Professional Focus Paper
Course: Modern Languages
1.
Level: National 2
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Modern Languages National 2.
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 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger, with a strong focus on the attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. 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, self-motivation is
likely to be increased and learners will be more engaged and enthused. To ensure continuity and progression,
qualifications at the senior phase have been changed 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 schools may take the opportunity to offer National Courses
over two years which might involve bypassing qualifications at a given level, whereas others may work towards a
qualification within one year. In both cases, this advice is relevant to the learning and teaching approaches that
learners will encounter. This paper, then, 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 Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Modern Languages National 2 comprises one mandatory Unit and two optional Units providing learners with the
opportunity to develop and apply a range of language and communication skills in their chosen modern language
within real-life contexts.
Mandatory
 Life in Another Country
Optional
 Personal Language
 Transactional Language
 Language in Work
MODERN LANGUAGES
To achieve Modern Languages National 2, learners must pass all four of the required Units. The outcomes across
the units at 2 may also provide personalised achievement opportunities for learners, for example;
 The skills developed within the Life in Another Country (National 2) will also support learners to progress to
further study, employment and/or training.
 Learners may also progress from this Unit to Modern Languages: Using Language (National 3) Unit or Modern
Languages: Understanding Language (National 3) Unit. They may also progress to Modern Languages for Work
Purposes Unit at SCQF level 3 or the Modern Languages for Life and Work Award Unit at SCQF level 3.
What are the key aspects of Modern Languages National 2?
Integrated approach to skills development
Modern Languages National 2 builds on the experiences and skills developed within the BGE and has an emphasis
on skills development and the application of those skills. Learners will continue to develop communication skills in
the modern language of their choice which will enable them to demonstrate their listening and reading skills.
Interpersonal skills will be developed and enhanced through sharing information with others. The language skills
developed include giving personal information, understanding information and instructions and requesting
information. For example organising a French café or singing a German Christmas carol at a service would enable
learners to use words and phrases in a real-life context. Opportunities to appreciate the culture of another country
will enable learners to make a connection to other people and widen their experience as global citizens. They will
also develop skills in comparing aspects of their own culture and community with another community. For some
learners, specific targets may continue to be set within their individualised educational programmes to ensure skills
are developed across literacy, numeracy and health and wellbeing. In planning activities and skill development in
this area, staff should also take account of targets set in other curricular areas, including literacy, numeracy and
personal development.
Wider range of evidence of learning
There is an increased emphasis on naturally occurring evidence and combined assessments, building on
approaches developed in the BGE. Staff can now make use of a wider range of evidence including, for example:
observation of evidence demonstrated during an activity by using an observation checklist, visual recording,
photography or equivalent; oral questioning before, during and on completion of task; learning and teaching
activities which enable learners to demonstrate their communication skills. Opportunities for interdisciplinary and
cross-curriculum working can provide a framework for integrated approaches to assessment.
Hierarchy of Units
Modern Languages National 2 Units are in a direct hierarchy with Modern Languages National 3 and 4. Learners
can progress from Modern Languages, English and Communication at National 1 and progress to other courses
and Units at National 2 and National 3.This would include Modern Languages for Work Purposes SCQF level 3 and
Modern Languages for Life and Work Award Unit at level 3. The hierarchical nature of units allows for flexible
approaches to learning and teaching and enable learners to achieve recognition for their best achievement.
Programmes of learning should be planned to encourage learners to aim for the highest level of achievement.
What are the key features of learning in Modern Languages National 2?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collaboratively to
develop and apply skills. Learning activities, linked to their own needs and interests, will develop learners’ ability to
test their ideas, solve problems and apply their learning in other aspects of their lives. Active learning approaches
will include tasks and activities that require learners to analyse and make decisions, explain their thinking and
MODERN LANGUAGES
synthesise aspects of their existing skills. For example learners could make a list of their favourite foods and then
try to find out in which countries these foods originated. When learners are increasingly active in their learning,
they make links across their learning that help them to make sense of the world and give their learning relevance
and authenticity.
