CORE REFERENCE FOR COMPARING NATIONAL CURRICULUM WITH OFSTED CURRICULUM REVIEW.  

Working document - Helen Myers

 This document is downloadable from my google drive here.

1.      Languages programmes of study:key stage 2 + 3- National curriculum in England

Purpose of study

 

Learning a foreign language is a liberation from insularity and provides an opening to other cultures.

A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world.

The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.

It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language.

Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Comparison:

NC Purpose of study - KS2+3	cf Ofsted CRR ‘may’ statements
Learning a foreign language is a liberation from insularity and provides an opening to other cultures.	No reference to ‘culture’
A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world.	No reference to curiosity / understanding of the world
The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing.	No reference to ability to express their ideas / thoughts.  All planned  - so no obvious scope for individualising learning.   B3 – expectation that these skills developed by expert learners
It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language.	No reference to communication / practical purposes / ways of thinking / great literature   Emphasis is on fully planned, intentional teaching (phonics 1b, vocabulary , grammar 2b (not expected to work it out for themselves) -  – not on discovery
Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.	Not mentioned. Expectation that one language is continued.

 

NC Aims

The national curriculum for languages aims to ensure that all pupils:

LISTENING + READING

 understand and respond to spoken and written language from a variety of authentic sources

SPEAKING

 speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation

WRITING

 can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt

READING

 discover and develop an appreciation of a range of writing in the language studied.

Comparison:

NC Aims - KS2+3	cf Ofsted CRR ‘may’ statements
The national curriculum for languages aims to ensure that all pupils:
LISTENING + READING
 understand and respond to spoken and written language from a variety of authentic sources	Listening and reading skills referenced only for expert learners (B3) Cautious approach to authentic resources C/f  + C/d– referenced for expert learners (NB lack of reference to reading/listening for anything other than word for word understanding.  No reference to skill of reading for gist / skim reading / reading for learning)
SPEAKING
 speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation	confidence, fluency not mentioned – except for C/c – giving opportunity to produce in an unscripted way   B2.3 c – using language spontaneously is central to pupils;’ language ability and based on their ability to manipulate language’ – so firmly rooted in grammar.  ‘set phrases’ would presumably not count?   Pronunciation not referenced – only phonics (so apparently not rewarded unless associated with spelling???)   Approach seems to be to expect ‘perfection’ (rather than continually improving) before applying to a real context. Does not seem to promote iterative process.
WRITING
 can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt	Writing referenced for expert learners (B3)   B2.3 ii and iii – explicitly practising the grammar point taught
READING
 discover and develop an appreciation of a range of writing in the language studied.	Not mentioned.  Reading referenced in B3

 

 

 

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Schools are not required by law to teach the example content in [square brackets].

Comparison  - Using KS2 NC order

 

Attainment targets KS2	Attainment targets KS3	Ofsted CRR
Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language.	Teaching may be of any modern foreign language and should build on the foundations of language learning laid at key stage 2, whether pupils continue with the same language or take up a new one.	nb – ‘well considered processes’- the review clearly favours one language continued seamlessy but acknowledges this does not happen.   This is leader-writer language   No one disagrees with the aspiration – but let's look at the real world.
The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3.	Teaching should focus on developing the breadth and depth of pupils’ competence in listening, speaking, reading and writing, based on a sound foundation of core grammar and vocabulary.	Fundamental difference in priority. Pillar of phonics, vocab and grammar treated as distinct, discrete elements, skills of coming together  left to ‘experts’   NC: 4 skills SUPPORTED BY pillars
It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.	It should enable pupils to understand and communicate personal and factual information that goes beyond their immediate needs and interests, developing and justifying points of view in speech and writing, with increased spontaneity, independence and accuracy. It should provide suitable preparation for further study.	Topics .those mentioned in NC – not in Ofsted   Novice / expert divide for communication   False dichotomy between novice and expert.   NB life is a spectrum (rainbow) _ not black and white   Danger of interpretation that novice = primary = narrow topic,  - spurious conclusion that primary never expert,-focuses on rote learning – Mr Gradgrind has triumphed!
The focus of study in modern languages will be on practical communication.		Practical communication only apparently for experts B3
If an ancient language is chosen the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation.
Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English.
A linguistic foundation in ancient languages may support the study of modern languages at key stage 3.
Pupils should be taught to:		may   NB – ‘should‘ trumps ‘may’ at a logical level
 listen attentively to spoken language and show understanding by joining in and responding	 listen to a variety of forms of spoken language to obtain information and respond appropriately  transcribe words and short sentences that they hear with increasing accuracy	variety of forms – not mentioned, and implicitly not advised (has to be carefully selected to fit the pillars being addressed)   accuracy agreed
 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words		Intentional order praised, explicit instruction - so exploration unlikely to be rated
 engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*	 initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address  express and develop ideas clearly and with increasing accuracy, both orally and in writing  speak coherently and confidently, with increasingly accurate pronunciation and intonation	FUNDAMENTAL DIFFERENCE   Incompatible with NC.   Coping with unfamiliarity not promoted.  Simplistic idea that all pupils will master everything and will not encounter unknown.
 speak in sentences, using familiar vocabulary, phrases and basic language structures		Not explicit
 develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*		Matches interest in phonics – teaching and testing
 present ideas and information orally to a range of audiences*		Expert level
 read carefully and show understanding of words, phrases and simple writing	 read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material  read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative  expression and expand understanding of the language and culture	Caution about original materials (so presumably not recommended for primary) (Ignoring different purposes for reading) No mentions of creative expression or understanding of culture in ‘may’ statements   Expected to understand every word.   Receptive / productive
 appreciate stories, songs, poems and rhymes in the language		No mention. Would be difficult to accommodate authentic in structure. (Hence burgeoning market for custom made songs?!!!)
 broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary	 develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues  use accurate grammar, spelling and punctuation.	No reference to independent learning in the very long vocab section – presumably not approved?   No mention of use of reference   accuracy  - yes
 write phrases from memory, and adapt these to create new sentences, to express ideas clearly	 write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.	No reference to creative writing / own ideas and opinions   translation - agreed
 describe people, places, things and actions orally* and in writing		No mention of topics / themes
 understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.	 identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied  use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate  use accurate grammar, spelling and punctuation.	Consistent in pillars.   Prime focus for CRR,
The starred (*) content above will not be applicable to ancient languages.

