Policy and reform
Flexible curriculum 14-19
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
Continuity within the 14-19 curriculum, and cognitive and linguistic skills-based
challenge in the transition from Key Stage 4 to the next step into Further
Education (FE), have been a matter for debate for as long as 'A' level has
been held aloft as the 'gold standard' for qualification to University undergraduate
courses. By study of topics including: current and alternative curriculum
and assessment between 14-16 and 16-19, the languages needs of students
of other disciplines, vocational applications and Higher Education (HE)
demands, MFL student teachers can become familiar with the process by which
post-16 subject selection effects a narrowing of the curriculum which is
synonymous with the decline in numbers continuing their study of MFL, and
consider how curricular reform may assist the cause of languages and achieve
the objectives of the National Languages Strategy in terms of increasing
the number of languages studied and MFL students post-16.
Study of this topic has the potential to address aspects of the following range of QTS standards, depending on the trainer’s particular emphases:
| Professional attributes | |
| Relationships with children and young
people |
Q1 |
| Personal professional development | Q7, Q8 |
| 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 |
Q19 |
Task for trainees
Group discussion
Drawing on your experiences of working in European schools and your own
experiences as a pupil, and with reference to the National Languages Strategy,
draw up a list of major bullet points to argue a case for introducing a
baccalaureate-type structure in place of the traditional GCSE and 'A' level
route.
Observation focus
a) Having arranged to observe a Y12 class, make sure you hold prior discussion
with the class teacher on how his/her knowledge of the Key Stage 4 curriculum
has affected his/her planning process.
b) Arrange to observe, or negotiate your teaching timetable to include as
appropriate, any groups taking vocational language qualifications or studying
lesser-taught and non-European languages.
Check your planning
Review your Y10 or Y11 scheme of work. One challenge encountered by pupils
making the switch from GCSE to post-16 MFL courses if that of reading and
understanding 'longer' texts. Are there any opportunities to introduce the
study of texts between 500 and 2000 words, and teach or revise rapid-reading
skills?
