PRIMARY LANGUAGES
QUALITY MARK
TM
Progression and Assessment
Key Stage 2 Languages
Why a Primary Languages Quality Mark?
Background
As of September 2014, primary schools are expected to provide foreign language teaching to every year
group in key stage 2 and to ensure that teaching focuses on substantial progress in one language. The new
programme of study for KS2 (see Appendix 1) set outs the new national requirements for the curriculum in
primary languages (2013).
Benefits
Herts for Learning has devised the Primary Languages Quality Mark (PLQM) to help primary schools to
audit, embed and evaluate their current level of foreign language provision through a series of incremental
stages that have been developed with the new curriculum for primary languages in mind. This will guide
schools towards best practice and help them meet the national requirements as set out in the programme
of study for KS2. The OFSTED Subject-Specific Criteria for Languages (see Appendix 2) have also been
taken into account in the level descriptors for the Quality Mark.
TM
Process
Schools can apply for the Quality Mark at either Bronze, Silver or Gold level by submitting an evidencebased portfolio. The assessment process does not require long written statements or excessive formfilling; the Quality Mark will be awarded for the work that you and your pupils do in school and does not
require any other input than the gathering of evidence (e.g. schemes of learning, lesson plans, bespoke
resources, examples of pupils’ work) and the submission of the portfolio. Participating schools can
purchase the Quality Mark support pack at a cost of £350 (which is a one-off payment and includes the
assessment) and submit the portfolio when ready to the adjudicating panel made up of national experts in
primary languages.
Support for the future
This pack has been produced at an exciting time. The simultaneous release of the new Programmes of
Study for KS2 and KS3 (see Appendices 1 and 3) heralds the dawn of a new ‘seven-year continuum’ in the
teaching of languages, and makes the need for dialogue and collaboration between primary and secondary
schools even more important. Hertfordshire has a long history of collaboration between schools through
our Strategic Learning Networks; if you would like to find out if there is one in your area, please contact us.
The assessing languages KS2 pack explained
The support pack for the assessing languages at KS2 is set out as follows:
Part 1: Introduction and background
Part 2: Progression and assessment framework
Part 3: Secondary-ready framework supplement
Part 4: Pupil ‘I am learning to ...’ statements
Part 5: The bigger picture: HfL’s ‘a new approach to tracking pupil progress (primary)’
Part 6: Gathering Evidence
Part 7: Useful links
Glossary
Acronyms
Appendices
Acknowledgements
Overview of Primary Languages Quality Mark and contact details
TM
Part 1: Introduction and background
As of September 2014, primary schools are expected to provide foreign language teaching to every year
group in key stage 2 and to ensure that teaching focuses on substantial progress in one language. The new
programme of study for KS2 (Appendix 1) set outs the new national requirements for the curriculum in
primary languages (2013).
The simultaneous release of the new Programmes of Study for KS2 and KS3 (Appendices 1 and 3) has
opened up a new ‘seven-year continuum’ in the teaching of languages, with the PoS for KS2 stating that
teaching ‘should provide the foundation for learning further languages’. This requires schools not only to
support their pupils in becoming proficient users of any given language, but also to develop them as
linguists. With this is mind, this pack is designed to offer flexibility to schools in assessing a wide range of
language learning skills and it cross-references the PLQM criteria for Bronze, Silver and Gold level for
‘achievement, assessment and recording’ (extract shown below) for schools considering applying for the
award.
An overview of the Primary Languages Quality MarkTM offered by Herts for Learning is included at the end
of this pack.
Extract from PLQM overview
TM
Bronze
Silver
Achievement, assessment
and recording
Gold
There is an agreed framework which
is used to assess a broad range of
pupil performance across the
language skill areas. Data is shared
and used to improve performance.
There is an agreed framework which
is used to assess an even wider range
of pupil performance (including peer
and self-assessment) across the
language skill areas. Data informs
pupil learning.
