How can I access the renewed Key Stage 3 Framework for languages?
The renewed Framework, associated materials and online modules are now live at www.standards.dcsf.gov.uk/nationalstrategies/mfl

What does the renewed KS3 Framework for languages offer?

• Learning objectives for Key Stage 3
• Increased emphasis on key concepts and processes
• An electronic format to support flexible planning that follows the format of the core secondary Frameworks
• Guidance on planning and teaching to ensure effective progression
• Support for the development of wider skills for learning and for life
• Key Stage 3 exemplification
• Access to a wide range of National Strategies’ resources and materials, including online modules
• Links to other language teaching resources and materials.

What will the renewed Key Stage 3 Framework for languages enable me to do?

• Build on the principles of the 2003 Framework document
• Enhance strategic alignment with other key initiatives, including the 2008 secondary curriculum and the Key Stage 2 Framework for languages
• Place emphasis on the learning experience of pupils and their acquisition of knowledge
• Set out a clear progression across Key Stage 3, with 5 strands, 26 substrands, and 34 sets of year-on-year objectives
• Use the exemplification to help you incorporate the objectives into lively, engaging lessons.
  

What are the deadlines for the interim report and final evaluation?
The interim report must be sent to your Regional Trainer by 12th February 2010. Once approved, you will be invited to invoice CILT for the second tranche of funding.
The final evaluation must be sent to your Regional Trainer by no later than 11th June 2010. To access the documentation, visit the reporting page.

How can I find out about what other Strategic Learning Networks are doing?
Your Regional Trainer will know if other SLNs in your area are working on similar objectives. You will have the opportunity to work with your Regional Trainer and meet colleagues working on similar objectives to yours at the launch conference in London on 7th October. We will also be setting up national on-line discussion forums to allow SLN members and Regional Trainers to discuss and share ideas and examples of good practice. Details of this will be given at the launch conference.

What makes a successful SLN?

• A good action plan with realistic objectives, defined outcomes, clear pathways and appropriate evaluation.
• Reliable support from local support agents for SLNs – supportive oversight without over-bearing control.
• Being flexible enough to allow local decision-making over areas of focus and ways of working, to reflect regional and local situations, and the relative strengths of MFL departments within SLNs. Feedback from SLNs indicates that the opportunity for them to shape their own initiatives and take responsibility for their own plan is a highly valued aspect of the programme.

The strongest successes have emerged from SLNs which:

• had a single, well-focused objective in their action plan
• had a ‘project-based’ approach to the programme, characterised by sharp, well-focused input (e.g. CPD sessions providing a swift, high-quality sharing of Framework or other National Strategy content) moving quickly through to application through the SLN schools via succinct objectives within an action plan which specified contributory work from each school towards defined outcomes for learners and teachers. Workshops, not talking shops.
• set themselves objectives which, when achieved, were likely to have a lasting impact on participating schools, by becoming part of widely accepted practice through good dissemination
• used the CILT web pages and the on-line modules as useful tools to draw on
• were well-led, but not dominated by the leadership – the Lead School ensured that all schools were actively involved in an ‘action research’ way, with a requirement for all participants to feed back findings from school-based applications of agreed techniques, to short deadlines
• provided the leadership and scope for able members (ASTs were frequently mentioned in this respect) to come to the fore and help to ‘grow’ other participants.  RTs give many testimonies of teachers gaining rapidly in competence and competence as a by-product of the programme’s structure and where:
• The Key Stage 3 MFL Framework underpinned SLN work and was, as intended, at the core of most SLN objectives.

Specific areas where improvements in learning have been noted (and attested either through assessment, classroom observation, validated by strong anecdotal evidence or, in some cases, endorsed by OfSTED inspections) include:

• levels in extended writing tasks
• pupils’ understanding of learning objectives which underpin activities
•  greater engagement by boys
• the greater incorporation of ICT as a means of enlivening course content.

How can I contact my local authority Lead Professional?
Contact the Secondary Strategy Manager in your LA who should be able to tell you.

How do I access the network funding?
Once your Action plan has been accepted by your Regional Trainer, it will be sent to the Programme Manager, Neil Hillman, at CILT for approval. Once approved, you will be asked to submit an invoice for the 1st tranche of KS3 SLN funding (£1500) to: Neil Hillman, CILT the National Centre for Languages, 3rd Floor, 111 Westminster Bridge Road, London SE1 7HR. Please include details for BACS payments. Upon satisfactory completion of your interim report (deadline: 12th February 2010) your Regional Trainer will recommend approval of the second tranche of funding (£1500) and you will be asked to submit an invoice in the same way.

How is this Programme linked to the new secondary curriculum?
The new Secondary Curriculum came into force in Year 7 in September 2008. ALL is working with CfBT to provide support for language teachers, including a website with support materials and examples of good practice and Regional Subject Advisers (RSAs) who will provide follow-up support for schools.

The KS3 Framework, online modules, the revised Key Stage 3 Programme of Study for languages and the new secondary curriculum as a whole all reflect the same shared understanding of good practice in teaching and learning.
 
Are there any recent publications relevant to this Programme?
For the latest statistics on languages in secondary schools, look at the results of the 2008 Language Trends survey. If you are working on KS3 objectives, you may wish to check the CILT secondary publications.

Other resources related to specific objectives have been mentioned on the SLN support documents, made up of Lead Professionals' collated comments. You may also be interested in a QCA report entitled 'Pupils' views on language learning' (Aug 2006).
The Department for Education has produced a briefing pack called 'Languages in Key Stage 4 – 10 Questions and Answers for school leaders', to help make a reality of the new languages entitlement. It includes a DVD and can be ordered from DfE publications by phone: 0845 60 222 60, or email dcsf@prolog.uk.com, ref: DCSF 00669-2007 with ref.no. 00669-2007CDO-EN (for the disk).

How can I find and share examples of good practice?
We will be setting up national on-line discussion forums where you will be able to discuss and share examples of good practice with other SLN members and Regional Trainers. Details will be given at the launch conference in London on 7th October. We will also be inviting some SLNs to submit a case study which will appear on the KS3 webpages towards the end of the programme. The KS3 framework for languages exemplification also has examples of suggested activities.

What are the expected NC levels for KS3?
The KS3 Framework objectives cater for progression from KS2 and across KS3.  The expected levels for Year 7 are 3 to 5; Year 8 levels 4 to 6 and Year 9 levels 5 to 7+ .

Where can I find the latest KS3 national attainment results for Modern Languages?
To find the answers to this question visit the relevant CILT secondary statistics page. Also on the page is information about language exam trends and the current University of Cambridge research project, entitled 'Language Learning at Key Stage 3: the Impact of Curriculum Changes on Provision and Practice'.