UP-DATED 28TH JULY 2021 TO INCLUDE SUMMARY OF RESEARCH BEFORE THE OFSTED 'MAY' STATEMENTS.
[COPIED AND PASTED FROM THE DOCUMENT AVAILABLE FOR DOWNLOAD].
● My summary of the Ofsted document is written in Normal
green Times New Roman
●
Italicised comment in square brackets are my personal
comments
●
Each section is concluded with the Ofsted
‘high quality languages education may ..’ statements written in full,
emboldened and larger font
●
The ‘may statements are followed by personal suggestions
around questions that you may wish to consider so that you have your own
narrative prepared - italicised
●
The # sign is to draw attention to a contrast / an opposing
view. I now realise that it should be a crossed-out equals sign and when I learn how
to write that and replace all the hashtags, I will …!
Ofsted published its curriculum research review: Languages on 7th June 2021.
If you can bear a very long document containing a summary of each section and my commentary (which may take as long to read as the document itself!) feel free to download it here.
Ofsted insists that there is no 'Ofsted Curriculum', but inspectors will use this review as a starting point as to the features "a high-quality languages education may have". It is really important to note that they use the word 'may'. Ofsted are committed to the principle that they are not prescribing one way of teaching. However, people may feel that if an inspector is asking about these points, then they should be rather than 'may' be demonstrating these features.
However confident you may feel about your current curriculum, it may help you to feel better prepared for an inspection if you have consciously considered these statements and if you are ready with your own 'narrative' to explain a high quality curriculum which may not have these features.
I have pasted below the features which are listed at the end of each section of the review, and then turned these into questions which may be prompted by these perceptions. I have also quickly written a range of answers which may reflect Ofsted's interpretation of research they have selected, or may challenge that, whether through counter-research or (most powerfully) what they will see happening in your departement.
I will add to this topic at another time.
1. THE SECTIONS
Here are the areas of the review. I have added letters and numbers for ease of reference.
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Introduction |
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A |
National context |
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Summary |
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1.1 |
Overall |
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1.2 |
Secondary |
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1.3 |
Primary |
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2.1 |
Ambition for all |
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2.2 |
Enabling languages to flourish |
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B |
Curriculum progression: what it means to get better at
languages |
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Summary |
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1 |
Guiding principles |
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2 |
Pillars of progression in the curriculum: phonics,
vocabulary, grammar |
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2.1 |
Phonics |
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2.2 |
Vocabulary |
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2.3 |
Grammar |
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3 |
Planned and purposeful progression in the curriculum: from
novice to expert learner Pedagogy |
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3.1 |
When listening and reading (comprehending language) |
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3.2 |
When speaking and writing (producing language) |
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C |
Pedagogy |
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Summary |
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1 |
Intentional learning |
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2 |
Use of target language |
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3 |
Authenticity of spoken and written texts |
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4 |
Error correction on written and spoken production |
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4.1 |
How to correct |
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4.2 |
Timing of error correction |
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4.3 |
What to correct |
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4.4 |
Attitudes to error correction |
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D |
Assessment |
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Summary |
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1 |
Types of assessment |
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2 |
Testing phonics knowledge |
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3 |
Testing vocabulary knowledge |
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4 |
Testing grammar knowledge |
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5 |
Achievement versus proficiency tests |
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E |
Schools' culture and policies Conclusion |
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Summary |
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1 |
Curriculum choices, including transition |
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2 |
Staffing and continuing professional development |
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Conclusion |
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Footnotes |
B Curriculum progression
Introduces idea of ‘building blocks.
Research findings in line with EIF on how we learn
esp. cognitive science:
UNDERSTANDING PROGRESS in terms of knowledge [not skills]: curriculum = knowing more
and remembering more –so plan for progress considering building blocks and
sequence [Note no mention of skills …]
UNDERSTANDING MEMORY: The limited capacity of working
memory so avoid overload + nature of long-term memory with structures
(schemata) where knowledge linked / embedded with what is already known. [# SLA research that language can go
straight into long term memory …]
USING SPACED OR DISTRIBUTED PRACTICE – rehearse short
periods over long period of time as opposed to mass practice [# some disagree]
USING RETRIEVAL PRACTICE for effective retention of
knowledge in the long-term memory.
B2 Pillars of progression in the curriculum: phonics, vocabulary,
grammar
Progression is seen as follows. NB novice / expert axis is seen as the heart
of curriculum planning.
1) First build firm foundations of ‘building blocks’:
vocabulary, phonics, grammar. Main tasks
for beginning learners: learn sounds, vocab and grammar – understand and
produce when they are combined.
2) Only when basics mastered, engage fully in language
learning – communicate in a variety of themes, refine cultural awareness.
3) Later – sociolinguistic competence, pragmatic competence
and discourse competence
Over time, range,
complexity and accuracy of the
grammatical features and the breadth and depth of learners'
vocabulary knowledge will increase
over time. The length of speech or text/discourse being
understood or produced will do the same.
