Professional Focus Paper
Modern Languages
1.
Level: National 1
Who is this paper for and what is its purpose?
This paper is for staff who provide learning, teaching and support as learners work towards Modern Languages
National 1.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning from 3 to 18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger, with a clear focus on knowledge, understanding, skills, capabilities and attributes. These are delivered
through the experiences and outcomes of the 3–15 Broad General Education (BGE) and, at the senior phase,
through programmes that build directly on the BGE, leading to qualifications. Because of a strengthened focus on
the nature and quality of learning experiences and increased learner participation in every aspect of the learning,
teaching and assessment cycle, self-motivation is likely to be increased and learners consequently more engaged
and enthused. To ensure continuity and progression, qualifications at the senior phase have been designed to
embrace this unambiguous focus on high-quality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years, whereas others may enable learners to work towards qualifications within one year. In both cases, the
advice in this paper is relevant to the learning and teaching approaches which learners will encounter. This paper is
intended to stimulate professional reflection and dialogue about learning. It highlights important features of learning
which are enhanced or different from previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the BGE, to meet the needs of all learners?
2.
What’s new and what are the implications for learning and teaching?
At National 1, Modern Languages consist of two units providing learners with relevant experiences to develop skills
for learning, life and work. The units are:
 Life in Another Country: Aspects of Life
 Life in Another Country: Language.
At National 1 the units are standalone and to achieve a Modern Language unit at National 1 learners must be able
to achieve the outcome within the unit, with the appropriate level of support and resources. However, in practice
the units are closely linked and most leaners will undertake them at the one time. At National 1 learning should be
relevant to the learner’s everyday life, their overall learning programme and/or work and leisure.
MODERN LANGUAGES
The outcomes of the Modern Language units at National 1 and other areas of the curriculum may be linked
together to provide personalised achievement opportunities for all learners, for example:
 Life in Another Country: Aspects of Life could link directly with Food Preparation: Baking and Healthy Basic
Cooking: Planning a Meal
 Life in Another Country: Language could link directly with Communication: Listening and Responding to Texts
and Communication: Interacting in the Community
The units may provide progression for learners to other units at Communication National 1, Modern Languages
National 2, English and Communication National 2, further study, employment or training. The nature of this
progression will depend on the individual needs of the learner.
What are the key aspects of Modern Languages National 1?
Integrated approach to experiences and skills development
Modern Languages units at National 1 build on the experiences and skills developed within the BGE. A range of
contexts, including at home and within the local community, will broaden and extend learners’ experiences and
enable them to apply their skills across a range of curricular areas. For some learners, with more complex needs,
specific targets may be set within their individualised educational programmes to ensure skills are developed
across communication and literacy. In planning experiences and skill development in modern languages staff
should also take account of the targets set in other curricular areas, including literacy, numeracy and personal
development.
Wider range of evidence of learning
There is a clear focus on assessment as an integral part of learning and teaching. Staff will want to use their
interactions with learners to form judgments of how teaching and tasks are to be directed to meet learners’ needs.
At National 1 it is anticipated that most evidence for assessment purposes will be gathered on a naturally occurring
basis. A variety of assessment approaches should be used in order to allow a range of valid and reliable
assessment evidence to be gathered. Such approaches might include:
 observation of evidence demonstrated during an activity (using an observation checklist, visual recording,
photography or equivalent)
 oral questioning before, during and on completion of a task (recorded using audio-visual or audio recording or
using detailed written assessor notes)
 the centre’s own assessment tools
 learning and teaching activities which generate physical evidence for assessment
 identifying opportunities to record evidence within other curricular areas and/or other environments.
These examples of evidence could be used by learners and/or staff to build a portfolio to demonstrate progress
across the outcomes in Modern Languages units. Staff should develop criteria of success where the focus is
placed on small, well-defined steps in learning. In this way, the learner with more complex needs is more likely to
achieve success and be able to progress within the level or on to the next level. Staff should ensure that different
approaches to assessment are matched to the individual learner’s needs, including accurate and regular feedback,
as appropriate. Where possible, learners should be at the centre of this process so they have a clear
understanding of what will be assessed and how it will be assessed. They should also be supported and involved in
selecting the assessment evidence which best demonstrates the knowledge, understanding, skills, capabilities and
attributes they have developed and demonstrated. Staff have the flexibility to manage the support requirements for
each learner. They may also keep informal records as part of the learning and teaching approaches, to show how
the learner is progressing.
MODERN LANGUAGES
Hierarchy of units
Programmes of learning should be planned to encourage learners to aim for the highest level of achievement.
There is no mandatory content at Modern Languages National 1 but the aims of the units provide learners with
opportunities to find out about the community and culture of another country and to develop an awareness of the
language used in another country. This may help learners to widen and develop their awareness of the traditions
and language used in another country as well as Scotland. These experiences, skills and knowledge will be
developed further in National 2 and beyond and across National 1 units in other curricular areas. Careful planning
of contexts will be required to ensure learners can move within and between National 1 and National 2 units, as
appropriate.