 

 

 

Comparison  - Using KS3 NC order

 

 

KS2 Pupils should be taught to:	KS3 Pupils should be taught to:	Ofsted 'may'   NB – ‘should‘ trumps ‘may’ at a logical level
	GRAMMAR AND VOCABULARY
·         understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.	·      identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied ·      use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate ·      use accurate grammar, spelling and punctuation.	Consistent in pillars.   Prime focus for CRR,
·         broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary	·      develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues ·      use accurate grammar, spelling and punctuation.	No reference to independent learning in the very long vocab section – presumably not approved?   No mention of use of reference   accuracy  - yes
	LINGUISTIC COMPETENCE
	LISTENING
·         listen attentively to spoken language and show understanding by joining in and responding	·      listen to a variety of forms of spoken language to obtain information and respond appropriately ·      transcribe words and short sentences that they hear with increasing accuracy	variety of forms – not mentioned, and implicitly not adviused (has to be carefully selected to fit the pillars being addressed)   accuracy agreed
	SPEAKING
 engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*	 initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address  express and develop ideas clearly and with increasing accuracy, both orally and in writing  speak coherently and confidently, with increasingly accurate pronunciation and intonation	FUNDAMENTAL DIFFERENCE   Incompatible with NC.   Coping with unfamiliarity not promoted.  Simplistic idea that all pupils will master everything and will not encounter unknown.
 speak in sentences, using familiar vocabulary, phrases and basic language structures		Not explicit
 develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*		Matches interest in phonics – teaching and testing
 present ideas and information orally to a range of audiences*		Expert level
	READING
 read carefully and show understanding of words, phrases and simple writing	 read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material  read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative  expression and expand understanding of the language and culture	Caution about original materials (so presumably not recommended fro primary) (Ignoring different purposes for reading) No mentions of creative expression or understanding of culture in ‘may’ statements   Expected to understand every word.   Receptive / productive
	WRITING
 write phrases from memory, and adapt these to create new sentences, to express ideas clearly	 write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.	No reference to creative writing / own ideas and opinions   translation - agreed
 explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words		Intentional order praised, explicit instruction - so exploration unlikely to be rated
 appreciate stories, songs, poems and rhymes in the language		No mention. Would be difficult to accommodate authentic in structure. (Hence burgeoning market for custom made songs?!!!)
 describe people, places, things and actions orally* and in writing		No mention of topics / themes
The starred (*) content above will not be applicable to ancient languages.

 

 

Ofsted ‘May’ statements

 

Based on the above, high-quality languages education may have the following features

 

 

B2.1 Phonics

PHONICS

a)      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.

b)      Planned practice and review of phonemes and how these link to graphemes is in place.

c)      Curriculum plans show how small differences in sound can unlock meaning for pupils.