Over time and with practice, knowledge becomes more
accessible. This means that recalling it becomes faster and more automatic,
demands less attention and effort and results in fewer errors.
There are similarities between learning to read and
to write in our first language and learning to do so in another language. Some
of the concepts that lie behind early reading and early writing (and in
particular, systematic synthetic phonics) are also relevant in the languages
curriculum. The step-by-step, explicit approach to phonics and spelling can
transfer to the languages classroom.
B2.1 Phonics
Clear and reliable pronunciation and the links between
sounds and spelling are integral parts of second language learning
A strong awareness of phonology (the sounds that convey
meaning, like the difference between 'back' and 'pack') is important.
Helps in other skills:
When listening to the language, learners' ability to
understand and visualise the language is supported by having a strong
phonological awareness.
The ability to decode words (turn the written word into
sounds) also helps learners when reading texts, enhances autonomy and can
improve vocabulary learning
NOTE
B2.1 Phonics - the 'may' statements
…. high-quality languages education may have the following features
• Curriculum plans show clear logic behind progression in phonics, including around when to teach differences between English sound-spelling correspondences and those of the target language.
• Planned practice and review of phonemes and how these link to graphemes is in place.
• Curriculum plans show how small differences in sound can unlock meaning for pupils.
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Possible answers: |
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How do you plan for progression in
ensuring clear and reliable pronunciation? Questions |
Strict order of words introduced and
avoiding any extraneous words (NCELP approach). |
|
How do you ensure pupils are aware
of the phonology i.e., sound/spelling correspondences? |
Start of every lesson with specific
phoneme. Only these words and those
met previously will be used in the lesson.
(NCELP) |
|
How do you draw attention to the
importance of pronunciation? |
Explicit teaching. Deliberately present minimal pairs to
contrast (even if these are not anything to do with the situation covered in
the lesson). Stand-alone exercise. |
B2.2 Vocabulary
IMPORTANT: Having a
wider vocabulary correlates with many other aspects of a learner's language
ability, such as reading ability and grammatical awareness
EXPLICIT PLANNING The choice of vocabulary in the curriculum
should be carefully considered, especially
in view of the learners' age and how often words occur in the language
(that is, word frequency)
HIGH FREQUENCY – ‘anchor points’ to help navigate [obvious?]
LESS FREQUENT WORDS Less frequent words can also be useful
to suit the individual learner and the kinds of situations they are likely to
need language for.
ORGANISATION OF WORDS:
Themes and topics can be practical ways of organising
vocabulary. However, learners need to be
able to understand and use words across a wide variety of contexts, not just
when talking about one particular topic.
Other ways they could be organised part of speech /
alphabetical order
[# recall in chunks
more memorable]
DIMENSIONS of vocabulary:
number of words
depth of knowledge (receptive / productive – different
forms, synonyms, antonyms)
fluency expected (automacity, speed of recall)
USE OF WORDS: Using more modalities [LSRW] embeds in memory
B2.2 Vocabulary - the 'may' statements
Curriculum plans recognise that vocabulary is an important component of language knowledge.
· Curriculum
plans recognise the importance of building a strong verb lexicon, especially in
the early stages of language learning.
· Curriculum
planning of vocabulary, grammar and phonic knowledge and progression should go
hand in hand, as they are all related and connected.
· Curriculum
leaders consider both the breadth and depth of vocabulary knowledge they will
teach. They:
o
make
sure that they prioritise high frequency words.
o
consider
carefully which topic-based vocabulary (other than high-frequency words) they
teach.
o
ensure
that learners can use these words across different contexts.
o
consider
how 'deeply' items of vocabulary need to be learned and at what point.
o
consider
how and when to introduce more advanced semantic aspects of vocabulary
knowledge (such as synonyms, antonyms, shades of meaning and how they change
with context).
·
Teachers
aim to increase learners' automatic and fluent recall through:
o
a
schedule of planned revisiting to ensure that words are retained in long-term
memory.
o
introducing
and using vocabulary in comprehension and production, in both the oral and
written modalities and across different topics.
·
Curriculum
leaders also think strategically about:
o
which
words are the most important for the scheme of work so that teachers can focus
on these to develop learners' level of mastery?
o
gradation
(what pupils learn and when across the years of study)
o
making
links between words within word families and recognising similarities and
differences between English and the language being learned
o
how
to link vocabulary to external accreditations or assessments.
