Modern Language Curriculum: Listening Outcomes in 4 Levels, Study notes of Communication

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Benchmarks

Modern Languages

March 2017

Education Scotland

Guidance on using Benchmarks for Assessment March 2017

Education Scotland’s Curriculum for Excellence (CfE) Statement for Practitioners (Aug 2016) stated that the two key resources which support practitioners to plan learning, teaching and assessment are:

 Experiences and Outcomes

 Benchmarks

Benchmarks have been developed to provide clarity on the national standards expected within each curriculum area at each level. They set out clear lines of progression in literacy and English and numeracy and mathematics, and across all other curriculum areas from Early to Fourth Levels (First to Fourth Levels in Modern Languages). Their purpose is to make clear what learners need to know and be able to do to progress through the levels, and to support consistency in teachers’ and other practitioners’ professional judgements.

Skills development is integrated into the Benchmarks to support greater shared understanding. An understanding of skills and how well they are developing will enable learners to make links between their current learning and their future career options and employment.

Benchmarks draw together and streamline a wide range of previous assessment guidance (including significant aspects of learning, progression frameworks and annotated exemplars) into one key resource to support teachers’ and other practitioners’ professional judgement of children’s and young people’s progress across all curriculum areas.

Benchmarks have been designed to support professional dialogue as part of the moderation process to assess where children and young people are in their learning. They will help to support holistic assessment approaches across learning. They should not be ticked off individually for assessment purposes.

Benchmarks for literacy and numeracy should be used to support teachers’ professional judgement of achievement of a level. In other curriculum areas, Benchmarks support teachers and other practitioners to understand standards and identify children’s and young people’s next steps in learning. Evidence of progress and achievement will come from a variety of sources including:  observing day-to-day learning within the classroom, playroom or working area;  observation and feedback from learning activities that takes place in other environments, for example, outdoors, on work placements;  coursework, including tests;  learning conversations; and  planned periodic holistic assessment.

Planning learning, teaching and assessment using the Benchmarks

In addition to the Curriculum for Excellence (CfE) Statement for Practitioners from HM Chief Inspector of Education, August 2016 on the purpose and use of Benchmarks, teachers and other practitioners should note the following advice.

KEY MESSAGES – WHAT TO DO KEY MESSAGES – WHAT TO AVOID

 Use literacy and numeracy Benchmarks to help monitor progress towards achievement of a level, and to support overall professional judgement of when a learner has achieved a level.

 Avoid undue focus on individual Benchmarks which may result in over-assessing or recording of learners’ progress.

 Become familiar with other curriculum area Benchmarks over time.

 Avoid the requirement to spend time collating excessive evidence to assess learners’ achievement.

 Use Benchmarks to help assess whether learners are making suitable progress towards the national standards expected and use the evidence to plan their next, challenging steps in learning.

 There is no need to provide curriculum level judgements in all curriculum areas

• stick to literacy and numeracy.

 Discuss Benchmarks within and across schools to achieve a shared understanding of the national standards expected across curriculum areas.

 Do not create excessive or elaborate approaches to monitoring and tracking.

 Do not assess Benchmarks individually. Plan periodic, holistic assessment of children’s and young people’s learning.  Do not tick off individual Benchmarks.

First Level Modern Languages

Curriculum Organisers

Experiences and Outcomes for planning learning, teaching and assessment

Benchmarks to support practitioners’ professional judgement

Listening for information

I explore the patterns and sounds of language through songs and rhymes and show understanding verbally or non- verbally. MLAN 1-01a

I am learning to take an active part in daily routines, responding to simple instructions which are accompanied by gesture and expression. MLAN 1-01b

I can listen to and show understanding of language from familiar voices and sources. MLAN 1-01c

 Participates actively in songs, rhymes and poems in the target language.  Identifies some rhyming words.  Recalls selected ‘missing’ words / phrases in songs, rhymes or poems which have been well- practised and with the support of, for example, pictures and/or puppets.  Demonstrates understanding of simple classroom instructions through, for example, physical movement, pointing, gesture, symbols, or responding in the target language.  Demonstrates understanding of familiar words and simple phrases conveying mostly personal information.

