BILLINGUAL LEARNERS AND ACCREDITATION, 2013
National Curriculum Assessments,
GCSE concessions, alternative accreditation for GCSE English
and accreditation in languages other than English
Assessment and reporting arrangements –Early years foundation stage
Page 2
Assessment and reporting arrangements –Years 1 and 2 (Key Stage 1) Page 5
Assessment and reporting arrangements –Years 3 to 6 (Key stage 2)
Page 8
Teacher assessment and reporting arrangements – Years 7 to 9
(Key Stage 3)
Page 10
GCSE and Concessions
Page 11
Alternative accreditation for GCSE English
Page 11
Approaches to KS4 options for EAL students
Page 14
Accreditation in Languages other than English
Page 16
Bilingual Learners & Accreditation 2013
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2013 EYFS Assessment and reporting arrangements
See full document at:
http://media.education.gov.uk/assets/files/pdf/2/sta136242e_2013_eyfs_ara.pdf
NB Numerical references refer to paragraphs in the document above.
1.1 Changes for 2013
The Early Years Foundation Stage (EYFS) Profile – and arrangements for completing the
Profile – have changed for 2013 in response to:
• recommendations resulting from Dame Clare Tickell’s independent review of the EYFS;
• the results of a national public consultation.
The new EYFS framework sets out revised arrangements for completing the EYFS Profile
in 2013. The revised EYFS Profile requires practitioners to assess children against a new
set of 17 early learning goals (ELGs). Practitioners should use their judgement to decide
whether children have met each ELG or whether their level of attainment is above or below
the level described by the ELGs. This will result in a judgement of expected, emerging or
exceeding, for each child.
2.3 How does this ARA apply to different EYFS settings?
The ARA applies to all Early Years settings, including maintained schools, non-maintained
schools, independent schools and all providers on the Early Years Register.
Academies in England
Academies are required to implement the requirements of the EYFS as set out in section
40 of the Childcare Act 2006 and must comply with local authority moderation
requirements.
All registered Early Years providers are required to complete the EYFS assessment for
any children in the final year of the EYFS and to participate in moderation. This includes
an academy providing for children in the final year of the EYFS.
Funding for EYFS moderation activities for all schools rests within local authority budgets.
Details of funding agreements for all academies are available on the Department’s
website at www.education.gov.uk/schools/adminandfinance/financialmanagement/
efafundingfinance/b00212650/funding .
Overseas schools
Service Children’s Education (SCE) schools are required to participate in Early Years
National Curriculum assessment and reporting arrangements in line with the arrangements
for administration in England.
All other overseas schools cannot participate formally, but may choose to download the
Early Years Foundation Stage Profile Handbook from the Department’s website at
www.education.gov.uk/eyfsp.
Pupil referral units, hospital schools and children educated at home
Children attending a pupil referral unit (PRU) or hospital school are not subject to the
assessment requirements in this ARA. Children still on the register at a maintained school
but attending a PRU or hospital school are required to be assessed, and the results should
be reported by the home school.
These assessment and reporting arrangements do not apply to children who are
being educated at home, unless they are on the register of a maintained school or
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independent school.
2013 EYFS Assessment and reporting arrangements 7
Independent schools and EYFS providers registered with Ofsted under the
Childcare
Act 2006
All independent schools and registered EYFS providers must comply with the information
in this document unless they have been granted an exemption from the EYFS learning
and development requirements1. This includes participating in moderation arrangements
for the EYFS Profile and submission of EYFS Profile data to the local authority (this data
collection is governed by section 99 of the Childcare Act 2006), as specified in the table in
section 3.2.1.
All settings with children who are not in receipt of government funding
Under section 99 of the Childcare Act 2006, local authorities are allowed to collect EYFS
Profile data with contextual child data for children not in receipt of government funding in
the summer term. EYFS providers are required to comply with local authority requests for
this data. Local authorities are not required to submit this data to the Department.
The local authority can request data including:
• the learning and development category for each ELG
• the child’s date of birth
• the home address where the child normally resides
• the child’s ethnic group
• the child’s gender
• whether the child has a special educational need
• if the child has English as an additional language (EAL)
2.4 Responsibilities
All those responsible for assessing and reporting on the EYFS need to refer to this
document and ensure they are aware of any changes from previous years.
The ARA provides guidance on the responsibilities of those involved in assessment and
reporting for the EYFS. EYFS Profile assessments must be completed for all children in
the final year of the EYFS who will be five years old on or before Saturday 31 August,
although some exceptions apply (see section 3 below).
