Policy and reform
KS3 framework
Papers & recommended reading | Editorial reviews | Tasks for trainees
Focus
Nationally-produced strategies are currently the main instrument of curricular
reform; student teachers require opportunities for in-depth familiarisation
with them, and intelligent interrogation of them. That they have such opportunities
in relation to this framework is imperative as Key Stage 3 is all too often
pupils' only experience of learning a MFL, and in the past MFL has been
strangely adjudged "too difficult but not challenging enough".
To address the rationale for the introduction of the strategy, as well as
selectively studying the vast bank of documentation made available by government
agencies, ITT / ITE programmes will need to explore underlying issues in
their own terms related particularly to: cross-curricular literacy, parity
of cognitive challenge and learner autonomy, meaningful links between current
methodologies and language acquisition theory, primary phase language learning
initiatives, identifying and tracking progress between and within key stages,
the purpose and form of assessment, and the motivational value of studying
the culture of target language countries.
Study of this topic has the potential to address aspects of the following wide range of QTS standards, depending on the trainer’s particular emphases:
| Professional attributes | |
| Relationships with children and young
people |
Q1 |
| Frameworks |
Q3 (a) (b) |
| Personal professional development | Q8 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Assessment and monitoring | Q13 |
| Subjects and curriculum |
Q14, Q15 |
| Literacy, numeracy and ICT |
Q17 |
| Achievement
and diversity |
Q18, Q19 |
| Professional skills | |
| Planning | Q22, Q23 |
| Teaching | Q25 (b) |
| Assessing, monitoring and giving feedback | Q26 (b) Q28 |
Tasks for trainees
Group discussion
With reference to the KS3 framework's MFL teaching objectives, and The principles
for teaching and learning in the Foundation Subjects strand discuss what
are essential features of a KS3 lesson. Can you articulate 10 key questions
that you should ask yourselves when reviewing whether any short sequence
of lesson plans or a single plan is teaching to the framework?
Many of you will have completed undergraduate modules of study in, or have
further qualifications in specialised areas of, particular fields of linguistics.
With reference to your prior study, does the Framework properly acknowledge
research findings in relation to second language (L2) acquisition theories?
Observation focus
In a key stage 3 lesson or short sequence of lessons, make notes on:
a) how the teacher makes the lesson structure explicit to the pupils
b) whether the teacher provides opportunity for discussion and application
of thinking skills
c) to what extent pupils can communicate what they have learned in the plenary
d) to what extent you feel that the knowledge of language systems pupils
are asked to apply stems from their primary school learning in literacy
e) how many times pupils ask their own questions, and if these questions
are clearly related to the teacher-set objectives or are part of the pupils’
own learning agenda
Check your planning
Scrutinising a unit of work within a departmental or faculty scheme of work
for any part of Key Stage 3, can you verify the programme content studies
the target language via L (listening and speaking) and at W (word), S (sentence)
and T (text) level, and includes C (cultural knowledge and contact)?
