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Section 2

Modern Languages 5-14 and Implications for Managers

Modern Languages, in keeping with all areas of the 5-14 curriculum, raises a number of issues that require to be considered by those who manage and coordinate provision in their schools and in their authority.

Liaison

One of the central criteria for successful delivery of modern languages 5-14 is the provision of opportunities for joint planning of programmes across a cluster or associated group of schools. This ensures continuity for the learners and the successful exchange of information about pupil progress between teachers and between schools.

The following criteria for liaison between schools in a cluster or associated group have been found to be effective.  

One of the central criteria for successful delivery of modern languages 5-14 is the provision of opportunities for joint planning of programmes across a cluster or associated group of schools.
  • There is a clear policy statement on modern languages agreed by all participants.
  • There are regular opportunities for liaison between managers, school coordinators and teachers in the programme.
  • There is an agreed learning and teaching programme for the cluster (see pp. 8-14).
  • There are strategies for supporting the teachers in all sectors who plan and teach the programme.
  • There is contact with a nominated coordinator in the local authority.
  • There are arrangements in place for assessing, recording and reporting.
  • Information is transferred in an agreed format between the sectors and to parents.
  • There are arrangements for periodic review and evaluation of the learning and teaching programme.

A policy statement is a helpful device as a point of reference for all those involved in the programme and is useful as evidence of commitment to the central principles of the programme. The components of a policy statement might include:
  • a statement of aims for the teaching and learning of modern languages
  • practical considerations, such as the agreed language(s), arrangements for continuity into secondary school, guidelines on staffing and staff deployment
  • a broad outline of the learning and teaching programme
  • discussion of resources to be used, including ICT where appropriate
  • extra-curricular activities to support learning
  • arrangements for continuing professional development
  • arrangements for assessing, recording and reporting
  • arrangements for communicating between schools and with parents
  • arrangements for monitoring and evaluation of the programme implementation.

The creation of a steering group within the cluster to discuss planning and progress within 5-14 can be a useful mechanism to secure broad agreement about key principles within the programme. The group serves to establish discussion both between participating schools and between schools and the local authority. Opportunities for liaison between secondary and primary teachers and between teachers delivering a part or stage of the programme are also extremely valuable.


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