Teachers / Managers
|
How important do you think vocabulary is as a component of
language knowledge? |
Without vocabulary, there can be no meaningful verbal
communication. The more words pupils know, the greater their
proficiency (research evidence) |
|
What is the relative importance of introducing vocabulary,
phonic knowledge, and grammar in the curriculum? |
They are all interrelated. Vocabulary is vital to communicate meaning. Sound/Spelling correspondence (SCC) is important to
understand and communicate in Listening and Speaking. Grammatical structures allow communication to be precise. |
|
How do you prioritise high frequency words? |
High frequency words are numbered and referenced in the
scheme of work for every lesson and there is deliberate tracking to ensure
they are revisited in a spaced way. (NCELP) Our priority is to enable our pupils to communicate in
themes which are relevant to them. We prioritise relevant words, basic and
high frequency. E, G, we would not prioritise an irrelevant high frequency
word This comes naturally in our well sequenced scheme of
work. e.g., definite articles are high
frequency, taught at the start of the course, and appear in all subsequent
lessons. Words are high frequency because they are ‘mortar’
which connect the theme/topic words being used to communicate. (e.g., There
is a xxx .. there + is + a = high frequency.) |
|
How do you decide which words to teach which are not high
frequency? |
We consider this carefully. We introduce words which
enable pupils to communicate in situations which are relevant to them in a
language lesson e.g. -the classroom routines - the topics required by the NC and GCSE - learning about the culture of the country We have selected a textbook/course books which prepare
pupils well for this and amend / supplement as appropriate to the class
(e.g., Ability / interest) |
|
How do you ensure that learners can use these words across
different contexts? |
We track the use of every word and note it in our scheme
of work (NCELP) When a word is met, we note if it can be used in another
context or if it can have another meaning, according to the ability of the
class (the priority is to embed understanding, we will not confuse) e.g.,
Histoire – history + story. So can be
used to say what you study and what you like reading. The course we follow (textbook) ensures revisiting HF and
topic words. If the word is relevant
to another topic, it is not deliberately left out! |
|
How do you decide which vocabulary items need to be learnt
‘deeply’ and when? |
For each topic, a selection of core words is made in the
light of relevance to the pupils (personal and external) |
|
How and when do you introduce more advanced semantic
aspects of vocabulary knowledge (such as synonyms, antonyms, shades of
meaning and how they change with context). |
This is a more advanced concept, and we introduce this at
these times: (NCELP) Drawing attention to the semantics of synonyms, antonyms, shades of meaning and how they change in context can add a great deal of interest to a lesson and make language more memorable. We deliberately draw attention to these as and when it is relevant to the body of language being taught. e.g., antonyms are an excellent way of connecting word (beau/laid, intéressant/ennuyeux, long/court, petit/grand) e.g., faire de l'équitation = faire du cheval – introduced at a later stage |
|
How do you ensure that words are retained in long-term
memory? |
Within the scheme of work there is planned revisiting (all
words enumerated) every x weeks. |
|
Do you introduce and use vocabulary in comprehension and
production, in both the oral and written modalities and across different
topics? |
Yes, we do this for all vocabulary even though this
drastically limits the amount of vocabulary we can cover. (NCELP) |
|
HODs: How do you think strategically about which words are the
most important for the scheme of work so that teachers can focus on these to
develop learners' level of mastery? |
These are highlighted in a very comprehensive scheme of
work, limiting the words, and not allowing any diversion from them other than
for individual pupils who ask for words. |
|
What is your strategy for gradation (what pupils learn and
when across the years of study)? |
We have calculated how many words can be learnt per week
and planned exactly which words will be covered each year up to GCSE. (NCELP) |
|
What is your strategy for [encouraging the teaching of how
to…? Surely???] make links between words within word families and recognising
similarities and differences between English and the language being learned. |
The scheme of work instructs teachers when to make
explicit the links between word families + recognising similarities and differences
between English and the language being learned. Stand-alone lesson exists to train pupils in how to record
word families in writing. |
|
What is your strategy for how to link vocabulary to
external accreditations or assessments? |
The scheme of work includes explicit reference to
vocabulary in GCSE specifications, but recognises that many high frequency
words are deliberately not included in these lists (constraint of exam board
to include 10% words NOT in the list has led to this + expectation of
building on KS3). |
Pupils:
How do
you learn vocabulary?
How do
you remember vocabulary?
What
words have you learnt most recently?
Can you
remember any words form last term / last year?
B2.3 Grammar
SEQUENCING
LOGICAL PLAN FROM SIMPLER TO MORE COMPLEX to avoid confusion
/ demotivation. (tense – agreements – negation – interrogatives – diff parts of
the paradigm)
FEW READY MADE SENTENCES
- any taught should be manipulated ‘as soon as is sensible’ and
generally only a very few should eb taught … [#lexicogrammar method]
FACTORS TO CONSIDER:
•how easy the grammar is for the learner to spot and
identify ('salience')
•the ease of understanding its function
•its frequency (and therefore its usefulness, different forms
of verbs 'be' and 'have', for example)
•whether the grammar is cross-linguistically complex (works
differently from other languages that they already know)
•how generalisable and regular the grammar is
Note there are different theoretical views about the order
(whether it exists)
EXPLICIT GRAMMAR INSTRUCTION can have a positive impact on
how efficiently pupils learn grammatical concepts
SYSTEMATIC PRACTICE
Over time + with practice - start understanding and using
grammar creatively in a range of contexts and across modalities (speaking,
writing, reading and listening)
GOOD VERB LEXICON associated with development of knowledge
about verbs
B2.3 Grammar - the 'may' statements
... high-quality languages education may have the following features
When planning the curriculum for grammatical progress, leaders consider the nature and rate of grammatical progression, the complexity of grammatical concepts and structures, and which aspects of a grammatical structure are introduced and when (such as which parts of a verb paradigm).
