Getting started –
support for reflection and
engagement
modern languages
What changes have been made since the publication of
the draft modern languages framework?
Overall, feedback was positive, but important changes have
been made.
What was said?
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'…reassurance rather than substantial rewriting' was required.
Clarification required to reduce
inconsistency in interpreting terms such as
'unfamiliar, predictable, extended range’.
Further guidance and clarification required
to ensure that teachers have a shared
understanding of what is expected at each
level in each language skill.
Further guidance was sought regarding the
development of modern languages before
second level.
Clearer description requested within the
documentation of the linkages between the
Common European Framework of
Reference (CEFR) and the framework.
What was done:
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Changes made to the wording of a small
number of experiences and outcomes to
clarify progression.
Appendix added with further explanation of
terminology which is open to different
interpretations.
Appendix added which clarifies each of the
four language skills and shows how the
experiences and outcomes in each skill are
linked together.
The principles and practice provides guidance
as to the balance required at second level
between the development of effective
learning skills and the development of the
competence in the target language.
The principles and practice refers to relevant
documentation in the public domain including
CEFR.
Reflecting on the principles and practice in
modern languages
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How does learning modern languages contribute to achieving the purposes of
Curriculum for Excellence?
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What is the purpose of the introductory statements for learning new languages?
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What are the expectations and challenges for primary practitioners?
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What are the expectations and challenges for secondary practitioners?
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How might you make more effective use of ICT and AifL to create learning
experiences which align with the principles of Curriculum for Excellence?
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How do you ensure progression within and between levels and performances?
How are the experiences and outcomes structured in
modern languages?
In modern languages there are three organisers and they are
subdivided as follows:
Listening and talking
Reading
Writing
Listening for information
Finding and using
information
Listening and talking with
others
Reading to appreciate
other cultures
Organising and using
information
Reading for interest and
enjoyment
Organising and using
information
Using knowledge about
language
Using knowledge about
language
Using knowledge about
language
Experiences and outcomes in modern languages (1)
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Why is there a dotted line between third and fourth level?
This is to demonstrate the close relationship and likely overlap between the two
levels. Fourth level will provide the depth of experiences based on prior learning
from third level.
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Why do we only have experiences and outcomes at second, third and
fourth levels?
The experiences and outcomes for modern languages are described at second,
third and fourth levels. Schools and centres which implement an earlier start
should work towards the outcomes described at second level, providing children
with stimulating opportunities for early achievement of some or all of the second
level outcomes and, in the longer-term opportunities for depth and breadth of
learning.
Experiences and outcomes in modern languages (2)
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Why are there more statements at second level?
Primary 6 is currently the most common point at which pupils begin to learn a
modern language. However, the experiences and outcomes take account of
differing starting points. The statements at second level include specific reference
to learning experiences which in turn provide useful guidance on the learning
activities which would be appropriate at early and first levels.
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Why do we have an accompanying appendix/explanation paper with
the framework?
This paper provides explanation of terminology which is open to different
interpretations and clarifies how the experiences and outcomes in each of the
four language skills are linked together.
Getting started in modern languages:
some questions for discussion
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Building on your current practice, what are the implications for what and how
you teach?
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How will you ensure the needs of all learners are met?
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Which experiences and outcomes could you link within modern languages,
across other curriculum areas and the world of work to provide a coherent
experience for learners?
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How might you ensure that learning and teaching reflects the values, purposes
and principles of Curriculum for Excellence?
Where do you go from here?
The journey may be different for everyone, but you may wish to
consider some first steps towards change, for example:
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identifying and sharing effective practice
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identifying and prioritising professional development needs
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experimenting with learning and teaching approaches.