1. Language World Conference Mick Waters Director of Curriculum, QCA 11 April 2008 - our intentions - what pupils think - a bigger picture - some ways forward Learning languages…curriculum possibilities

2. ‘Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’

3. practical everyday language? - The tourist abroad grammar, syntax, using a dictionary effectively etc? What should young people learn in a language? how a language works in order to help them to understand and to express themselves? what people in other countries and from other cultures do, think, believe and value? practical work-related language? The business person abroad how to communicate with and understand people from the countries likely to be dominant in the global economy in the 21 st century? how to get a good exam mark? what they find interesting and enjoyable?

4. practical use? - When you are in Spain … part of a broad & balanced curriculum? - Everyone should know something in another language, and how to go about learning other languages if they need to. What are languages for? consolidating and extending literacy? intercultural understanding? - Transcending parochial attitudes to enhance personal employment prospects? for strategic or economic reasons? - China, Arabic-speaking countries GCSE and A level? fun and personal satisfaction?

5. is a creative discipline. It can stimulate moments of pleasure and wonder for all pupils when the solve a problem for the first time, discover a more elegant solution, or notice hidden connections. inspires pupils to think about their own place in the world, their values and responsibilities to other people, to the environment and to the sustainability of the planet. Importance of the subject

6. Language World Conference Mick Waters Director of Curriculum, QCA 11 April 2008 - our intentions - what pupils think - a bigger picture - some ways forward Learning languages…curriculum possibilities

7. Findings from KS3 review survey of pupils’ views: What do pupils think? languages are important, but … languages are difficult and repetitive – KS3 pupils prefer subjects that involve hands-on practical activity and physical movement many pupils would like more choice of language and the chance to learn different languages languages were rated low (at KS3) for vocational relevance, but some pupils rated languages highly for adult life polarised views – high-attaining girls are more likely to like language learning than low-attaining boys the quality of the teacher is a decisive factor

8. I just find it very interesting to learn about France and the language and I sort of like finding patterns, where you realise a word is sort of similar and you can link back to a word in English and I just find that really interesting. (Year 9 girl) What pupils said I want to travel when I leave school. So obviously I’m going to need some languages, but I just find it rather boring. You go into – I know it’s been shown that to go into a lesson you put objectives on the board and to go back at the end of the lesson and say well you’ve learnt that, that and that. But that’s what it’s like in French: you go in and [the teacher] will set objectives on the board and nine times out of ten you’re just having to learn vocab and it’s the same thing all the way through. Whereas geography, history, PE you’re learning something different every week. And I just find it pretty boring. (Year 10 girl)

9. What pupils said Well I think a language is very important, because I mean any language really, you can talk to people, you can sort of go on holiday and be able to communicate with different people and you can do different jobs where you can communicate with languages. You can understand people more. (Year 9 girl)

10. Language World Conference Mick Waters Director of Curriculum, QCA 11 April 2008 - our intentions - what pupils think - a bigger picture - some ways forward Learning languages…curriculum possibilities

11. A Changing Society…  technology  an ageing population  the gap between rich and poor  global culture and ethnicity  changing maturity levels in schools  expanding knowledge of learning  a changing economy

12. The entire planned learning experience  lessons, events, routines, extended hours  outside school Clubs Local band Charity work Part-time job

13. Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development PSHE PW EW+FC PEMuMFL RE SCMaICTHiGeEnD & TCiA & D The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Approaches to learning Components Every Child Matters outcomes Focus for learning Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg big ideas that shape the world Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe, healthy and fulfilling lives The curriculum aims to enable all young people to become Statutory expectations Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical Assessment is fit for purpose and integral to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment develops learners’ self- esteem and commitment to their learning Personalised - offering challenge and support to enable all learners make progress and achieve Assessment uses a wide range of evidence to encourage learners to reflect on their own learning Involve learners proactively in their own learning Resource well- matched to learning need eg. use of time, space, people, materials Relevant, purposeful and for a range of audiences EnvironmentRoutinesLocationsLessonsLearning outside the classroomEventsExtended hours Evaluating impact Accountability measures To make learning and teaching more effective so that learners understand quality and how to improve To secure The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Whole curriculum dimensions Approaches to learning Components Every Child Matters outcomes Focus for learning Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Knowledge and understanding eg big ideas that shape the world Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Successful learners who enjoy learning, make progress and achieve Responsible citizens who make a positive contribution to society Confident individuals who are able to lead safe, healthy and fulfilling lives The curriculum aims to enable all young people to become Statutory expectations Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Varied and matched to learning need eg enquiry, instruction, active, practical, theoretical Assessment is fit for purpose and integral to learning and teaching Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development In tune with human development Assessment develops learners’ self- esteem and commitment to their learning Personalised - offering challenge and support to enable all learners to make progress and achieve Assessment uses a wide range of evidence to encourage learners to reflect on their own learning Involve learners proactively in their own learning Resource well matched to learning need eg use of time, space, people, materials Relevant, purposeful and for a range of audiences PSHE PW EW+FC PEMuMFL RE SCMaICTHiGeEnD & TCiA & D Problem solving, reasoning and numeracy Physical development Personal, social and emotional development Knowledge and understanding of the world Communication, language and literacy Creative development EnvironmentRoutinesLocationsLessonsLearning outside the classroomEventsExtended hours Attainment and improved standards Behaviour and attendance Further involvement in education, employment or training Civic participationHealthy lifestyle choices Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? Involves the whole school community eg learners, parents, teachers, employers, governors Chooses assessment fit for purpose Creates a continuous improvement cycle Uses a wide range of measures, both qualitative and quantitative Uses ‘critical friends’ to offer insights and challenge assumptions Uses information intelligently to identify trends and clear goals for improvement Looks at the whole child eg curriculum aims, progress in skills, subjects and dimensions Uses a variety of techniques to collect and analyse information Working Draft: April - June 2008

14. Language World Conference Mick Waters Director of Curriculum, QCA 11 April 2008 - our intentions - what pupils think - a bigger picture - some ways forward Learning languages…curriculum possibilities

15. Possible ways forward  a move from translation and interpretation  towards an awareness of language of:  culture  relationship  business  trade  interaction  proper simulation  ladders to scaffolding

16. Some possible stronger foundations  accent, dialect, gesture  an awareness of language forms  spot the language

17. Some possible stronger foundations  accent, dialect, gesture  spot the difference  an awareness of language forms  listening  odd words and phrases  subtitles  roots and derivation  international outlooks  digital world  improved performance in English

18. Language World Conference Mick Waters Director of Curriculum, QCA 11 April 2008 - our intentions - what pupils think - a bigger picture - some ways forward Learning languages…curriculum possibilities