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Section 1

Planning for Modern Languages

The central principles of the 5-14 curriculum are breadth, balance, coherence, continuity and progression. Learning and teaching programmes, therefore, must be planned in ways that provide:
         broad and balanced learning
         coherent links and connections
         continuous pathways for learning
         progressive development for learning

Schools and clusters have an obligation to plan for overall provision in a collaborative way to take account of pupils' needs and the guidance provided in national guidelines. Equally, teachers have an obligation to plan for learning and teaching in a way that focuses on the main features of the strands of each attainment outcome.

There is no need for over-elaborate planning to demonstrate detailed coverage of every component. Planning is about more than 'coverage': its aim is to make the learning and teaching experience as effective and as enjoyable as possible. Planning that is too complex or repetitive wastes time and energy that should be spent on teaching. Nevertheless, careful and collaborative planning is essential if learning and teaching are to be effective.  

Planning is about more than 'coverage': its aim is to make the learning and teaching experience as effective and as enjoyable as possible.


Cluster planning

Effective cluster planning depends on a number of factors relating to opportunities for teachers and managers to meet, share ideas and discuss a wide range of practical issues. Cluster management has been found to be effective when:
  • a steering group, which meets regularly, is established to implement the initiative
  • the group contains the local 5-14 coordinators and those managing and teaching modern languages in their schools
  • there is effective liaison with the local authority through the sending of minutes and the involvement of an authority officer as a member of the steering group
  • the steering group has a clear and focused agenda dealing with practical issues such as staffing, staff deployment, continuity of language, resources, staff development, monitoring and evaluation arrangements, assessment and reporting
  • opportunities are provided for all staff to be involved in the initiative
  • support on new aspects of learning and teaching is provided for teachers
  • feedback on the learning and teaching processes are exchanged across the sectors and good practice is shared
  • local special schools and special units are included in the teaching of the modern language
  • arrangements for communicating information to parents are in place.



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