{ Assessment in Primary Languages The Hiltingbury Junior School
way
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Football Remembers
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Who are Hiltingbury Junior School?
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Our website link link Learning Ladders link link Hampshire
Inspectory & Advisory Service link link ETALT scheme with Uni
of Southampton & Routes into Languages link link Hiltingbury
French sow & resources link link DfE Award to train PL with Uni
of Winchester link link Our Google classroom French club link link
But what works for us may not necessarily work for you!
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a. Have vision of how their subject can be improved b. Have
clear sense of direction for their subject, related to the School
Strategic Plan, and have concrete plans for achieving this c. Have
good subject knowledge and model best practice d. Are aware of
current initiatives locally, nationally and globally e. Monitor,
evaluate and review the T&L of their subject across the school
to ensure that attainment and progress rates meet with those
expected f. Champion their subject, organising curriculum
enrichment opportunities g. Support colleagues in teaching of the
subject within own & other schools h. Lead discussions around
their subject, facilitating CPD i. Report on progress & impact
of their subject to the SLT and Governors j. Monitor, evaluate and
review the effectiveness of resources Effective Subject
Leaders:
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a. Have vision of how their subject can be improved b. Have
clear sense of direction for their subject, related to the School
Strategic Plan, and have concrete plans for achieving this c. Have
good subject knowledge and model best practice d. Are aware of
current initiatives locally, nationally and globally e. Monitor,
evaluate and review the T&L of their subject across the school
to ensure that attainment and progress rates meet with those
expected f. Champion their subject, organising curriculum
enrichment opportunities g. Support colleagues in teaching of the
subject within own & other schools h. Lead discussions around
their subject, facilitating CPD i. Report on progress & impact
of their subject to the SLT and Governors j. Monitor, evaluate and
review the effectiveness of resources Effective Subject
Leaders:
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What exactly have we got to teach? (Then well know what we need
to assess!)
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{{ Statutory A language throughout KS2 from Years 3 to 6
inclusive Programme of study (link)(link)Non-statutory Languages at
KS1 The KS2 Framework for Languages (Archived Link) (Archived Link)
DfE Guidance on Primary Languages:
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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 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 Statutory content PoS Handout &
highlight!
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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 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 Statutory content PoS
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Achievement good or outstanding in (60%) of primary schools.
Pupils made most progress in speaking and listening because this
was where most emphasis was placed in lessons. Although there were
some good examples of systematically planned reading, these were
rare and even more so for writing. Pupils enjoyment of language
learning was very clear. Teaching good in 70% of the 235 lessons
observed. Despite occasional shortcomings in pronunciation, primary
teachers subject knowledge & teaching methods were
predominantly good. Weaknesses lay in assessment, & the
monitoring & evaluation of provision, often because leaders did
not feel competent enough to judge language provision. OFSTED
Languages Report 11 th Jan 2011
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Primary schools should: build on their good work in speaking
& listening, including language learning strategies and
knowledge about language. develop pupils early skills in reading
& writing. ensure intercultural understanding is built into
work where it does not yet feature prominently. Secondary schools
should: consider, as a matter of urgency, the implications of
developments in primary languages for their curriculum in Year 7
& how they build on students prior attainment at KS2. OFSTED
Recommendations
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All of that?!
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Their adapted KS2 commitment for the secondaries is made up of:
Dictionary skills Grammatical terminology Generic grammatical
knowledge Memorisation / learning strategies Links across multiple
languages Language detective skills Emphasis on
transferable/metacognative skills Some of the schools in our area
are not doing the same language(s), so
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Jai un chat. Jai un grand chat noir, et il sappelle Flix. How
can you make this sentence longer and more interesting? You have 2
minutes! Click here for example can you do better?
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Jaime What does this phrase mean? How many sentences can you
make in French using this structure? You have 2 minutes!
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KS3 Teachers are expected by Ofsted to show they are building
on the work of KS2. There is no requirement to assess languages at
KS2 above what is done for every foundation subject in your school.