Listening and talking with others

I am beginning to identify key information from a short predictable conversation and react with words and/or gesture. MLAN 1-02a

I am beginning to share information about myself using familiar vocabulary and basic language structures. MLAN 1-02b

 Responds appropriately to simple questions about themselves using simple sentences, words and gestures, for example, nodding and/or pointing.  Shares simple, personal information about themselves on familiar topics, for example, when expressing likes or dislikes,  Uses a few simple adjectives such as those related to size or colour and attempts to use some connectors, for example and, with.  Listens and responds at the appropriate time to others by answering and asking simple questions in the target language.  Uses some polite social terms to begin and end interactions.

Listening and

t

alking

Finding and using information

I can recognise labels and environmental print. I am beginning to organise images and text. With support, I can sequence images and text to demonstrate my understanding. MLAN 1-08a

I can work on my own or with others to demonstrate my understanding of words and phrases containing familiar language. MLAN 1-08b

 Reconstructs a known text /story in a logical sequence, using for example, simple words, pictures, labels, puppets or props to show understanding of written text in the target language.  Matches images with appropriate word/ text in the target language.  Shows understanding of an increasing number of phrases, core topic words and words of personal significance, alone or in text.

Reading to appreciate other cultures

I am beginning to recognise similarities and differences between Scotland and a country where the language I am learning is spoken, using varied simple texts, visual prompts and media. MLAN 1 - 09a

 Identifies some key cultural differences between Scotland and the country/countries where the language is spoken through visual texts with simple vocabulary, for example, video clips or texts supported by pictures.

Reading for interest and enjoyment

I have experienced a variety of simple texts, which may have been adapted for young learners. MLAN 1-10a

 Demonstrates understanding of simple texts in the target language through, for example, retelling some details in English, selecting and sequencing appropriate images, matching activities or talking about the bits they liked best.

Using knowledge about language

I am beginning to use illustrated word-banks, picture prompts, picture dictionaries and displays to support my understanding of simple texts. MLAN 1-11a

 Uses a variety of familiar resources to support their understanding of simple texts.

Reading

Writing

(^) Organising and

using information

With support, I am beginning to experiment with writing in the language I am learning. MLAN 1- 13

 Creates simple new texts based around the familiar words and phrases practised during talking, listening and reading activities, using support materials, for example, word banks, picture dictionaries, and/or writing frames.  Shows some awareness of punctuation and accents and attempts to use them when writing in the target language.  Writes simple phrases to convey personal information, labels in the target language for objects in the classroom and around the school.

When listening and talking with others, I am developing an awareness of when to listen and when to talk. I am learning new words which I use to share information about myself and others. MLAN 2-03a

I can take part effectively in prepared conversations by sharing information about myself and others or interests of my choice, using familiar vocabulary and basic language structures. MLAN 2-03b

I can ask for help confidently using learned phrases and familiar language. MLAN 2-04a

I explore simple songs and rhymes and I enjoy learning with others as we talk and listen together. MLAN 2-05a

I can participate in familiar collaborative activities including games, paired speaking and short role plays. MLAN 2-05b

 Listens and responds at the appropriate time to others by answering and asking simple questions, applying previously rehearsed language.  Uses polite social terms to begin and end interactions.  Talks, for example, about him/herself and others, with an increasing range of vocabulary.  Listens, takes turns and contributes appropriately when engaging with others in increasingly sustained conversations and role-plays, albeit using simple and familiar language structures.  Responds appropriately to the views of others, by asking and answering questions in the target language about familiar topics, for example about likes/dislikes in terms of food and drink, sport, school subjects, local community.  Is able to begin and end conversations appropriately.  In the target language, requests that others, for example, ‘repeat’ or ‘slow down’.  Demonstrates understanding of songs and rhymes in the target language through appropriate repetition of key words or sections, actions, gestures and mime.  Uses contextual clues to infer the meaning of any new vocabulary.  Collaborates with others to play a variety of games in the target language such as playground games, board and card games in digital and traditional formats.  Participates in paired speaking activities and role-plays with support, for example, from pictures or symbols.  Works collaboratively on speaking tasks in the target language, conveying personal information and information about others. Sustains conversations long enough to demonstrate understanding and use of basic structures and familiar vocabulary in different contexts.

