Planning for Curriculum for Excellence

1. Planning for Curriculum for Excellence • Overview • Snapshot of current CfE Planning in your schools • CfE Planning Guidance – central tenets/key documents • The role of MFL in delivering cross-cutting themes • Possible approaches and next steps

2. Planning for Curriculum for Excellence 'The word framework is absolutely critical in terms of understanding what the document is. Unlike previous curriculum documents and curriculum reforms, 'Building the Curriculum 3' does not provide a centralised model that teachers can take out of the pages and apply across Scotland. What it does is it defines a new landscape for curriculum planning - it's now up to the profession to use that framework to supply the details.' George Smuga, Professional Adviser,Scottish Government Curriculum Division

3. For discussion 1)What kind of planning for CfE is currently taking place in your school/authority? 2) Within these plans, what provision is being made for MFL? 3)How different/similar is this provision to the current situation?

4. Principles for Curriculum Design challenge and enjoymentbreadthprogressiondepth personalisation and choice coherencerelevance

5. Including:literacy across learningthinking skills across learninghealth and wellbeing across learningpersonal learning planningworking with others skills for enterprise and employabilityBTC 4 Central Tenets: Skills for Learning, Life and Work

6. International Education • Curriculum for Excellence: Building the Curriculum 3: • “All children and young people in Scotland have an entitlement to a curriculum which will develop knowledge and understanding of society, the world and Scotland’s place in it so that they can develop well-informed views and act responsibly. Learning in an international context is an essential dimension of the broad general education which is designed to equip young people to meet the challenges of the 21st century.”

7. Introductory Statements: Overarching experiences for learning new languages (1) Learning a new language encourages children and young people to broaden their horizons as they explore the language and its associated culture.Through my learning of a new language:I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages.I enhance my understanding and enjoyment of other cultures and of my own and gain insights into other ways of thinking and other views of the world.I develop skills that I can use and enjoy in work and leisure throughout my life.

8. Introductory Statements (2):Literacy across the Curriculum I learn to reflect on and explain my literacy and thinking skills, using feedback to help me improve and sensitively provide useful feedback for others. I engage with and create a wide range of texts in different media, taking advantage of the opportunities offered by ICT. I develop my understanding of what is special, vibrant and valuable about my own and other cultures and their languages. I communicate, collaborate and build relationships. I explore the richness and diversity of language, how it can affect me and the wide range of ways in which I and others can be creative. I extend and enrich my vocabulary through listening, talking, watching and reading. Discuss: In what ways can MFL contribute? 8

9. The open-ended nature of the experiences and outcomes allows for creativity and flexibility and allows primary teachers to focus on teaching methodologies for skills development and for a deeper understanding without having to plan for too much content/topic coverage. The framework supports secondary teachers in liaising closely with primary teachers to build not only on what has been achieved but also on the learning experiences with which children and young people will be increasingly familiar. Key pointers from the Principles and Practice Paper (1): Primary MFL and transition to Secondary

10. In Primary • Establish a solid basis for the lifelong learning of modern languages • Ensure pupils experience success and retain initial enthusiasm • Shift emphasis from coverage of language content to development of effective language learning skills • Discuss similarities and differences of how pupils have acquired/learned L1 and how this impacts on the learning of L • Investigate and report back on aspects of culture and geography

11. Key pointers from the Principles and Practice Paper (2): Secondary The statements of experiences and outcomes provide support to secondary teachers as they plan to:- create meaningful relevant contexts for learning including the appropriate use of ICT - develop interdisciplinary projects where appropriate to build on collaborative learning- make clear the links between the learning and teaching of modern languages and other areas of the young people’s learning, including enterprise, international education and citizenship

12. Key pointers from the Principles and Practice Paper (3): Enterprising Approaches and Global Citizenship The study of a modern language has a unique contribution to make to the development of cultural awareness as it provides children and young people with a means of communicating directly with people from different cultures, enhancing their understanding and enjoyment of other cultures and of their own. They gain insights into other ways of thinking and other views of the world and therefore develop a much richer understanding of active citizenship.

13. Summing Up: what needs to be considered at planning stage Principles of Curriculum Design Literacy, Numeracy, Health and Wellbeing Skills for Learning, Life and Work International Education Interdisciplinary Learning All before the Os and Es….

14. Group Task Two possible approaches Focussing on S1 Group A: auditing current provision based on the Outcomes and Experiences Group B: auditing current provision based on the Curriculum Design Principles Together discuss the benefits and limitations of each approach. How can they complement each other? Next steps: Based on today’s discussion, write down 3 key areas which could be the basis of an action plan for MFL planning in your school.

15. Conclusion: keys to successful planning • starting point is what children and young people will learn – not a textbook or ICT package • Collaboration: other departments / feeder primaries • Audit of current provision: • Identification of areas that need strengthening or removing • Identification, sharing and celebration of current good practice • Cautious use of templates • Every element must stand the test of the Curriculum Design Principles