The EYFS Profile must be completed no later than Thursday 4 July. This date applies to
all EYFS providers, including maintained schools, non-maintained schools, independent
schools, children’s centres, academies and childcare providers registered by Ofsted on
the Early Years Register. The EYFS Profile must be completed by the provider at the
setting where the child spends the majority of their time between 8am and 6pm.
3.1 Completing the EYFS Profile
The EYFS Profile must be completed for each child who will be five years old on or before
Saturday 31 August unless:
•an exemption from the Profile has been granted for the setting by the Secretary of State
•the child is continuing in EYFS provision beyond the year in which they turn five
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• the child has arrived from abroad less than two weeks before the Profile
submission deadline and so an accurate and valid assessment cannot be
completed
• the child has spent the majority of the academic year away from the setting, for example,
due to illness or medical treatment.
Profile judgements should be made on the basis of cumulative observational evidence
recorded over the course of the year. Profile summaries must be completed no later than
Thursday 4 July.
3.3.2 Alternative assessments
The EYFS Profile is an inclusive assessment, capable of capturing a wide range of
children’s learning and development outcomes. For some children, the processes of
observation and assessment present a particular challenge to practitioners, which must be
addressed for attainment to be accurately judged and recorded. Practitioners should refer
to the STA 2013 EYFS Profile Handbook for more information.
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2013 Assessment and reporting arrangements
in Key Stage 1
Changes in assessment and reporting for pupils with EAL
See full document at :
http://media.education.gov.uk/assets/files/pdf/k/key%20stage%201%20assessment%20an
d%20reporting%20arrangements%202013.pdf
NB Numerical references refer to paragraphs in the document above.
Assessment and reporting arrangements for pupils who are in the early stages of acquiring
English as an additional language have changed for 2013. Below are the main changes.
The indented sections are the text from the ARA.
‘NOTSEN’ code replaces previous ‘EAL’ code
1.4 Reporting teacher assessment for children
working below level 1 of the National Curriculum
The code used to report teacher assessment for a child working below level 1 of the
National Curriculum who does not have a special educational need changes this
year. ‘NOTSEN’ replaces the code ‘EAL’ that was used in previous years.
Reminder that P scales should not be used for pupils with EAL unless they also
have SEN
4.2 What do teachers have to assess?
P scales
P scales are not to be used to assess children with English as an additional
language (EAL) at any age unless they have additional special educational needs.
Pupils with EAL who do not have SEN and are working below Level 1 National
Curriculum should be reported using the code ‘NOTSEN’
4.2 What do teachers have to assess?
If a child is working below level 1 of the National Curriculum and they do not have a
special educational need, then ‘NOTSEN’ should be reported. This includes
children who are working below level 1 solely because they have English as an
additional language (and they do not have a special educational need). They should
only have a P scale recorded if they are working below level 1 and have a special
educational need. ‘NOTSEN’ is not a P scale, but a code to explain why a child
working towards level 1 does not have P scales reported. ‘NOTSEN’ replaces the
code ‘EAL’ that was used in previous years.
Use of translation and other access arrangements
5.5 Access arrangements
Children who may need access arrangements
Access arrangements are adjustments based primarily on normal classroom
practice for particular needs. They should neither advantage nor disadvantage
individual children.
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Teachers should decide whether any access arrangements are appropriate by
carefully considering the assessment needs of individual children.
Access arrangements may be appropriate for children:

for whom English is an additional language and who have limited fluency in
English.
Adaptations to the end of Key Stage 1 tasks and tests
The language of the tests and tasks and children’s response language
The language of the tests and tasks and children’s response language
The English tasks and tests are designed to test children’s ability to read and write
in English. The assessment must be conducted in English and children must
respond in English, although when necessary the procedures of the tests and tasks
may be given in the child’s preferred language.
In mathematics, the tasks and tests are designed to test children’s mathematical
knowledge, skills and understanding. Teachers and/or language support staff may
translate the assessment materials or children’s responses. However, teachers
should bear in mind that children with EAL …….. may not be familiar with some
subject vocabulary and technical terms in their preferred language.
Schools can translate whole mathematics test papers or tasks for children with EAL
and those that regularly have their work translated. If translations are provided
orally, the assistance for the written questions guidance which is included in the
Teacher pack must be followed. The use of free web-based translation services is
not recommended.