Back to Assessment:
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Attainment in school, how this compares with what is expected
nationally/locally. Recording & reporting attainment data
across the school Analysing progress, including that of vulnerable
groups Reporting to parents, governors and SLT Lesson observations,
learning walks and book sampling (the triangulation of evidence) In
every subject, our school expects assessment to include:
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Our first assessments Can-do style statements Vocabulary tests
Assignments & End of unit assessments
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Wasnt really working for us, so.
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{{ Is: A combination of content and skills Repetition of
certain core structures with increased confidence, understanding
and recall Made in tiny, repetitious steps Is NOT A list of topics
covered As many new nouns and phrases as possible A race Progress
in languages
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We revisited progress and realised we need to repeat topics
just like in maths/English: Hear Hear & read copy - repeat
repeat & link remember reproduce apply in new context Year
3Year 4Year 5Year 6 Introduced to basic parts of body & join in
with song:song -Head, shoulders, knees and toes -Flashcards &
PE games Reinforce same parts of body & focus on face New
language is to combine colours eg les yeux bleus Book: Grand
Monstre Vert Consolidate pron & spelling of previous vocab
& add arms legs hands etc Reproduce at sentence level in
context of illness / role play eg. Jai mal au genou SongSong: Jean
Petit Qui Danse Apply knowledge of prior vocab in context of
descriptions. Add elbows, ankles, bottom Create complete paragraphs
eg. Wanted Posters SongSong: Tchik et Tchak
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{{ Year 3 Year 5 independent Year 5 supported
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Dictionaries core skill, statutory PoS & literacy link Year
3Year 4Year 5Year 6 Notice the spelling of familiar words.
Recognise how sounds are represented. phoneme / grapheme links Use
a bilingual dictionary with support, to look up spellings. Group
rhyming words (eg in songs) Use a bilingual dictionary to check the
spelling of familiar words. Understand that words will not always
have a direct equivalent in the language. Know & understand
what vb, adj, adv etc means Know when and how to use a dictionary.
Know how to find the correct verb form (verb tables) Explore use
(or not) of online translators
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There was so much progress and attainment going on, we then had
to decide what to measure NC had 4 attainment targets: Reading,
Writing, Speaking & Listening. Reading, Writing, Speaking &
Listening. NC Levels 1-4 are given on DfE website as exemplar. KS2
Framework had Year group skills progression: Oracy, Literacy, IU,
LLS & Oracy, Literacy, IU, LLS & KAL KAL
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What records (if any) are passed from KS2 to KS3 in all other
foundation subjects? Could a single exercise book used from Years
3-6 and passed on to Year 7? Could a test be devised jointly and/or
shared by KS2/3 colleagues? Other suggestions? eg. European Lang.
Portfolio Light-touch Record Keeping
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So here is our system for life after levels Our school example
Hiltingbury Jnr Ladder link Hiltingbury Jnr Ladder linklink Purple
Peril statements next slide next slide Class teachers Purple Peril
link
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Analysing data HTs / Ofsted wanted a system that can be easily
(crudely?) measured & analysed Which is why our purple peril
values are numerical 1-4 Children achieving year 6 Children
exceeding year 6 Children working towards year 6 Children below
year 6
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{{ Year 3 Year 5 How do we assess these? What are the next
steps?
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Current discussions at network meetings: Does a child need to
know their next steps when learning a language? Do teachers know
what the next steps are? Language acquisition: Hear Hear & read
copy - repeat repeat & link remember reproduce apply in new
context AfL :
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Next steps?
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Assessment by pipecleaner?
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Creating suggested comment banks to support staff Ensuring all
staff have grammatical support themselves Making sure the WALT is
really tightly structured and linked to the otcomes with success
criteria just like we do in all our foundation subjects So our next
steps are
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What works for YOUR school? What would your IDEAL of
achievement by the end of year 6 be like? What are your priorities?
What is reasonable to expect in every foundation subject? Do
children know their next steps?
