The Key Stage 3 Framework for languages guidance: Inclusion

Gifted and talented pupils – introduction

Teachers need to be aware of gifted and talented pupils in each school year, and of the need to provide the best curriculum for their needs. These pupils may be more able in relation to their school or in relation to national expectations. These pupils will not all be more able across the full range of subjects and some may well be underachieving within the modern foreign languages classroom. However, those demonstrating or with the potential to demonstrate linguistic attainment in advance of their peers are entitled to suitable opportunities.

Able language learners are likely to:

• display curiosity about language
• have a natural feel for languages, for example, often 'getting it right' first time when deciding how to pronounce new words
• pick up new language and structures quickly
• make frequent connections, for example, spotting new patterns or classifying words as an aid to memorisation
• have a strong desire to put language together by themselves, for example, by extending sentences or by applying what they have learnt to new contexts
• show creativity and imagination when using language, for example, by initiating conversation or providing original extended answers rather than merely imitating the models they have met
• have an insight into how they like to learn and are thus able to learn more efficiently
• enjoy learning independently
• are often interested in culture
• have exceptional and sustained inner motivation for language learning.

One group of pupils whose needs require careful consideration are pupils whose home language is the target language, or who have lived in a country where the target language is used. Their oral skills may surpass their writing and cognitive skills in some cases but care needs to be taken to set appropriately challenging expectations.