Plenary Workshop: 16 January 2015, Europe House
New languages curricula and qualifications: implications for the HE sector
Slides to be made available on the UCML webpage for today’s meeting
Presentation 1: John Hopper, (DfE) Government policy and attitudes towards
languages
Summary
John's talk looked at why the government values languages, the rise and decline of certain
languages, initiatives to address the decline such as the EBacc, the new national curiculum
for England 2013, the new KS3 programme and assessment changes.
Main points
 Results of the Language Trends survey 2013/14 indicate that most primary
schools are teaching ML and nearly half are meeting the new national curriculum
requirements. However, this is still a challenging process and secondary schools
are not finding this a strong base on which to build, leading to transition issues.
The EBacc appears to be starting to have an effect on the take-up of languages
in the second from bottom most disadvantaged schools.
 There is a range of different support available which aims to build on existing
good practice (school-based support) rather than offering national support
structures. An example is funding for CPD provision, ALL signposting of
resources, the teaching schools initiative which includes academic chains (e.g.
local authorities) and resources from Embassies. CPD tends to focus on areas
of challenge such as speaking skills and spontaneous language use. There are
9 funded projects in this area.
 The proposals for the new GCSE which emphasises grammar and spontaneous
speech
 New subject content for ‘A’ levels will be published in 2015.
Questions from audience:
Q: Why do secondary schools find teaching the new curriculum challenging?
A: The relates to the proposed new areas of the curriculum which now gives a higher
profile to grammar and literature (see Language Trends report). This represents a different
content and methodology to that in which teachers were trained.
Q: To what extent is the UK aware of curricula in other EU countries?
A: England performed poorly in a recent EU survey (The European Survey of Language
Competences) which indicates that there are issues which need to be tackled. The
problem runs through the media and other public discourse which devalue languages.
However English as a second language was included in this survey which might
advantage other countries (UK pupils were tested for French and German).
Q: Is bilingualism responsible for the improved 2nd language take-up in the most
disadvantaged schools?
A: This is possible but the findings did not result from an in-depth survey. It could be that
previous practice in which bilingual or low achieving pupils were ‘disapplied’ from
languages has been tackled.
Q: What steps have been taken to establish the level of competence required by Primary
Languages e.g. level on the CEFR?
A: CEFR is used as a reference tool but there is no obligatory level set for KS2.
Cooperation between schools may help to address differences in outcome at primary. At
the moment DfE can’t prescribe which language pupils should take. There was a proposal
to have a list of 7 but this has been abandoned.
Q: As there are no nationally coordinated programmes of study in the current policy is a CPD
programme and other support enough to address issues of lack of preparedness for teachers
to teach the new curriculum?
A: Will have to wait and see but DfE is not currently in position to support national
programmes/bodies (e.g. like CILT)
Presentation 2: Bernardette Holmes. From the revised GCSE to the new A level
syllabus
Slides to be available on UCML website
Summary
Bernardette centred her talk around how the proposed new curriculum in languages offers a
coherent vision for languages, incorporating language and culture (despite culture not being
assessed). She cited the purposes of study articulated in the new curriculum which includes
liberating pupils from insularity (pupils will be encouraged not to interpret their world through a
monolingual lens). A key purpose is to evoke curiosity, appreciation of otherness, the
expression of ideas (in speech and writing) in addition to more practical communicative
purposes. Language learning should also give access to new ideas and culture (e.g. through
the reading of literature from other cultures). Mobility is seen as a key driver for employability
and this is also part of language learning.
Main points:
 GCSE learning outcomes – the ambition (desire) to communicate and to step outside
their world
 AS/A level - practical language skills developed alongside more Humanities based
skills: linguistic creative and cognitive flexibility.
 European Survey on Language Competence (15 year olds) highlights very poor
performance by the UK. This might be the result of an over emphasis on speaking
skills as all 4 skills were assessed. Bernardette stated that her expectation for pupils
at 15 would be for B1 which is what would be needed to take higher level languages.
 The national curriculum (7-14) aims for languages are already including clear
foundations for GCSE and A level study through an emphasis on authenticity of
language through exposure to authentic sources and real (peer) communication. This
would be a departure from the use of contrived material with listening/reading stimuli
depressed to the speaking level of pupils.
 More emphasis on spontaneity, grammar and literary texts (although teachers might
not have studied or taught literature).
 GCSE builds on the national curriculum and comprises personal enrichment and
transformation alongside academic skills (learning through the language), e.g. using
a student survey for a non-linguistic purpose which makes the data collection
purposeful and develops employability skills.
 There is a need for greater risk taking with language.
 There is a need to combat false dichotomies such as accuracy vs fluency, literature
vs pop culture, academic discipline vs practical skill. To have a range of linguistic
skills you need to take risks which might include accuracies – pupils stretching
themselves beyond the limits of their language.
 Use of language strategies e.g. repair, circumlocution is included in new framework
 Guidance for teachers will be needed.
 Grammar will take learners beyond memorised, unanalysed chunks (the proposal
would take this out of the assessment). It will help pupils make meanings which
matter.
 There are good examples of materials which can be used to achieve these new aims
(see slides)
 We must transcend what the politicians do to languages.
 Take advantage of EU projects to make connections between schools in the EU.
Questions:
Q: Is the teaching of languages being done by people who have the foundations necessary to
achieve what is described here?
A: KS2 teachers have responded more positively to the new curriculum than KS3/4 as
they have a more relevant background through teaching literacy etc. There is a need to
address the pressure of league tables etc. at secondary level. There is also a need to cut
down the level of assessment.
