To save you time, Pearson has created free, downloadable teaching resources packed with French, Spanish and German activities.

Their Pick and Mix editable PowerPoint presentation provides quick quizzes, tasks, research projects and homework ideas, while the European Day of Languages PDF will help your learners celebrate languages and cultures with even more activities for your students.

Click here to download these free resources and celebrate the wonderful world of modern languages!

The reformed qualification from leading awarding body Pearson Edexcel, has been developed in close partnership with schools, language experts and multilinguists to reduce the continued decline in language uptake at GCSE and A level.

Paving the way for updates to Pearson’s language GCSEs in German and Spanish, the new French qualification (for first assessment in 2026), is specifically designed to be more inclusive and accessible to students, with real-world content that reflects and represents the diverse backgrounds, experiences and abilities of young learners today.

The student-centred specification will encourage all pupils to develop their language skills by combining clear, concise and straightforward assessments with engaging, meaningful and relatable content. Key features include:

● Engaging and inclusive contemporary topics that enable students to speak and write about the things that interest them including equality, physical and mental wellbeing, the environment, social media and gaming.
● Content and assessments based on familiar experiences or pre-known settings in the target language culture, with no expectation that students travel abroad for their holidays.
● Extending existing knowledge on familiar concepts i.e. friendships, food and drink, school, shopping, and relevant travel.
● Content and assessment that broadens cultural knowledge, with supporting images or glossing to ensure no barriers to shared understanding.

Ofqual’s approval follows the release of recent findings that show more than three-quarters (73%) of UK adults who speak just one language wish they could speak another, while more than half of monolinguists (54%) have faced difficulties in life as a result of not being able to do so. At the same time, almost half of all UK adults (45%) think it is more important to speak another language today than it was 20 years ago[1] and yet, the number of learners choosing to study a language at GCSE and A level continues to decline.

When respondents to this Pearson research were asked what would most encourage young people to study a language today, the top five responses were: showcasing the benefits to their future lives, making the subject more interesting, learning about different cultures and lifestyles as well as vocabulary, making content more relevant to young people’s lives and more accessible – all features of the new Edexcel French qualification.

Speaking about today’s announcement, Katy Lewis, Head of MFL at Pearson, said: “Ofqual’s approval of this new French GCSE marks a significant shift in language learning for students. We want to eradicate perceptions that learning languages is too hard or only for a certain type of student, and this inclusive, real-world set of language GCSEs can help us do just that.

“Having trialled our draft French, German and Spanish specifications with over 800 students of all abilities, across a wide range of schools, we believe that we have developed meaningful qualifications that are fit for the future. We are proud of the ethos behind the new GCSEs and we look forward to helping a new cohort of students connect, communicate and understand new cultures in our increasingly diverse world.”

Teachers reviewing the specification referred to the changes as “encouraging,” “considered and thoughtful” and a “great relief for both teachers and students” with hopes that as a result, they “should be able to increase the number of students taking languages at GCSE and beyond.”

For more information about the new language GCSE specifications, along with Pearson’s nationwide More than words campaign, visit go.pearson.com/MFLGCSE24

The survey of 2,000 UK adults revealed that more than half (54%) of monolinguists have faced difficulties in life as a result of not being able to speak another language. Nearly a quarter have felt embarrassed by their inability to communicate on holiday or while travelling (23%) with a fifth feeling uncomfortable that they could not speak to someone who communicates in a different language (21%). One in six feel that it has limited their confidence to travel abroad (17%).

In contrast, nearly nine in ten (86%) UK adults who speak another language say it has supported them in a multitude of ways, including understanding other cultures better (47%), having the confidence to travel the world (36%), making international friends (34%), increasing self-confidence (31%), and as well as living abroad (30%). One in eight even attributes meeting their partner to knowing an additional language (13%).

With two-thirds of Britons saying they would have chosen to learn a language at school (66%), Pearson has announced its plans to help ensure today’s learners don’t have the same regrets by launching their reformed 2024 MFL GCSE draft qualification with a nationwide More than words campaign, which aims to encourage more young people to consider learning a language.