The assessment framework used
allows pupils the ownership of their
language learning and ensures that
robust and reliable data follows
them through to key stage 3.
Part 2: Progression and assessment framework
As part of the wider set of reforms to the national curriculum, schools are free to track
progress as they wish:
‘... the current system of ‘levels’ used to report children’s attainment and progress will be removed from
September 2014 and will not be replaced. By removing levels we will allow teachers greater flexibility in
the way that they plan and assess pupils’ learning. The programmes of study within the new National
Curriculum (NC) set out expectations at the end of each key stage...’1
This ‘flexibility’ means that schools are free to design their own assessment model,
continue with existing ones or adapt models that they have previously used to suit the
needs of their context. Some schools have cross-referenced the objectives from the KS2
Framework for Languages to the new national requirements set out in Programme of study
for KS2, while others have added new strands to their existing assessment frameworks. Yet
others have opted to continue with the ‘Language Ladders’ framework to assess pupil
progress.
‘The curriculum must include an assessment system which enables schools to check what pupils have
learned and whether they are on track to meet expectations at the end of the key stage, and to report
regularly to parents.’ 1
There has been much discussion about the ‘expectations’ for the end of key stage within
the MFL community. However it has generally been acknowledged that, for ‘substantial’
progress to have been made, by the end of Year 6 pupils will be working at around former
national curriculum level 4, Languages Ladder grade 4 or level A1 in the Common European
Framework (Appendix 6).
The progression and assessment framework included in the pack is a suggested framework
and schools are free to edit it as they wish. It has been mapped against a deconstructed
Programme of study for KS2 and designed to work alongside the ‘New Approach to Tracking
Pupil Progress (Primary)’ an approach developed by Herts for Learning. For schools
applying for the Primary Languages Quality MarkTM , the framework references the criteria
for PLQM to facilitate the application process. The framework is presented first of all as an
overview for the Key stage and then by lower and upper key stage.
Part 3 provides an additional ‘secondary-ready’ framework in line with the suggestions and
recommendations made by the Expert Subject Advisory Group for MFL. This should help
provide an excellent set of data for KS3 transition.
1DFE:
National curriculum and assessment from September 2014 (September 2014)
How to use the progression and assessment framework
The first grid shows deconstructed overview of the Languages Programme of study for KS2. The
statements contained in the PoS have been grouped together under the headings of Listening and
Speaking (Oracy), Reading and Writing (Literacy) and Grammar.
It is important to remember that the statements from the Languages Programme of study for KS2 set out
expectations for the end of the key stage. Therefore this overview is intended only as a suggestion for how
the ‘matters, skills and processes, specified in the PoS might look as they develop over time (i.e. across the
course of Key stage 2).
The first grid is offered for use as an overview for planning for and tracking progression across the key
stage. Thereafter, there are two overviews for lower (Y3 and 4) and upper (Y5 and 6) Key stage 2
containing suggestions for appropriate assessment benchmarks evidencing progress.
The grid also cross-references the PLQMTM criteria to help those applying for the award.
For schools familiar with the new primary assessment model devised by Herts for Learning, in line with the
models already available for English, Maths and Science, Years 3 and 4 equate to ‘lower key stage 2’ (or
Phase B) and Years 5 and 6 to ‘upper key stage 2’ (or Phase C). For those who are not using this
assessment model, Herts for Learning’s new approach to tracking pupil progress in primary school is fully
explained in Part 5.
Judgements about the ‘step’ in which children are working need to take into account the requirement of
the Languages Programme of study KS2 that the teaching should provide ‘an appropriate balance of
spoken and written language’ and that ‘the focus of study in modern languages will be on practical
communication’.
Unlike the Herts for Learning scheme for Reading, Writing, Maths and Science, none of the assessment
criteria are written in bold (signifying aspects of the curriculum which are a key focus for the age group in
question) as the Languages Programme of study for KS2 sets out expectations for the end of the key stage.
