment must include written question and answer test/exam and oral question and answer. Written description and oral role-play/simulation are optional. Tasks could mirror those used to teach the content for unit 1. A grid for likes and dislikes with names in a column a row of symbols for likes and dislikes at the top and support of some answers written in the grid in English. Students read descriptions of what people like or dislike and complete the grid in English. It would be simple to turn this into a listening or speaking task for unit 1. A writing task could be a simple gap fill with pictures and choice of words for support, or an open-ended task could be to write their likes and dislikes using pictures for support and with an example of verb and infinitive. Inaccuracy is tolerated. Writing could include copying or note-taking from an oral, aural or pictorial prompt.

Assessment of reading, like listening, can be by oral question and answer, in English or the target language. True/false tasks are not acceptable.