England and Tottenham footballer and polyglot, Eric Dier (left), is supporting the Pearson More than words campaign and spoke with students at Regent High School in London yesterday about the impact language learning had on his life and the doors it can open for others. The Tottenham defender said: “Languages have been an integral part of shaping the person I am today. From my childhood in Portugal, where languages helped me to make friends and understand and thrive in different cultural communities, to communicating effectively with my teammates and coaches in my football career today. People don’t always expect me to be able to speak so many languages, but I enjoy the process of learning them and the world of possibilities it opens up.”

Discussing the wider picture of language learning in schools and their plans to ‘reignite interest’ in languages, Katy Lewis, Head of MFL at Pearson said: “Almost half (45%) of all UK adults think that it is more important to speak another language today than it was 20 years ago and yet, uptake in GCSE and A Level languages has been in steady decline. We’re committed to reigniting interest in the subject through meaningful qualifications that allow all students to develop their language skills, regardless of their background, ability, or reason for studying a language.

“We are working with schools, language experts, inspiring multilinguists, like Eric Dier, and learners across the UK to promote how languages are so much more than words and their power extends far beyond the classroom walls. By creating inclusive and relatable content and deepening the collective passion around language learning, we can better equip all students for life and future careers in our increasingly connected world.”

When respondents to the Pearson-commissioned survey were asked what would most encourage young people to study a language today, the top five responses were: showcasing the benefits to their future lives, making the subject more interesting, learning about different cultures and lifestyles as well as vocabulary, making content more relevant to young people’s lives and making it more accessible.

Pearson’s new range of future-focused language qualifications in French, German and Spanish have been designed in consultation with hundreds of schools and trialled with over 800 students to authentically represent and reflect the rich diversity and experiences of students across the UK. Built on the foundation of inclusivity, accessibility and transparency, the qualifications, for first teaching in September 2024, take a student-centred approach and combine clear, concise and straightforward assessments with engaging, relatable content.

If you are interested in finding out more about Pearson’s More than words campaign and their new language GCSEs, please visit: go.pearson.com/MFLGCSE24

Following a public consultation, the Department for Education has confirmed changes to French, German and Spanish GCSEs, supported by a research review by Ofsted, to help students build confidence and excel in learning languages.

In the updated GCSEs, students will be assessed on the most common vocabulary used in conversations and writing, as well as grammar and pronunciation, increasing clarity for teachers and improving the practical benefits for students.

Research shows that a focus on these ‘building blocks’ enables students to more clearly see progress in their ability to understand and use the language, and in turn grow in confidence and motivation.

The changes aim to fulfil the government’s ambition for 90% of Year 10 pupils to study EBacc subjects for GCSE by September 2025. So far, over 95% of students have been entered for GCSE English, maths and science and over 80% in humanities subjects, and the government wants to increase the number of students studying language GCSEs too.

The consultation was based on recommendations from an expert panel chaired by Ian Bauckham and received 1,644 responses, with the majority from language teachers agreeing with the proposals. The plans for the new French, German and Spanish GCSEs reflect sector feedback, giving exam boards an additional year to develop them.

Schools Minister Robin Walker said: “Studying languages opens up a world of new, exciting opportunities for people and is hugely important for a modern global economy.

“That’s why we want more young people to take up modern language GCSEs, and these evidence-based changes aim to do just that – making these qualifications more well-rounded and accessible, and helping more young people to enjoy learning languages.”

The revised GCSEs will start to be taught in September 2024, with first exams being held in 2026. The changes to the language GCSEs include:

• Students will be assessed on the basis of 1,200 ‘word families’ at foundation tier GCSE and 1,700 ‘word families’ in higher tier GCSE
• An example of a word family could be ‘manage’, ‘managed’ and ‘manages’. Exam boards will select topics and themes to inform the selection of key vocabulary, as opposed being prescribed in the subject content
• At least 85 per cent of the ‘word families’ will be selected from the 2,000 most frequently occurring words in a language to make sure students have a good knowledge of the most common words

Ofqual has also confirmed the assessment approach today, following a public consultation, which sets out the revised assessment objectives and confirms that the current use of tiered assessments and non-exam assessment (NEA) will continue. Ofqual will now conduct a public technical consultation on the details of assessment requirements and then exam boards will develop GCSE specifications, ready to be taught from September 2024.