What are the key features of learning in Modern Languages National 1?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collaboratively to
develop skills. Learners may require individualised differentiation of tasks and activities to promote their
engagement in learning and to support their achievements at Modern Languages National 1. Learners will require
varying degrees of support to enable them to achieve the outcomes and assessment standards. Some learners
may take part at an experiential or sensory level, where they require full support. Some may require frequent
direction and support to enable them to take part, while others may take part independently or with intermittent
support. For a few learners, with more complex additional support needs, where the outcomes in a Modern
Languages National 1 unit may not be fully achievable, the experiences gained in Modern Languages units will
enhance learning and may contribute to their success within other National 1 units. Using a variety of different
methodologies, active learning approaches and support models will ensure learning experiences meet the needs of
all learners.
Personalised learning and learning independently
At Modern Languages National 1 learners have real opportunities to develop skills for learning, life and work in
ways that are stimulating, challenging, relevant and enjoyable. These opportunities may be related to their specific
needs, interests and choices, which in turn promote engagement. For example, a group of learners may be working
on developing healthy eating habits. As part of a focus week on life in another country, they can sample and taste
healthy snacks made from foods associated with that country. A learner with an interest in sport can develop their
research skills by using technology to find out about sport in the chosen country. Well-defined assessment tasks
will determine the level of support an individual learner may require at any given point within the learning and
teaching environment. Learners should be given opportunities to use their normal mode of communication and
have access to the appropriate resources identified to support their learning, for example:
 making a healthy snack (pictorial presentation of the ingredients, recipe instructions and the key words of the
snack in the chosen language)
 voice output communication aids, signing and pictorial/symbol systems
 an identified level of staff support to access, participate and achieve in tasks
 an adapted environment.
How will you plan opportunities for learners to learn independently as appropriate?
How will you plan contexts to ensure there is progression without unnecessary repetition of content?
MODERN LANGUAGES
Responsibility for learning
The quality of relationships of the range of staff supporting the learner and a clear understanding of individual
needs will enhance the learners’ ability to engage in and, as appropriate to the individual needs, take responsibility
for their learning. Learners progress at different rates and will require different levels of support depending on the
task/activity to be undertaken. Staff should be aware of the types and range of supports required to enable the
learner to experience success and achievement, with the least possible intervention. Personalised learning, with
clear links to previous learning, progress and achievement, ensures that learning, teaching and individual
educational programmes are tailored to the learners’ needs across the contexts for learning. Learners’ preferred
methods of communication and the increasing use of technology will play an important role in allowing learners to
take increased responsibility for learning.
Learners should be encouraged to monitor their own progress, where appropriate. Learners can be guided towards
building their own understanding of the learning process using a range of strategies. For those learners who are at
the earliest stages of reading and writing or who require positive behaviour support strategies the following could
be used:
 visual self-assessment (photographic, pictorial, graphic)
 oral, gestural, signing responses
 achievement reward system (stickers, certificates).
How will you support learners to take responsibility for and plan their own learning?
What key areas will you communicate with learners to ensure they are making progress with the aims of the
course?
Collaborative learning
Learning and teaching approaches should encourage and develop collaborative working, including learning from
each other. When planning collaborative learning and teaching approaches staff will want to consider how
individual learners can be encouraged and supported to take on roles that provide appropriate challenge and also
meaningful opportunities to contribute to the group and to experience success. Practical activity contexts enable
learners to work with a partner and in a group. Working collaboratively provides the relevant and real-life contexts
and situations that promote knowledge and understanding of life outside home and school. Recognising aspects of
the community, culture and language of another country is likely to be enhanced in contexts where learners are
encouraged to take on a range of roles and responsibilities. The variety of roles could include learners acting as a
waiter, waitress or customer in a café, handling the money and baking. Working with peers to practise
communication in a different language enables learners to apply their usual mode of communication and interact
appropriately with others. In experiencing different roles learners will help to provide information and support that
can develop and enhance understanding. Working together and supporting each other in this way will encourage
learners to build positive relationships while demonstrating awareness and respect for others.
How might you develop collaborative approaches to learning and make effective use of technology?
MODERN LANGUAGES
Applying learning
For learners with complex needs, learning experiences linked to strengths, interests and choices will enable them
to develop practical skills and knowledge within the area of modern languages. Staff should ensure that tasks and
activities are clearly linked to outcomes, which in turn will allow the learner to demonstrate their knowledge,
understanding, skills, capabilities and attributes, accompanied by whatever support model has been identified for
the individual. There will be learning opportunities which develop thinking skills as well as literacy and numeracy
skills across the Modern Languages units. A central theme is to encourage learners to become aware of aspects of
life in another country by exploring traditions, customs, celebrations and festivals, money, weather and language.
This should enable learners to develop an understanding of these aspects of life in Scotland.
Opportunities for learners to apply and use their skills across other curriculum areas will help to ensure that their
skills are reinforced and transferrable. Working in partnership with parents/carers and others, staff can ensure that
learners are able to use and practise their skills in as natural a context as possible.
How can you ensure that learners can access opportunities to apply their learning in other curriculum areas?
3.
Qualification information
The SQA website provides you with the following documents:
 unit specifications
 support notes
 unit assessment support packages.
Full information on arrangements for this qualification is available on the SQA website.
Further information on the developments in National units is available on SQA's National 1 unit web page:
www.sqa.org.uk/national1.
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
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