 

B2.2 Vocabulary

VOCABULARY

a)      Curriculum plans recognise that vocabulary is an important component of language knowledge.

b)      Curriculum plans recognise the importance of building a strong verb lexicon, especially in the early stages of language learning.

c)      Curriculum planning of vocabulary, grammar and phonic knowledge and progression should go hand in hand, as they are all related and connected.

d)     Curriculum leaders consider both the breadth and depth of vocabulary knowledge they will teach. They:

                    i.            make sure that they prioritise high frequency words.

                  ii.            consider carefully which topic-based vocabulary (other than high-frequency words) they teach.

                iii.            ensure that learners can use these words across different contexts.

                iv.            consider how 'deeply' items of vocabulary need to be learned and at what point.

                  v.            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:

e)      a schedule of planned revisiting to ensure that words are retained in long-term memory.

f)       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:

g)      which words are the most important for the scheme of work so that teachers can focus on these to develop learners' level of mastery?

h)      gradation (what pupils learn and when across the years of study)

i)        making links between words within word families and recognising similarities and differences between English and the language being learned

j)        how to link vocabulary to external accreditations or assessments.

 

B2.3 Grammar

GRAMMAR

a)      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 whichparts of a verb paradigm).

b)      Leaders make sure that all pupils can understand grammatical concepts and structures rather than being required to work it out for themselves, through:

1. an explicit but succinct description of the grammatical feature to be taught.
2. practising the grammar point (through listening and reading)
3. practice in productive use of the features being taught (through speaking and writing).

c)      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.

d)     The curriculum includes ample opportunity to revisit the same grammar in different contexts, for different tasks, with a range of vocabulary.

 

 

B3 Planned and purposeful progression in the curriculum: from novice to expert learner

B3.1 When listening and reading (comprehending language)

B3.2 When speaking and writing (producing language)

Listening and reading

Speaking and writing

 

a)      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.

b)      Teachers support pupils' development of reading, listening, writing, and speaking abilities over time.

c)      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.

 

C Pedagogy

●       intentional and incidental learning,

●       target language in the classroom.

●       authentic texts

●       error correction.

 

a)   Learning in a language classroom is largely intentional and not left to chance.

b)  Teachers' use of the target language is carefully planned, is tailored to pupils' language ability levels and builds systematically on pupils' prior knowledge.

c)   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.

d)  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.

e)   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.

f)   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

 

●       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!]

●       Testing phonics knowledge

●       Testing vocabulary knowledge

●       Testing grammar knowledge

●       Achievement versus proficiency tests

 

a)   Meaningful assessment is part of the curriculum in primary languages classrooms.

b)  Assessment in secondary classrooms is not unduly influenced by GCSE or A-level summative assessment.

c)   Assessments are carefully designed so that they are valid (for example, pupils cannot guess the meaning of vocabulary by a process of elimination).

d)  Assessment is aligned to a clearly structured and sequenced curriculum.

e)   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.

 

E Schools' culture and policies

 

 

Curriculum choices, including transition

Staffing and continuing professional development – all sectors

 

a)   School leaders committed to ensuring that language teachers have both a strong understanding of curriculum progression in languages and strong subject knowledge.

b)  Well-considered transition processes and a curriculum that builds step by step across key stages.

 

 

Appendix

 

ks2

Languages programmes of study:

key stage 2

National curriculum in England

Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other

cultures. A high-quality languages education should foster pupils’ curiosity and deepen

their understanding of the world. The teaching should enable pupils to express their ideas

and thoughts in another language and to understand and respond to its speakers, both in

speech and in writing. It should also provide opportunities for them to communicate for

practical purposes, learn new ways of thinking and read great literature in the original

language. Language teaching should provide the foundation for learning further

languages, equipping pupils to study and work in other countries.

Aims

The national curriculum for languages aims to ensure that all pupils:

 understand and respond to spoken and written language from a variety of authentic

sources

 speak with increasing confidence, fluency and spontaneity, finding ways of

communicating what they want to say, including through discussion and asking

questions, and continually improving the accuracy of their pronunciation and intonation

 can write at varying length, for different purposes and audiences, using the variety of

grammatical structures that they have learnt

 discover and develop an appreciation of a range of writing in the language studied.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the

matters, skills and processes specified in the relevant programme of study.

Schools are not required by law to teach the example content in [square brackets].

Languages – key stage 2

2

Subject content

Key stage 2: Foreign language

Teaching may be of any modern or ancient foreign language and should focus on enabling

pupils to make substantial progress in one language. The teaching should provide an

appropriate balance of spoken and written language and should lay the foundations for

further foreign language teaching at key stage 3. It should enable pupils to understand and

communicate ideas, facts and feelings in speech and writing, focused on familiar and

routine matters, using their knowledge of phonology, grammatical structures and

vocabulary.