The insurance covers the basics such as medical, surgical and hospital costs along with repatriation, transportation and extended stay costs. There are excesses involved of course, but as the insurance is free, that doesn’t feel like too much to ask. Best of all is the peace of mind of knowing that if Covid-19 should strike, everything is in hand financially for treatment, recovery and returning home.

With this in mind, it’s worth considering Andalusia as a destination for those who are active, adventurous and open to education.

In recent years, Andalusia has become an outstanding place for engaging in a huge variety of sport. The region is well-known for its golf courses – over a hundred of them, including several that have played host to international competitions. Equestrian sports are also commonly found in the region – Andalusian horses have a rich heritage and are well-regarded in equestrian circles for their calm temperament, agility and intelligence.

It will come as no surprise that water sports feature heavily along the almost 1000km of coastline with its famous beaches bordering two seas separated by the Straits of Gibraltar. The balmy Mediterranean to East and the tempestuous Atlantic to the West provide endless possibilities at all levels for yachting or water skiing, scuba diving or kite- or wind-surfing and more.

What may not be as well-known is that Andalusia has several mountainous regions which offer many adrenaline sports from skiing to mountaineering and spelunking to zip lines – including the only cross-border zip line, a full 720m long into Portugal.

The mountains contain just one of the many natural parks throughout Andalusia, all of them with hidden tracks and trails winding through glorious landscapes with vastly differing micro climates. Mountain and beach sit alongside warm wetlands, dry desert, rainy woodland and sub-tropical paradise with all of the diverse flora and fauna these areas support.

Often-overlooked, Andalusia has rich cultural significance with the United Nations Educational, Scientific and Cultural Organization (UNESCO) designating seven sites in the region as World Heritage sites.

Most of the cultural sites are located in the three great Muslim centres of power: Granada, Seville and Cordoba; as well as Ubeda and Baeza.

These are Alhambra, Generalife and Albayzín (Granada); Cathedral, Alcázar and Archivo de Indias (Seville); the Historic City Centre of Cordoba (including the Mezquita); the Renaissance Monumental Ensembles of Úbeda and Baeza; 68 items of cave art in Almeria, Granada and Jaen provinces, which is included in Rock Art of the Mediterranean Basin on the Iberian Peninsula; and Madinat al-Zahra.

There is a natural World Heritage Site, the Doñana National Park in Huelva province, while the most recently listed site (2016) is the combined cultural and natural site of the Antequera Dolmens in Malaga. Close to Andalucia, on the Rock of Gibraltar, is the Gorham’s Cave Complex, added at the same time.

The creativity that contributes towards this World Heritage status can be experienced through events such as The Baeza International Festival of Young Performers, the Córdoba Guitar Festival, the Granada International Music and Dance Festival, the Seville Flamenco Biennial or the Úbeda City International Music and Dance Festival to name just a few.

As diverse as the sports, landscapes and cultures are in Andalusia, so is the produce and there are dedicated tours focussing on regional specialties such as Almadraba tuna, Iberian ham, rice and olive oil.

But it is the people of Andalusia who make the place so special. Their cultural heritage and regional differences combined with ancient knowledge of the lands they cultivate make the area special. The people work with nature, treating the land with respect and giving back to it in a perfect example of symbiosis. To observe such a place at a time when working with the environment instead of exploiting it is so important, is where the real education lies.

For more information on travel assistance insurance in Andalusia, visit www.andalucia.org/en/travel-assistance-insurance.

Mother Tongue Other Tongue is a national multilingual poetry competition that celebrates cultural diversity and the many languages currently spoken in schools across the UK. The competition aims to celebrate languages, culture and language-learning, allowing secondary school students to practice and improve their foreign language skills and appreciate their heritage using poetry.

The competition was originally developed by the Faculty of Humanities, Languages and Social Science at Manchester Metropolitan University and Routes into Languages North West. It has since rolled out across the country and become a nationally recognised award, with students from all over the UK competing for the annual prize. Mother Tongue Other Tongue is officially endorsed by Malala Yousafzai, the youngest Nobel Peace Prize winner and education activist.

This year, ‘other tongue’ entries required an original poem written in a language that is not the first language spoken by the student writing it. Entries could be provided in Spanish, German, Italian, or French.

