transforming lives through learningdocument title

Transforming lives through learningDocument title


Support for reflection and engagement in modern languages experiences and outcomes


The aims

To reflect on the principles and practice in modern languages To focus on some of the features of the experiences and

outcomes from first to fourth level in modern languages To reflect on effective approaches to learning and teaching

modern languages in line with the principles of Curriculum for Excellence

To consider at the expectations and challenges for practitioners


What can learning in modern languages enable children and young people to achieve?

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

It is important for many reasons, including for national prosperity, that young people are attracted to learning a modern language and that they become confident users of a modern language, well equipped with the skills needed in Europe and in the global marketplace. This framework of experiences and outcomes is intended to help to address this national need.


What can learning in modern languages enable children and young people to achieve? (cont’d).

Develop their ability to communicate their thoughts and feelings and respond to those of other people

Develop the high level of skills in listening, talking, reading and writing which are essential for learning, work and life

Use different media effectively for learning and communication Develop a secure understanding of how language works, and use language

well to communicate ideas and information in English and other languages

Building the Curriculum 1


What can learning in modern languages enable children and young people to achieve? (cont’d)

Exercise their intellectual curiosity by questioning and developing their understanding, and use creative and critical thinking to synthesise ideas and arguments

Enhance their enjoyment and their understanding of their own and other cultures through literature and other forms of language

Develop competence in different languages so that they can understand and communicate including, for some, in work settings.

Building the Curriculum 1


Modern Languages and the four capacities

successful learners, who can reflect on how they have acquired and learned their first language and how this can assist them in further language learning

confident individuals, who, through experiencing success and support, can interact with others in real-life situations, talk about topics of personal interest and deliver presentations in their new language

effective contributors, who can work in individual, paired and group situations, and establish and maintain contact with other speakers of the target language

responsible citizens, who have a growing awareness of life in another society and of the issues facing citizens in the countries where their new language is spoken.


A 1+2 approach to language learning Framework for primary schools – Guidance for P1

How are the experiences and outcomes structured in modern languages?

In modern languages there are three organisers and they are subdivided as follows:



The experiences and outcomes



The experiences and outcomes

allow practitioners to gauge the progress of learners across the key skills from first to fourth level.

give clear ideas of expectations of skill development across levels are open ended to allow for flexibility and creativity in the classroom change the balance of the key skills as the learner progresses through the

levels



The experiences and outcomes - First Level

reflect the early stages of learning the target language have a clear oral/aural focus where the number of Es and Os is greater in

the Listening and Talking section, although the total number of Es and Os is fewer overall

support the early development of reading skills to complement language development in English using similar strategies for young learners

encourage experimentation with writing in the target language in any appropriate context by primary 4 for most and earlier for some.



The experiences and outcomes - Second Level

reflect the learner becoming more confident in their grasp of the target language and having the ability to seek help and ask questions

demonstrate a wider range and depth of learning in reading, learners will develop their skills in finding information, while

developing a range of strategies including the use of a bi-lingual dictionary in writing, learners will demonstrate increasing accuracy supported by a

glossary or a bi-lingual dictionary and will be able to write a few sentences about themselves and others.



The experiences and outcomes – Third and Fourth Levels

Here the dotted line between third and fourth level demonstrates the close relationship and likely overlap between the two levels.

Fourth level will provide the depth of learning experiences based on prior learning from third level.

Here language moves from the familiar to the unfamiliar, where learners are beginning to synthesise and build their skills.

An increasing range of language is used in reading and listening to support greater spontaneity and confidence in talking and writing.



The experiences and outcomes - Appendix

The appendix gives an explanation of some of the terminology which is open to different interpretations and clarifies how the experiences and outcomes in each of the four language skills are linked together.

It provides an explanation of some of the expectations for learners, especially at first and second levels as language skills are beginning to develop.

It shows the progression between levels as the language learner develops his/her skills.



Approaches to learning and teaching

First level experiences and outcomes reflect the expectation that the language is embedded from Primary 1 onwards, through daily classroom routines, so that learners’ awareness of the target language develops simultaneously with their skills in English and literacy.

Active learning through play, songs , rhymes and storytelling all help to develop the oral/aural skills and begin to lay the foundation of matching the written and the spoken word.




As learners develop from Primary 5 to Primary 7, the learning continues to be embedded in classroom routines, but also begins to broaden out. Learning activities should be engaging, age appropriate and relevant.

Learners should have opportunities to work on challenging activities through collaborative tasks.

Learners should be able to use ICT to research, support and deliver a short presentation in the target language on a an area of personal interest.




At third and fourth level, learners are continuing to develop their knowledge about language, through learning about grammatical rules and concepts.

Learning activities should reflect a depth of learning, and the ability of learners to use other sources to find, sort and show understanding of the language they are learning.

Relevant and engaging topics from areas where the language they are learning is spoken are key. Topical culture and interactions with native speakers and adept use of ICT to blog, e-twinning etc can provide stimulating contexts.

At this level, making connections to language learning across the curriculum is highly desirable as an IDL project or collaboration.



Things to consider….

To what extent do you address active learning in your teaching? To what extent do you vary your approaches to learning and teaching? How will you ensure the needs of all learners are met? Which experiences and outcomes could you link to other areas of the

curriculum? To what extent are learners given feedback about the quality of their work

and what they can do to make it better?


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