The secondary curriculum review
The introduction of the entitlement for every child to learn a foreign language at key stage 2 implies a fundamental change in the attitudes and expectations of learners as they start key stage 3. Pupils will already have significant knowledge of at least one language other than English which should provide a sound basis for further study and progress.
Pupils will also have acquired a range of strategies which they can apply to the learning of any language. Whether they continue to learn the same language or start a different one, they will be able to make more rapid progress. Schemes of work should be designed with this in mind.
The main aim when teaching pupils a new language is to ensure that they are able to communicate effectively in that language in a variety of contexts. Teaching should focus on developing pupils' linguistic ability and confidence, increasing the range and complexity of language they are able to use and challenging them to apply their knowledge in different situations.
In the revised programme of study for MFL there are no specific requirements relating to contexts, purposes or topic areas, other than that pupils should learn about different countries and cultures and have opportunities to use the target language in connection with other areas of the curriculum. This flexibility is intended to encourage teachers to plan in terms of developing pupils' language skills rather than coverage of topics.
Teachers have the freedom to choose themes and topics that will be relevant and of interest to pupils, including current issues and debates, and to make links with other subjects. This could range from work relating to the geography or history of a country, for example, to more extensive cross-curricular projects.
The revised programme of study encourages teachers to root language learning firmly in the cultural context of the target language. Pupils can explore aspects such as everyday life, school life, festivals, events of national importance, music, art and food. They can also learn about the values, beliefs, opinions and attitudes of people who live in countries and communities where the target language is spoken, as well as discussing views about British society.
The revised programme of study highlights the need for pupils to become more independent as learners and users of the target language. Teachers should provide plenty of opportunities for pupils to use their linguistic knowledge imaginatively in different contexts. New technologies offer many opportunities for pupils to learn independently and use language creatively.
Pupils should explore both fictional and non-fictional material that interests and challenges them, whether recorded, in print or on screen. Being able to experiment with language and express their ideas and feelings is fundamental to success in language learning.
To make the assessment of pupils' progress and attainment easier, and to support assessment for learning, the wording of the national curriculum level descriptions for MFL has been revised. In particular the level descriptions have been aligned with the Language Ladder statements so that these two national frameworks relate very clearly to each other. A number of other changes have been made to the level descriptions to make them easier to understand and use.
Case study: Developing links with a school abroad
Case study: Learning languages through cross-curricular topics
