Issues arising from recent school curriculum developments (Key Stage 2 to Key Stage 4) Rosamond Mitchell University of Southampton

The recent context 1990s MFL in the National Curriculum – promotion of ‘Languages for all’ Introduction of 5 years compulsory MFL study, Year 7-Year 11 (ages 11-16) The Nuffield Report: Languages, the Next Generation (2000)

The National Languages Strategy (2002) Introduction of primary MFL ‘entitlement’ Reduction of ‘languages for all’ to ‘entitlement’ at Key Stage 4 (Years 9-11) Introduction of Languages Ladder/ National Recognition Scheme The ‘gap’

The ‘projectisation’ of curriculum development Primary MFLs Framework (CILT) Key Stage 3 MFLs Framework (CfBT) National Curriculum, GCSE etc (QCA) Framework (Tomlinson committee + ‘Pathfinder’ projects) Languages Ladder/ National Recognition Scheme (DfES/ UCLES)

Primary MFLs Framework Launched autumn 2005, for implementation by 2010 The entitlement: Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning. By age 11 they should have the opportunity to reach a recognized level of competence on the Common European Framework and for that achievement to be recognised through a national scheme. (NLS p15)

Elements of the Primary MFLs Framework (2005) Three ‘progressive’ strands: Oracy Literacy Cultural understanding Two ‘cross-cutting’ strands: Knowledge about Language Language learning strategies

Key Stage 3 MFLs Framework (2003) Five “progressive” strands: Words Sentences Texts: Reading and writing Listening and speaking Cultural knowledge and contact

Extract from KS3 MFLs Framework: Sentences, Year 7 Pupils should be taught: 7S1 How to recognise and apply typical word order in short phrases and sentences 7S2 How to work out the gist of a sentence by picking out the main words and seeing how the sentence is constructed compared with English 7S3 How to adapt a simple sentence to change its meaning or communicate personal information 7S4 How to formulate a basic question 7S5 How to formulate a basic negative statement 7S6 How to formulate compound sentences by linking two main clauses with a simple connective 7S7 To look for time expressions and verb tense in simple sentences referring to present, past or close future events 7S8 Punctuation and orthographic features specific to phrases and sentences in the target language 7S9 How to understand and produce simple sentences containing familiar language for routine classroom or social communication

Developments in Key Stage 4 (CILT survey 2004) Private schools remain committed to languages, but just 30% of maintained schools now make ML study compulsory in KS4 Where languages are optional, only a minority of learners are choosing to study these (41% in Year 10) “Fast tracking” for GCSE is also increasing (15% of schools reported this), making outcomes even more diverse

A new model of progression in assessment: the Languages Ladder (2003) and Asset Languages (2005) Four skills: Listening Reading Writing Speaking Six stages: Breakthrough, Preliminary, Intermediate, Advanced (each with 3 internal ‘steps’) Proficiency, Mastery (each with 2 ‘steps’)

Some features of the Languages Ladder and Asset Languages ''Cando'' statements for each grade in each skill; Discrete assessment for each of the four skills; Students/ learners may be assessed in just one skill in any one language; External assessment at the interface between ''stages''; Possibilities for teacher assessment within each ''stage''

A sample ‘can do statement’ Speaking grade 5: “I can give a short prepared talk, on a topic of my choice, including expressing simple opinions”

Issues and questions The 7-16 curriculum for MFL reflects multiple initiatives and contains unresolved tensions (of rationales, content and methods) Some initiatives are educationally very positive (e.g. the Primary Framework, the specialist language colleges), but resources are stretched and support is needed Disadvantaged learners in particular have decreasing opportunities to learn languages New assessment schemes have the potential to create greater coherence, but are they too narrowly skills- focussed?

The HE response MFLs in schools need support at all levels Widening participation in HE MLs is an increasing challenge The ‘best’ learners in future may be better prepared for autonomous study HE students may want a wider range of languages, with more ab initio teaching The Asset Languages scheme may usefully link school and HE programmes, and could raise the profile of languages in HE as well as schools