Leaders
make sure that all pupils can understand grammatical concepts and structures
rather than being required to work it out for themselves, through:
· an explicit but succinct description of the grammatical feature to be taught.
· practising the grammar point (through listening and reading)
· practice in productive use of the features being taught (through speaking and writing).
Teachers
consider productive use of grammar in free writing and speech in a range of
contexts. Using a language spontaneously is central to pupils' language ability
and based on their ability to manipulate language.
The
curriculum includes ample opportunity to revisit the same grammar in different
contexts, for different tasks, with a range of vocabulary.
|
Have you planned a curriculum for
grammatical progress? Have you considered the nature
and rate of grammatical progression, the complexity of grammatical concepts
and structures, and which aspects of a grammatical structure are introduced
and when (such as which? parts of a verb paradigm). |
Yes. This is all
referenced in the scheme of work. The grammar is introduced in a progressive way with
reference to the sequence which has been accepted for many decades and which
is well thought out in the scheme of work / course we use. For example, 3rd
person verbs introduced first (to allow for Q/A work). Limit to 1st person to begin with rather than
introducing the full paradigm. Introduced regular before irregular patterns. (You cannot run
before you walk.) We do not artificially make pupils run before they can
walk in order to ‘tick boxes’ (e.g., no subjunctive in Y7 just because they
can …!) Yes, but we do not preclude introducing a grammatical point
if it arises naturally or if we have able students who ask for additional
structures. We have enhancement
classes / native speakers etc. |
|
How do you make sure that all pupils can understand
grammatical concepts and structures rather than being required to work it out
for themselves? · |
The grammar is referenced clearly and explicitly in the
scheme of work. |
|
Do you require … ·
an explicit but succinct description of the
grammatical feature to be taught. ·
practising the grammar point (through
listening and reading) practice in productive use of the features being taught
(through speaking and writing). |
We have a policy that … (as given) |
|
Do you consider productive use of grammar in free writing
and speech in a range of contexts? |
Grammar is deliberately referenced in all units of work
and practised through speech and writing in a defined sequence. |
|
Is using a language spontaneously central to pupils'
language ability and based on their ability to manipulate language. |
We explicitly provide opportunities for pupils to use
language spontaneously. |
|
Does the curriculum include ample opportunity to revisit the same grammar in different contexts, for different tasks, with a range of vocabulary? |
The scheme of work allows for opportunity to revisit the
same grammar in different contexts, for different tasks, with a range of
vocabulary. |
Pupils:
Can you use x [grammar / structures / conjugating tenses
etc. ]they do)
B3 Planned and purposeful progression in the curriculum: from novice to expert learner
PRINCIPLE BEHIND PLANNING:
NOVICE - slow to
recognise sounds, letter / to produce words and structures – relying on short
term memory – information not in long-term memory
GRADUALLY – Proceduralised – more accessible +
automised - accessed at speed
unconsciously
EXPERT – build on basic knowledge – establish new
knowledge – higher level tasks:
drawing
inferences (where the intended meaning is not explicit or where learners do not
understand some of the words)
•
noticing socio-linguistic nuance in the language (such as how
language can differ in different contexts and for different purposes) and using
language appropriately in view of that
•
understanding and producing longer stretches of language;
discourse competence (such as text
analysis or coherent
expression across extended stretches of language) is supported by a reliable
knowledge of high-frequency words and ability to use grammar efficiently
Most learning sounds, vocab and grammar
Developing understanding and production when combined into
utterances / texts
B3.1 When listening and reading (comprehending language)
AUTOMISED: phonics, grammar and vocab automised – accessing
knowledge more accurate and effortless. SO …
LENGTH: understand
longer written texts and spoken discourse.
CONTEXTS + PURPOSES. In turn, this means that they can
access a wider range of meanings across a range of contexts and purposes of
language use.
DEDUCTION They will also be more likely to efficiently and
appropriately draw on contextual information, for example other words in the
discourse. They can also bring in their knowledge of the world or background
knowledge of a topic.
UNFAMILIAR This all allows them to better understand both
familiar and less familiar topics
CULTURE and further develop their understanding of the culture of the language in scope
COMPARE LISTENING / READING …
LISTENING
MORE DEMANDING:
Speed of decoding needed
No opportunity to repeat
Multiple voices / views
TAKE INTO ACCOUNT COGNITIVE CHALLENGES
Plan practise
Understand written dialogue (!) I think they mean follow it
while listening)
Vary speed / accents / overlaps
B3.2 When speaking and writing (producing language)
When speaking and writing (producing language)
SPEED – slower
LENGTH – shorter sentences
ERRORS - more
frequent
WITH TIME AND PRACTICE
SPEED – faster
ERRORS - more accurate retrieval of sounds + spellings +
communication of meaning
LENGTH – longer
COMPLEXITY – subordinate phrases
ENGAGE IN DISCUSSION
IDEAS – sophisticated (although very sophisticated ideas can
also be expressed with very simple language FASTER – ACCURATE
COLLOCATION
SPEAKING MORE DEMANDING
LISTENING competence needed
TIME PRESSURE
#
WRITING - more time
B3 Planned and purposeful progression in the curriculum: from novice to expert learner - the 'may' statements
- Teachers ensure that learners fully grasp the basics of language knowledge before expecting elements of expertise to come together reliably, remembering that only the most proficient pupils at GCSE will be working as expert learners, although a greater proportion of those in the sixth form may be doing so.