Listening and talking

Organising and using information

I can deliver a brief presentation on a familiar topic using familiar language and phrases. MLAN 2-06a

I have worked with others, using a variety of media including ICT where appropriate, and can contribute successfully to a presentation in English, supported by use of the language I am learning, on an aspect of life in a country where the language I am learning is spoken. MLAN 2-06b

 Presents to group or class, in the target language, a brief presentation on a theme which interests him/her using, for example, pictures, power point, podcast or video recording as support. Sustains presentations long enough to demonstrate accuracy in pronunciation and expression appropriate to the level.  Works collaboratively to demonstrate understanding of cultural aspects of the country/countries where the target language is spoken via a presentation on a theme of his/her choice.  Can identify some similarities and differences between Scotland and the country/countries where the target language is spoken, such as differences in school systems, foods, how festivals are celebrated.

I explore comparisons and connections between sound patterns in different languages through play, discussion and experimentation. MLAN 2-07a

I can use my knowledge about language and pronunciation to ensure that others can understand me when I read aloud or say familiar words, phrases and short texts. MLAN 2-07b

 Applies knowledge of sounds/phonics in the target language to support pronunciation and understanding of words, sounds, letters and patterns to read familiar words in texts and attempts unfamiliar words and phrases with increasing confidence and accuracy.  Uses words that are similar in different languages and contextual clues to support understanding of unfamiliar words.  Recognises familiar words in different contexts, for example, in short stories, games and rhymes.  Pronounces familiar words clearly to support communication.  Applies phonics knowledge and pronunciation rules of the target language to pronounce unfamiliar words with increasing confidence and accuracy. Adds expression to show understanding when reading familiar texts.

Reading

(^) Finding and using information

I work on my own and with others to understand text using appropriate resources, demonstrating my understanding by matching written words to pictures and by reconstructing the text in a logical sequence, for example. MLAN 2-08a

 Matches images to appropriate text in the target language.  Uses context clues to read and understand the meaning of texts in the target language containing unfamiliar words.  Sequences pictures/labels to order key events in a text written in the target language.  Summarises the text in English.

Listening and Talking

Using knowledge about language

I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a

I can make comparisons and explore connections between spelling patterns in English and the language I am learning. MLAN 2-11b

I experiment with new language, working out the meaning of words and phrases using vocabulary I have learned so far. MLAN 2- 11 c

I can recognise and comment on other features of my own language which help to make sense of words in the language I am learning. MLAN 2-11d

 Uses a bilingual dictionary to support understanding of unfamiliar vocabulary in the target language and to cross-check words or phrases they have written in the target language. Can explain the similarities and differences between using a monolingual and bilingual dictionary.  Identifies words in the target language which are similar in different languages to support understanding of unfamiliar words.  Applies knowledge of alphabetical order to locate words in a dictionary or other reference source to help spell tricky or unfamiliar words.  Applies understanding of the different sounds made by letters and letter blends in the target language.  Decodes unfamiliar vocabulary and structures using knowledge of spelling patterns in the target language and through recognition of similar words in English.  Identifies parts of speech such as nouns, adjectives, adverbs, verbs after discussion in English.  Applies this knowledge of grammatical structures as appropriate when reading in the target language to support comprehension.

