Curriculum Rationale

Developing a languages curriculum rationale is an opportunity to reflect on curriculum aims, coherence and pathways.

This section explores Developing a languages curriculum rationale in relation to the following three How are we doing? self-evaluation statements:

  • Our languages curriculum rationale is aspirational and inclusive and seeks to deliver high-quality, engaging and relevant language learning for all.
  • Our vision and curriculum rationale are agreed and shared across our learning community (cluster, school, department/faculty etc.) and are planned in partnership with a range of stakeholders (practitioners, learners, families, wider partners etc.).
  • Our languages learning vision is embedded within our planning and is regularly revisited through our ongoing self-evaluation.

Click on the links below to read more about the key themes of Developing a languages curriculum rationale and then use the How are we doing? statements to reflect on your current practice and explore your next steps. Further reading and resources are also provided at the bottom of this page.

Finally, watch the video below to learn how practitioners have engaged with this TILE.

Partnership and planning

Coherent curriculum planning starts with a clear, aspirational rationale. Examples of best practice include high-level aims stating what and why we are learning, how we learn and how we assess and reflect upon progress and achievements. Establishing a shared, cluster vision can be transformational in terms of language learning, creating a clear focus and clarity of purpose, across a learning community. See Leadership: Developing a Vision for Languages for further guidance in this area (see Associated Sections at the bottom of this page).

Planning undertaken in partnership with key stakeholders, including learners, practitioners, families, clusters, and partners, enables more coherence and a shared sense of purpose.

Planning and development may include:

  • Discussing aspirations for languages curriculum with groups of learners, practitioners, leaders, families, wider community and/or partners
  • Surveying learners to establish what they would like to gain from their language learning opportunities, how this can be developed across languages, how this builds on prior knowledge (e.g. multilingual learners, transferable skills across L2 and L3 etc.)
  • Setting up a short life working group, including learners, to agree and write a rationale across a cluster group
  • Agreeing a cluster wide framework for learning, which develops consistency in languages experience across primary schools and clearly maps out possible pathways through secondary

Regularly reviewing our curriculum rationale and its associated high-level aims provides an opportunity to reflect upon:

  • Our understanding about the purpose of our practice
  • The extent to which our planning is underpinned by our curriculum rationale
  • How this is fulfilled and shared across our school and learning communities
  • Examples of effective practice
  • Priorities for improvement
  • Next steps for development and planning

Approaches to reviewing a curriculum rationale may include:

  • Building curriculum rationale into planning documents (e.g. teachers’ planners) to keep high-level aims and vision at the forefront of practice
  • Developing a BGE languages progression framework for L2 and L3 (and L4/L5 where appropriate) languages
  • Displaying our language learning vision in the school building and in multiple languages e.g. We are a language rich learning community etc.

Languages for all

Inclusive and equitable planning sets an expectation that languages are a skill for all. Where planning is undertaken collaboratively with learners, we develop opportunities to learn from children and young people about the range of ways they process, interact with, and engage in language learning and development. This is key in setting a clear expectation across a school community that all learners are entitled to language learning. In terms of motivation, it is critical that learners feel that the experiences language learning offers are relevant to them and can enrich their lives and learning.

Exemplification of themes and approaches

When planning a shared languages curriculum rationale, consideration may be given to themes such as:

  • Communication
  • Inclusion
  • Equity
  • Diversity
  • Attainment
  • Global mindsets
  • Cultural capacities
  • Employability

Examples of curriculum rationale statements may include:

  • Our language learning is driven and informed by our learners and develops their curiosity, inquiry and problem-solving skills.
  • Our curriculum is culturally rich, and we embed culture and global citizenship into all aspects of our learning.
  • We develop our language learning through contexts linked across the curriculum to enhance learning experiences, develop skills, and offer opportunities to apply learning in real and relevant ways.
  • We aspire for all learners to develop skills in two or more languages, have the opportunity to apply their skills in real and relevant situations and explore the wider world through their learning.
  • Through learning languages, we will ensure that all our children and young people develop key skills for life and work, have a shared sense of purpose in their learning and develop confidence to apply their skills through opportunities for achievement.
  • Through partnerships we provide real and relevant learning and opportunities to engage with and explore the wider world.

