Ofsted for MFL Elaine Taylor HMI National Adviser for ML Languages South East November 2012

1. Ofsted for MFL Elaine Taylor HMI National Adviser for ML Languages South East November 2012

2. Session outline • Reminder of the main points from the last report • What’s changed • Using the grade descriptors for self-evaluation • Judging target language use.

3. Where were we at the time of the last report:Achievement and Challenge 2007-2010

4. Primary recommendations • Build on their good work in speaking and listening, including language learning strategies and knowledge about language, to develop pupils’ early skills in reading and writing • Ensure intercultural understanding is built into work where it does not yet feature

5. Secondary recommendations • Put much greater emphasis on regular use of target language in all lessons • Make more use of authentic materials to help develop students’ language skills and their intercultural understanding • Broaden approaches to teaching and learning to enthuse students and increase their confidence, competence and ambition in modern languages • Consider, as a matter of urgency, the implications of recent developments in primary languages for their curriculum in Year 7 and how they build on students’ prior attainment.

6. The new grade descriptors

7. The new grade descriptors • The descriptors have been pruned and bulleted • Overall effectiveness aligns with the generic descriptor • Reference to all groups • Same wording - different order

8. The new grade descriptors • Includes a definition of requires improvement • Clearer reference to authentic resources • Curriculum descriptors most revised • Reference to literacy and numeracy • Leadership includes reference to governors

9. Outstanding achievement • Pupils develop a passion for and commitment to the subject and can use language creatively and spontaneously to express what they want to say, including when talking to each other informally and writing imaginatively.

10. Good achievement • They strive to use the language to communicate orally and in writing. Increasingly, they use the language for normal communication with the teacher and with each other in and beyond the classroom.

11. Achievement that requires improvement • Pupils can occasionally work independently and take initiative in developing their work but more often are dependent on their teachers for written and oral prompts when trying to create new sentences. • Most are able to communicate their ideas orally, but many are dependent on considerable support through written prompts. • Pupils complete listening and reading activities with little prompting but may be unable or unwilling to deal with unpredictable elements in conversations.

12. Inadequate achievement • Pronunciation is likely to be poor and pupils are reluctant to speak in class or read aloud. • Pupils are unable to use the language to communicate.

13. Self-evaluation and the grade descriptors

14. Modelling the task • Teaching prompts: • 3. do they present new language accurately making skilful use of the TL to do so? • Grade descriptors (best fit) • High level of confidence and expertise • Routine use of TL, confident level of expertise • Sound level of expertise, satisfactory model • Not able to engage pupils, overuse of English

15. One approach

16. xxxxx Primary School Modern Foreign Languages self-evaluation Achievement Pupils’ achievement in languages is satisfactory. Attainment is average and learning and progress satisfactory. Although the school does not set separate targets for languages, the data for literacy and attainment in English is used as a baseline. The majority of pupils are able to communicate well orally and record their learning in the written form. Few are able to express ideas accurately in writing without support. Pupils at KS1 are not asked to complete extensive written tasks in languages. Pupils complete listening and reading activities with some confidence but are less able to deal with unpredictable elements in conversations. Pupils have a good knowledge of the cultures of the countries and communities where the language is spoken (ref: Comenius; Project Kenya; Passport to Europe) The vast majority of pupils are interested in the subject, enjoy the lessons and enrichment activities and show pride in their achievements.

17. Target Language

18. Guidance for judging the quality Outstanding • The TL is the dominant means of communication in the lesson and teachers have high expectations of learners’ use at an appropriate level. As a result, learners seek to use the TL as the normal means of communication when talking to the teacher or informally to each other. • Teachers informally monitor and assess spontaneous TL use, keeping track of learners’ progress in order to ensure their expectations increase as they move through the school. • Teachers’ target language use is monitored by subject leaders and good practice is regularly shared across the department resulting in a high level of consistency.

19. Guidance for judging the quality Good • Teachers provide a consistently fluent and accurate model of the foreign language for learners to emulate. English is only used where appropriate. • Learners occasionally respond to the teacher spontaneously in the TL, but do not seek to use it to communicate with each other. • Learners are expected to use the TL with greater fluency as they move through the key stages. • Teachers ensure all pupils experience the need to react to unpredictable elements in conversations. Teachers praise and encourage spontaneous use by students when it occurs. • There is a high level of consistency in the quality and quantity of TL use across the department, supported by a unified departmental policy.

20. Guidance for judging the quality Satisfactory • Teachers use the TL for organisational matters and for praise. • They resort to immediate English translations by themselves or learners which reduces the impact. Learners are given opportunities to participate in conversations in the TL, but expectations of the spontaneous use by learners are too low. • As learners move through the school, teachers expect them to use an increasing amount of target language. • There are inconsistencies in the quality and quantity of the use of the TL across the department.

21. Guidance for judging the quality Inadequate • Teachers use English where the TL could be used to an unnecessary or excessive extent. Teachers use some TL for praise and greetings and for the occasional instructions, but switch rapidly and frequently between the TL and English. • There are insufficient opportunities for learners to use the TL for meaningful communication.

22. Good practice website

23. Expert Knowledge

24. Thank you and good luck • elaine.taylor@ofsted.gov.uk • http://www.ofsted.gov.uk/resources/our-expert-knowledge/modern-languages