- Teachers support pupils' development of reading, listening, writing, and speaking abilities over time.
- Teachers develop competencies 'above' that of a sentence or simple paragraph/utterance or simple conversation when learners are becoming more expert. These competencies may include discourse awareness (such as text analysis and inference) and sociolinguistic nuance.
Teachers.. possible questions …
|
How do you plan for progression in listening and reading
with regard to the novice – expert continuum? |
Deliberately ensure that all words are
comprehensible. No requirement to
infer or use skills of inference / working out so they feel successful. |
|
How do you plan for progression in speaking and writing
with regard to the novice – expert continuum? |
Deliberately ensure that the demand of the task does not
exceed the words and structures which have been taught. No requirement to look up or explore any
other words outside the scheme of work as this may confuse / lack of success. |
|
C |
Pedagogy |
|
|
Summary outlines research on learning, and in particular cognitive
science, of relevance to language-teaching pedagogy under 4 headings ●
target language in
the classroom. ●
authentic texts ●
error correction. |
|
1 |
Intentional and incidental learning For pupils who are analytical / engaged / have a better
working memory. For most learners, most of the time, in most situations, it is likely to be efficient for teachers to promote intentional learning. There is little evidence in research into second-language acquisition to suggest that learners retain words or structures learned incidentally any better than those they learn intentionally. [This is refuted by many SLA researchers …] NOVICE LEARNERS – explicit EXPERT LEARNERS – enquiry-based approaches can be
successful. |
|
2 |
Use of target language – careful planning - support and
complement scheme of work and build on prior knowledge. NOVICE – EXPERT – Use of TL: can alter accordingly Teacher -
Care not to overwhelm /
confuse through complex avoid complexity e.g. explaining grammatical
concepts -
- provide examples of
language use and monitor -
Essential part of practice
and reinforcement - consolidate
knowledge - Classroom routines - help pupils to respond to language in meaningful ways [enfin!!!!] |
|
3 |
Authenticity of spoken and written texts pursue their own interests and develop their skills in handling new materials. [skills!!! – slipped in …!] developing knowledge of culture within target language
communities. Therefore.. adapted authentic texts or entirely bespoke texts created
for the classroom are likely to be equally useful for this. |
|
4 |
Error correction on written and spoken production Aware of concerns: Harmful if demotivating and preventing pupils form
attempting complexity Ineffective if simply edited and pupil does not notice. TIMING |
|
4.1 |
How to correct HOW TO CORRECT – recasting:
re-stating what the pupil said, but correcting errors in it Advantages Expert learners
may benefit Disadvantages: no evidence pupil understood what the error was pupils may choose not repeat, and if they do no
evidence this affects long term learning pupils not proficient enough to self-correct prompting: where the correction is elicited from the learner themselves Advantage: forces learner to actively retrieve esp. before they are expert learners explanation: where explicit, often metalinguistic, information is given about a rule relating to the cause of the error |
|
4.2 |
Timing of error correction [No other
commentary. (# intrusive, demotivating] |
|
4.3 |
What to correct |
|
4.4 |
Attitudes to error correction |
C Pedagogy - the 'may' statements
.... high-quality languages education may have the following features
•
Teachers'
use of the target language is carefully planned, is tailored to pupils'
language ability levels and builds systematically on pupils' prior knowledge.
• Teachers create opportunities for pupils to practise using the target language, includinghelping them to apply their knowledge in an unscripted way, which may be slower and more error-prone than planned speech.
•
Any
authentic texts are well chosen for their linguistic content and level, and
teachers plan their use carefully; they do not expose pupils to large amounts
of unfamiliar language.
•
Error
correction is explicit where the focus is on accuracy: pupils are prompted that
there has been an error and their own correction is elicited. It may well be
focused on a particular aspect of the curriculum at a given time.
• Pupils who are more proficient or have a higher capacity to notice or analyse language or have higher motivation may be able to pick up more language incidentally. For example, this may be through recasting errors, teachers' use of target language or engaging in authentic materials.
|
To what extent is learning in the classroom intentional or
‘left to chance’ (!!! – I think they mean incidental?) Pupils who are more proficient or have a higher capacity
to notice or analyse language or have higher motivation |
All learning is intentional. We avoid any incidental learning as this
could confuse the pupils and it will not be retained. |
|
Is the teachers' use of the target language carefully
planned, and tailored to pupils' language ability levels, building
systematically on pupils' prior knowledge? |
Yes. TL is an
integral part of our scheme of work.
