Language World Conference

1. Learning languages…curriculum possibilities Language World Conference • our intentions • what pupils think • a bigger picture • some ways forward Mick WatersDirector of Curriculum, QCA 11 April 2008

2. ‘Develop a modern, world-class curriculum that will inspire and challenge all learners and prepare them for the future’

3. What should young people learn in a language? • practical everyday language? - The tourist abroad • grammar, syntax, using a dictionary effectively etc? • how a language works in order to help them to understand and to express • themselves? • what people in other countries and from other cultures do, think, believe and • value? • practical work-related language? The business person abroad • how to communicate with and understand people from the countries likely to • be dominant in the global economy in the 21st century? • how to get a good exam mark? • what they find interesting and enjoyable?

4. What are languages for? • practical use? - When you are in Spain … • part of a broad & balanced curriculum? - Everyone should know something in another language, and how to go about learning other languages if they need to. • consolidating and extending literacy? • intercultural understanding? - Transcending parochial attitudes • to enhance personal employment prospects? • for strategic or economic reasons? - China, Arabic-speaking countries • GCSE and A level? • fun and personal satisfaction?

5. Importance of the subject inspires pupils to think about their own place in the world, their values and responsibilities to other people, to the environment and to the sustainability of the planet. is a creative discipline. It can stimulate moments of pleasure and wonder for all pupils when the solve a problem for the first time, discover a more elegant solution, or notice hidden connections.

6. Learning languages…curriculum possibilities Language World Conference • our intentions • what pupils think • a bigger picture • some ways forward Mick WatersDirector of Curriculum, QCA 11 April 2008

7. What do pupils think? Findings from KS3 review survey of pupils’ views: • languages are important, but … • languages are difficult and repetitive – KS3 pupils prefer subjects that • involve hands-on practical activity and physical movement • many pupils would like more choice of language and the chance to learn • different languages • languages were rated low (at KS3) for vocational relevance, but some pupils • rated languages highly for adult life • polarised views – high-attaining girls are more likely to like language learning • than low-attaining boys • the quality of the teacher is a decisive factor

8. What pupils said • I just find it very interesting to learn about France and the language and I sort of like finding patterns, where you realise a word is sort of similar and you can link back to a word in English and I just find that really interesting. (Year 9 girl) • I want to travel when I leave school. So obviously I’m going to need some • languages, but I just find it rather boring. You go into – I know it’s been • shown that to go into a lesson you put objectives on the board and to go • back at the end of the lesson and say well you’ve learnt that, that and that. • But that’s what it’s like in French: you go in and [the teacher] will set • objectives on the board and nine times out of ten you’re just having to learn • vocab and it’s the same thing all the way through. Whereas geography, • history, PE you’re learning something different every week. And I just find it • pretty boring. • (Year 10 girl)

9. What pupils said • Well I think a language is very important, because I mean any • language really, you can talk to people, you can sort of go on • holiday and be able to communicate with different people and you • can do different jobs where you can communicate with languages. • You can understand people more. • (Year 9 girl)

10. Learning languages…curriculum possibilities Language World Conference • our intentions • what pupils think • a bigger picture • some ways forward Mick WatersDirector of Curriculum, QCA 11 April 2008

11. A Changing Society… • technology • an ageing population • the gap between rich and poor • global culture and ethnicity • changing maturity levels in schools • expanding knowledge of learning • a changing economy

12. The entire planned learning experience • lessons, events, routines, extended hours • outside school • Clubs • Local band • Charity work • Part-time job

13. Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Opportunities for spiritual, moral, social, cultural, emotional, intellectual and physical development Personalised - offering challenge and support to enable all learners tomake progress and achieve Personalised - offering challenge and support to enable all learnersmake progress and achieve Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Assessment uses a wide range of evidencetoencourage learners to reflect on their own learning Resource well matched to learning need eg use of time, space, people, materials Resource well-matched to learning need eg. use of time, space, people, materials Relevant, purposeful and for a range of audiences Relevant, purposeful and for a range of audiences Assessment is fit for purpose and integral to learning and teaching Assessment is fit for purpose and integral to learning and teaching Assessment develops learners’ self-esteem and commitment to their learning Assessment develops learners’ self-esteem and commitment to their learning Involve learners proactively in their own learning Involve learners proactively in their own learning Varied and matched to learning need eg enquiry, instruction, active, practical, theoretical Varied and matched to learning need e.g. enquiry, instruction, active, practical, theoretical In tune with human development In tune with human development Three key questions The curriculum aims to enable all young people to become The curriculum aims to enable all young people to become 1 What are we trying to achieve? Successful learners who enjoy learning, make progress and achieve Successful learners who enjoy learning, make progress and achieve Confident individuals who are able to lead safe, healthy and fulfilling lives Confident individuals who are able to lead safe, healthy and fulfilling lives Responsible citizens who make a positive contribution to society Responsible citizens who make a positive contribution to society Curriculum aims Curriculum aims Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic wellbeing Every Child Matters outcomes Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Skills eg literacy, numeracy, ICT, personal, learning and thinking skills Knowledge and understanding eg big ideas that shape the world Knowledge and understanding eg big ideas that shape the world Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Attitudes and attributes eg determined, adaptable, confident, risk-taking, enterprising Focus for learning Focus for learning 2 How do we organise learning? The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes The curriculum as an entire planned learning experience underpinned by a broad set of common values and purposes Environment Environment Events Events Extended hours Extended hours Learning outside the classroom Learning outside the classroom Lessons Lessons Locations Locations Routines Routines Components Components Approaches to learning Approaches to learning Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Overarching themes that have a significance for individuals and society, and provide relevant learning contexts: Identity and cultural diversity - Healthy lifestyles – Community participation – Enterprise – Global dimension and sustainable development – Technology and the media – Creativity and critical thinking. Whole curriculum dimensions Whole curriculum dimensions Communication, language and literacy Communication, language and literacy Creative development Creative development Knowledge and understanding of the world Knowledge and understanding of the world Personal, social and emotional development Personal, social and emotional development Physical development Physical development Problem solving, reasoning and numeracy Problem solving, reasoning and numeracy Statutory expectations Statutory expectations A & D A & D Ci Ci D & T D & T En En Ge Ge Hi Hi ICT ICT Ma Ma MFL MFL Mu Mu PE PE PSHE PW EW+FC PSHE PW EW+FC RE RE SC SC 3 How well are we achieving our aims? Creates a continuous improvement cycle Chooses assessment fit for purpose Involves the whole school community eg learners, parents, teachers, employers, governors Uses information intelligently to identify trends and clear goals for improvement Uses a wide range of measures, both qualitative and quantitative Uses a variety of techniques to collect and analyse information Uses ‘critical friends’ to offer insights and challenge assumptions Looks at thewhole child eg curriculum aims, progress in skills, subjects and dimensions Working Draft: April - June 2008 To make learning and teaching more effective so that learners understand quality and how to improve Evaluating impact To secure Accountability measures Civic participation Healthy lifestyle choices Further involvement in education, employment or training Attainment and improved standards Behaviour and attendance

14. Learning languages…curriculum possibilities Language World Conference • our intentions • what pupils think • a bigger picture • some ways forward Mick WatersDirector of Curriculum, QCA 11 April 2008

15. Possible ways forward • a move from translation and interpretation • towards an awareness of language of: • culture • relationship • business • trade • interaction • proper simulation • ladders to scaffolding

16. Some possible stronger foundations • accent, dialect, gesture • spot the language • an awareness of language forms

17. Some possible stronger foundations • accent, dialect, gesture • spot the difference • an awareness of language forms • listening • odd words and phrases • subtitles • roots and derivation • international outlooks • digital world • improved performance in English

18. Learning languages…curriculum possibilities Language World Conference • our intentions • what pupils think • a bigger picture • some ways forward Mick WatersDirector of Curriculum, QCA 11 April 2008