Consultation – draft National Curriculum programmes of study

Yesterday the government in the UK put out a draft National Curriculum consultation.  One of the programmes of study included is Foreign Languages at KS2 and 3.

Here is a brief summary of what is says please do join the consultation and let them know as teachers what you think.

Consultation – draft National Curriculum programmes of study:
Draft 2014 National Curriculum by subject

Learning a foreign language is a liberation from insularity and provides and opening into other cultures. A high quality language education should foster pupils’ curiosity and deepen their understanding of the world.

Language teaching should provide the foundation for learning further languages equipping pupils to study and work in other countries.

Teaching should focus on enabling pupils to make substantial progress in one of the following languages French, German, Italian, Mandarin, Spanish, Latin or Ancient Greek.  (No mention of sign language)

Teaching should provide a balance of written and spoken and lay the foundations for further foreign language teaching. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.

The focus of study in Modern languages (ML) will be on practical communication whilst the focus in Latin or ancient Greek will be to provide a linguistic foundation for learning modern languages and for reading comprehension.

I think I have blogged before that I learnt French at LLantarnam school but what I probably haven’t said before was that I studied French from yr 7 to 11, German yr 8-9 and Latin yr 9-11. All from a ‘bog standard Comprehensive’. This built on my bilingual assemblies, signage and occasional lesson in primary school in Welsh.

I don’t think without my expectation for another language to always be present that I would have taken up the languages so easily in my secondary years.  Without the teacher enthusiasm of taking myself and a few friends who sung at a French singing competition where we competed against A level students I would have been disinterested.

What is also abundantly clear to me now is that the Latin that I learnt has probably been the thing that I fall back on and use the most. It is this linguistic background that I can work out words in other languages and have confidence to try.  NB I find that in my work with so many languages on a  daily basis it is actually Italian that I wish now I had learnt as every time I look at it I feel comfortable and it seems natural. Yet as a teenager I would never have even thought of learning it.

So for me these changes are welcome as long as we always remember there are children at the end of any policy/strategy that we deliver to teachers and pupils. A teacher interested in a language is far more motivating and inspiring than one who wishes they could teach Spanish yet are teaching French because of the outdated belief that well if you know one language you must be able to do this as they are only children. I think the tide is turning on this one and its nice to also see a recognition that currently Chinese is the largest language in the world so that to equip our youngsters for the world of work it gives them a real chance to be a global citizen.

School in Devon reports its language teaching to parents

For anyone not sure how to report to parents here is an example from a school in Devon. I hope thy enter the Primary language awards this autumn, they look like worthy competitors.

http://www.moretonhampstead.devon.sch.uk/parents/reports/MFL%20Report%202012.pdf

MODERN FOREIGN LANGUAGE CURRICULUM REPORT FOR PARENTS

2011-2012

French continues to be taught weekly by Mrs Holding in Easdon, Shapley,

Mardon and Butterdon.

This term the children will be hosting a visit from a parent who is a native

German speaker. A native French speaker has already visited and took an

active part in some French sessions. The children enjoyed sharing an

afternoon with two visiting children from France this term.

The twinning link with Betton has provided a great opportunity for the children

to develop their cultural understanding and the purpose of learning French.

There has been the opportunity to correspond with the Betton children, giving

a real purpose to writing French. The more able Year 6 linguists have been

required to write more fully and act as a role model in terms of eg accent for

the other children.

The school’s assessment procedures have been developed and regular

assessment is now made on the three strands in the Framework for oracy,

literacy and intercultural understanding. This ensures that the children’s

learning is meeting their particular needs.

For the next academic year, the school plans to:

  • Develop its teaching of French phonics through a new resource called Take 10 Phonics
  • Continue to strengthen the link with Betton and use this as a meaningful learning resource.

June 2012

 

http://www.moretonhampstead.devon.sch.uk/parents/reports/MFL%20Report%202012.pdf

Paula wins again – UK

It was great to read that Paula from Priory Lower School has received more recognition for her wonderful work with German in her classroom and school. When I met her to give her the prize as winner of the Primary Language Awards German category she was teaching in the classroom, and the children were enjoying going to the shop to buy their goods in German.

She and the school were awarded this at the time because the judges said:

Priory school has developed an integrated approach to the teaching and learning of German. Using German in everyday class lessons and encouraging a wider knowledge of the language than normal methods. Activities include mental maths, this offers practical terminology that promotes real knowledge and understanding whilst helping the learners to be conversant at a higher level.

 

The involvement of the community through links with mother tongue speakers at other local schools helps the learners understand sentence structure and pronunciation plus a practical knowledge of intonation and word sounds. The children take part in external activities such as fairs with singing and games and they look forward to continuing with their language learning. It was interesting to read that the school has links with a German Partner school as it helps the learners participate in conversational German in both written and spoken form.

 

The judges felt that the school has embraced language learning through integration and the children have a mix of practical sessions and academic work combined with access to German speakers.  The school offers German to its learners who already have other languages to their repertoire, giving everyone a second common language for reference and conversation.

It is great to know that this has continued and developed further to ensure winning the Goethe-Institut’s Peter Boaks Award. Well Done.

To enter next years awards register your interest via the website www.languageawards.com or look out for it at the end half of next term.

 

To read more about Paula’s recent award http://www.teachingpersonnel.com/news/2012/7/9/teachers-recognised-for-german-contribution/