In relation to languages, teaching at key stage 2 may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language. However, there is an expectation that a broad range of subjects (such as in the national curriculum) is taught in key stage 2 throughout Years 3 to 6. The number of pupils choosing to study languages at GCSE, for example, declined significantly from 2004, when studying a language after the age of 14 was made non-statutory. It is clear that pupils in England often perceive languages to be difficult. This expectation is reflected in the national curriculum and is at the heart of the education inspection framework (EIF). The requirement for maintained schools and academies to offer a broad and balanced curriculum is set out in the Education Act 2002 (for maintained schools) and the Academies Act 2010. This includes the need for pupils to feel successful in their learning and that they are clear about their next steps. Pupils’ motivation is discussed as a focus to help languages to flourish.
Staff expertise, curriculum planning, time allocation and transition are cited as barriers at key stage 2.
The proportion of boys, disadvantaged pupils and those with special educational needs and/or disabilities (SEND) engaging in languages after key stage 3 is low. It notes that, although languages as a subject is pressured, it is also pivotal to the success of the national English Baccalaureate (EBacc) ambition. This includes at A level as well as GCSE. It discusses the main challenges that we face, including the decrease in uptake of languages over the years. This section highlights the pressured position that languages are in. We hope that, through this work, we will contribute to raising the quality of languages education for all young people. The review draws on a range of sources, including our ‘Education inspection framework: overview of research’ and our 3 phases of curriculum research. Summarised a research review into effective practice in the field of foreign language educationĬonsidered curriculum progression in languages, pedagogy, assessment and the impact of school leaders’ decisions on provision Outlined the national context in relation to languages Since there are a variety of ways that schools can construct and teach a high-quality languages curriculum, it is important to recognise that there is no single way of achieving high-quality languages education. The purpose of this research review is outlined more fully in the ‘Principles behind Ofsted’s research reviews and subject reports’.
We will use this understanding of subject quality to examine how languages are taught in England’s schools. Its purpose is to identify factors that contribute to high-quality school languages curriculums, assessment, pedagogy and systems. This review explores the literature relating to the field of foreign languages education. In doing this, the languages curriculum has a potential positive impact on business and the economy. It should enable pupils to study and work in other countries. The languages curriculum should also provide the foundation for learning further languages. It encourages pupils to appreciate and celebrate difference. It helps to equip pupils with the knowledge and cultural capital they need to succeed in life.
Learning a language is ‘a liberation from insularity and provides an opening to other cultures’. Languages are an integral part of the curriculum.