Support for reflection and engagement in modern languages experiences and outcomes

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Support for reflection and engagement in modern
languages experiences and outcomes
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The aims

• To reflect on the principles and practice in
  modern languages
• To focus on some of the features of the
  experiences and outcomes from first to fourth
  level in modern languages
• To reflect on effective approaches to learning
  and teaching modern languages in line with the
  principles of Curriculum for Excellence
• To consider at the expectations and challenges
  for practitioners

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What can learning in modern languages enable
children and young people to achieve?

• Learning other languages enables children and
  young people to make connections with different
  people and their cultures and to play a fuller
  part as global citizens.
• It is important for many reasons, including for
  national prosperity, that young people are
  attracted to learning a modern language and that
  they become confident users of a modern language,
  well equipped with the skills needed in Europe
  and in the global marketplace. This framework of
  experiences and outcomes is intended to help to
  address this national need.

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What can learning in modern languages enable
children and young people to achieve? (contd).

• Develop their ability to communicate their
  thoughts and feelings and respond to those of
  other people
• Develop the high level of skills in listening,
  talking, reading and writing which are essential
  for learning, work and life
• Use different media effectively for learning and
  communication
• Develop a secure understanding of how language
  works, and use language well to communicate ideas
  and information in English and other languages
• Building the Curriculum 1

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What can learning in modern languages enable
children and young people to achieve? (contd)

• Exercise their intellectual curiosity by
  questioning and developing their understanding,
  and use creative and critical thinking to
  synthesise ideas and arguments
• Enhance their enjoyment and their understanding
  of their own and other cultures through
  literature and other forms of language
• Develop competence in different languages so that
  they can understand and communicate including,
  for some, in work settings.
• Building the Curriculum 1

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Modern Languages and the four capacities

• successful learners, who can reflect on how they
  have acquired and learned their first language
  and how this can assist them in further language
  learning
• confident individuals, who, through experiencing
  success and support, can interact with others in
  real-life situations, talk about topics of
  personal interest and deliver presentations in
  their new language
• effective contributors, who can work in
  individual, paired and group situations, and
  establish and maintain contact with other
  speakers of the target language
• responsible citizens, who have a growing
  awareness of life in another society and of the
  issues facing citizens in the countries where
  their new language is spoken.

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How are the experiences and outcomes structured
in modern languages?

• In modern languages there are three organisers
  and they are subdivided as follows

A 12 approach to language learning Framework
for primary schools Guidance for P1
9
The experiences and outcomes
A 12 approach to language learning Framework
for primary schools Guidance for P1
10
The experiences and outcomes

• allow practitioners to gauge the progress of
  learners across the key skills from first to
  fourth level.
• give clear ideas of expectations of skill
  development across levels
• are open ended to allow for flexibility and
  creativity in the classroom
• change the balance of the key skills as the
  learner progresses through the levels

A 12 approach to language learning Framework
for primary schools Guidance for P1
11
The experiences and outcomes - First Level

• reflect the early stages of learning the target
  language
• have a clear oral/aural focus where the number of
  Es and Os is greater in the Listening and Talking
  section, although the total number of Es and Os
  is fewer overall
• support the early development of reading skills
  to complement language development in English
  using similar strategies for young learners
• encourage experimentation with writing in the
  target language in any appropriate context by
  primary 4 for most and earlier for some.

A 12 approach to language learning Framework
for primary schools Guidance for P1
12
The experiences and outcomes - Second Level

• reflect the learner becoming more confident in
  their grasp of the target language and having the
  ability to seek help and ask questions
• demonstrate a wider range and depth of learning
• in reading, learners will develop their skills in
  finding information, while developing a range of
  strategies including the use of a bi-lingual
  dictionary
• in writing, learners will demonstrate increasing
  accuracy supported by a glossary or a bi-lingual
  dictionary and will be able to write a few
  sentences about themselves and others.

A 12 approach to language learning Framework
for primary schools Guidance for P1
13
The experiences and outcomes Third and Fourth
Levels

• Here the dotted line between third and fourth
  level demonstrates the close relationship and
  likely overlap between the two levels.
• Fourth level will provide the depth of learning
  experiences based on prior learning from third
  level.
• Here language moves from the familiar to the
  unfamiliar, where learners are beginning to
  synthesise and build their skills.
• An increasing range of language is used in
  reading and listening to support greater
  spontaneity and confidence in talking and writing.

A 12 approach to language learning Framework
for primary schools Guidance for P1
14
The experiences and outcomes - Appendix

• The appendix gives an explanation of some of the
  terminology which is open to different
  interpretations and clarifies how the experiences
  and outcomes in each of the four language skills
  are linked together.
• It provides an explanation of some of the
  expectations for learners, especially at first
  and second levels as language skills are
  beginning to develop.
• It shows the progression between levels as the
  language learner develops his/her skills.

A 12 approach to language learning Framework
for primary schools Guidance for P1
15
Approaches to learning and teaching

• First level experiences and outcomes reflect the
  expectation that the language is embedded from
  Primary 1 onwards, through daily classroom
  routines, so that learners awareness of the
  target language develops simultaneously with
  their skills in English and literacy.
• Active learning through play, songs , rhymes and
  storytelling all help to develop the oral/aural
  skills and begin to lay the foundation of
  matching the written and the spoken word.

A 12 approach to language learning Framework
for primary schools Guidance for P1
16
Approaches to learning and teaching

• As learners develop from Primary 5 to Primary 7,
  the learning continues to be embedded in
  classroom routines, but also begins to broaden
  out. Learning activities should be engaging, age
  appropriate and relevant.
• Learners should have opportunities to work on
  challenging activities through collaborative
  tasks.
• Learners should be able to use ICT to research,
  support and deliver a short presentation in the
  target language on a an area of personal interest.

A 12 approach to language learning Framework
for primary schools Guidance for P1
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Approaches to learning and teaching

• At third and fourth level, learners are
  continuing to develop their knowledge about
  language, through learning about grammatical
  rules and concepts.
• Learning activities should reflect a depth of
  learning, and the ability of learners to use
  other sources to find, sort and show
  understanding of the language they are learning.
• Relevant and engaging topics from areas where the
  language they are learning is spoken are key.
  Topical culture and interactions with native
  speakers and adept use of ICT to blog, e-twinning
  etc can provide stimulating contexts.
• At this level, making connections to language
  learning across the curriculum is highly
  desirable as an IDL project or collaboration.

A 12 approach to language learning Framework
for primary schools Guidance for P1
18
Things to consider.

• To what extent do you address active learning in
  your teaching?
• To what extent do you vary your approaches to
  learning and teaching?
• How will you ensure the needs of all learners
  are met?
• Which experiences and outcomes could you link to
  other areas of the curriculum?
• To what extent are learners given feedback about
  the quality of their work and what they can do to
  make it better?

A 12 approach to language learning Framework
for primary schools Guidance for P1
19

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