More information on the modern languages experiences and outcomes

The following explanations are intended to help you interpret the experiences and outcomes for modern languages.

Listening

Listening for information

The expectation in this skill at second level is that young people will be able to understand a basic range of everyday expressions relating to personal details and classroom instructions (familiar language) and enjoy listening to a story, song or poem. They may need to listen several times to get the information they require depending on how fast and clearly the speaker talks. They should be aware of how people address each other both formally and informally.

Listening and talking with others

Across all levels, young people will take part in conversations (e.g. MLAN 2-02a/MLAN 2-03b), in collaborative/transactional situations (e.g. MLAN 2-05b) and in presentations (e.g. MLAN 2-06a/MLAN 2-06b), while being able to ask for help and support as necessary (e.g. MLAN 2-04a) and while ensuring pronunciation is sufficiently accurate to be understood by a sympathetic native speaker (e.g. MLAN 2-07b).

The expectation as second level is that young people will be able to give a short presentation about themselves, take part in simple conversations and transactions, and read aloud a simple text. Their pronunciation will not always be completely accurate but their meaning will be clear.

Reading

Across all levels, young people will read text in order to use and find information (e.g. MLAN 2-08b), to appreciate other cultures (e.g. MLAN 2-09a) and for interest and enjoyment (e.g. MLAN 2-10a), while developing a range of reading strategies including the use of dictionary (e.g. MLAN 2-11a), knowledge of English and, possibly, other languages with which they are familiar (e.g. MLAN 2-11b/MLAN 2-11d) and knowledge of the foreign language (e.g. MLAN 2-11c).

The expectation at second level is that young people will be able to understand the main points from a short written text presented in traditional print form or electronically and draw upon a range of support including glossaries, word lists, peer and teacher support.

Writing

Across all levels, young people will write in order to describe themselves and exchange straightforward information (e.g. MLAN 2-13b), developing awareness of the accuracy required in writing information previously used in speaking (e.g. MLAN 2-14a).

The expectation at second level is that young people will be able to write a few sentences about themselves and others using expressions which they have already learned and, with support, including writing frames, peer and teacher support, demonstrate an awareness of the writing system of the foreign language.

Explanation of terminology which is open to different interpretations

These explanations apply to all levels and all outcomes where those terms are used.

MLAN 4-01a 'Unfamiliar'

Unfamiliar language can either be previously known vocabulary presented in a new and unfamiliar context or this can be new, unfamiliar vocabulary which does not distract the listener from understanding the gist and the main points of the text.

MLAN 4-02a 'Predictable'

Language is predictable in that it is learned; however, the conversation is less predictable in that the precise format of the questions may vary, as may the order in which they are asked. There may also be more extended questions which draw on previous knowledge.

MLAN 4-03a '… using an extended range of language structures ….'

The ability to move beyond the use of fixed phrases and to demonstrate a variety of vocabulary and tenses is a key element in evaluating the extent to which the learner has met agreed success criteria for speaking. Guidance as to the appropriate level expected for conversations at SCQF Level 4 is currently available from SQA and this can be used as a point of reference.

MLAN 4-05a

Within transactional situations, young people will be able to both obtain a service (when abroad) and provide a service (when at home).

Guidance as to the appropriate level of learner’s response expected for transactional role play at SCQF Level 4 is currently available from SQA and this can be used as a point of reference.

MLAN 4-06a

Young people will be able to speak at some length on a prepared topic, going beyond basic content and showing evidence of structure.

Guidance as to the appropriate level of learner’s response expected for Prepared Talk/Presentation at SCQF Level 4 is currently available from SQA and this can be used as a point of reference.

MLAN 4-09a

This type of reading may lend itself to the use of the internet and other sources to access text which may in turn contribute to the speaking (MLAN 4-06a) and writing (MLAN 4-13b) presentations.

MLAN 2-10a, MLAN 3-10a, MLAN 4-10a

A text, spoken or written, may be seen as the medium through which ideas, experiences, opinions and information can be communicated. Text is made more demanding and more complex by the content, the length, the density of sentence structure and the range of vocabulary and structures.

Guidance concerning the level of text expected at SCQF Level 4 is currently available from SQA, and this can be used as a point of reference.

MLAN 4-13a

Teaching and learning should capitalise on the potential to increase motivation by the wide range of ways in which learners interact with others, including email, blogging, and scripting material for podcasting and video conferencing.