Promoting improvement ITE thematic dissemination conference: secondary modern languages 26 November 2013 Elaine Taylor HMI, National Lead for Modern Languages Angela Milner HMI, National Lead for ITE, including FE

Promoting Improvement | 2 Welcome, introductions and objectives To promote improvement in the quality of initial teacher education (ITE) by:  sharing the key findings of the ITE thematic inspections of secondary modern languages which took place in 2012−13  identifying areas of strength and what needs to be improved  sharing expectations and good practice. A web link to associated materials and published resources will be available on Ofsted’s website after the event.

Thematic inspections: secondary modern languages

 Recruitment and selection What would your answers be?  Training What would your answers be?  Coherence What would your answers be? Thematic inspections − secondary modern languages: key questions

The evidence base  Evidence from nine inspections: two SCITTs, two employment-based routes and five HEI courses.  Final inspection grades: one provider graded outstanding for outcomes, training and leadership; seven graded good for all three judgements; one with a mix of grade 3 and grade 2 depending on route.  Subject grades were good in eight providers and outstanding in one.

Key strengths of trainees  The vast majority demonstrate passion for the subject.  They have good subject knowledge.  They develop well pupils’ knowledge of the cultures of the countries where the languages are spoken.  They manage behaviour well.  They plan a wide range of activities.  They make very good use of technology to deliver lessons.

Case study of good practice

Good practice  Cross-phase working and training sessions increase trainees’ understanding of transition  A recognition of the need for all primary teachers to have language skills  Developing subject leaders in the primary phase  Raised expectations for secondary trainees of what even the youngest pupils can achieve  High level of linguistic competence

Strengths of training  Subject leaders 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: ‘Trainees link with primary trainees at another local provider which includes shadowing their primary partner and vice versa.’

Areas for improvement  Use of target language  Understanding of transition matters  The experience trainees have of sixth form and in some cases Key Stage 4 teaching is very variable  The quality of subject knowledge auditing varies greatly  Subject knowledge enhancement for trainees’ second language  Experience of teaching pupils for whom English is an additional language

How does this compare with what is working well (and not so well) in schools?

Primary headlines from subject retrieval  Teaching is improving in primary schools where teachers are gaining confidence in the subject.  A significant proportion of schools are not meeting entitlement requirements.  Teachers generally use good primary pedagogy to positive effect.  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  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.  Little or no account is taken of primary or middle school experiences.  Some pupils are withdrawn from language lessons.  Lessons are often insufficiently differentiated.

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.

What to do to improve the quality of training for all trainees  How can we ensure trainees see or hear about innovative approaches to curriculum design?  What is the best way of ensuring primary trainees are aware of the wealth of support available e.g. through subject organisations?  Do subject knowledge audits include a wide range of issues e.g. up- to-date cultural understanding and the ability to select appropriate resources?  How can we provide trainees in both phases with an experience of primary language teaching in areas where there is little practice to draw on in local schools?  Does the training programme ensure trainees are skilled in providing meaningful activities using ICT for their pupils? and finally…

What to do back at base Target language How can we:  ensure trainees have ample opportunities to hone their skills in practice in schools?  support mentors in setting targets to ensure this aspect of trainees’ practice receives sufficient emphasis? Resources to support:  good practice case study  guidance on judging the use of the target language.

Conclusion and departure  Any questions?  Conference online evaluations  Web link and associated materials available on the Ofsted website: languages  Departure