1. 1 Support and Challenge Elaine Taylor HMI National Adviser for ML Tower Hamlets October 2013

2. 2 Session outline What is going well in Primary schools – evidence from subject visits since the last subject report Challenges in the new proposals for the NC 2014 – messages for teachers and leaders Resources to support the journey – website resources including EAL

3. 3 What do subject visits since the last report tell us about what works well

4. 4 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

5. 5 Integration of ML into the curriculum

6. 6 Using good primary pedagogy – teaching reading http://www.ofsted.gov.uk/resources/literacy-non- negotiable-building-firm-foundations-and-reading-for- meaning

7. 7 Using authentic resources “Teachers’ subject knowledge had some shortcomings, particularly pronunciation and intonation, resulting in pupils pronouncing words poorly.” http://www.youtube.com/watch?v=xBpHkMgWld8

8. 8 Encouraging independence

9. 9 Using display

10. 10 Challenges in the new proposals for the NC 2014 – messages for teachers and leaders

11. From entitlement to statutory status – ready or not? Subject leaders must have the necessary subject knowledge There must be a clear vision for the language provision based on the context of the school and the secondary schools it feeds The chosen model of provision must support progression over 4 years Networks and connections that will support implementation and development of the subject Senior leaders must be ready to make a strong commitment to staff development

12. 12 Resources to support you

13. 13 The subject specific grade descriptors Currently being revised Includes a definition of requires improvement Clearer reference to authentic resources How they are being used Target language issues

14. 14 One approach

15. 15 Target language http://www.ofsted.gov.uk/resources/subject-professional-development- materials-judging-use-of-target-language-teachers-and-students To avoid: Teachers use some TL for praise and greetings and for the occasional instructions, but switch rapidly and frequently between the TL and English.  They resort to immediate English translations by themselves or learners which reduces the impact. To aim for:  Teachers provide a consistently fluent and accurate model of the foreign language for learners to emulate. English is only used where appropriate.  Teachers ensure that all learners experience the need to react to unpredictable elements in conversations. Teachers praise and encourage spontaneous use by learners when it occurs. across the school there is a high level of consistency in the effective use of the TL

16. 16 Good practice website

17. 17 CLIL - FLAME

18. 18 Expert Knowledge

19. 19 Thank you