Support for reflection and engagement

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 done

• 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.

• 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
inmodern 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
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/explanatio
  n 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.