8. Reporting results of the end of Key Stage 1 assessments to local
authorities
Children working towards level 1 of the National Curriculum who do not have a
special educational need should be reported as ‘NOTSEN’. This includes children
who are working towards level 1 solely because they have English as an additional
language.
Phonics Screening Check
Pupils with EAL who cannot yet speak confidently in English, who are not able to
understand letters and sounds in English should not take the phonics screening
check
9.1.2 Children who are new to the country and cannot yet speak confidently in
English
If children have only recently moved to the country and are not able to understand
letters and sounds in English they should not take the phonics screening check.
They should, however, be considered for it the following year.
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11.4 Adapting the phonics screening check
Teachers may need to adapt the phonics screening check for some children. They
may make adjustments based primarily on normal classroom practice for children
with specific needs. These adaptations should neither advantage nor disadvantage
individual children.
Those who may need adjustments include children:
- for whom English is an additional language and who have limited fluency in
English. Those who have only recently moved to the country and are not able to
understand letters and sounds in English should not take the phonics screening
check.
An adaptation of instructions that could be used for pupils with EAL who do take
the phonics screening check
11.4.1 Examples of adaptations to the phonics screening check- rephrasing
instructions
The phonics screening check has a standard introduction. However, if a child is
likely to be confused by this, schools may choose to develop their own. The
instructions may refer to the practice words but must not refer to the words within
the actual phonics screening check
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2013 Assessment and reporting arrangements KS 2.
See full document at:
http://media.education.gov.uk/assets/files/pdf/2/sta136001_2013%20ks2%20ara.pdf
NB Numerical references refer to paragraphs in the document above.
Changes for 2013
There will not be an English writing test or English writing sample in 2013. Instead the
English writing test will be replaced by a new statutory test of English grammar,
punctuation and spelling. This change follows the Government’s acceptance of Lord Bew’s
recommendation that writing composition should only be subject to teacher assessment,
with the more ‘technical’ aspects of English assessed via an externally marked test. The
new-style English SATs which will be taken by all Year 6 pupils in English schools from
May 2013 and will include the level 3-5 tests in: English reading; English grammar,
punctuation and spelling ; and Mathematics.
EAL now 'NOTSEN'
The arrangements for the 2013 SATs have for the first time changed the coding for pupils
who are at early stages of learning EAL and are therefore working below Level 1. In
previous years these pupils were entered as 'EAL' but for 2013 a new 'NOTSEN' category
has been introduced. The document also re-iterates that 'P scales must not be used to
assess children with EAL at any age, unless they have additional special educational
needs.'
The new Assessment and reporting arrangements Key Stage 2 2013 (DfE), contains the
following guidance
10.2 Children working below level 1 of the National Curriculum
The use of P scales is statutory for children with SEN who are working below level 1 of the
National Curriculum. In this context, SEN is defined in the Education Act 1996 as all those
on the school’s Special Needs Register.
Schools will need to use P scales to record and report the achievements of children with
SEN in English, mathematics and science. The P scales must not be used to assess
children with EAL at any age, unless they have additional special educational needs.
Children working towards level 1 of the National Curriculum who do not have a special
educational need should be reported to STA as ‘NOTSEN’. This includes children who are
working towards level 1 solely because they have English as an additional language.
‘NOTSEN’ is not a P scale, but a code to explain why a child working towards level 1 does
not have P scales reported. ‘NOTSEN’ replaces the code ‘EAL’ that was used in previous
years.
The guidance also makes clear that the discounting of the results of pupils learning EAL
who have arrived within the previous two years will remain.
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11.5 Discounting children’s results from performance tables
A small number of children may be discounted from calculation of a school’s performance
measures before publication of the performance tables. These will be children who have
recently arrived from overseas with little or no English. To be eligible, a child must meet all
three of the following criteria:
1. they were admitted to an English school for the first time during the 2011/12 or
2012/13 school year;
2. they arrived from overseas before their admission; and
3. their first language is not English. Dialects of English such as Patois or Krio will not
be accepted as a language other than English.
During the annual performance tables checking exercise schools can apply to remove
children from the ‘number of eligible pupils’ figure that is used for calculation of
performance measures. This exercise is expected to run in early September. If a request is
accepted, the child will be excluded from calculation of all measures. Omissions will not be
granted for an individual subject.
The first autumn release of 2012 data that is published on RAISEonline will not take
account of any amendments that have been submitted by schools. Amendments will be
included on RAISEonline as and when the data is validated.
