Promoting improvement ITE Thematic dissemination conference: secondary modern languages Hand-out Elaine Taylor HMI, National Lead for Modern Languages Angela Milner HMI, National Lead for ITE, including FE

Recruitment and selection  How well does the provider ensure trainees have the linguistic ability to communicate effectively in the target language?  How rigorous is the identification of individual needs and does it lead to training plans which address these, in particular the knowledge and understanding of the English education system by native speakers and the development of the trainees’ second teaching language? Training  How effectively are trainees supported, especially by mentors in schools, to develop the key skills of appropriate target language use and the development of students’ speaking skills?  Are trainees trained to develop their students’ intercultural understanding in all phases?  How much emphasis is placed on developing trainees’ understanding of their role in cross-curricular aspects such as developing the students’ literacy levels and their use of information and communication technology? Does the experience of other phases allow adequate time for trainees to develop an accurate understanding of transition issues? Are they given practical support in how to prepare their students for transition to the sixth form?  Are trainees adequately prepared to meet the individual needs of all their students, especially where these are closely linked with language development − for example, the needs of bilingual students? Coherence  How strong is the coherence between the generic professional training and the subject-specific training on matters where aspects of subject pedagogy pose particular challenges − for example, the management of behaviour and the use of the target language to manage lessons? Key questions

Key strengths of trainees  The vast majority demonstrate passion for the subject.  They have good subject knowledge, many being native speakers. Partnerships are providing good support for developing their understanding of the British education system.  They develop pupils’ intercultural understanding well, especially if they have already worked as foreign language assistants.  They manage behaviour well, understand the need for differentiation and engage learners well by using a wide range of activities, including group and pair work.  They make very good use of technology to deliver lessons, to introduce authentic materials and to add interest. Less well developed is their ability to allow technology to be used by pupils. Features of training  Good use by subject leaders of subject associations, Ofsted reports and research to keep the courses up to date on key issues.  Good support for developing behaviour management strategies.  Good training in planning, both short and medium term.  Examples of good preparation to teach disabled pupils and those who have special educational needs.  ‘Given a bag of tricks for use in the classroom’.  Some good practice in developing trainees’ understanding of transition.

Areas for improvement  Trainees are not developing a strong ability to use the target language in their lessons. Often this is because of policies in schools. As a result, trainees are not developing skills such as modelling. Mentors make too little reference to target language use in their feedback and the matter is rarely seen as an aspect to be developed.  Understanding of transition matters is weak. Opportunities in the primary phase can be limited to a token visit with too little time to reflect on the experience. Sometimes no modern language lessons are seen during the visits. This aspect of the training was weak even in outstanding partnerships.  The experience trainees have of sixth form and in some cases Key Stage 4 teaching is very variable. This limits trainees’ ability to understand how to stretch more able pupils lower down the school.  Subject knowledge enhancement for trainees’ second language is often weak or missing.  Trainees have variable experience of teaching pupils for whom English is an additional language and training does not provide them with an understanding of the implications for the subject.  ‘Trainees link with primary trainees at another local provider which includes shadowing their primary partner and vice versa.’  The quality of subject knowledge auditing varies greatly. Outstanding examples were seen which included an audit of cultural awareness, but in many cases trainees’ skills in a second language were ignored. Features of training − continued

Primary headlines in school inspections  Teaching is improving in primary schools where teachers are gaining confidence in the subject through good support from secondary schools or, in a very small proportion of schools, from local authority advisers.  A significant proportion of schools are not meeting entitlement requirements.  Teachers generally use good primary pedagogy to positive effect. For the most part, they plan engaging lessons with a wide variety of stimulating activities. As a result, pupils show clear enjoyment of their language lessons.  Teaching results in positive attitudes and good intercultural development but does not consistently develop linguistic competence.  Progression in one language is not built into curriculum plans.  Most of the primary schools visited have no systems for assessing pupils’ progress. Secondary headlines  At secondary level, internet developments support the use of authentic materials. Departments are broadening approaches to teaching and learning to include: − tried and trusted methods done well − imaginative topics − cross-curricular dimensions.  Across all phases, good practice in the use of information and communication technology is helping to improve learners’ listening skills.  Insufficient use of the target language by teachers across all phases leads to a lack of spontaneity on the part of learners and over-dependence on written prompts.

Secondary headlines − continued  In approximately 20% of the schools no account was taken of primary or middle school experiences.  89% of schools in the sample withdrew some pupils from language lessons  Lessons are often insufficiently differentiated. The range of ability in most secondary classes, particularly in Key Stage 4, is wide and more able students are often insufficiently challenged. Cross-phase headlines  Across all phases, good practice in the use of information and communication technology is helping to improve learners’ listening skills.  Insufficient use of the target language by teachers across all phases leads to a lack of spontaneity on the part of learners and over-dependence on written prompts.

Judging the use of the target language (TL) by teachers and students: for guidance only Outstanding practice  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 that 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.

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