building stronger foundations: revisions to the national curriculum and to qualifications in mfl...
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![Page 1: Building stronger foundations: revisions to the National Curriculum and to qualifications in MFL Christopher Maynard QCA Principal Officer, MFL](https://reader035.vdocuments.us/reader035/viewer/2022072013/56649e5d5503460f94b566d4/html5/thumbnails/1.jpg)
Building stronger foundations: revisions to the National
Curriculum and to qualifications in MFL
Christopher MaynardQCA Principal Officer, MFL
![Page 2: Building stronger foundations: revisions to the National Curriculum and to qualifications in MFL Christopher Maynard QCA Principal Officer, MFL](https://reader035.vdocuments.us/reader035/viewer/2022072013/56649e5d5503460f94b566d4/html5/thumbnails/2.jpg)
The revised National Curriculum (1)
Greater emphasis on:
• pupils’ knowledge about language
• their ability to apply this
1. Pupils should be taught:
(a) the principles and interrelationship of sounds and writing in the target language
(b) the grammar of the target language and how to apply it
(c) how to express themselves using a range of vocabulary and structures
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The revised National Curriculum (2)
Less emphasis on:
• topics
• linking topics to a key stage
5. During key stages 3 and 4 pupils should be taught the Knowledge, skills and understanding through:
(i) working in a variety of contexts, including everyday activities, personal and social life, the world around us, the world of work and the international world.
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The revised National Curriculum (3)
Emphasis remains on:
• developing language skills
• developing language-learning skills
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The revised National Curriculum (4)
Link with English:
3c Pupils should be taught to use their knowledge of English or another language when learning the target language
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The revised National Curriculum (5)Links made with the programme of study for
English:En1/5 Pupils should be taught to use the vocabulary,
structures and grammar of spoken standard English fluently and accurately in informal and formal situations.
En2/6 Pupils should be taught to draw on their knowledge of grammar and language variation to develop their understanding of texts and how language works.
En3/7 Pupils should be taught the principles of sentence grammar and whole-text cohesion and use this knowledge in their writing. (etc)
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The revised National Curriculum (6)
Note about using the target language:
Pupils are expected to use and respond to the target language, and to use English only when necessary (for example, when discussing a grammar point or when comparing English and the target language).
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QCA key stage 3 MFL schemes of work
QCA schemes of work for MFL reflect revised programme of study.
Knowledge about language emphasised in each unit:
• new language content
• learning objectives
• grammatical progression
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Revisions to GCSE (1)
• reflect changes in National Curriculum
• greater emphasis on knowledge of language
• 20% of total marks for knowledge and accurate application of the grammar and structures of the language (AO2 and AO4)
• grammar appendices in GCSE criteria
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Revisions to GCSE (2)
• no dictionaries in examinations
• rationalisation of topics
• greater comparability across specifications
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New AS/A levels
• Assessment Objective 3: “show knowledge of and apply accurately the grammar and syntax prescribed in the specification”
• AO3 weighted at 25% of total marks at both Advanced Subsidiary and Advanced levels
• grammar appendices in AS/A criteria
• “transfer of meaning” from and into the target language compulsory
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Advanced Extension Awards (1)
• targeted at top 10% of A level candidates
• based on AS/A subject criteria
• require no special preparation, no additional teaching
• to be available in French, German and Spanish in 2002
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Advanced Extension Awards (2)
• candidates should “understand and apply accurately the grammatical system and a range of structures as detailed in the GCE Advanced level subject criteria”
• mark scheme allots 40% to “knowledge and use of French/German/Spanish (including accuracy, the range of syntax and lexis used, knowledge and application of the grammatical system)”
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MFL in key stage 2
• scheme of work published in September 2000
• feasibility study
- evaluation of existing research
- study of current provision
- monitoring and evaluation of current initiatives
• report to Secretary of State (March 2001)
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Issues for consideration
• quantity v. quality - concern about uptake of MFL and continuation rates
• motivation
• competence in one foreign language v. partial competence in two or more foreign languages