Policy and reform
Primary entitlement
Papers & recommended reading | Editorial reviews | Tasks for trainees
Focus
There is a well-researched rationale for teaching modern foreign languages
to pupils before Key Stage 3, based on questions of cognitive, linguistic,
social and moral development. To help achieve the aim of establishing MFL
in the primary curriculum, ITT / ITE programmes should have objectives which
include: the contribution to, and the place of, MFL in the primary curriculum;
UK and European policy initiatives and national strategies regarding primary
languages; regional and national support groups; and staffing, training,
methodological, political and organisational issues. By study of this area,
it is hoped the student teacher intending to teach either in the primary
or secondary sector will be better informed about the desirability of early
language learning, the feasibility challenges in relation to overall curricular
provision and teacher capability, and the evolving level of attention to
transition between key stages 2 and 3.
Study of this topic has the potential to address aspects of the following very wide range of QTS standards, depending on the trainer’s particular emphases:
| Professional attributes | |
| Relationships with children and young
people |
Q1, Q2 |
| Frameworks |
Q3 (a) (b) |
| Communicating
and working with others |
Q4, Q5, Q6 |
| Personal professional development | Q7, Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Assessment and monitoring | Q11, Q12, Q13 |
| Subjects and curriculum |
Q14, Q15 |
| Literacy, numeracy and ICT |
Q17 |
| Achievement
and diversity |
Q18, Q19, Q20 |
| Health and well-being | Q21 (a) (b) |
| Professional skills | |
| Planning | Q22, Q23, Q24 |
| Teaching | Q25 (a) (b) (c) (d) |
| Assessing, monitoring and giving feedback | Q26 (a) (b), Q27, Q28 |
| Reviewing teaching and learning | Q29 |
| Learning environment | Q30, Q31 |
| Team work and collaboration | Q32, Q33 |
Tasks for trainees
Group discussion
With reference to the KS2 non-statutory Programme of Study, propose a list
of arguments for and against having MFL in the primary curriculum in terms
of desirability and feasibility.
Refer to your initial experiences of being in either primary or secondary school. Do teachers with responsibility for easing the transition of pupils between key stages 2 and 3 make specific and explicit reference to pupils’ attainment in MFL, while transferring information between their schools? As a result of your discussion, you might formulate a provisional policy of recommended practice in this area.
Which languages have you seen taught in the primary sector? Do you know
the underlying reasons for the choice of language(s) taught? Does your group
have a view on which foreign languages should be taught in the UK? Does
your group have a view on opportunities for teaching MFL at the primary
level in ways that are different from the secondary level?
Observation focus
While observing a primary MFL class, by noting down exactly what pupils
are doing and referring to the Key stage 2 non-statutory guidelines, attempt
to ascertain at which Levels of Attainment between 1 and 4 the highest and
lowest attainers are performing.
While observing a secondary MFL Y7 class in key stage 3, attempt to identify
the highest attaining pupils. In a post-lesson discussion with the class
teacher, find out which pupils have studied MFL at key stage 2, and if there
is coincidence between higher attainment and previous study.
Check your planning
If you are teaching or assisting a primary MFL class this week, scrutinise
your, or the class teacher’s lesson planning to analyse to what extent the
planning makes explicit cross-curricular reference to the class' general
progress in their Literacy programme.
If you are teaching or assisting a secondary MFL Y7 class this week, scrutinise
your, or the class teacher’s lesson planning to analyse to what extent the
planning explicitly acknowledges the previous learning of some pupils in
key stage 2.
