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Standards and Quality:
Primary and Secondary School 1994-1998: in Modern Languages

SUMMARY

KEY STRENGTHS AND POINTS FOR ACTION

PRIMARY SCHOOLS

The key strengths of modern languages in primary schools included:

• the enthusiasm and motivation of almost all pupils;
• high attainment by some very able pupils;
• examples of good or very good teaching in 85% of schools; and
• very good organisation of resources and classroom display.

The major weaknesses identified in this report should be addressed by primary schools, headteachers and education authorities to ensure that:

• the study of a modern language is included in the curriculum of all pupils in P6 and P7;
• time allocated to foreign languages is broadly consistent within and across schools;
• courses include elements of reading and writing;
• appropriate links are made with other curricular areas, particularly English language, and with the local secondary school;
• teachers record pupils' attainment; and
• appropriate time and support is provided for staff teaching modern languages to maintain their skills, prepare work and consult with other teachers.

SECONDARY SCHOOLS

The key strengths of modern languages in secondary schools included:

• teachers' skills in making a foreign language accessible to pupils of all levels of ability;
• the overall quality of courses, teaching and pupils' attainments at S5/S6;
• teachers' sensitive responses to pupils' oral work and the confidence shown by most pupils in speaking a foreign language;
• the quality of teachers' relationships with almost all pupils; and
• the energy, willingness and enthusiasm of almost all teachers to provide a range of activities and learning experiences for pupils, particularly at S1/S2.

The major weaknesses identified in the report should be addressed by teachers, principal teachers, headteachers and education authorities to ensure that:

• courses in S1/S2 follow national advice, build on pupils' experiences in primary, offer progression throughout the two years and provide greater challenge to more able pupils;
• courses at all stages contain a balance of key elements, in particular to give adequate attention to reading, writing and knowledge about language;
• lessons and blocks of lessons are structured in ways which lead pupils to acquire specific language outcomes and encourage pupils to build on them;
• teaching approaches include more attention to the direct teaching of language skills, whether to individuals, groups of pupils or whole classes, and make more use of information and communication technology;
• targets are set for the improvement of attainment throughout S1-S4;
• pupils can continue the modern language studied from primary to secondary school;
• the time-wasting practice of 'taster' courses in S2 is discontinued; and
• S1/S2 pupils who take two modern languages make progress which justifies the diversification.

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