ABSTRACT
In this chapter we consider expectations for progression in language learning, with a focus on progression in foreign language teaching in the language-aware classroom. We begin the chapter by looking at some general expectations around the core content of language schemes of work in the primary years before providing some specific examples relating to grammatical features, communicative competence and developing a metalanguage. The chapter then moves on to examine planning for progression, drawing on examples from each 8element of the Accelerated Modern Languages Acquisition (AMLA) project resources with a focus on embedded language learning and Content and Language Integrated Learning (CLIL). There is then a more specific focus on how progression in language learning can be promoted by a curriculum area – in this case creative arts. The final section explores how ‘big questions’ can be investigated to the advantage of both language progression and a curriculum area.
