{ Assessment in Primary Languages The Hiltingbury Junior School way…

Football Remembers

Who are Hiltingbury Junior School?

 Our website link link  Learning Ladders link link  Hampshire Inspectory & Advisory Service link link  ETALT scheme with Uni of Southampton & Routes into Languages link link  Hiltingbury French sow & resources link link  DfE Award to train PL with Uni of Winchester link link  Our Google classroom French club link link But what works for us may not necessarily work for you!

a. Have vision of how their subject can be improved b. Have clear sense of direction for their subject, related to the School Strategic Plan, and have concrete plans for achieving this c. Have good subject knowledge and model best practice d. Are aware of current initiatives locally, nationally and globally e. Monitor, evaluate and review the T&L of their subject across the school to ensure that attainment and progress rates meet with those expected f. Champion their subject, organising curriculum enrichment opportunities g. Support colleagues in teaching of the subject within own & other schools h. Lead discussions around their subject, facilitating CPD i. Report on progress & impact of their subject to the SLT and Governors j. Monitor, evaluate and review the effectiveness of resources Effective Subject Leaders:

a. Have vision of how their subject can be improved b. Have clear sense of direction for their subject, related to the School Strategic Plan, and have concrete plans for achieving this c. Have good subject knowledge and model best practice d. Are aware of current initiatives locally, nationally and globally e. Monitor, evaluate and review the T&L of their subject across the school to ensure that attainment and progress rates meet with those expected f. Champion their subject, organising curriculum enrichment opportunities g. Support colleagues in teaching of the subject within own & other schools h. Lead discussions around their subject, facilitating CPD i. Report on progress & impact of their subject to the SLT and Governors j. Monitor, evaluate and review the effectiveness of resources Effective Subject Leaders:

What exactly have we got to teach? (Then we’ll know what we need to assess!)

{{ Statutory  A language throughout KS2 from Years 3 to 6 inclusive  Programme of study (link)(link)Non-statutory  Languages at KS1  The KS2 Framework for Languages (Archived Link) (Archived Link) DfE Guidance on Primary Languages:

Pupils should be taught to:  listen attentively to spoken language and show understanding by joining in and responding  explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words  engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help  speak in sentences, using familiar vocabulary, phrases and basic language structures  develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases  present ideas and information orally to a range of audiences  read carefully and show understanding of words, phrases and simple writing  appreciate stories, songs, poems and rhymes in the language  broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary  write phrases from memory, and adapt these to create new sentences, to express ideas clearly  describe people, places, things and actions orally and in writing  understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English Statutory content PoS Handout & highlight!

Pupils should be taught to:  listen attentively to spoken language and show understanding by joining in and responding  explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words  engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help  speak in sentences, using familiar vocabulary, phrases and basic language structures  develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases  present ideas and information orally to a range of audiences  read carefully and show understanding of words, phrases and simple writing  appreciate stories, songs, poems and rhymes in the language  broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary  write phrases from memory, and adapt these to create new sentences, to express ideas clearly  describe people, places, things and actions orally and in writing  understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English Statutory content PoS

 Achievement good or outstanding in (60%) of primary schools. Pupils made most progress in speaking and listening because this was where most emphasis was placed in lessons.  Although there were some good examples of systematically planned reading, these were rare and even more so for writing.  Pupils’ enjoyment of language learning was very clear….  Teaching good in 70% of the 235 lessons observed. Despite occasional shortcomings in pronunciation, primary teachers’ subject knowledge & teaching methods were predominantly good.  Weaknesses lay in assessment, & the monitoring & evaluation of provision, often because leaders did not feel competent enough to judge language provision. OFSTED Languages Report 11 th Jan 2011

Primary schools should:  build on their good work in speaking & listening, including language learning strategies and knowledge about language.  develop pupils’ early skills in reading & writing.  ensure intercultural understanding is built into work where it does not yet feature prominently. Secondary schools should:  consider, as a matter of urgency, the implications of developments in primary languages for their curriculum in Year 7 & how they build on students’ prior attainment at KS2. OFSTED Recommendations

All of that?!

Their adapted KS2 commitment for the secondaries is made up of:  Dictionary skills  Grammatical terminology  Generic grammatical knowledge  Memorisation / learning strategies  Links across multiple languages  Language detective skills  Emphasis on transferable/metacognative skills Some of the schools in our area are not doing the same language(s), so…

J’ai un chat. J’ai un grand chat noir, et il s’appelle Félix. How can you make this sentence longer and more interesting? You have 2 minutes! Click here for example – can you do better?

