Curriculum Delivery and Assessment Secondary
How Modern Languages is taught and assess in
secondary schools
, How Modern Languages is taught and assess in secondary schools
Curriculum is the map that explain each of the elements and topics that student
needs to learn for acquiring a good skill and knowledge about the subject, Kieran
Egan, 1978. Whilst assessment is the method that a teacher normally uses for
checking pupils understanding, David Prideaux, 2003.
The aim of this assignment is to explore how the actual curriculum for MFL in KS3
works and assess in my actual school.
The national curriculum that stipulates the skills, elements and knowledge that
students need to learn for language acquisition. However, while each school
implements and embed the national curriculum into each subject, schools need to
embed the awarding bodies curriculum at same time. The actual national curriculum
for MFL stipulates that students need to develop and shape four core skills: reading,
writing, comprehension and speaking.
The journey of languages starts at KS3, during this early key stages students are
acquiring new grammatical structure knowledge, verb tenses conjugation and
vocabulary knowledge. And most importantly, during these early stages students
developing and shaping the four core skills that the national curriculum requires from
students: reading, writing, compression and speaking (communication), Department
of Education, 2023. During these early stages, the school where I am currently base,
has effectively implemented the national curriculum for KS3 by using the spiral
curriculum approach, that permits teacher and students to revisit, revise and practice
each element of the curriculum prior moving to a complex element or new module.
The principal reasons for adopting the spiral curriculum approach are because each
element from the language curriculum requires time to taught effectively and some of
the elements will be forgotten by students. Therefore, my current MFL department
always revisit previous elements already studied and linking those elements with
other modules so students keep practicing each elements without realising, Howard
Jhonson, 2012. Although, from my own opinion the spiral curriculum permits
students to mastery each element of the curriculum more effectively prior moving to
a next topic and in my personal view also permit the teacher to track the student
Page | 1
How Modern Languages is taught and assess in
secondary schools
, How Modern Languages is taught and assess in secondary schools
Curriculum is the map that explain each of the elements and topics that student
needs to learn for acquiring a good skill and knowledge about the subject, Kieran
Egan, 1978. Whilst assessment is the method that a teacher normally uses for
checking pupils understanding, David Prideaux, 2003.
The aim of this assignment is to explore how the actual curriculum for MFL in KS3
works and assess in my actual school.
The national curriculum that stipulates the skills, elements and knowledge that
students need to learn for language acquisition. However, while each school
implements and embed the national curriculum into each subject, schools need to
embed the awarding bodies curriculum at same time. The actual national curriculum
for MFL stipulates that students need to develop and shape four core skills: reading,
writing, comprehension and speaking.
The journey of languages starts at KS3, during this early key stages students are
acquiring new grammatical structure knowledge, verb tenses conjugation and
vocabulary knowledge. And most importantly, during these early stages students
developing and shaping the four core skills that the national curriculum requires from
students: reading, writing, compression and speaking (communication), Department
of Education, 2023. During these early stages, the school where I am currently base,
has effectively implemented the national curriculum for KS3 by using the spiral
curriculum approach, that permits teacher and students to revisit, revise and practice
each element of the curriculum prior moving to a complex element or new module.
The principal reasons for adopting the spiral curriculum approach are because each
element from the language curriculum requires time to taught effectively and some of
the elements will be forgotten by students. Therefore, my current MFL department
always revisit previous elements already studied and linking those elements with
other modules so students keep practicing each elements without realising, Howard
Jhonson, 2012. Although, from my own opinion the spiral curriculum permits
students to mastery each element of the curriculum more effectively prior moving to
a next topic and in my personal view also permit the teacher to track the student
Page | 1