Considerations for planning

When planning a curriculum rationale for languages, key items for consideration include:

  • Learners playing a key role in informing and developing a languages curriculum rationale and its associated objectives
  • Developing a curriculum rationale which takes multilingual learners’ existing language skills into account and seeks to embed these into ethos and aims
  • Developing an inclusive curriculum which aims to deliver high-quality language learning experiences, aspirational outcomes and which meets the needs of all learners
  • Working as a team (school, cluster, department/faculty, stage partners) to agree high-level aims and objectives and develop buy-in across a school community
  • Working with stakeholders e.g. parents and partners to support engagement in planning and development
  • Sharing messaging across learning communities
  • Referring back to this vision for language learning as ongoing and throughout all aspects of development
  • Revisiting our curriculum rationale over time and reworking where required and in partnership with learners and other stakeholders

How are we doing?

  • Our languages curriculum rationale is aspirational and inclusive and seeks to deliver high-quality, engaging and relevant language learning for all.
  • Our vision and curriculum rationale are agreed and shared across our learning community (cluster, school, department/faculty etc.) and are planned in partnership with a range of stakeholders (practitioners, learners, families, wider partners etc.).
  • Our languages learning vision is embedded within our planning and is regularly revisited through our ongoing self-evaluation.

Record your practice

Now you have researched the methodology and best practice in Curriculum Rationale it's time to record how you are doing. Download the interactive/printable PDF file which you can fill in digitally (or manually if you prefer) for your records and CPD.

Education Scotland (2017) 1+2 Languages: FAQS and Answers,

Available at: https://education.gov.scot/improvement/documents/modlang7-faq-and-answers.pdf

Education Scotland (2015) How Good is Our School: 4th Edition, Livingston: Education Scotland.

Available at: https://education.gov.scot/improvement/Documents/Frameworks_SelfEvaluation/FRWK2_NIHeditHGIOS/FRWK2_HGIOS4.pdf

Education Scotland (2018) How Good is OUR School Part 1, Livingston: Education Scotland.

Available at: https://education.gov.scot/improvement/Documents/HGIOURS-Part1.pdf

Education Scotland (2018) How Good is OUR School Part 2, Livingston: Education Scotland.

Available at: https://education.gov.scot/improvement/Documents/HGIOURS-Part2.pdf

Progression Documents

Modern Languages Experiences and outcomes are a set of clear and concise statements about children's learning and progression in Modern Languages. They are used to help plan learning and to assess progress.

Curriculum for Excellence Modern Languages Experiences and Outcomes

Modern Languages Benchmarks provide clarity on the national standards expected within languages at each level. They set out clear lines of progression from first to fourth levels. 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.

Modern Languages Benchmarks

The Early Level Partial Experiences and Outcomes and Benchmarks provide clarity on the national standards expected within languages in P1.

Early Level Modern Languages Experiences and Outcomes and Benchmarks for use from Primary 1

This suite of resources brings together all the national documentation practitioners need to plan for progressing language learning from First to second, second to third and third to fourth levels.

Modern Languages Progression Framework: First to Second Level

This suite of resources brings together all the national documentation practitioners need to plan for progressing language learning from First to second, second to third and third to fourth levels.

Modern Languages Progression Framework: Second to Third Level

This suite of resources brings together all the national documentation practitioners need to plan for progressing language learning from First to second, second to third and third to fourth levels.

Modern Languages Progression Framework: Third to Fourth Level

This website contains example progressions as well as resources and ideas to support the teaching of grammar and phonics in the target language.

NCELP - National Centre for Excellence for Language Pedagogy

The NFfL (Initial Teacher Education) sets out guidance for the integration of languages into ITE programmes and the school curriculum. Created by the Languages Group of the SCDE (Scottish Council of Deans of Education) and funded by a group of Scottish local authorities, the NFfL is linked to the GTC(S) Standards for Registration and CLPL.

National Framework for Languages

The CEFR provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively. The description also covers the cultural context in which language is set. The Framework also defines levels of proficiency which allow learners' progress to be measured at each stage of learning and on a life-long basis.

Council of Europe (2001), Common European Framework of Reference for Languages

Supporting documents

This document contains information about the background to the 1+2 approach and the approach itself.

Language Learning in Scotland A 1+2 Approach

This document explores the progress the 1+2 approach has made and sets out the strategic plan for implementation of the approach from 2017 – 2021.

Language Learning in Schools – Strategic Plan for Implementation 2017-2021

This paper offers a series of reflective questions to assist schools in their implementation of their 1+2 strategy.

Languages: A 1+2 Approach Building your strategy

This document contains updated guidance about L3 and the different ways that schools can implement the L3.

Language Learning in Scotland a 1+2 Approach - Guidance on L3 within the 1+2 policy Updated May 2019

This site contains a set of FAQ about the 1+2 approach.

SCILT A 1+2 Approach FAQ