Pupils are taught the content systematically and explicitly so that
they can understand the teacher. Teachers always ensure that pupils have
understood the essentials to carry out a tasks / understand. |
|
How do teachers create opportunities for pupils to
practise using the target language, including helping them to apply their
knowledge in an unscripted way, which may be slower and more error-prone than
planned speech. |
Opportunities are built into the lessons e.g., starter /
breaker / finisher Open ended questions Criteria for these episodes less demanding, and pupils
encouraged by rewards |
|
How do you choose authentic texts? |
Any authentic texts are well chosen for their linguistic
content and level, and teachers plan their use carefully; they do not expose
pupils to large amounts of unfamiliar language. |
|
How do you approach error correction? Is there a difference for Pupils who are more
proficient or have a higher capacity to notice or analyse language or have higher
motivation? |
Error correction is explicit where the focus is on
accuracy: pupils are prompted that there has been an error and their own correction
is elicited. It may well be focused on a particular aspect of the curriculum
at a given time. |
|
|
Pupils who are more proficient or have a higher capacity to notice or analyse language or have higher motivation may be able to pick up more language incidentally. For example, this may be through recasting errors, teachers' use of target language or engaging in authentic materials. |
|
D |
Assessment |
|
|
Summary Purposes Fit for purpose – tests what it is designed to assess |
|
1 |
Types of assessment Formative – for progress and inform planning – Evidence
FOR learning Summative - measure
achievement – evidence OF learning States that assessment can serve both purposes [# not my research!] FORMATIVE includes •
providing
effective feedback to pupils •
adjusting
teaching to take account of the results of assessment • recognising the
profound influence assessment has on pupils' motivation and self-esteem, both
of which are crucial influences on learning • the need for pupils to be able to assess
themselves and understand how to improve Primary-specific Limited at point of transition Unduly influenced by GCSE [though does not say what is wrong here for
ML ... criteria? Grading? Probably
referring to overall research – flight paths]
Bauckham notes that assessment should form a balance
between language elements tested in isolation (known as 'achievement tests',
such as vocabulary, phonics or grammar) and assessments of integrated
language, including open-ended creative language production (written or oral)
and listening and reading comprehension • this should link
directly to a well-structured curriculum that builds pupils' knowledge of
phonics, vocabulary
and grammar, step by step • tests in later years should systematically revisit knowledge taught and tested in earlier years |
|
2 |
Testing phonics knowledge Knowledge of the sound-spelling relations helps READING … reading comprehension and VOCABULARY KNOWLEDGE ... assimilation of vocabulary. LISTENING - Also, being able to segment words when
listening to connected speech relies on knowledge of sound-spelling
correspondences. |
|
3 |
Testing vocabulary knowledge •
knowledge - accuracy of spelling and pronunciation •
breadth - -knowledge of
synonyms and antonym relations, collocations and figurative meanings •
depth of knowledge speed
of reca11
As pupils progress, know that one word can
have different meanings or different roles in a sentence gradually build up
'semantic networks' (clusters of words that are useful to talk about
particular things or in specific contexts).
Highly frequent words will
always be useful across different contexts.
check pupils' receptive and productive ability written spoken
forms
[lsrw!!!!]
valid – ensure purpose
clear e.g.
KNOWLEDGE(that has been
taught in lessons)
STRATEGY USE (if unknown
words are included in tests •
infer meaning. cognates,
or use common-sense knowledge of the world to derive meaning. •
Lexical inferencing
(working out meaning from surrounding words) and cognate awareness (knowing
when the same forms of words mean the same in their first language) are
important components of language learning. |
|
4 |
Testing grammar knowledge Align to clearly
structured and sequenced grammatical progression
Valid: ensure testing
exactly what we are looking for, - not drawing only on pre-learned lexical
items or chunks of language.
receptive and productive
ability through speaking, listening, reading and writing. |
|
5 |
Achievement versus proficiency tests 2.
[S+W (my words]): production of more complex and longer
language, in less scaffolded environments [[S+W}] For all - progress … •
faster and reliable access
to the sounds of a language (that is, sounds in a wide range of contexts), •
mastery of more
grammatical concepts, and a •
deeper and broader
vocabulary. 3.
Other
Competencies: •
socio-linguistics
(politeness) •
pragmatic
(deduction – comprehending subtle intentions of speaker) • discourse [linking ideas across paragraphs???] |
D Assessment - the 'may statements
......high-quality languages education may have the following features
• Assessment in secondary classrooms is not unduly influenced by GCSE or A-level summative assessment.
• Assessments are carefully designed so that they are valid (for example, pupils cannot guess the meaning of vocabulary by a process of elimination).
• Assessment is aligned to a clearly structured and sequenced curriculum.