However, to ensure progression across the key stage and the skill areas (i.e. oracy and literacy), we have
referenced the age-related expectation steps from the Herts for Learning schemes to help teachers ensure
that pupils are consolidating and securing skills from each year’s curriculum as they progress through the
key stage.
In general, the approach to deciding the ‘step’ in which child is working is as follows:
 consider which skills the child has shown evidence of working securely, i.e. the skill has been seen
applied in a range of different situations
 evaluate the overall proportion of the skills listed on the assessment sheet that have been secured
and determine the ‘step’:
For example: (using the example of steps B1/2/3 – based on curriculum expectations for Y3)
Between 25% and 60% of the skills are secure (must include oracy and literacy)
Between 60% and 80% of the skills are secure
Between 80% and 100% of the skills are secure
B1 [Developing]
B2 [Securing]
B3 [Mastering]
If less than 25% of the skills are secure, a pupil is not yet working at the level and teachers should refer to
previous level [Entering].
Assessing pupils with special educational needs
'P-scales' are used to assess the progress of children aged 5-14 who have special
educational needs (SEN) and whose abilities do not yet reach the curriculum threshold
level. For schools assessing pupils with special educational needs, we have reproduced
here the P-Scales for Languages published by the Department for Education (© Crown
copyright 2014). We have also referenced strands of the Languages Programme of study
for KS2 for convenience.
Assessing pupils below phase B
We have used P-scales 4 to 8 as an additional set of descriptors to describe levels of
attainment below Phase B to assist teacher assessment. They have been cross-referenced
as follows: P4 = A0, P5 = A1, P6 = A2, P7 = A3, P8 = A4.
P-SCALE PERFORMANCE DESCRIPTORS
P1 (i)
P1 (ii)
P2 (i)
P2 (ii)
P3 (i)
Pupils encounter activities and experiences
-they may be passive or resistant.
-they may show simple reflex responses [e.g. startling at sudden noises or movements].
-any participation is fully prompted.
Pupils show emerging awareness of activities and experiences
-they may have periods when they appear alert and ready to focus their attention on
certain people, events, objects or parts of objects [e.g. attending briefly to interactions
with a familiar person].
-they may give intermittent reactions [e.g., sometimes becoming excited in the midst of
social activity].
Pupils begin to respond consistently to familiar people, events and objects
-they react to new activities and experiences [e.g. withholding their attention from
unfamiliar forms of interaction]
-they begin to show interest in people, events and objects [e.g. smiling at familiar people
in familiar circumstances].
-they accept and engage in coactive exploration [e.g. focusing their attention, when
prompted, on sensory aspects of stories or rhymes in the target language].
Pupils begin to be proactive in their interactions
-they communicate consistent preferences and affective responses [e.g. reaching out to a
familiar person in a new setting].
-they recognise familiar people, events and objects [e.g. vocalising or gesturing in a
particular way in response to a favourite visitor to their language sessions].
-they perform actions, often by trial and improvement, and they remember learned
responses over short periods of time [e.g. showing pleasure each time a particular
character appears in a story dramatised in the target language].
-they cooperate with shared exploration and supported participation [for example, taking
turns in interactions, imitating actions and facial expressions, with a familiar person using
the target language].
Pupils begin to communicate intentionally
-they seek attention through eye contact, gesture or action.
-they request events or activities [e.g. pointing to key objects or people during language
KS2 PoS
Strands
Oracy (L)
Oracy (L)
Oracy (L)
Oracy (L)
P3 (ii)
P4 / A0
P5 / A1
P6 / A2
P7 / A3
P8 / A4
sessions].
-they participate in shared activities with less support.
-they sustain concentration for short periods.
-they explore materials in increasingly complex ways [e.g. reaching out and feeling for
objects as tactile cues to events in sessions simulating life in other cultural settings].
-they observe the results of their own actions with interest [e.g. listening to their own
vocalisations during sessions in which the target language is used].
