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AS/A Level Languages (other than English): Why do the syllabuses not follow the same staged assessment pattern as the other new AS/A Level syllabuses?

Language learning is both linear and skills based. Experience has shown that it takes some time for students to acquire the confidence to handle Cambridge International AS/A Level topic areas, and feedback from “modular” type examinations shows that languages do not readily fit this pattern. This means that it would be inappropriate to test students in the early stages of their development of a particular skill area e.g. speaking or reading and then count that towards an A Level grade without further assessment of their progress. If this was done, students would compulsorily have to take two tests in each of the skill areas which would significantly add to the burden.

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