Kirsty initially entered the competition during the height of the coronavirus pandemic that saw schools close and students study from home, attending all of their classes virtually. The competition was suggested to Kirsty by her French teacher at Stratford Girls’ Grammar School as an extra way to apply herself with language learning during this time.

Kirsty said, “I enjoy linguistic challenges like these as they are always a bit like a puzzle. I wasn’t expecting to finish the poem at first,  because I thought it would be too difficult to get it to rhyme or to keep a coherent theme throughout. But after writing each verse, I discovered I really enjoyed constructing each line. In the end, I created something that I was proud of, regardless of the competition results. When I found out that I had been named the winner, I was really over the moon. It was definitely a confidence boost before taking my mock French exam the next day!”

In addition to being named this years KS5 French winner, Kirsty also received an Amazon gift voucher. Stephanie Wood is Head of Modern Foreign Language studies at Stratford Girls’ Grammar School, she said,

“We are very proud of what Kirsty has achieved with her fantastic poem and ongoing commitment to learning. Competitions like Mother Tongue Other Tongue are incredibly welcomed by our school as they help broaden students understanding beyond the classroom, which is especially important after the unexpected lockdown situation earlier this year. Students have now returned to our school, but we are still encouraging them to enter more competitions, such as those celebrating the European Day of Languages this month. Congratulations once again to Kirsty for her well-deserved win and prize.”

In the post below, you can get your Spanish journey off to the best start by understanding the basics of being prepared. In fact, the advice below is excellent for any new language you want to learn.

Having said that, sometimes having a proper learning structure can help. taking lessons, meeting deadlines, and most importantly having someone who knows what they are doing, can propel your learning further. That’s why it’s never a bad idea to seek out professional lessons when learning to speak Spanish. Although, whether you are taking lessons or not, the following information will be helpful.

Consistency is Key

Like in any form of learning, practice makes perfect. Sure, it’s a cliché but it is true. You can’t hide from the fact that to get good at Spanish you will need practice, which takes time. If you study on a Monday then take the rest of the week off, chances are you will never master a new language. Instead, you need to approach Spanish as a hobby.

Learning a language should be fun, after-all, you are doing this for yourself. Incremental steps are the key to success, so daily practice is an excellent way to develop your skills. It can be 30 minutes or 2 hours, depending on how fast you want to learn, but just make sure you can regularly study and practice.

Take Lessons/Find a Tutor

As mentioned, lessons are perhaps the best way to ensure you are constantly on the right learning track. Finding a tutor online, or in your location, or finding a lesson plan can provide a fantastic base for your learning. Lessons won’t guarantee success because the results will still be on you, but having a tutor will ensure your learning is focused and you are studying the correct points.

Participate in Language Exchanges

If you have a smartphone or computer, you have access to the entire world. These days, if you want to speak for a native Spanish speaker, you just need to find the right venue online. Language exchanges are where you talk for 30 minutes in Spanish and then 30 minutes in English (or another language).

The idea of the exchange is that one party can practice their Spanish while the other practices English. Finding language exchanges online is easy, but if you prefer a personal touch you may like to do them in person. Some cities have communities that engage in language exchange meetups, so it’s worth checking your local social media for any events near you.

Listen to Spanish Podcast or Watch TV Shows in Spanish

Adults often complain it is harder for them to learn than younger people. This is mostly untrue and what adults lack is time, not learning capabilities. However, many adults will choose to binge TV shows every night instead of studying. So, why not combine the two?

Listening to media in Spanish is an excellent way to become more familiar with the language and how to understand it. You will be amazed by how you retain information without really trying to properly study. Sometimes, just listening can provide big gains in language acquisition.

The International School Award celebrates the achievements of schools that do exceptional work in international education. Fostering an international dimension in the curriculum is at the heart of the British Council’s work with schools, so that young people gain the cultural understanding and skills they need for life work in today’s world.

Stantonbury International School’s international work includes partnership activities on values and street markets with India and Lebanon through Connecting Classrooms, a global education programme; Erasmus+ project work with Spain, Greece, Poland, Czech Republic, and Estonia on matters relating to inclusion, and many other global cross-curricular activities in its Performing Arts, Modern Foreign Languages and English departments.