The focus of study in modern languages will be on practical communication. If an ancient

language is chosen the focus will be to provide a linguistic foundation for reading

comprehension and an appreciation of classical civilisation. Pupils studying ancient

languages may take part in simple oral exchanges, while discussion of what they read will

be conducted in English. A linguistic foundation in ancient languages may support the

study of modern languages at key stage 3.

Pupils should be taught to:

 listen attentively to spoken language and show understanding by joining in and

responding

 explore the patterns and sounds of language through songs and rhymes and link the

spelling, sound and meaning of words

 engage in conversations; ask and answer questions; express opinions and respond to

those of others; seek clarification and help*

 speak in sentences, using familiar vocabulary, phrases and basic language structures

 develop accurate pronunciation and intonation so that others understand when they are

reading aloud or using familiar words and phrases*

 present ideas and information orally to a range of audiences*

 read carefully and show understanding of words, phrases and simple writing

 appreciate stories, songs, poems and rhymes in the language

 broaden their vocabulary and develop their ability to understand new words that are

introduced into familiar written material, including through using a dictionary

 write phrases from memory, and adapt these to create new sentences, to express

ideas clearly

 describe people, places, things and actions orally* and in writing

Languages – key stage 2

3

 understand basic grammar appropriate to the language being studied, including (where

relevant): feminine, masculine and neuter forms and the conjugation of high-frequency

verbs; key features and patterns of the language; how to apply these, for instance, to

build sentences; and how these differ from or are similar to English.

The starred (*) content above will not be applicable to ancient languages.

 

 

KS3

 

Languages programmes of study: key stage 3

National curriculum in England

 

Purpose of study

Learning a foreign language is a liberation from insularity and provides an opening to other cultures.

A high-quality languages education should foster pupils’ curiosity and deepen

their understanding of the world. The teaching should enable pupils to express their ideas

and thoughts in another language and to understand and respond to its speakers, both in

speech and in writing. It should also provide opportunities for them to communicate for

practical purposes, learn new ways of thinking and read great literature in the original

language. Language teaching should provide the foundation for learning further

languages, equipping pupils to study and work in other countries.

Aims

The national curriculum for languages aims to ensure that all pupils:

 understand and respond to spoken and written language from a variety of authentic

sources

 speak with increasing confidence, fluency and spontaneity, finding ways of

communicating what they want to say, including through discussion and asking

questions, and continually improving the accuracy of their pronunciation and intonation

 can write at varying length, for different purposes and audiences, using the variety of

grammatical structures that they have learnt

 discover and develop an appreciation of a range of writing in the language studied.

Attainment targets

By the end of key stage 3, pupils are expected to know, apply and understand the matters,

skills and processes specified in the programme of study.

Schools are not required by law to teach the example content in [square brackets].

Languages – key stage 3

2

Subject content

Key stage 3: Modern foreign language

Teaching may be of any modern foreign language and should build on the foundations of

language learning laid at key stage 2, whether pupils continue with the same language or

take up a new one. Teaching should focus on developing the breadth and depth of pupils’

competence in listening, speaking, reading and writing, based on a sound foundation of

core grammar and vocabulary. It should enable pupils to understand and communicate

personal and factual information that goes beyond their immediate needs and interests,

developing and justifying points of view in speech and writing, with increased spontaneity,

independence and accuracy. It should provide suitable preparation for further study.

Pupils should be taught to:

Grammar and vocabulary

 identify and use tenses or other structures which convey the present, past, and future

as appropriate to the language being studied

 use and manipulate a variety of key grammatical structures and patterns, including

voices and moods, as appropriate

 develop and use a wide-ranging and deepening vocabulary that goes beyond their

immediate needs and interests, allowing them to give and justify opinions and take part

in discussion about wider issues

 use accurate grammar, spelling and punctuation.

Linguistic competence

 listen to a variety of forms of spoken language to obtain information and respond

appropriately

 transcribe words and short sentences that they hear with increasing accuracy

 initiate and develop conversations, coping with unfamiliar language and unexpected

responses, making use of important social conventions such as formal modes of

address

 express and develop ideas clearly and with increasing accuracy, both orally and in

writing

 speak coherently and confidently, with increasingly accurate pronunciation and

intonation

 read and show comprehension of original and adapted materials from a range of

different sources, understanding the purpose, important ideas and details, and provide

an accurate English translation of short, suitable material

 read literary texts in the language [such as stories, songs, poems and letters], to

stimulate ideas, develop creative expression and expand understanding of the

language and culture

 write prose using an increasingly wide range of grammar and vocabulary, write

creatively to express their own ideas and opinions, and translate short written text

accurately into the foreign language.

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