Building up a portfolio of evidence
The NVQ is made up of 4 separate units contained in the National Language Standards 2005 which are based on each language skill ie reading, writing, listening and speaking. Students do not have to be entered for all 4 units and so it is possible to enter weaker candidates for just one or two. It is also possible to combine levels within a portfolio. Levels taught to students aged 14 to 19 are shown in the table below:

Points for NVQ language units are simply included in a school's overall performance indicators published in the performance tables, as are all other approved qualifications.

Students build up a portfolio of evidence throughout the course. The portfolio is based upon assessment tasks conducted and it is necessary to cover all of the performance criteria (what students need to do) range (the contexts in which students need to perform) and knowledge evidence (grammar and structures) in order to achieve a unit.    

Teachers may devise their own assessments based on the standards. The advantage of teacher-devised assessment tasks is that they can be tailored to the local area and address interests of the students. Links can be made with local businesses and tourist attractions. There are also some materials available for purchase. See the resources page for information.

Teaching NVQ Language Units
1)  Conduct of assessments is student-friendly
Teaching NVQ languages is very different to traditional academic courses such as GCSE or A level. It offers more flexibility and is more accessible to a wider range of learners. It is also designed to promote success. Students do not sit an exam after two years of study but undertake a series of assessments which they build into a portfolio throughout the course. The assessments are based upon the National Language Standards and are broadly work-related tasks. Students often find this route more manageable because the learning is very focused and broken down into smaller chunks. The teacher decides when to conduct the assessments and is also responsible for marking them and giving feedback to the pupils. If a student does not achieve an assessment first time round they are allowed to revisit it. Feedback is therefore a key feature of the NVQ process as it helps to focus the student on what they need to know and do to pass.

2) Use of reference materials
Another key feature of the NVQ is that students are allowed to refer to their books and other resources during assessments. The NVQ aims to simulate the workplace where people have access to support materials and so the course enables pupils to develop the skill of referencing and learn about the importance of keeping their coursework neat, up-to-date and organised.

3)  Ease of differentiation
Because skills are assessed separately, it is easier to differentiate. When a topic has been introduced students often work independently on tasks for their portfolio. This can include self-access listening and reading tasks at different levels which can be tailored to the ability of the individual student. Schemes of work for French and German produced by Sarah Rowland of Springfield School in Portsmouth for their two-year KS4 NVQ course show how differentiated tasks can be built into the scheme of work and may be found on the resources page.

4)  Importance of organisational skills when building the portfolio of evidence
From the very beginning, it is important  to impress upon candidates the need for extreme care in organising and presenting their portfolios. There is no terminal examination and their entire qualification rests on what is contained within their folders. All assessments should be clearly labelled with candidate name, date of assessment, language, level and skill. The above items of information should also be recorded at the beginning of all speaking assessments. Following an assessment, some form of logbook or sheet based on the National Language Standards should be completed by the assessor showing what has been achieved. It is important to keep these sheets up to date so that progress can easily be tracked.

Keeping a clear record of who has done what is vital for ensuring candidates complete all that they need over the course of the qualification. Anyone falling behind is quickly identified so that remedial action can be taken. Sample recording documentation can be found on the resources page.

5) Adapting tasks which may have been used for GCSE
Many GCSE tasks can be adapted for use with NVQ. For example, a written coursework task on the topic of a Job Application can be extended for use as a speaking assignment. For this, candidates would be required to ask and answer questions, use polite forms of address as well as letter-writing conventions. The scenario would also offer opportunities for peer assessment and understanding a written text by including questions and answers on a series of job advertisements. Another GCSE coursework task on the topic of the local town or area could be developed into promotional literature for the local tourist information office to assist foreign visitors. Candidates could also produce a spoken recording for an answerphone message. Chatsmore Catholic High School has transferred students to an NVQ course from a GCSE in Year 11 and has made use of tasks already undertaken in Year 10 as coursework. Read the Chatsmore Catholic High School case study on how language results improved radically following the introduction of an NVQ course for certain pupils.

6)  Use of ICT in building the portfolio of evidence
Although use of ICT is not compulsory within the NVQ course, most schools and colleges find that students can build up a well-presented portfolio of evidence if work can be word-processed. However, it is important that handwritten drafts of work are also included in the portfolio. Many schools undertake very creative projects using ICT such as building a website about the local area, producing brochures using desktop publishing and creating PowerPoint presentations which may be used to support oral assessments as well as providing written evidence. Students can also use the internet to research, for example a business trip abroad, using authentic websites to plan travel and hotel accommodation. This adds authenticity to the course which is usually totally based on simulations of work-related tasks.

7)Links with businesses and local attractions, visits abroad
It is very useful if links can be forged with local businesses, tourist attractions etc to enhance the delivery of the NVQ course. Yewlands School in Sheffield is part of the International Business Communications (formerly VIPS) Project, Sheffield and they have established links with businesses in the area as well as organised a trip to Germany.
Read the full history of the VIPS project.

Links can begin in very small ways such as a visit to the local tourist information office to find out what materials are available in other languages. It may be possible for students to create some simple brochures in foreign languages or to offer to add an area to the website of the information office.

For schools and colleges in the Heathrow area, the British Airways Community Learning Centre is highly recommended and offers students the possibility of using their language skills in the mock aircraft cabin. Sessions are led by BA staff.  Activities undertaken at the centre could form evidence for the NVQ portfolio. 

A visit to the Europa Centre in Hornchurch could also provide evidence for NVQ portfolios. The Europa Centre for Modern Languages is a simulation centre for children and adults learning modern languages. It is set out in the form of a village with shops, a hotel, market square, café, post office, railway station and many other facilities.

Older students may be able to undertake a work placement using their language skills. CILT’s Work Placement Toolkit can help you to prepare students linguistically and interculturally for such an experience.

Benefits to students

• NVQ motivates students because although the language content is similar to GCSE, the work-related context makes it more relevant.
• Parents understand the criteria since many of them have achieved this qualification themselves.
• Students feel more adult, self esteem is raised and they experience a feeling of success because the pressure of exams is removed.
• Students enjoy the opportunity to work independently and make greater use of ICT.
• The modular approach often used with this course facilitates short-term goals and a fresh start with each new module.