Policy and Reform
Flexible curriculum 14 - 19
Linda Parker on optionality: the consequences for Modern Languages study in key stage 4
The seminar consists of 4 parts, this is part 3.
Go to: Part 1 ¦ Part 2 ¦ Part 3 ¦ Part 4
Part 3: The latest research
The worrying decline in MFL provision and take-up continues according to the findings, published in November 2006 by CILT. Download and read the press release and the Key Stage 4 survey data and findings here: 2006 Language trends KS4 survey.
It has thus become apparent that more substantial action needs to be taken to halt the decline: Lord Dearing has headed the review of modern languages with a particular remit to study what could be done to promote post-14 languages study.
The interim report highlights the following topics, amongst others, as being of particular importance in the drive to promote high quality and motivated language learning prolonged beyond key stage 3:
- Early language learning in the primary sector
- Appropriate forms of assessment
- Coherence of the 5-19 curriculum and its review procedures
- Organization of language learning opportunities
- Mandatory or optional status
- Motivation of institutions and students
- A suitably educated and supported teaching workforce
- Relevant and appropriately researched curriculum
- Diversification of taught languages.
To view the interim report available online click here: Interim Consultation Report Languages Review
Following the publication of this in December 2006, Lord Dearing issued the following invitation, open until January 31 2007, to respond to the review:
“ I am writing to all who came to our conferences, or had meetings with us or simply emailed or wrote with contributions to our work on the Languages Review. All this has been immensely valuable and we shall be wanting to reflect further on all you have said, as we move into the second stage of our work. But the immediate purpose of this note is to draw your attention to our Interim Consultation Report with its provisional conclusions. Any further comment you wish to make, will be welcome."
The final report was published in March 2007. Click here to download a copy: Final Report Languages Review.
The 2008 Language Trends survey of the secondary sector revealed essentially that whether languages are compulsory or optional is not now the main question; it is rather how prominently languages sit within a curriculum laden with other options and requirements. Both the 2007 and 2008 surveys highlighted the following key findings:
- The very rapid, previously identified, decline in pupil numbers in Key Stage 4 appeared to be slowing in 2007. By 2008 this decline had been halted - but not reversed. Schools with low participation rates in MFL at Key Stage 4 remain reluctant to set targets to increase them. There are signs that schools have adjusted to the idea of having to ‘market’ languages to students, but are facing barriers such as reduced lesson time for languages in Key Stage 3 and compression of Key Stage 3 into two years instead of three.
- There were serious barriers to rebuilding provision for a significant minority of schools with high levels of social disadvantage and low educational achievement, and there were growing regional differences in participation rates in languages with the North East giving particular cause for concern:
- In the independent sector, languages for all in Key Stage 4, and a greater choice of languages, remain the norm. However, there was a greater diversity of assessment, and strong growth of alternative qualifications to GCSE, in the maintained sector in particular the Asset Languages scheme, although opportunities for languages within the Phase 1 Diplomas have still not being as fully exploited as envisaged
- French and German, in spite of still having more GCSE candidates than in Spanish, are still in decline though less steeply than before. However, provision is becoming more diversified: Spanish, Italian and Mandarin continue to rise in popularity.
For more detailed analysis, download and read the final report, press release, full statistical report and study the questionnaire here: 2008 Language Trends.
In the drive to promote high quality and motivated language learning beyond key stage 3, it is important not to underrate the potential of early language learning in the primary sector in the creation of a coherent 5-19 programme.
Key issues raised by the Dearing review - notably organization of language learning opportunities, subject-specific support for and by the languages teaching workforce, the relevance of appropriately researched curriculum and diversification of taught languages – are again prominent in the recommendations on the pages devoted to Aspect 5: Languages of the 2008 Interim Rose Report.
The Association for Language Learning (ALL) invited its members and teachers to provide their views about the recommendations on pages 60-67, and the views received have been summarised by ALL Director Linda Parker in a detailed response for the ALL membership. Important matters for discussion raised by this response are:
- the situation of primary language teaching within the broader curriculum;
- the role of the primary teacher in developing particular aspects of language learning related to literacy;
- expectations in terms of national curriculum levels at the point of transition between key stages 2 and 3;
- the range of taught languages and facilitating transition to the secondary phase;
- challenges to liaison between the primary and secondary language teaching workforce with reference to discrete bases of expertise;
- the importance of properly researching policy and strategy effectiveness over a reasonable amount of time.
Continue seminar, go to: Part 4
