Leading primary languages Thursday 14 October 2010 The Ofsted perspective (or Whos in charge?) Derek Neil Derek Neil Education1 2 Structure Introduction Is inspection significant? Is the subject compulsory or not? Strengths of primary languages Areas for development Intercultural understanding Conclusion and questions Derek Neil Education3 4 5 Strengths Progress with implementation Overall effectiveness is improving Contribution to pupils personal development Aspects of attainment and achievement Teaching Aspects of curriculum and leadership Derek Neil Education6 Staffing models OrganisationPros and cons The subject coordinator and/or other member of staff teach French to all classes Staff from the partner secondary school teach French to the older pupils A peripatetic specialist visiting each week teaches French to all classes Each class teacher takes their own class for French Each class teacher takes their class for the language in which they feel most confident A native speaker such as a foreign language assistant teaches some or all of the classes Derek Neil Education7 Areas for development Sentence level and beyond Reading and writing Teachers use of the foreign language Match to ability Schemes of work Assessment Transition to Key Stage 3 Monitoring and evaluation Derek Neil Education8 Subject-specific grade descriptions In coming to judgements, inspectors will use the relevant criteria and grade descriptors from the 2009 Section 5 evaluation schedule.These descriptors are set out for each subject and available at:Alongside them (for achievement, teaching, the curriculum and leadership and management), are supplementary, subject- specific descriptors which provide additional guidance for each of the 15 subjects in the survey programme. It is important to note that this guidance is intended only to inform the judgements made by specialist inspectors carrying out subject survey visits. It is not for use on Section 5 whole-school inspections. Derek Neil Education9 Teaching grade Teachers have a clear understanding of the value of modern languages which they communicate effectively to pupils. They have a confident level of subject specialist expertise which they use well in planning and teaching languages. As a result, they use an appropriate range of resources and teaching strategies to promote good learning across all aspects of the subject and ensure pupils develop the skills they need to become independent language learners. Teachers have high expectations and pupils willingly participate in activities that require them to use the language to communicate orally and in writing. Teachers routinely use the target language for classroom communication and insist, where appropriate, on pupils responding in the same language. Text is used well to improve pupils pronunciation and as a cue for speaking and writing. Reading is used to develop intercultural understanding and for pleasure. Imaginative use is made of a breadth of listening materials to develop pupils understanding of the spoken word. Assessment is carried out regularly in all four skills. Derek Neil Education10 Achievement grade Most pupils are able to work independently when given the opportunity, taking the initiative in their work and when working with others. They demonstrate some originality, imagination or creativity in modern languages work. They enjoy learning languages and can explain the value of doing so. They strive to use the language to communicate orally and in writing. Increasingly they use the language for routine communication with the teacher, amongst themselves and with others in and beyond the classroom. They have a good knowledge and understanding of the culture of the countries and communities where the language is spoken. They can apply grammatical rules to new situations and can write at length with support. Derek Neil Education11 Intercultural understanding have contact with a native speaker view a video or other media resource about the country compare symbols and products which represent their own country with those of another country Objectives drawn from the KS2 Framework Derek Neil Education12 ICU: 4 suggested objectives to know that there are similarities and differences between nationalities and cultures to know that each country has its own subcultures to know that differences are not necessarily bad or good to know how to recognise stereotyping Derek Neil Education13 Derek Neil Education14 Derek Neil Education15 Derek Neil Education16 Derek Neil Education17 Derek Neil Education18 Conclusion Schools to decide how they wish to proceed Successes of the past three years include pupils attitudes to languages, the progress they make in lessons, and the lively and enthusiastic teaching The next stages must include a better curriculum, better pupil progress over the long term, and better teachers use of the language. Derek Neil Education19 Youre in charge! Derek Neil Education20 Thank you Derek Neil Tel: Mobile: Derek Neil Education21