The guidance also confirms that EAL learners should be registered for the new style level
3-5 tests and clarifies the arrangements schools should be making to ascertain early stage
EAL learners levels in mathematics using language support staff.
5.5 Children with English as an additional language
Children with English as an additional language (EAL) should be registered for the level 35 National Curriculum tests.
English tests
If children cannot communicate in English then they will be working below the level of the
English tests and should not take them, (see section 5.2).
Mathematics tests
To establish the child’s level for mathematics, teachers and language-support staff should
work together to translate National Curriculum work into the child’s preferred language.
If a child is working at the level of the mathematics tests, the school should administer the
tests using the access arrangements summarised in section 7.
Children working below the level of the mathematics tests should not take them, (see
section 5.2).
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2013 Key Stage 3 Teacher assessment and reporting arrangements
See full document at:
http://media.education.gov.uk/assets/files/pdf/2/sta136091e_2013_key%20stage%203%2
0-%20teacher%20assessment%20and%20reporting%20arrangements.pdf
NB Numerical references refer to paragraphs in the document above.
Changes for 2013
1.1 Teacher assessment deadline
The deadline for submitting teacher assessment is Friday 28 June. This is earlier than in
previous years and has been changed to bring it in line with the Key Stage 2 submission
date.
1.2 Reporting teacher assessment for pupils working below level 1 of the National
Curriculum
The code used to report teacher assessment for a pupil working below level 1 of the
National Curriculum who does not have a special educational need changes this year.
‘NOTSEN’ replaces the code ‘EAL’ that was used in previous years. See section 4.1.4 for
more information.
4.1.4 Submitting P scale data
The use of P scales is statutory for pupils with SEN who are working below level 1 of the
National Curriculum. In this context, SEN is defined in the Education Act 1996 as all those
on the school’s Special Needs Register.
Schools will need to use P scales to record and report the achievements of pupils with
SEN in English, mathematics and science. The P scales must not be used to assess
pupils with EAL at any age, unless they have additional special educational needs.
If a pupil is working below level 1 of the National Curriculum and they do not have a
special educational need, then ‘NOTSEN’ should be reported. This includes pupils who are
working below level 1 solely because they have English as an additional language.
‘NOTSEN’ is not a P scale, but a code to explain why a pupil working towards level 1 does
not have P scales reported. ‘NOTSEN’ replaces the code ‘EAL’ that was used in previous
years.
Further information about P scales and submitting teacher assessment data is available on
the Department’s website at www.education.gov.uk/assessment.
4.3 Pupils for whom the school is unable to make a teacher assessment
A pupil who does not speak English should be recorded as ‘W’ (working towards level 1)
for reading, writing, and speaking and listening, and ‘A’ (absent) for mathematics and
science. The pupil should also be recorded as ‘NOTSEN’, to indicate that there is no P
scale information.
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GCSE and concessions
Refer to the Joint Council for Qualifications :
http://www.jcq.org.uk/exams-office
http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration
See section 8.2, page 21
It is now permissible for a candidate to use an electronic bilingual translation dictionary.
Alternative accreditation for GCSE English
Appropriate accreditation is needed for some bilingual learners whose English is
insufficiently developed for entry to GCSE English. A number of these exams are also
valid internationally.
See: http://en.wikipedia.org/wiki/English_language_learning_and_teaching
On the above link, in the section ‘Exams for Learners’, click on ‘Category: English
language tests’.
There follows a list of exams which are suitable as alternative accreditation in English for
EAL students studying at Key stage 4 or above.
The following definitions should be noted:
ESL
English as a second language
ESOL English for speakers of other languages
EFL
English as a foreign language
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Alternative examinations:
1. EDEXCEL: ESOL Skills for Life
http://www.edexcel.com/quals/esol/esol-life/Pages/default.aspx





Entry levels 1-3 and levels 1 and 2
Paper set externally; marked internally and verified externally
Speaking and listening, reading and writing can all be assessed separately
Students have to be 16 before they can be entered
ESOL for Schools is available for 14+ students at Entry 1-3, and at Levels 1 and 2
2. Trinity College London
http://www.trinitycollege.co.uk/site/?id=263

Trinity College London offers several sets of ESOL exams: Graded Examinations in
Spoken English at 12 levels; Integrated Skills in English (ISE), Spoken English for
Work (SEW), a suite of five exams; ESOL Skills for Life and ESOL for Work.
3. IELTS
http://www.ielts.org


(International English Language Testing System), accepted by most tertiary
academic institutions in the UK, Australia, New Zealand and Canada, and by many
in the USA.
