The secondary curriculum review
To make good progress pupils need continuity and opportunities for development across the key stages. To achieve this, curriculum planning at key stage 3 needs to:
By 2010 every child will have the right to learn a new language at key stage 2.
By the end of key stage 2, most pupils will be familiar with the sounds, pronunciation, intonation, written form and aspects of the grammar of at least one language. They will know a range of vocabulary relating to a variety of topic areas. They should understand and respect cultural diversity and will have knowledge of aspects of the culture of at least one country where the language is spoken.
As well as knowledge, skills and understanding, pupils will have accumulated language-learning strategies which they can apply to the learning of any language. It is essential that teachers take advantage of these where pupils learn a different language at key stage 3.
(Key Stage 2 Framework for Languages sets out detailed learning objectives for each year and summarises the learning outcomes that most pupils should be able to demonstrate at the end of year 6.)
As they start key stage 3, pupils build on their prior learning of a language or use their language-learning skills to learn a new language.
Over the key stage, pupils learn the spoken and written forms and grammar of a modern foreign language. They develop their understanding of the language and are able to use their knowledge to express themselves with increasing confidence in a range of situations.
Pupils increase their understanding of the language by listening to, and viewing, material from different sources and contexts and by reading a range of texts. They learn to cope with less familiar language and less predictable situations. They become more independent and reflective in learning and using the language, drawing on a range of strategies. They adapt language they have learnt for new purposes, making use of reference materials and expressing themselves in more complex language and at greater length.
They increase their cultural understanding by communicating and interacting with people who speak the language and by using materials from countries and communities where the language is spoken.
By the end of the key stage, most pupils are able to:
(Framework for teaching modern foreign languages: Years 7, 8 and 9 sets out learning objectives for each year and summarises in greater detail the learning outcomes that most pupils should be able to demonstrate at the end of year 9.)
The skills, knowledge and understanding that pupils acquire at key stage 3 form the basis for future language learning, whether pupils continue to study the same language or choose to learn a new one.
During key stage 4, pupils who continue to study the same language learn to use it more independently, drawing on a firmer grasp of grammar and a wider and more complex range of expression. They adapt their use of the language according to context, purpose and audience. They learn to understand a more extensive range of unfamiliar language by reading and listening to a variety of materials from countries and communities where the language is spoken. They increase their intercultural understanding through more direct and virtual contact with people who live in those countries and communities.
The content and focus of courses at key stage 4 differs according to the qualification for which pupils are preparing. Those following a vocationally related language course learn to apply their knowledge and understanding to specific work-related contexts. Other courses may concentrate more on specific skills, for example listening and speaking.
