As a child growing up in Glasgow, I had rather mixed feelings when I began learning French at school. Certainly it was exciting to learn an entirely new subject, but this was rather diminished by the fact that it did not appear to have any immediate relevance. There were neither foreign language programmes on television (except the Open University) nor videos on YouTube in the age before Sky TV and the internet. Of greater significance was that opportunities for international travel, even just across the channel to France, were more limited for those living so far away from Dover. However, we plodded on with learning irregular verbs but lessons were occasionally enlivened with the latest technology – a portable cassette player.

It was many years later before I had cause to regret not working quite as hard on my French as I might have done. I was one of 13,000 applicants who wished to become the first British astronaut, or to be more precise, cosmonaut. The mission back in 1991 was to travel to Mir, the Russian Space Station. The requirement was to be a science graduate and demonstrate a proficiency in acquiring fluency in a language as the successful candidate would need to learn Russian in double-quick time. You may recall that Helen Sharman was the lucky one who made that remarkable journey into space.

So what is the take-up for modern languages within primary education today? A survey conducted by the CfBT Education Trust found that almost all primaries (97%) provide language teaching within class time to some of their seven to eleven year olds. However, the quality and quantity of provision varies across the country from a few words and a song to more rigorous teaching of grammar. In many cases the problem is a lack of specialist knowledge as nearly a quarter of these schools do not have a teacher with a language qualification higher than GCSE.

There is no denying that educationalists feel the United Kingdom has fallen behind other European countries by not introducing another language into the curriculum at a young age. There is an ambitious plan north of the border in which children will commence studying a foreign language in reception class and take on a second foreign language before they leave primary school. Turning again to the CfBT Education Trust report, it found the evidence shows that the independent sector is better placed to provide pupils moving from Key Stage 2 to Key Stage 3 with continuity of language provision.

Regardless of learning a musical instrument, all children can continue their musical education through singing. Most schools do devote some time to singing, even if it is only the regular hymn in assembly. The children at Cranmore are fortunate because the school runs several choirs which allow pupils to develop their singing talent to a high standard. In addition, Cranmore hosts many concerts in its wonderful auditorium and in November there will be a performance given by the highly prestigious Tenebrae Choir.

So how can we develop children’s interest in drama? There was a time when pupils had to slavishly read through a Shakespeare play in class, not the best way to inspire a life-long interest. Thankfully, good schools now seek different opportunities for pupils to gain confidence in public-speaking and performing in drama productions too. Teachers know that some children who are reticent in class can really take on a different persona on stage and act with true flair and panache. If you are lucky, you may spot future potential at a young age. I can recall watching a young Orlando Bloom in a school show many years ago – whatever happened to him?

At Cranmore School we are fortunate to have several modern foreign language specialists. We have sustained a very high standard in teaching French, but in recent years we have expanded the curriculum so that our pupils can learn Mandarin and Spanish. In particular, we are one of a small number of schools which provides a two year programme of Mandarin for pupils in Years 4 and 5 which culminates in a formal external exam. There is no doubt that the number of schools offering this key language is likely to increase significantly in the years ahead. Business analysts feel sure that people who can speak Mandarin will have an enormous competitive advantage in the job market.

Everyone knows that Spanish is also spoken by a huge number of native speakers throughout the world and especially in South America. We provide a two year programme in Spanish for pupils in Years 7 and 8 which is an excellent way to get them started. Most pupils find it relatively easy and it can offer immediate benefits if their family heads off to Spain for a summer holiday.

Finally, one must not forget the importance of classical languages. At Cranmore we provide a foundation course in Latin and also in Greek for those who want a real challenge. We believe that the combination of both modern foreign languages alongside classics gives our pupils a tremendous platform for further study when they progress to their respective senior schools. As for me, I still wonder if I might have beaten Helen Sharman to that dream job if I had just done that little bit more on my French homework. We shall never know!

essence info

Cranmore School has announced a programme of change to become a fully co-educational school for pupils aged two and a half to thirteen years.
It is committed to providing a balanced curriculum which can develop each child’s potential. French, Spanish, Mandarin, Latin and Greek are taught.
Telephone: 01483 280340
Website: www.cranmoreprep.co.uk