1. Getting started – support for reflection and engagement modern languages

2. 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? '…reassurance rather than substantial re- writing' 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: 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.

3. Reflecting on the principles and practice in modern languages How does learning modern languages contribute to achieving the purposes of Curriculum for Excellence? What is the purpose of the introductory statements for learning new languages? What are the expectations and challenges for primary practitioners? What are the expectations and challenges for secondary practitioners? How might you make more effective use of ICT and AifL to create learning experiences which align with the principles of Curriculum for Excellence? How do you ensure progression within and between levels and performances?

4. 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 talkingReadingWriting Listening for informationFinding 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

5. Experiences and outcomes in modern languages (1) 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. 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.

6. Experiences and outcomes in modern languages (2) 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. 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.

7. Getting started in modern languages: some questions for discussion Building on your current practice, what are the implications for what and how you teach? How will you ensure the needs of all learners are met? 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? How might you ensure that learning and teaching reflects the values, purposes and principles of Curriculum for Excellence?

8. 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: identifying and sharing effective practice identifying and prioritising professional development needs experimenting with learning and teaching approaches.