Society of Arts & Manufactures) examinations Board is well known
in education, training and employment for the quality of the awards it
offers. RSA is now offers
the opportunity to achieve certification for Language NVQ Units.
|National Vocational Qualifications
(NVQs) are based on standards, set by industry, which specify competence
in an occupation or profession.
following are some of the features. Language
- are competence-based
- are based on national standards
- have been developed at 5 levels
- are offered currently at levels 1 to
- have no entry requirements
- have no time limits
- are open to all, regardless of age,
background or qualifications
- have not set delivery or framework
- reward achievement
- are expressed in units and certificated
- can be certificated at any time.
table showing the Language Units which are currently available is shown
LISTENING(L) SPEAKING(S) READING(R)
WITH PREDICTABLE EVERYDAY TASKS
- L1 Obtain information about predictable
day to day activities by listening
- S1 Deal orally with predictable day
to day activities
- R1 Obtain information about predictable
day to day activities by reading
- W1 Produce written information to deal
with predictable day to day activities
- L1.1 Obtain specific details from simple
- S1.1 Ask for and provide personal information
- R1.1 Obtain specific details from simple
- W1.1 Produce familiar information in
- S1.2 Ask for and provide information
to meet day to day requirements
- S1.3 Ask for and provide everyday goods
WITH VARIED DAILY ACTIVITIES
- L2 Obtain information about non-routine
and daily activities by listening
- S2 Deal orally with varied daily activities
- R2 Obtain information about non-routine
and daily activities by reading
- W2 Produce written information to deal
with routine and daily activities
- L2.1 Obtain general information from
varied everyday sources
- S2.1 Establish and maintain social
- R2.1 Obtain information from simple
- W2.1 Construct everyday texts using
set phrases and structures
- L2.2 Obtain specific details from varied
- S2.2 Give and seek information to fulfil
routine work requirements
- R2.2 Obtain specific details from familiar
- W2.2 Produce notes and short messages
to fulfil everyday requirements
- S2.3 Seek and respond to opinion on
- S2.4 Deliver simple semi-structured
WITH KEY WORK TASKS
- L3 Obtain information about key work
tasks by listening
- S3 Deal orally with key work tasks
- R3 Obtain information about complex
work tasks by reading
- W3 Produce written materials to deal
with a variety of work tasks
- L3.1 Obtain information, ideas and
opinions from a variety of sources
- S3.1 Give and seek instructions and
guidance to achieve key work tasks
- R3.1 Obtain information, ideas and
opinions from a variety of texts
- W3.1 Produce written texts to fulfil
routine work requirements
- L3.2 Obtain specific details from a
variety of sources
- S3.2 Contribute to routine business
- R3.2 Obtain specific details from written
- S3.3 Seek and respond to opinion on
a variety of matters
- S3.4 Deliver prepared presentations
ASSESSMENT OF LANGUAGE UNITS
|The achievement of Language Units is
based on reaching a specific level of competence. This means that the important
factor is what candidates can do, rather than what they know or can remember.
Assessment is carried out by judging candidates' performance against a
set of prescribed objective standards which describe the level of competence
required for accreditation.
of assessment has a number of key features:
- Assessment is carried out over a period
of time and concentrates on the practical competence of the candidates.
Assessment and certification can be offered on demand.
- Candidates are responsible for gathering
proof of their own competence and actively participate in the assessment
- There is no cut-off date for proving
competence. Candidates may take as long or as short a time as necessary
to reach the required standard.
- Candidates never "fail".
They are either competent, and therefore ready for certification, or not
yet competent and therefore need to develop their skills further.
|Because the assessment is entirely
based on outcomes (i.e. the candidates' competence), it does not matter
how this outcome was reached. This means the training and development opportunities
provided to enable candidates to reach competence can be flexibly designed
and tailored to meet the individual needs of each candidate. It also means
that development can occur in any situation or environment and is not restricted
to a specific style of delivery or "course".
It is also true that, because the process
concentrates on outcomes, the starting point of candidates is irrelevant.
There are, therefore, no prerequisites for entry to assessment. There is
open access to everyone regardless of age, background or qualifications.
Because of the structure of the standards
used for assessment it is possible to gain recognition for what has been
achieved whether this is a single unit, or a group of units.