• For more expert learners, assessment checks learners' understanding of language, and ability to produce long stretches of language and more complex language, in less scaffolded environments.
|
How does the assessment vary across key stages? |
Assessment in secondary classrooms is not unduly
influenced by GCSE or A-level summative assessment. S: picture, role play, conversation (I mean, what else
would you do?) W: picture, open ended in response to bullet points. But also, more supported – e.g., post card
in response to a model postcard. L + range – but not in target language. |
|
How do you ensure assessments are valid? |
Assessments are carefully designed so that they are valid
(for example, pupils cannot guess the meaning of vocabulary by a process of
elimination). synonyms T/F/NT Questions in English |
|
How do you ensure assessment is relevant? |
Assessment is aligned to a clearly structured and
sequenced curriculum. |
|
How do assessments for expert learners differ? |
For more expert learners, assessment checks learners'
understanding of language, and ability to produce long stretches of language
and more complex language, in less scaffolded environments. Support / less support |
|
E |
Schools' culture
and policies |
|
|
Summary Outlines: • the impact that individual school leaders can have on
languages. • findings from languages subject inspections in primary
schools • choices school leaders face when considering staffing,
issues of transition and CPD. The priority that individual school leaders place on
languages is a defining factor in how successfully the curriculum is planned
and delivered. As mentioned above, there are many barriers that still need to
be overcome for languages to flourish in English schools. Nonetheless, the
decisions of school leaders can clearly help or hinder languages in
individual contexts. variable in schools •level of staff expertise and succession planning for
changes in staffing •leaders' understanding of curriculum progression (some
schools were simply increasing pupils' stock of words through different
topics with little focus on helping pupils to generate their own language) •assessment and quality of transition to secondary schools Sometimes, there was subtle unconscious bias within wider
curriculum planning. • CPD programmes, languages was the last subject to be
covered. • curriculum plans, the last subject on the list was languages.
Typically, English, mathematics, science, history and geography had more
exposure. • In topic-based curriculums, languages was sometimes
shoehorned into illogical structures. |
|
Curriculum choices, including transition requirement of primary schools to teach languages from
2014 only met by 75% national curriculum tests place extra pressure on
curriculum time for languages. E.g. in Year 6, Transition between primary schools and secondary schools
is reported to be inconsistent. – receiving data, pupils' prior attainment. Almost 70% of respondents state that in key stage 3, some
pupils start a different language than what they studied at primary level.
Just 4% of secondary teachers say that all pupils in Year 7 continue with the
same language learned at primary school. S that 'more often than not,
language learning at key stage 3 starts from scratch' - lack of continuity of
the curriculum, is likely to be the most significant aspect in pupils not
seeing the benefit of learning a language at primary schoo1 Disapplication from languages is widespread. In 2020, in
only 68% of schools that responded to the 'Language trends' survey did all
pupils in Year 7 access languages. Schools where some groups do not study a language in Year
9 are significantly more likely to have a higher proportion of students
eligible for free school meals, a higher allocation of pupil premium funding,
lower Attainment 8 results... and have a higher proportion of students
identified as having English as an additional language. |
|
|
2 |
Staffing and continuing professional development – all
sectors Teachers' expertise, CPD and teacher supply are central to
meeting the challenges that schools face in relation to languages. Improving
staffs' languages proficiency and boosting their expertise and confidence are
also understood to be crucia1 example:
In primary schools, over 70% of teachers have not accessed
language-specific CPD in the last year Recent developments in initial teacher education (ITE)
bring a renewed focus on subjects. substantial
variation in how ITE programmes develop teachers' subject knowledge
'provision of primary modern foreign language pedagogy varies from 1.5 hours
in total to 2 hours per week, depending on the course provider Teacher recruitment is also pressured. The number of
graduate linguists in the UK is relatively low. languages teacher who is an EU citizen, may find that
their future in teaching in England is insecure following Brexit. |
E Schools' culture and policies - the 'may' stataments
.....high-quality languages education may have the following features
• Well-considered transition processes and a curriculum that builds step by step across key stages.
|
How do school leaders ensure that language teachers have
both a strong understanding of curriculum progression in languages and strong
subject knowledge? |
Recruitment Training |
|
How do you
ensure a well-considered transition processes and a curriculum that builds step
by step across
key stages? |
Contact with primaries as far as possible to share good
practice and allow communication. |
TECHNICAL CORE VOCABULARY!
Curriculum
Assessment
Pedagogy
Impact
Building blocks of language
Phonics
Grammar
Vocabulary
Novice
Expert learner
Cognitive science
Curriculum vs pedagogy
Sequence
Capacity in short term memory
Process information
Overload with information
Long term memory
Schemata
Proficient leaner
Speed or distributed practice / Massed practice
Retrieval practice
Retention of knowledge
Explicit teaching
Enquiry-based approach
Pillars of progression
Reductive
Mastering the basics
Assessment systems
Inflectional
Derivational
Syntax
Complex
Embed
Sociolinguistic competence
Social context
Pragmatic competence
Discourse competence
Range
Complexity
Accuracy
Modalities
Decoding
Sound-symbol correspondences
Implied meanings
Larger chunks
Processing capacity
Knowledge
Automatic
Accessible
Cognitive resources
Competencies
Systematic synthetic phonics
Explicit
PHONICS
Phonology
Decode
Sound-spelling systems
Logic
Phonemes
Graphemes
Unlock meaning.