J’aime… What does this phrase mean? How many sentences can you make in French using this structure? You have 2 minutes!

 KS3 Teachers are expected by Ofsted to show they are building on the work of KS2.  There is no requirement to assess languages at KS2 above what is done for every foundation subject in your school. Back to Assessment:

 Attainment in school, how this compares with what is expected nationally/locally.  Recording & reporting attainment data across the school  Analysing progress, including that of vulnerable groups  Reporting to parents, governors and SLT  Lesson observations, learning walks and book sampling (the triangulation of evidence) In every subject, our school expects assessment to include:

Our first assessments…  Can-do style statements  Vocabulary tests  Assignments & End of unit ‘assessments’

Wasn’t really working for us, so….

{{ Is:  A combination of content and skills  Repetition of certain core structures with increased confidence, understanding and recall  Made in tiny, repetitious steps Is NOT  A list of topics covered  As many new nouns and phrases as possible  A race Progress in languages

We revisited ‘progress’ and realised we need to repeat topics just like in maths/English: Hear – Hear & read – copy - repeat – repeat & link – remember – reproduce – apply in new context Year 3Year 4Year 5Year 6 Introduced to basic parts of body & join in with song:song -Head, shoulders, knees and toes -Flashcards & PE games Reinforce same parts of body & focus on face ‘New’ language is to combine colours eg ‘les yeux bleus’ Book: Grand Monstre Vert Consolidate pron & spelling of previous vocab & add arms legs hands etc… Reproduce at sentence level in context of illness / role play eg. J’ai mal au genou SongSong: Jean Petit Qui Danse Apply knowledge of prior vocab in context of descriptions. Add elbows, ankles, bottom… Create complete paragraphs eg. Wanted Posters SongSong: Tchik et Tchak

{{ Year 3 Year 5 independent Year 5 supported

Dictionaries – core skill, statutory PoS & literacy link Year 3Year 4Year 5Year 6 Notice the spelling of familiar words. Recognise how sounds are represented. phoneme / grapheme links Use a bilingual dictionary with support, to look up spellings. Group rhyming words (eg in songs) Use a bilingual dictionary to check the spelling of familiar words. Understand that words will not always have a direct equivalent in the language. Know & understand what vb, adj, adv etc means Know when and how to use a dictionary. Know how to find the correct verb form (verb tables) Explore use (or not) of online translators

There was so much progress and attainment going on, we then had to decide what to measure…  NC had 4 attainment targets: Reading, Writing, Speaking & Listening. Reading, Writing, Speaking & Listening.  NC Levels 1-4 are given on DfE website as exemplar.  KS2 Framework had Year group skills progression: Oracy, Literacy, IU, LLS & Oracy, Literacy, IU, LLS & KAL KAL

 What records (if any) are passed from KS2 to KS3 in all other foundation subjects?  Could a single exercise book used from Years 3-6 and passed on to Year 7?  Could a test be devised jointly and/or shared by KS2/3 colleagues?  Other suggestions? eg. European Lang. Portfolio ‘Light-touch’ Record Keeping

So here is our system for ‘life after levels’… Our school example Hiltingbury Jnr Ladder link Hiltingbury Jnr Ladder linklink Purple Peril statements next slide next slide Class teacher’s Purple Peril link

Analysing data  HT’s / Ofsted wanted a system that can be easily (crudely?) measured & analysed  Which is why our ‘purple peril’ values are numerical 1-4 Children ‘achieving year 6’ Children ‘exceeding year 6’ Children ‘working towards year 6’ Children ‘below year 6’

{{ Year 3 Year 5 How do we assess these? What are the next steps?

Current discussions at network meetings:  Does a child need to know their next steps when learning a language?  Do teachers know what the next steps are?  Language acquisition:  Hear – Hear & read – copy - repeat – repeat & link – remember – reproduce – apply in new context AfL :

Next steps?

Assessment by pipecleaner?

 Creating suggested comment banks to support staff  Ensuring all staff have grammatical support themselves  Making sure the WALT is really tightly structured and linked to the otcomes with success criteria  …just like we do in all our foundation subjects So our next steps are…

What works for YOUR school?  What would your IDEAL of achievement by the end of year 6 be like?  What are your priorities?  What is reasonable to expect in every foundation subject?  Do children know their next steps?