As part of our desire to ensure that all groups of learners in our classrooms and departments have access to excellent provision and make good progress, we must be mindful of those students who perform well in languages.

Much of the research nationally into meeting the needs of more able children has led to the publication of Classroom Quality Standards (CQS) which unpack what classroom provision should look like if all learners are to make progress (see the National Strategies website). This clear focus on planning, teaching and assessment as opposed to only addressing the needs of these learners outside the formal curriculum is helping teachers prioritise practice as well as offering enrichment. The CQS encourages schools to audit the following with reference to more able learners: setting the conditions for learning; developing student understanding of learning processes; knowledge of subjects and themes; understanding learner needs; planning; engagement with learners; learning outside the classroom.

We know that more able linguists have a variety of attributes; they have a desire to know how langauge works and how to put it together by themselves. They pick up new language quickly and show imagination and creativity when using langauge. They make connections independently and this helps them learn more efficiently. They seek solutions and ask searching questions. 

Our planning and teaching at 14-19 will need to seek to address the issues raised by CQS and support the attributes of the learners themselves.