MFL German at key stage 3

The 'use of language across the curriculum' requirement in the national curriculum for 2000 states that:

1. Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English.

Writing

2. In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

Speaking

3. In speaking, pupils should be taught to use language precisely and cogently.

Listening

4. Pupils should be taught to listen to others, and respond and build on their ideas and views constructively.

Reading

5. In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.
6. Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject (for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop an argument).

This requirement encourages pupils to use language, both spoken and written, to think, learn, express their ideas and use information and evidence to support their analysis, ideas and views. Pupils also need to be able to read texts with understanding, evaluating their usefulness and reliability.

The underlying messages of the requirement are that:

• enhancing pupils' language skills enhances their subject learning;
• using subject-specific vocabulary and patterns of language contributes to developing pupils' language skills;
• all teaching contributes to pupils' development of language since speaking, listening, reading and writing are, to varying degrees, integral to all lessons.

Pupils are likely to be more successful if there are consistent approaches to speaking, listening, reading and writing across the curriculum that build on the work of primary teachers who have been implementing the National Literacy Strategy: Framework for teachers. Coordinated whole-school policies should promote effective and coherent approaches to the teaching and learning of language. For modern foreign languages these language skills should, of course, be taught in the target language.

The 'use of language across the curriculum' statement in the national curriculum requires that three areas of language should be included in all subject teaching:

• general accuracy in using language - spoken, written and read;
• technical terms and concepts that are specific to the subject;
• patterns of language, especially forms of sentences and whole texts, associated with the subject.

In German, general accuracy in using language includes:

• spoken accuracy, eg correct pronunciation and intonation;
• written accuracy, eg spelling, word endings, correct application of grammatical conventions;
• appropriate use of language, eg correct register, features of style.

Technical terms and concepts for German include:

• grammatical terminology, and how to apply rules and exceptions.

Patterns of language associated with German include:

• how to structure language, eg statements, questions;
• how to develop complexity, eg using more complex sentences, writing in paragraphs, speaking at length.

The 'use of language across the curriculum' statement also refers to the understanding and skills to be developed in listening and reading. Pupils should be taught to listen to others and respond appropriately and constructively. In reading, pupils should be taught strategies to help them read with understanding, locate and use information, and summarise and adapt what they learn from their reading. This applies equally to pupils' learning in German, which will support the development of their literacy skills.

ICT can help pupils' learning in MFL by:

• making it possible to draft and redraft work using a word processor, documenting and evaluating ideas electronically;
• extending the possibilities for communication with pupils in other countries and cultures;
• providing sources of authentic and up-to-date reading materials through the use of the internet;
• enabling the construction and interrogation of databases;
• using audio, video, satellite television and CD-ROMs to provide a diversity of learning experiences.

Teachers should select the most appropriate ICT activities, taking account of the available resources, access to equipment and expertise. Opportunities to use the internet are highlighted in 'Resources' and 'Points to note' in the units. Teachers will need to check the content of websites used by pupils to make sure it is appropriate. Teachers may want to bookmark sites in advance. Teachers will need to be aware that web addresses and site content can change.

The study of German gives pupils many opportunities to develop their key skills in a range of areas, particularly in the various forms of communication.

Communication

A central aspect of German is developing pupils' skills in listening, responding, observing and speaking. Pupils take part in discussion, describing people, features or events and expressing a viewpoint. They use a range of expressions and develop their use of language.

Pupils also read texts, brochures, catalogues or internet sources for understanding, or read for gist and then summarise. They write phrases, sentences, paragraphs, questions, instructions, a poem, a letter, a diary or a script, as well as producing display work.

Application of number

There is a selection of activities in which pupils' number skills will be used and developed, for instance in number games. Pupils have the opportunity to use dates, mental arithmetic and statistics, converting foreign currencies, estimating distances on a map, working with cardinal and ordinal numbers, or costing food items.

Information technology

There are many opportunities to develop pupils' ICT skills, including searching and selecting relevant information from a database or the internet. They will present information using a variety of techniques, including word processing and desktop publishing.

Working with others

This skill will be developed in any group activity when pupils share ideas and work towards a common objective.

Improving own learning and performance

Using learning objectives as targets will develop pupils' skills in this area. Medium-term targets could relate to aspects of learning German, such as keeping word lists, using a glossary or dictionary to add to their lists, or reading independently, learning and using a variety of strategies for understanding text including the use of reference materials.

Problem solving

This skill can be developed in German lessons through teaching pupils to apply and adapt their knowledge of German for specific communication purposes. Examples of the use of this skill include understanding and using language patterns, trying out options, making connections and matching phrases. Pupils search dictionaries and other reference materials, working out or generating appropriate words, phrases and sentences. They use rules and follow step-by-step methods to check solutions.

Research has shown that helping pupils reflect on their own learning aids their progress. The scheme of work includes activities that enable pupils to reflect on their own thinking processes, and to clarify and reflect on their problem-solving strategies. These activities include:

• identifying and understanding the links between German and English, in lexis, syntax and grammar;
• drawing inferences from unfamiliar language and unexpected responses;
• using their knowledge of grammar to deduce meaning;
• using language creatively to express their own ideas, attitudes and opinions.

The national curriculum requirements for citizenship became statutory in September 2002. Schools need to consider how the citizenship programme of study should be taught. This scheme does not provide a model for an approach to citizenship, but does suggest where links between German and citizenship might be made.