Organising and using information

I use the support of others and access appropriate reference materials of my choice to help me plan my writing in ways that engage my reader, using ICT when appropriate. MLAN 2-12a

I have opportunities to express myself in writing, exploring and experimenting with words and phrases using resources, to ensure my writing makes sense. MLAN 2-13a

I can use familiar language to describe myself and to exchange straightforward information. MLAN 2-13b

I use my knowledge about language and success criteria to help me, and I can check that I have written familiar words and phrases accurately. MLAN 2 - 14a

 Works with others to plan and check written work.  Uses support such as a bilingual dictionary, word banks, cloze activities or writing frames to produce written text in the target language.  Uses ICT when appropriate to check words and to produce written text in different formats  With support from reference materials, produces written work in the target language which is mostly accurate in terms of basic grammar such as use of verbs, adjectives and word order.  Writes for a variety of purposes and audiences.  Produces written work in the target language which is mostly accurate in terms of:

• Punctuation
• Spelling
• Accents.

Writing

I can participate in a range of collaborative activities, including games, paired speaking and structured role plays, in a range of realistic contexts set mainly in a country where the language I am learning is spoken. MLAN 3-05a

 Participates in paired and group activities, with decreasing levels of support.  Works collaboratively on conversations and role-play tasks of an appropriate length, in order to demonstrate understanding of basic structures and familiar vocabulary in different contexts.

Organising and using information

I have contributed successfully to a group to plan and prepare short talks in the language I am learning on topics of personal interest or linked to an aspect of a country where the language I am studying is spoken. MLAN 3-06a

I can deliver an individual presentation in the language I am learning, using a variety of media including ICT where appropriate. MLAN 3-06b

 Works collaboratively to plan and co-deliver a talk in the target language. Sustains talk long enough to demonstrate accuracy in known vocabulary and grammar as well as pronunciation and expression.  Demonstrates engagement with the topic by including cultural references to the country/countries where the target language is spoken, for example, references to towns, tourist attractions, and famous landmarks/people.  Plans and delivers a brief presentation with appropriate content and structure, communicating clearly, audibly and with appropriate pronunciation.  Uses resources as appropriate to support communication, for example, power point or cue cards.  Talks at sufficient length and can increasingly demonstrate accuracy in vocabulary, grammar and expression. Using knowledge about language

I can apply my knowledge about language, intonation and pronunciation to:

• ensure that others can understand me when I pronounce familiar words or phrases
• help me work out how to pronounce unfamiliar words
• read a short text aloud with accuracy and confidence. MLAN 3-07a

 Applies pronunciation rules to unfamiliar words by identifying and applying familiar letter patterns.  Pronounces familiar words clearly and uses a sustained range of vocabulary appropriate to the level.  Reads with some fluency and understanding, using appropriate pace and intonation.  Demonstrates an appropriate knowledge of grammatical structures including knowledge of more than one tense, over a range of talking activities.

Listening and talking

Finding and using information

I work on my own and with others to understand text using appropriate resources. I can read and demonstrate understanding of more complex texts which contain familiar and unfamiliar language. MLAN 3-08a

 Uses a variety of support, such as a glossary or a bilingual dictionary to gain understanding of texts containing more unfamiliar language and extended sentences.  Identifies the main points of the text and can communicate this to others.

Reading to appreciate other cultures

I work on my own and with others to read and explore texts in the language I am learning. I can demonstrate my knowledge about life and culture in some of the countries where the language I am learning is spoken. MLAN 3-09a

 Demonstrates understanding of longer texts in the target language by, for example, noting down facts from the text, answering some questions, or explaining to others the main points and some supporting detail of the text.  Identifies cultural differences through reading a range of texts about the country and its inhabitants in the target language.

Reading for interest and enjoyment

I can select and read for interest and enjoyment a range of texts, including longer imaginative texts in a variety of styles, both prose and poetry, which may have had some adaptation. MLAN 3-10a

 Applies a range of reading skills and strategies to read unfamiliar vocabulary with increasing understanding a range of texts, including more extended reading passages or stories. Uses knowledge of context, cognates and grammatical structures to support understanding.

