1. 1 Changing the landscape for the better Elaine Taylor HMI National Adviser for ML Reading University June 2012

2. 2 Session outline Reminder of the main points from the last report Examples of strategies that are working Using the grade descriptors for self- evaluation

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

4. 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. 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. 6 Primary modern languages - what works well

7. 7 Integration of ML into the curriculum A clear vision for what the school wants to achieve Proactive about transition Using good primary pedagogy Using authentic resources working well in primary

8. 8 Secondary – KS3 and KS4

9. 9 Working well in secondary Mixed picture on TL use Internet developments support use of authentic materials Broadening approaches to teaching and learning: –Tried and trusted methods done well –Imaginative topics –Cross-curricular dimensions

10. 10 Build on work in primary schools Joint responsibility Secondary support for primary Positive strategies Changing face of primary ML – new opportunities

11. 11 Self-evaluation and the grade descriptors

12. 12 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

13. 13 One approach

14. 14 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.

15. 15 Good practice website

16. 16 Expert Knowledge

17. 17 Thank you and good luck elaine.taylor@ofsted.gov.uklaine.taylor@ofsted.gov.uk http://www.ofsted.gov.uk/resources/our- expert-knowledge/modern-languages