Not recommended for students under 16
4. Pitman’s ESOL
http://www.languagecourse.net/exams/english-for-speakers-of-a-other-languages--esol-bypitman--en.php



A new ESOL qualification available at six levels benchmarked to the Common
European Framework of Reference for Languages (CEFR)
The upper levels (Expert and Mastery) are recognised by many English speaking
universities as evidence of language proficiency for entry purposes
Assessment by a single exam which covers listening, reading and writing
5. Cambridge UCLES
www.cambridgeenglish.org








Recognised by universities and employers around the world
All exams aligned to CEFR
Young Learners English: Starters; Movers; Flyers
KET: Key English Test -Elementary level
PET: Preliminary English Test - Intermediate level
FCE: First Certificate in English – Upper Intermediate level
CAE: Certificate in Advance English – Advanced level
CPE: Certificate of Proficiency in English – very advanced level
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7. City and Guilds
http://www.cityandguilds.com/search?n=0&q=esol&t=courses+and+apprenticeships&s=rel
evance
 Spoken ESOL on demand examinations available at six levels: Basic Skills,
Vocational, International, NVQ and QCF
8. Other

TOEFL (Test of English as a Foreign Language), an Educational Testing
Service product, developed and used primarily for academic institutions in the
USA, and now widely accepted in tertiary institutions in Canada, New Zealand,
Australia, the UK, and Ireland. The current test is Internet based, and is known
as the TOEFL iBT. Used as a proxy for English for Academic Purposes:
http://www.ets.org/portal/site/ets/menuitem.435c0b5cc7bd0ae7015d9510c3921509/?vgne
xtoid=4876be3a864f4010VgnVCM10000022f95190RCRD
http://www.english-test.net/esl/english-grammar-test.html (example tests)
http://esl.about.com/od/teoflexam/TOEFL_Test_of_English_as_a_Foreign_Language_Exa
m_Help.htm (example tests)

TOEIC (Test of English for International Communication), an Educational
Testing Service product for Business English
http://www.uk.toeic.eu/
http://www.english-test.net/toeic/ example tests)
http://www.examenglish.com/TOEIC/index.php (example tests)
 TWE – Test of Written English
http://www.eslbee.com/twe_practice_tests_timed.htm
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Approaches to KS4 options for EAL students. English Language and
literacy in curriculum learning.
See link below for EAL GCSE infomation
http://www.rbkc.gov.uk/englishadditionallanguage/curriculumlearning/default.asp
This is a one or two year GCSE option. It aims to prepare students 14-19 who have
limited or disrupted schooling and who are new to English, for further curriculum studies
through the medium of English.
The link above enables download of:
 Curriculum framework overview
 Principles
 Language levels
 Understanding and using the framework
 Lesson planning and course organisation
 Accreditation through ASDAN CoPE.
Course
AQA Entry Level
Certificate
GCSE English Lang/Lit
Rationale
A possible alternative for late arriving
students
with
limited
educational
backgrounds and new to English. The work
links with AQA GCSE so the same texts can
be used. The skills needed for Paper 1 can
be adapted and students gain an NC Level
(up to level 3)
Students are taught additional coursework
assignments so that they have wider range
to choose from. The Anthology and set texts
can be taught earlier. Specific grammar
work and approaches to text level work can
be reinforced (e.g. for Paper 1) as well
as providing an invaluable space for
enhancing knowledge of cultural aspects of
language (idiom, literal v metaphorical etc)
The teacher should be closely linked to the
English dept in terms of the selection of ongoing work.
AQA Entry Level Literacy
IGCSE in ESL
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A possible alternative for late arriving
students
with
limited
educational
backgrounds and new to English.
This offers an alterative accreditation route
for those students seeking to continue into
the 6th Form and university. The advantages
for late-arriving students are that there is no
coursework (just 2 papers) and the range of
socio-cultural
knowledge
underpinning
GCSE English is not as daunting. However,
14
Course
CLAIT
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Rationale
this exam is not suitable for all EAL students
and a balance needs to be struck between
the time devoted to this exam and potential
Time that could be devoted to GCSE
English.
Students at KS4 also take GCSE English.
 Note: May have to be taught outside
of official time-tabled lessons.
A basic ICT qualification offered to new
arrivals, many of whom have missed out on
basic ICT skills. The course covers word
processing, spreadsheets and databases.
