The mention of the term ?assessment? in the context of primary languages usually prompts two, related responses: should we be assessing learners; if so, how should we be doing it? Taking the first of these, an argument sometimes offered against assessment is that it takes the enjoyment out of language learning, and makes the experience too similar to other curriculum areas like maths and literacy where formal tests like SATs are an important focus. Read on to discover more!

Continue reading

It was the 2002 National Languages Strategy which put on the map a revived commitment in England to the promotion of primary languages. The Strategy offered three main grounds for investment in this particular curriculum innovation – read on to find out what they were, and whether they were successful.

Continue reading