Modern Languages Experiences and Outcomes

Curriculum for ExcellenceSupport for Trialling

Languages curriculum area:Modern languages

‘Learning other languages enables young people to make connections with different people and their cultures and to play a fuller part as global citizens’

Building the curriculum 1

Features of the curriculum in modern languages:

Outcomes at second, third and fourth levels Outcomes organised in terms of

Listening/Talking

Reading

Writing Experiences and Outcomes expressed in terms of “I have …” and “I can

…” statements Links established to the Common European Framework (CEF)

Children will be developing generic skills in their first language and these are relevant to learning other languages.Language learning should be a positive, stimulating experience which motivates pupils through contexts and meaningful, accessible content.In this way they can begin to be enthusiastic, confident language learners from the outset.

Early and First Levels

In Primary

Establish a solid basis for the lifelong learning of modern languages

Ensure pupils experience success and retain initial enthusiasm

Shift emphasis from coverage of language content to development of effective language learning skills

Discuss similarities and differences of how pupils have acquired/learned L1 and how this impacts on the learning of L2

Investigate and report back on aspects of culture and geography

By the end of primary, pupils should be able to: give a short presentation about themselves take part in simple conversations and transactions understand classroom instructions and personal

information enjoy listening to a story, song or poem read aloud a simple text read and understand a short text write a few sentences about themselves and others script a simple conversation or transaction

HMIE

In Secondary

Build not only on what has been covered but also on the teaching strategies used (AifL)

Create meaningful relevant contexts for learning (ICT) Develop interdisciplinary projects Establish an acceptable level of competence achievable

by most pupils at end of S3

The draft materials:Cover paper and experiences

and outcomes• Cover paper:

– Explains the thinking behind the experiences and outcomes– Offers advice on learning and teaching based on knowledge of good

practice– Includes reflective questions for individuals or groups to consider

• Experiences and outcomes: describe the expected learning experience of each child and young person from Early to Fourth Level

Learning a new language encourages children and young people to broaden their horizons as they explore the language and its associated culture.

Through my learning of a new language:

I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages.

I enhance my understanding and enjoyment of other cultures and of my own and gain insights into other ways of thinking and other views of the world.

I develop skills that I can use and enjoy in work and leisure throughout my life.

Overarching experiences for learning new languages

Proposed achievement framework

Level Experience and outcomes for most children or young people

early in pre-school and in primary 1

first by end of P4, but earlier for some

second by end of P7, but earlier for some

third in S1 – S3, but earlier for some

fourth fourth level broadly equates to SCQF 4

Senior Phase S4 – S6

Experiences and outcomes within each line of development are subdivided to group together similar skills as follows:

Listening and Talking ReadingWriting

Listening for information Finding and using information Organising and using information

Listening and talking with others Reading for cultural appreciation Using knowledge about language

Organising and using information Reading for enjoyment

Using knowledge about language Using knowledge about language

Listening and talking

Second Third Fourth

Listening for information

I can listen to and show understanding of familiar instructions and language from familiar voices and sources.

LAN 251MA

I can listen to and show understanding of mainly familiar language and instructions from a variety of sources, where the sentences are longer and where there may be more than one speaker.

LAN 351MA

I can listen to and show understanding of language from a variety of sources, including unfamiliar speakers, where the sentences are more complex, less predictable, and contain some unfamiliar language.

LAN 451MA

Listening and talking with others

I can listen and respond to familiar voices in short, predictable conversations using straightforward language and/or non-verbal techniques such as gesture and eye contact.

LAN 252MB

I can listen and respond to others in mainly predictable, more extended conversations using familiar language and/or non-verbal techniques.

LAN 352 MB

I can listen and respond to others, including sympathetic fluent speakers of the language, in extended conversations that are less predictable. LAN 452MB

Curriculum for Excellence terminology in Modern Languages

Experience

LAN = Languages Framework

I have explored how gesture, expression and emphasis are used to help understanding.

I have explored the patterns and sounds of language through songs and rhymes and shown understanding and enjoyment by listening, joining in and responding.

I have taken an active part in daily routines, responding to instructions which are accompanied by gesture and expression.

3 = Third level

Line of Development

Outcome

Level

Experience

M = Modern LanguagesB = There is a line of progression.(B is the 2nd line of progression.A would be the first.)

Organiser

Listening and Talking

Second Third Fourth

Listening and talking with others.

I have explored how gesture, expression and emphasis are used to help understanding.I can listen and respond tofamiliar voices in short, predictable conversations using straightforwardlanguage and/or non-verbal techniques such as gesture and eye contact.LAN 252MB

I can listen and respond toothers in mainly predictable, more extended conversations using familiar language and/or non-verbal techniques.

LAN 352MB

I can listen and respond to others, including sympathetic fluent speakers of the language, in extended conversations that are less predictable.

LAN 452MB

Progression across the levels

Trialling: planning stage….

• Build on current strengths

• Fit in with current learning and teaching plans for this period

• Decide on the focus for trialling

• Identify experiences and outcomes to be trialled

Trialling Period......

• Use generic and specific questions as ongoing reflection tools

• Note interesting findings not covered in questions provided

• Successes, Opportunities and Challenges• Support

Trialling questions

• Generic questions being addressed across all curriculum areas

• Specific questions for each curriculum area.

Your help is needed to help to answer both sets of questions – as many as possible given what you are able to cover.

Focus of Trialling

• Building up to level 2 outcomes.

• Primary schools to look at 2nd and 3rd levels for Planning and Progression and to focus on 2nd level for implementation and evaluation.

• Secondary schools to look at 2nd level (What are the prior knowledge, experiences and skills that have been developed in earlier levels?) and 3rd and 4th levels for Planning and Progression and to focus on 3rd and 4th levels for implementation and evaluation.

• All participants to respond to clarity of progression and practical implications for implementation (support and CPD needs).

Reviewing and Reporting

• Use general and specific questions as tool for ongoing reflection and evaluation

• You might find it useful to keep a brief note of, for example:learning activitiescontexts and resources impact on children’s learningany interesting observations

The Curriculum

Review Group

Nov 2004

March 2006

Nov 2006

March 2007

Sept 2007 – June 2008

April 2006

Progress & Proposals

Starter and Reflective Tool Kits

Building the

Curriculum1

Building the

Curriculum2

Draft Experiences

and Outcomes

Important background material

Not just the Experiences and Outcomes: Documentation on LTS Website Overarching Cover Paper – Introduction Modern Languages Cover Paper and Questions for Reflection

and Response Modern Languages Framework: Experiences and Outcomes Overarching Experiences (First Page) Statement on Early Stages and First Level (Second Page) Experiences and Outcomes for 2nd, 3rd and 4th Levels Engagement via AREA GROUP Presentation and Workshops

Thank you for your involvement at this important stage in the continuing development of Curriculum for Excellence.

Questions and discussion

Contacts:Rosemary Delaney, Brian Templeton

Curriculum for Excellence