Teachers and commentators across England and beyond recognise the need to fundamentally rethink curriculum and assessment at GCSE in Modern Foreign Languages. But the proposals published in March 2021 are significantly flawed in terms of both content and the nature of assessment. They somewhat misdiagnose the problems currently holding MFL back and do not address the motivational crisis experienced by students. Instead they seek to influence how teachers teach - a judgement which is best left to the professionals.

The proposals have been hastily drawn up by a closed circle of panelists, with insufficient time and space afforded for broad and innovative policymaking. Input from practitioners has been insufficient and academic input far too selective. This was not a review; it was a foregone conclusion based on a preferred pedagogy.

MFL teachers, school leaders and, above all, learners deserve better. We call for:

1) The immediate withdrawal of the proposals.                                                   

2) The convening of a new, more transparent panel with a remit to draft new proposals, which will be independent of obligated conclusions.