On hearing the news that Stantonbury International School had received the award, Sandra Underwood, International coordinator and Middle Year Programme (MYP) lead in Modern Foreign Languages (MFL) said: “We are delighted to have been awarded the International Schools Award and the students are a credit to the immense project work that took place. Providing international links within the curriculum enriches teaching and learning, giving young people a window into different cultures and countries Student involvement in various aspects of international activities has given them a real sense of purpose especially as they were able to work with other like-minded students abroad.”

Sir Ciarán Devane, CEO of the British Council, said: “The school’s fantastic international work has rightfully earned it this prestigious award. The International School Award is a great chance for schools to demonstrate the important work they’re doing to bring the world into their classrooms. Embedding an international dimension in children’s education ensures that they are truly global citizens and helps prepare them for successful lives and careers in an increasingly global economy.”

The award, which celebrates its 20th Anniversary this year, is now available worldwide in countries such as India, Sri Lanka, Egypt, Lebanon, Nigeria, and Pakistan. Over 6000 International School Awards have been presented to successful schools in the UK since the scheme began in 1999.

The move comes after the successful provision of free Babbel to people affected by the COVID-19 pandemic in Italy, and is designed to help students use their time at home productively and maintain cognitive activity.

With more than 11.7 million people enrolled in schools and universities in the U.K., nationwide closures are likely to have an adverse effect on the learning journey of many children and young adults. To mitigate against the impact of closures, Babbel is offering those affected free access to its app and platform for a month, in any and all of its 14 languages offered: Spanish, French, German, Italian, Portuguese, Polish, Russian, Dutch, Turkish, Danish, Norwegian, Swedish, Indonesian, and English.

To receive free one-month access, students (or their parents or guardian) need only apply via this link using their valid school email addresses: https://www.babbel.com/en/magazine/babbel-free-month-for-students

They will receive a coupon code for one free month.

The Babbel app is available on iOS, Android, and desktop.

Elisa Menozzi, Head of Northern and English Speaking Markets at Babbel, comments: “As schools in the U.K. close, we want to help people who might now have their studies disrupted and find themselves with lots of time on their hands. As this global pandemic affects all corners of the earth, we are reminded more of what unites than divides us. Language is a connector, and so we are proud to be sharing the opportunity to learn with British students of all ages.”

New analysis published today by the national academy for the humanities and social sciences points to a decline in A level entries in modern languages, English, History and Geography, with similar trends seenin undergraduate and postgraduate numbers.

According to provisional entry data, the number of students taking German A level in England this year is down 16% on 2017, while entries for French fell by 8% in the same period.

Entries for English subjects (English; English Literature; English Language & Literature) have declined by 9%, and Religious Studies by 23%, since last year.

There has been a promising increase in Spanish and other modern languages in recent years, but this is not enough to reverse the steady decline in the number of students leaving school with foreign language skills.

The British Academy warns that trends at A level are having a knock-on effect on higher education.

Between 2012-13 and 2016-17, the number of students studying languages at university fell by 14%. With fewer students applying, at least 10 modern languages departments have closed in the last decade, and a furthernine significantly downsized.

The British Academy is warning that a decline in the humanities puts the national skillset at risk. Insights from the arts, humanities and social sciences will be vital to ‘future proof’ the workforce in an ageof automation and rapid change, alongside skills from science, technology, engineering and maths (STEM), according to recentresearch from the British Academy.

Professor Sir David Cannadine, historian and President of the British Academy said:“At the British Academy, we are concerned that the decline in students studying humanities subjects at A level is already having an impact on the skills of the future workforce, especially when it comes to foreign languages.

“In an age of shifting diplomatic alignments, and with Brexit around the corner, our lack of language skills could put the UK at a major disadvantage when forging global connections.

“The skills developed by studying humanities and social science subjects at A level and at university will be essential as we negotiate the challenges the UK faces, from AI to an ageing society and sustainable development.We will need people with insights from law, philosophy, politics and history, as well as from Britain’s outstanding STEM sector.

“The young people receiving their A level results today are the problem-solvers of tomorrow. It is vital that our education system provides them with opportunities to develop a broad range of skills and interests.”