15
Accreditation in Languages other than English
Asset Languages
See: http://www.assetlanguages.org.uk/
This is a new assessment scheme for language learners of all ages and abilities from
primary through to higher and adult education. Asset Languages is the assessment
scheme for the DCSF Languages Ladder and is being developed by Cambridge
Assessment through OCR and Cambridge ESOL, as part of the National Languages
Strategy.
The qualifications are recognised and transferable.






Asset languages are not about learning and testing particular words and phrases –
they are a way of summarising what you can do in a language in general.
They are taken in the classroom – no exam hall stress
They can be taken at different points during the year
They are available when students are ready
They show that students are making progress as their skills develop
They may be added to later in life
The Languages Ladder is made up of six stages:
1. Breakthrough
2. Preliminary
3. Intermediate
4. Advanced
5. Proficiency
6. Mastery
Each stage is further broken down into up to three smaller grades and four skill areas:
listening, speaking, reading and writing.
For each grade and skill there is a corresponding ‘Can Do’ statement which describes
what learners can do at certain levels, for example, ‘I can talk about my plans for the
future’.
The assessment scheme is being developed in over 20 different languages so that
learners can have their achievements recognised. It is planned to include more languages.
Current languages include:
Arabic
Bengali
Cantonese
French
French (Welsh medium)
German
Greek
Gujerati
Hindi
Italian
Japanese
Mandarin
Panjabi
Polish
Portuguese
Russian
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Sinhala
Somali
Spanish
Swedish
Tamil
Turkish
Urdu
Welsh
Yoruba
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Languages other than English offered by exam boards
1. EDEXCEL
 http://www.edexcel.com/quals/igcse/igcse09/Pages/default.aspx
International GCSE
Arabic, Bengali, Classical Arabic, Chinese, French, German, Gujerati, Hindi, Italian,
Modern Greek, Russian, Sinhala, Spanish, Swahili, Tamil, Turkish, Urdu
2. OCR www.ocr.org.uk/search/index.aspx?keyword=other+languages
GCSE
Dutch
French
G German
Gujarati
Portuguese
Spanish
Turkish
Latin
Persian
3.AQA http://web.aqa.org.uk/subjects/mfl.php - look at Languages at a Glance section
GCSE
Bengali
French
German
Modern Hebrew
Italian
Panjabi
Polish
Spanish
Urdu
Chinese
5.WJEC http://www.wjec.co.uk/index.php?subject=209&level=15
GCSE
French
German
Italian
Japanese
Mandarin
Spanish
Welsh
6. CCEA www.rewardinglearning.org.uk/microsites/languages/
GCSE
French
German
Italian
Irish
Spanish
7. CIE: The University of Cambridge International Examinations
IGCSE (International General Certificate of Secondary Education) is an international
qualification for 14 – 16 year olds (Key stage 4). It develops successful students,
preparing them for their next steps in education, including progression to A and AS level.
It also equips them with skills for immediate employment. It is an exam which tests
students’ proficiency in English Language and is a suitable alternative for EAL students at
GCSE level. No coursework is involved.
A range of languages are also available as qualifications, as First, Second and Foreign
Languages (see list below). Typically these courses would prepare students as follows:
First language courses: designed to hone language skills, developing the ability to
communicate clearly, accurately and effectively, using a wide-ranging vocabulary,
accurate grammar, spelling and punctuation; there is also a literature component.
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Second language courses: prepares students who have a working knowledge of the
languages to consolidate their understanding in order to progress in their
academic/professional career; aims to achieve a level of practical communication ideal for
everyday use and to form the basis for more in-depth study.
Foreign language courses: aims to develop the use of language for practical
communication based on the four skills of listening, speaking, reading and writing; also
aims to offer insights into the culture and civilisation of countries where the language is
spoken.
Languages offered:
Afrikaans – first and second language
Isizulu – secondary language
Arabic – first and foreign language
Japanese – first and foreign language
Khazak as a second language
Chinese (Mandarin) – first and foreign lang. Korean – first language
Czech – first language
Latin
Dutch – first and foreign language
Malay – foreign language
French – first and foreign language
Portuguese – first and foreign language
German – first and foreign language
Russian – first language
Greek – foreign language
Spanish – first and foreign language;
literature
Hindi – second language
Thai – first language
Indonesian – foreign language
Turkish – first language
Italian – foreign language
Urdu as a second language
Bilingual Learners & Accreditation 2013
Updated by Judith Longstreth & Alison Cameron
18