Policy and reform
MFL in the curriculum
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
The aim of introducing this topic somewhat unfortunately must be to underline
and analyse the problematic status of MFL within the curriculum. In order
to achieve this, the ITT / ITE programme needs to undertake study of the
complex network of tensions over four decades between research and policy,
central government and language associations, strategy design and interpretation,
and intention and actual outcomes. How languages are marketed nationally
and locally is also worthy of perusal. Ultimately it is hoped that the student
teacher, informed by engagement with the serious questions raised about
the future viability of MFL study, will be stimulated to remain at least
a participator in the debate about future direction, and may even wish to
take a more active role in the resolution of challenges, as part of his/her
continuing professional development on a strategic level.
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 | |
| Frameworks |
Q3 (a) |
| Communicating
and working with others |
Q6 |
| Personal professional development | Q8 |
| Professional knowledge and understanding | |
| Subjects and curriculum |
Q15 |
| Literacy, numeracy and ICT |
Q17 |
| Health and well-being | Q21 (a) |
| Professional skills | |
| Team work and collaboration | Q32 |
Task for trainees
Group discussion
Imagine you are a languages department charged with marketing the study
of languages within your school. What activities or events can you organise
at key times on the annual calendar? At which particular sectors of the
school community are you aiming each activity or event?
Observation focus
Arrange to observe careers lessons and options guidance sessions for pupils
for Y9 and Y11. How much prominence is the study of languages given? How
well is your subject marketed?
Check your planning
Revisit the aims and objectives of your most recent planning. Do your aims
motivate pupils to study languages by making clear exactly WHY they are
addressing the teaching and learning objectives you have set by putting
the objectives within a 'bigger picture'?
