Up and Away - National Council for Curriculum and Assessment

Initial interview assessment for new pupils
✓ appropriate box as interview proceeds
* response may not be accurate but indicates a reasonable level of comprehension
1
2
3
4
5
6
7
8
9
10
11
12
13
What is your name?
What is your age?
What language do you speak at home?
Where do you live?
Have you got brothers and sisters?
What games do you like to play?
How did you come to school today?
Did you go to school in another place?
(if applicable)
Tell me about your last school.
What was your best subject?
What did you not like in school?
What will you do today after school?
What would you like to be when you
finish school?
No response
Section 2 The language support programme
Some
comprehension
but unsure response
Only proceed to 7 if the pupil has answered some or all of questions 1-6
Performance Interpretation Action
Questions 1-6
No real response.
Questions 1-6
Responds to some or all
questions.
Questions 7-13
Pupil understands the
questions but responds
inaccurately.
Questions 7-13
Pupil understands the
questions and responds with
general accuracy.
Has little or no English language
proficiency.
May be passing through a Silent
Period.
Some level of proficiency at least
to A1 level. More rigorous
assessment after ‘settling down’
will clarify this.
Some level of proficiency at A2
level. More rigorous assessment
later.
Proficiency in spoken interaction
in the A2/B1 range. Further
assessment required later.
Response
indicating
comprehension*
First learning target is A1 in the
English Language Proficiency
Benchmarks.
Apply the Observation checklist
for the Silent Period (see page
25) over the following weeks.
Work at A1 level and observe
the pupil’s performance in
different skills – listening,
speaking, reading and writing.
Work at A1/A2 level and observe
the pupil’s performance in
different skills – listening,
speaking, reading and writing.
Work at A2/B1 level and observe
the pupil’s performance in
different skills – listening,
speaking, reading and writing.
It is important to remember that language proficiency will generally not be consistent at the same level
across all skills areas and units of work. Learning objectives should be set in accordance with observed
individual strengths and weaknesses.
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