Introduction
The advice in these guidelines is based on existing good practice in the design and planning of policies and programmes for the teaching and learning of modern languages in the primary school, in secondary S1 and S2, and in special schools. While recognising that in most primary schools, programmes of study in modern languages currently start at Primary 6, the guidelines would also allow the introduction of modern languages at an earlier stage, where local and individual circumstances support this.The guidelines aim to help clusters, individual schools and teachers to undertake a systematic review of their provision. They will also allow the adjustment and development of existing teaching and learning programmes to ensure that all pupils experience an inclusive, coherent, continuous and challenging programme of work at all stages of their modern languages learning.
The starting point for any review will be the school's own policy documents, taking into account local circumstances, priorities and resources, together with education authority guidelines and advice. These should be reviewed in the light of the Rationale in Section 1, which sets out the aims of teaching and learning in modern languages developed in the rest of the guidelines. The Rationale aims to take account of the new Europe, in which Scotland will play a strong role, and in which a modern languages capability is increasingly important. It also reflects the increasing influence of new technologies on the nature and purpose of modern language learning.
Any review and adjustment of policy will mean a careful review of teaching and learning programmes. To help with this process Section 2 of the guidelines sets out a framework for modern languages in terms of the four attainment outcomes of listening, speaking, reading and writing. Within each outcome are strands of language that pupils will experience. The attainment targets represent a progression in learning within each of the strands, each target making increasing demands in terms of knowledge, understanding or skills.
Planning, based on the central principles of the 5-14 curriculum - breadth, balance, coherence, continuity and progression - is central to any review and adjustment of policy or development of programmes of learning. Section 3 provides guidance on ways in which schools and clusters can plan for overall provision in modern languages in a collaborative way. Planning together will provide continuous and progressive pathways for learning and ensure broad and balanced learning opportunities within and across the four outcomes.
Section 4 of the guidelines offers some advice on aspects of teaching, learning and assessing modern languages.
Section 5 of the guidelines provides guidance on the use of information and communications technology (ICT) in effective modern languages teaching and learning.
Section 6 sets out strands and attainment targets at six levels A-F for each of the outcomes in modern languages.
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