-they remember learned responses over more extended periods [e.g. following the
sequence of a familiar routine in language sessions and responding accordingly].
Pupils use emerging conventional communication
-they greet known people and may initiate interactions and activities [e.g. prompting
another person to join in with a familiar interactive sequence in the target language].
-they can remember learned responses over increasing periods of time and may
anticipate known event [e.g. pre-empting sounds or actions in familiar interactions in the
target language].
-they may respond to options and choices with actions or gestures [e.g. by nodding or
shaking their heads at appropriate points during an interaction in the target language]
-they actively explore objects and events for more extended periods [e.g. scanning the
pages of magazine written in the target language].
-they apply potential solutions systematically to problems [e.g. showing or giving an
object in response to a request in the target language].
PHASE A STARTS HERE
Pupils attempt to repeat, copy or imitate some sounds heard in the target language
-they may perform familiar or simple actions on request using repetition, sign or gesture
as prompts.
-they listen and may respond to familiar rhymes and songs in a foreign language.
Pupils attempt one or two words in the target language in response to cues in a song or
familiar phrase
-they respond to simple questions, requests or instructions about familiar events or
experiences.
-responses may be through vocalisation, sign or gesture and pupils’ responses may
depend upon repetition and support.
Pupils respond to others in a group
-their attempts to communicate in the target language may rely heavily upon repetition
and gesture, and they may use facial expression and/or intonation to enhance meaning
-they communicate positives and negatives in the target language in response to simple
questions
-they match and select symbols for familiar words, actions or objects presented in the
target language.
Pupils introduce themselves by name in response to a question in the target language
-they contribute to using the target language for a purpose, for example, using ICT skills to
access the internet and exchange information, with guidance from other pupils or adults.
-they listen, attend to and follow familiar interactions in the target language.
Oracy
(L&S)
Oracy
(L&S)
Oracy
(L&S)
Oracy
(L&S)
Literacy
(R)
Oracy
(L&S)
Literacy
(R&W)
Pupils listen attentively and know that the target language conveys meaning
-they understand one or two simple classroom commands in the target language
Oracy
-they respond briefly using single words, signs or symbols
(L&S)
-they may need considerable support from a spoken model and from visual clues
Literacy
-they may read and understand a few words in a familiar context with visual clues
(R&W)
-they can copy out a few words with support
-they label one or two objects
-with some support, they use the target language for a purpose [for example, requesting
items in simulations of real life encounters in the target language].
Key
L = Listening
S = Speaking
R = Reading
W = Writing
KS2 Languages Progression and assessment framework: Listening and Speaking
Pupils can listen to and
understand short sentences
on familiar topics.
Pupils can listen to and
understand longer sentences
(sometimes containing new
words).
Pupils can listen to and
understand simple questions
and respond with a word or
short phrase.
Pupils can listen, understand
and respond to questions
using words and short
phrases and ask a range of
simple questions.
Pupils can understand and
respond to and ask a range of
questions in sequence to hold
a short conversation.
Express opinions and
respond to those of
others.*
Pupils can express simple
likes and dislikes, using a
word or short phrase.
Pupils can express simple
likes and dislikes, using short
phrases and can understand
opinion of others.
Pupils can express and justify
opinion simply and elicit and
understand opinion and
justification of others.
Pupils can listen to and
understand short passages of
a few sentences on a familiar
theme, (sometimes
containing new words).
Pupils understand and
respond to a wider question
range, sometimes using
longer sentences, to hold a
conversation, asking
questions in turn.
Pupils can express and justify
a range of opinions,
understand others’ opinions
and express dis/agreement.
Seek clarification and
help.*
Pupils try to express need for
clarification or help using
pupil target language (a word
or short phrase).
Speak in sentences, using
familiar vocabulary,
phrases and basic language
structures.
Pupils can produce simple
sentences (with support),
using familiar vocabulary or
use phrases they have
learned by heart.
Pupils can listen carefully and
understand and repeat highfrequency target language
words and short phrases and
may be beginning to use
some independently.
