Modern Languages Experiences and Outcomes Curriculum for Excellence Support 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 Reading Writing Listening for informationFinding and using informationOrganising and using information Listening and talking with othersReading for cultural appreciationUsing knowledge about language Organising and using informationReading for enjoyment Using knowledge about language

Listening and talking SecondThirdFourth 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 Languages B = There is a line of progression. (B is the 2 nd line of progression. A would be the first.) Organiser

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 activities  contexts and resources  impact on children’s learning  any 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 2 nd, 3 rd and 4 th 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