How will you plan opportunities for learners to take a more active role in their learning?
Personalised learning and learning independently
Learners undertaking Modern Languages National 2 will continue to develop as independent learners, either
working on their own or in groups in a collaborative way. Learners can develop confidence and self-motivation
through activities that offer a choice of approaches and resources and which encourage them to be self-reliant.
This could nurture their leadership skills and promote responsibility and team working, essential skills for learning,
life and work. Personalised learning helps every learner to develop and understand their own distinctive set of skills
and abilities, into adulthood and beyond. Learners working at National 2 level may require varying degrees of staff
support for all or part of the tasks. Well defined assessment 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 the
opportunity to use their normal mode of communication and have access to the appropriate resources identified to
support their learning. Learners should be given opportunities to develop their communication skills using their
modern language. For example inviting a speaker to tell the group about life and the culture of the country they are
investigating enables them to use their words and phrases to gather information. This first hand information can
also help them make comparisons and draw conclusions. Learners can also practise their research skills through
the use of websites in the modern language to review topics in which they have an interest.
How will you plan opportunities for learners to work independently?
Responsibility for learning
Learners should be expected to take responsibility for, and plan, their own learning based on an understanding of
how they learn best. Opportunities for personalisation and choice will help learners to show what they can do. This
will provide increased motivation and ensure that individuals are challenged appropriately. 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 achieve and experience
success, with the least possible intervention. Personalised learning, with clear links to previous learning, progress
and achievement ensures that learning and teaching and individual educational programmes are tailored to
learners’ needs across the contexts for learning. Learners’ preferred methods of communication and the
increasing use of technology such as electronic tablets, voice recognition software, text to speech software and
voice recorders will play an important role in allowing the learner to take increased responsibility for learning.
Within Modern Languages National 2 the use of real-life situations as contexts for learning will engage learners
with real-life materials such as travel brochures, shopping lists, menus and bills helping them to understand
themselves and the world in which they live.
How will you support learners to take responsibility for, and plan, their own learning?
Collaborative learning
Modern Languages National 2 builds on collaborative approaches to learning from the BGE. Collaborative learning
challenges learners to think independently and engage in discussion, debate and activity to achieve specific
outcomes. Learning and teaching approaches should provide opportunities for collaborative working, enabling the
MODERN LANGUAGES
development of social and interpersonal skills that are an important part of language learning and skills for life and
work. It will also allow learners to share their skills, learn from each other and make effective contributions as part
of a team. Working with others in and beyond the centre will bring learners into social and work settings with
others. Planned partner and group work will enable learners to take on different roles to build confidence for these
real-life contexts. For example a visit to a travel agency, a continental market or a local restaurant will provide
learners with opportunities to use their words and phrases by asking questions and making requests.
How will you ensure that learners have the confidence to take on appropriate roles and responsibilities in
collaborative tasks?
How will you ensure that learners can access opportunities to work with a wide range of partners?
Applying learning
The skills developed throughout Modern Languages National 2 will enable learners to apply their learning across
other curriculum areas. Learners should develop confidence in applying their language, communication and
interpersonal skills in as many real-life situations as possible. Links with other subject areas such as home
economics, music, art and social subjects will help learners make connections in their learning. For example, in
home economics learners could create an Italian or German recipe. A creative arts and/or social subjects focus
week on Spain or France will enable learners to find out about the culture in another country and make
comparisons between them. For example they could find out what time young people go to school in the morning,
what happens at lunch time or what type of lessons they have. If their local town has a link town in one these
countries they could perhaps contact a centre in that area. These links will broaden learners’ understanding of
literacy skills and give further opportunities to reinforce and transfer them.
How can ensure that learners can access opportunities to apply their learning in other curricular areas?
MODERN LANGUAGES
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Modern Languages National 2: http://www.sqa.org.uk/sqa/48568.html
4.
What other materials are available on the Education Scotland website which staff
could use?
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials and events are planned. This downloadable list is updated quarterly with the most up-to-date details
available from the page below.
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/languages/modernlanguage
s/index.asp
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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