Q: What plans are there for changing teacher training?
A: There is an ongoing review of teacher training which has shifted towards schoolbased training away from HE training. The result will be a piecemeal approach towards
the changes described here. Much of this depends on how the awarding bodies translate
these ideas into their awards.
Note: Subject content for GCSE and A levels are linked from UCML web page for today’s
meeting
Presentation 3: Stephen Parker HE input to the new languages A levels: ALCAB’s role
and thinking
Stephen's talk outlined the advice put together on A level reform by the A Level Content
Advisory Board established by DfE and the Russell Group in 2013. It was not its remit to
cover assessment and QA. Content was identified from the perspective of the Russell group
(a requirement by DfE). The group looked at curricula and deficiencies in preparation for HE
study. A range of stakeholders were consulted e.g UCML, British Academy, exam boards,
schools. French, German Spanish, Ancient Greek and Latin were the languages covered.
The timetable for this was as follows: consultation Jan - April 2014, advice published Dec
2014. This group represented a 4th organisation involved in the development of the A level
reforms.
Classics had its own sub-panel which found that the current qualification is fit for purpose and
mainly needed fine-tuning so that AS and A level were co-teachable.
Main points:
 Changes for ML to address 5 weaknesses: lack of interaction with authentic
materials, cultural topics optional, language oriented towards practical use rather than
understanding of linguistic systems, promoting accuracy not always reflected in
practice, lack of emphasis on transferable skills e.g. intercultural competence.
 Conclusion that core content has been so reduced as to render ML non-viable as an
academic subject. There is a need to decide what is the irreducible content for ML what can't we do without.
 Identification of what is distinctive about ML in relation to other Humanities subjects
and STEM, e.g. the comparative moment of understanding in mediation between
languages and cultures - translating in a broad sense is at the heart of what it is to be
a modern linguist.
 Intercultural competence as a 5th skill.
 Structure of the new exam builds on the new GCSE
 There should be 2 interdependent strands: 1. culture & society (social issues and
trends, political/intellectual/artistic culture past and present). Students select themes
and subsequently works e.g. film, fiction, life-writing on which they are examined in
the target language and undertake an individual research project (A level only) and
oral exam relating to a personal interest; 2. Language - linguistic systems
(morphology syntax etc.), grammatical concepts and rules, translation in an out of the
target language relating to the 'comparative moment of understanding' concept.
 Implementation issues were identified such as concurrent reform of GCSE and AS/A
level where it would be helpful for this to be sequential. There will also be a huge
burden on teachers and exam boards. Priorities won't be clear until after the election.
Questions:
Q: Why are we sending students back to writing essays in English when they have done L2
essays at A level?
A: This is variable across HEIs. Graduateness involves being articulate in the language
of study and in English so we do need to foster these skills so there is a risk we might be
restricting students if we do all in the L2. The teaching community is divided over the
question of the L2 essay.
1.
Panel discussion
Main points:
There was general agreement that the speakers presented positive changes which the sector
has been wanting for a long time.
2. How to deal with the issue that online authentic resources are already available for free but
3.
4.
5.
6.
7.
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are not being used. It was noted that the A level research project is intended to encourage
students to use these resources
HE likes these proposals, but there is a question mark over whether prospective students
(particularly non-traditional ones) will like them. There is an obvious attraction for Humanities
oriented students but what about students studying alongside social science or STEM
subjects? Is it tailored for a social elite? However the A level proposal does offer the idea of
exploring scientifically and socially based topics. Also it is based on what was irreducible in
the language curriculum. It has to be cognitively valid to do justice to the subject. For STEM
students who may take AS they can do a film option (instead of literature) and focus on a
broader view of the target language culture. Exam boards need to take responsibility for this.
STEM students don't necessarily have a narrow focus
There is great potential for students in languages as they will learn a transferable skill such as
learner autonomy. Also even for disadvantaged students they can be challenged
Currently some students find the language curriculum dull so something needs to be done
especially at GCSE. It is not necessarily the communicative method which is to blame but
other factors such as content shaped for accessibility. Also there is pre-communicative work
going on but in many cases we are not getting beyond this (owing to risk averse teachers
perhaps).
The biggest risk is to close the door to gaining ML students at AS level if it becomes optional.
There is a mixed picture of how many schools will continue with AS – an article in TES reports
on UCAS findings in this respect. Perhaps we should seek views on AS/A level from
parliamentary candidates
HESA survey on student skills highlights that the single most important factor on attainment is
the teacher so the new proposals have implications for teachers. This can be addressed
through DfE CPD projects, also through ALL and the Network for Languages. ALL is looking
to work more closely with UCML to address teacher training. ALL is also doing a great deal to
support the inclusion of literature in GCSE but many teachers are not members of ALL so
don't have access to their resources.
When will this reach other languages e.g. Italian? What support for A level teachers can HE
give such as literature content and training for A level teachers? Language choice remains
dependent on exam boards but is on the agenda. Will a breadth be maintained as some
languages are not financially viable which is why they are not offered as exam subjects? DfE
view is that there should be a good range of languages
Linguistic/grammatical knowledge in the proposals is very helpful as preparation for university
study. This begins at primary level and will be progressive if pupils study one/two language/s
over a long period of time. Primary school is possibly not the place for grammar - year 7 is
potentially a better place for this where language teachers are better equipped to teach it.
Gender of nouns and language patterns is the main focus in the primary curriculum.