High frequency
Anchor points
Breadth
Depth
Semantic networks
Lexical sets
Fluency
Comprehension
Production
Automatic and fluent recall
Oral and written modalities
GRAMMAR
Simpler to complex concepts and structures
Paradigm
Working memory
Manipulate
Ready-made-sentences
Salience
Function
Frequency
Cross-linguistically complex
Generalisable
Incidental
Implicit
Instructed contexts.
Verb lexicon
Creatively
Planned …
Proceduralised
Automised
Inferences
Socio-linguistic nuance
Discourse competence
Decode
Parse
Cognitive challenge
Retrieval
Competency
Pedagogy
Intentional
Incidental
Efficiency
Target-language
Authentic texts
Analytical
Engaged
Working memory
Expertise reversal effect
Enquiry-based approaches
Explicit teaching
Practise and reinforcement.
Familiarity
Planned and systematic
Synchronous
Situational authenticity
Interactional authenticity
Error correction
Salient, focused.
Demotivate
Harmful
Ineffective
Focused
Recasting
Prompting
Explanation
Elicit
Retrieve
Recall
Self-correction
More proficient
Rule-based
Assessment
Formative
Summative
Achievement tests
Assessments of integrated language
Vocabulary
Synonyms
Antonyms
Collocations
Figurative meanings
Speed of recall
Receptive
Productive
Cognates
Common-sense knowledge
Derive
Proficiency
Socio-linguistic
Pragmatic
Discourse
Composite
Culture and policies
Draw attention to the
convoluted circumlocutions to avoid using the word ‘skills’.
|
Date |
Item |
Summary |
Online |
|
ongoing |
Gov home page for Ofsted Inspections and performance of education providers |
Home page for everything
to do with Ofsted |
Inspections and performance of education providers -
GOV.UK (www.gov.uk) |
|
ongoing |
Ofsted schools research |
|
https://www.gov.uk/government/collections/ofsted-schools-survey-reports |
|
Jan 2017 |
Ofsted commissioned research programme to broaden
understanding of how curriculums are implemented in schools. |
40 schools visited. Report on findings
iunder headings: Curriuclum knowledge
an d expertise Narrowing of primary
curriculum Reduction of KS3 Improving outcomes
of lower-attaining pupils |
|
|
11.10.17. |
HMCI commentary on recent primary and curriculum research
(phase 1) |
|
|
|
18.09.18 |
HMCI commentary: curriculum and the new education inspection
framework (phase 2) (I cannot find a report) |
|
https://www.gov.uk/government/speeches/hmci-commentary-curriculum-and-the-new-education-inspection-framework |
|
11.12.18 |
Curriculum research: assessing intent, implementation and
impact – Phase 3 |
|
https://www.gov.uk/government/publications/curriculum-research-assessing-intent-implementation-and-impact |
|
11.12.18 |
Commentary on curriculum research - phase 3 |
|
https://www.gov.uk/government/speeches/commentary-on-curriculum-research-phase-3 |
|
Jan 2019 Updated 22.02.21 |
Education inspection framework: overview of research |
Research informing
EIF |
Education inspection framework: overview of research
- GOV.UK (www.gov.uk) |
|
26.02.19. |
Ofsted’s subject curriculum groups |
Ofsted blog about appointing panels for curriculum research |
|
|
May 2019 |
The education inspection framework |
|
|
|
14.05.19 Updated April 2021 |
School inspection handbook |
Guide for inspectors
– procedures. Part 1. How schools will be inspected: Part 2. The evaluation schedule: Part 3. Applying the EIF in different contexts: |
https://www.gov.uk/government/publications/school-inspection-handbook-eif |
|
30.03.21. |
Principles behind Ofsted’s research reviews and subject report |
How subject specific
research is informing the process: research reviews + subject reports |
|
|
12.05.21. |
Research reviews |
Home page |
https://www.gov.uk/government/collections/curriculum-research-reviews |
|
21.05.21. |
Schoolsweek article on Chris Jones’ article: Ofsted Evaluation
of EIF |
1st
evaluation of EIF (overall positive) |
|
|
21.05.21. |
Chris
Jones’ article: Evaluating the education inspection framework: for schools
and further education and skills providers |
News item: 1st
evaluation of EIF (overall positive) |
|
|
07.06.21. |
Ofsted
news story: Ofsted publishes research review on languages education |
|
|
|
07.06.21 |
Curriculum
research review series: languages |
Introduction
National context Ambition for all
Curriculum progression: what it means to get better at languages Pillars of
progression in the curriculum: phonics, vocabulary, grammar Planned and
purposeful progression in the curriculum: from novice to expert learner Pedagogy Assessment Schools’ culture and
policies Conclusion |
https://www.gov.uk/government/publications/curriculum-research-review-series-languages |
A clear, excellent report. Very informative and helpful.
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