Using knowledge about language

I can use a bilingual dictionary independently to help me understand new language. MLAN 3-11a

I can recognise features of words in the language I am learning and use them to make sense of vocabulary and of the connections between words. MLAN 3-11b

 Uses a bilingual dictionary or other reference sources to check and spell commonly misspelt or unfamiliar words.  Recognises common prefixes, suffixes and blends of letters. Identifies connections between words. Uses this knowledge to identify cognates in order to help work out the meaning of new words.  Identifies parts of speech such as nouns, pronouns, adjectives, adverbs and verbs and applies this knowledge to support their understanding of texts.

Reading

Fourth Level Modern Languages

Curriculum Organisers

Experiences and Outcomes for planning learning, teaching and assessment

Benchmarks to support practitioners’ professional judgement

Listening for information

I can listen to and show understanding of language from a variety of sources, including unfamiliar speakers, where the sentences are more complex, less predictable, and contain some unfamiliar language or known language used in unfamiliar contexts. MLAN 4-01a

 Demonstrates understanding of straightforward texts with some less predictable language from a variety of sources, such as from TV news/weather clips, or excerpts from films / TV programmes in the target language.

Listening and talking with others

I can listen and respond to others, including sympathetic fluent speakers of the language, in extended conversations that are less predictable. MLAN 4-02a

I can take part effectively in more detailed conversations using an extended range of language structures to exchange information, experiences, feelings and opinions and by offering more detailed reasons for having these opinions. MLAN 4-03a

I can start, support and sustain a conversation by, for example, asking relevant questions and by seeking help when necessary. MLAN 4-04a

 Listens, takes turns and contributes at the appropriate time when engaging with others in conversations and role plays of increasing length and complexity.  Demonstrates understanding of language used by the interlocutor through responses which are appropriate to the level and which may include some spontaneous use of language.  Shares detailed information on a range of themes with reasonable fluency.  Applies non-verbal techniques, for example, eye contact, facial expressions and body language to support dialogue.  Sustains conversations and demonstrates understanding of straightforward language which may contain some unpredictable structures and vocabulary.  Contributes appropriately to conversations, using an increasing range of structures including adjectives, connectors and word order to give more information.  Uses appropriate polite social terms to begin and end interactions.  Initiates and sustains conversation, by, for example, prompting others to move the conversation on, or asking further questions.

Listening and

t

alking

I can collaborate to prepare and present more open-ended role plays in a wide range of realistic contexts set both in my own country and in a country where the language I am learning is spoken. MLAN 4- 0 5a

 Requests in the target language that others ‘repeat, ‘slow down’ or ‘speak more clearly’, for example. Tells interlocutor if he/she does not understand what has been said.  Works collaboratively to create and present open-ended role-play tasks or scenarios of an appropriate length.  Demonstrates understanding of straightforward structures and less familiar vocabulary in different contexts, when engaging in authentic transactions, for example, purchasing travel tickets, booking accommodation or ordering food. Organising and using information

I can, using a variety of media including ICT where appropriate, plan, prepare and deliver an individual presentation in the language I am learning on topics of personal interest or linked to an aspect of a country where the language I am studying is spoken. MLAN 4-06a

 Plans and delivers a presentation with appropriate pronunciation, content and structure, communicating with some fluency, using support such as power point or cue cards.  Demonstrates engagement with, and understanding of, the topic by including cultural references to the country/countries where the target language is spoken, for example, references to towns, tourist attractions, and famous landmarks/people.

Using knowledge about language

I can apply my knowledge about language, intonation and pronunciation to:

• ensure that others can understand me when I pronounce familiar and unfamiliar words and phrases
• help me work out how to read aloud familiar and unfamiliar texts with accuracy and confidence. MLAN 4-07a

 Displays confidence and communicates accurately by:

• Identifying and applying pronunciation rules to unfamiliar words by locating familiar letter patterns
• Pronouncing clearly familiar words.  Reads aloud both familiar and unfamiliar texts with increasing fluency and with understanding, using appropriate pace and intonation.

Listening and talking