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:

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:

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:

 

 

Continue seminar, go to: Part 4