In one school Spanish was the first foreign language. It was found that the inclusion of a compulsory foreign language for all up to the age of 16 within the core curriculum had had a beneficial effect on the status and morale of modern language departments and had contributed to increasing its importance in the eyes of the pupils. There was a need to plan for the whole age-range over the five years in terms of differentiating objectives for the various stages and ability levels. Pupils of average ability would need convincing that the effort would be worthwhile. Listening and speaking skills were of a reasonably good standard, but attainment in reading and writing was less satisfactory.
Examination results in foreign languages compared favourably with national statistics.
The relationship between the first and second foreign languages was found to be the most critical aspect of curriculum policy. The most likely way forward seemed to be to offer languages other than French more frequently as first or equal first languages. Language Materials Development Unit, Univ. of York, 1989. Handbook and 6 videocassettes. The material is arranged according to a chronological sequence of how diversification might take effect in a school.