1 Changing the landscape for the better Elaine Taylor HMI National Adviser for ML Hampshire teachers September 2012

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 Where were we at the time of the last report: Achievement and Challenge

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 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.

Schools visited since the last report 70 primary and 70 secondary schools have been visited in the 7 terms since April They came from the representative sample provided by scheduling and covered a wide geographical area with both urban and rural schools. None of the primaries, but 11 secondary schools were academies. Just over half of the secondary schools visited provided ML courses in the sixth form. Of these, 13 had insufficient numbers to inform some key judgements. No special schools were included in the sample. In the sample, 66% of primary and 62% of secondary schools had been graded good or better at their last full inspection.

Primary main grades based on 70 schools visited between May 2010 and July 2012 Achievement was graded good or better in 55% of schools at the last report and has risen to 63% in this sample. Teaching was graded 66% good or better and has improved to 69%. The curriculum was 56% good or better and in this sample is 54%. Leadership was good or better in 66% of schools and the figure for this sample is 69%.

Secondary main grades based on 70 schools visited between May 2010 and July 2012 Achievement was graded good or better in 61% of schools at the last report and has risen to 63% in this sample. Teaching was graded 66% good or better and has improved to 71%. The curriculum was 59% good or better and in this sample remains the same. Leadership was good or better in 66% of schools and the figure for this sample is 67%.

9 Primary modern languages - what works well

10 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

11 Secondary – KS3 and KS4

12 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

13 Build on work in primary schools Joint responsibility Secondary support for primary Role of leadership Changing face of primary ML – new opportunities

14 Self-evaluation and the grade descriptors

15 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

16 One approach

17 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.

18 Good practice website

19 Expert Knowledge

20 Thank you and good luck expert-knowledge/modern-languages