It is important to build on pupils' prior learning. Before they begin to study a modern foreign language at key stage 3, some pupils may have knowledge of a language or languages. Some may have begun to learn a language at primary school. All pupils will have knowledge about language learned at key stage 2 as part of the national literacy strategy.

If pupils have already studied a modern foreign language, primary schools can pass on a record of their achievements using, for example, the European language portfolio. Where there is no such portfolio, secondary schools may wish to assess linguistic potential early in year 7, using teacher assessment and observation.

Bilingual pupils

Bilingual pupils may have lived in another country or may speak another language at home. They bring a wealth of diversity and knowledge to the language classroom, but these pupils themselves may not actually be gifted in modern foreign languages.

Bilingual pupils often have well-developed oral fluency, but may have not such a firm grasp of the written form of the language they speak. They need an individualised course of study if they are to fulfil their potential.

If they are bilingual in a language that is taught at the school, they might follow an individualised programme in this language. They could sit exams early, follow an extended reading programme, use ICT resources, spend time with a foreign language assistant and study a second modern foreign language.

Case study: Shireland Language College

Shireland Language College in the West Midlands is an 11--16 inner-city language college. It has almost 800 pupils and is situated in a linguistically and culturally diverse area. Almost half of the pupils receive free school meals and about half are on the special educational needs register.

Two key themes permeate the college's modern foreign language learning: 'languages for all' and 'languages for life'.

The college tries to ensure that all pupils are given appropriate experiences and opportunities and uses a range of strategies to ensure that all pupils can achieve to the best of their ability.

Organisation of teaching and learning
Pupils are able to study French, German, Japanese, Mandarin Chinese, Panjabi, Spanish and Urdu. During key stages 3 and 4, pupils study a number of modules through a project-based approach. This integrates grammar and culture -- as well as the specific skills of listening, speaking, reading and writing -- into a coherent whole. Pupils are taught in mixed-ability groups in year 7, and in sets in years 8 to 11. Planning takes into account the specific needs of pupils, as well as their preferred learning styles. The departmental organisation enables teachers to use a variety of strategies, such as team teaching, small-group withdrawal and individual withdrawal. The department is supported by the special needs department, as well as foreign language assistants for French and German.

Part of the college's development plan is to develop a more coherent, timetabled approach to teaching languages in the cluster of feeder primary schools. Many of the pupils who come to the college in year 7 are already accomplished linguists who speak more than one language. For bilingual pupils, linguistic ability can develop their confidence to succeed across the curriculum. Pupils experience a language taster course in one of the languages offered by the college. 'My language portfolio' and 'All our languages' booklets are used to keep a record of pupils' achievements. The main aim of these is to provide concrete evidence of pupils' language competencies and to ensure continuity between the key stages. In this way, bilingual pupils and gifted linguists are identified early.

The gifted and talented programme
The college's overall aim is to ensure an appropriate language-learning programme for all. Within this programme is a programme of extended learning opportunities to meet the needs of its bilingual pupils and most gifted linguists.

Master classes
The college runs master classes for talented linguists in French and German. The first cohort is identified in year 8, and pupils attend one twilight class a week up to year 10. The aim is to ensure that these pupils gain the highest grades at GCSE. Projects have included special interest projects and an authentic town study, and pupils have also completed elements of the Certificate of Business Language Competence examination. The college intends to refocus the classes and to run grammar and structure classes for year 9 pupils, to ensure high end-of-key-stage-3 results, which may lead to high grades at GCSE.

The college is also looking at early GCSE entry for pupils who speak Panjabi and Urdu, with accelerated progression to AS/A level. It has had its first successful A level candidate in year 10.

Language mentors
The college's most able year 11 pupils help with the delivery of the primary languages programme. In particular, bilingual pupils help with the teaching of Panjabi and Urdu. The college runs a mentor training programme and tries to place pupils in their old primary schools.

Aston project
The college's plan includes a language day at Aston University for 20 of the most talented year 10 linguists. Following on from this, language students from the university will act as mentors for these pupils, providing positive role models for learning languages and the continuation of language study.

Using ICT
One of the college's strengths is using ICT as a tool for teaching modern foreign languages. The department benefits from a World Language Centre equipped with a 20-position multimedia learning centre. The centre provides excellent facilities for independent study and language teaching and learning.

Latin summer school
The college identifies able year 8 pupils and offers them the opportunity to attend a local sixth-form college for an intensive week's course in Latin. The course provides a sound basis for the continued study of Latin, as well as the chance to investigate the history of the Romans in Britain.

Inclusion issues in the general guidance

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