The Government announced the launch of a Curriculum and Assessment Review, led by Prof Becky Francis, towards the end of 2024. Submissions closed in November 2024, and an interim report is now available whilst the second phase of the review is ongoing.
The Queen’s Translation Exchange provided a joint submission with the Stephen Spender Trust, spotlighting changes that can stem the steep decline in language learning since 2004. Building on learning from several years of successful projects with pupils, teachers, translators, researchers and the general public, we argue that the key to reversing the worrying trend in the uptake of languages is to recentre the curriculum, as well as assessment frameworks, around authentic, cultural content that increases intrinsic motivation and prioritises learners’ creativity, resourcefulness and cultural literacy – all skills prized in adult life, particularly in a global job market.
Our submission focuses on the entirely feasible changes that could be made to languages content, assessment and pedagogy. We respond concretely to the Review’s ambitions to provide a ‘broad and balanced’ curriculum that is inclusive and representative of learners, and helps break down barriers to opportunity for all. We propose that a curriculum that teaches language through cultural content could be the bedrock for an inclusive, socially just school environment, ensuring rigorous and effective acquisition of the target language. Our work has demonstrated that when learners feel motivated to make sense of a culture different from their own, they will enjoy tackling the challenging language and concepts that they encounter. For this to be the case, however, curriculum content must be authentic, enriching and interesting, and examinations must make space to assess skills like cultural translation, creativity and linguistic analysis.
Please find our submission to the Review below. We are happy to receive comments and feedback at translation.exchange@queens.ox.ac.uk.