Pupils try to express need for
clarification or help using
pupil target language (from a
wider range of words or short
phrases).
Pupils can use simple familiar
structures and words (with or
without support) to create
their own short utterances.
Pupils try to express their
specific need using pupil
target language using words,
short phrases and possibly
some improvisation.
Pupils can build on short
utterances using familiar
vocabulary to provide more
detail (with or without
support).
Pupils are beginning to
understand and
independently use a range of
high-frequency target
language phrases in the
classroom, sometimes using
para-linguistic strategies.
Pupils try to express their
need with some precision
using pupil target language
using words, short phrases
and some improvisation.
Pupils can produce some
sentences independently
using familiar vocabulary and
understand how to form
sentence in the language.
Pupils are beginning to
understand/use a wider
range of high-frequency
target language phrases (and
associated strategies) in the
classroom, including asking
questions.
Speak with [...]
spontaneity, finding ways
of communicating what
they want to say, including
through discussion and
asking questions.
Pupils are beginning to
understand and use some
simple high-frequency target
language phrases in the
classroom.
PLQM
x-ref
Language
Skills
Engage in conversations;
ask and answer
questions.*
Year 6
Language Skills
Pupils can listen carefully and
understand and repeat words
and short phrases.
Year 5
Language
Skills
Listen attentively to
spoken language and show
understanding by joining in
and responding.
Year 4
Language
Skills/PTL
Year 3
Language
Skills
KS2 Languages PoS
Statements
Language Skills/
PTL/I & RiLL
ORACY
The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, [...] in speech [...].
It should enable pupils to understand and communicate ideas, facts and feelings in speech [...] focused on familiar and routine matters, using their knowledge of
phonology, grammatical structures and vocabulary.
Pupils can use simple words
or phrases to name and
describe, sometimes
independently.
Pupils can use a wider range
of phrases or structures to
name and describe, with
growing independence.
Develop accurate
pronunciation and
intonation (so that others
understand) when they are
reading aloud or using
familiar words and
phrases. *
Explore the patterns and
sounds of language
through songs and rhymes
and link the spelling, sound
and meaning of words.
Appreciate stories, songs,
poems and rhymes in the
language (see also:
Pupils are beginning to
understand that the sounds
of the target language and
the spellings associated with
them may be different from
their own.
Pupils are beginning to use
appropriate intonation when
speaking (e.g. when asking
questions).
Pupils are continuing to
develop their phonetic
awareness and are beginning
to apply this knowledge
independently when speaking
and reading out loud.
Pupils can use intonation and
pronunciation with increasing
accuracy and can speak with
increasing confidence.
Pupils can join in with simple
songs and rhymes copying
the sounds of the target
language with some accuracy.
Pupils are beginning to
associate certain phonemes
and graphemes in the target
language.
Pupils will be starting to
recognise cognates and nearcognates in the target
language as their phonetic
awareness develops.
Pupils might be starting to be
able to transcribe words or
parts of words as phonetic
knowledge develops.
Pupils can listen carefully and
respond to and/or join in with
simple songs and rhymes or
familiar stories in the target
language.
Pupils can listen carefully and
understand and respond to a
wider range of songs and
rhymes or stories in the
target language on familiar
themes.
Pupils can listen carefully,
understand, respond to and
perform a wider range of oral
‘texts’ (inc.short plays) in the
target language on familiar
and some unfamiliar themes.
Pupils can listen carefully and
demonstrate understanding
(e.g. non-verbal response) of
key words in authentic
language (e.g. traditional
rhyme) with support and
sometimes without.
Pupils can listen carefully and
demonstrate understanding
(e.g. short verbal response) of
key words/phrases of
authentic language (e.g. a
song or story) increasingly
without support.
Pupils can listen carefully and
demonstrate understanding
(e.g. short verbal response) of
key language from authentic
language (e.g. a short
cartoon) increasingly without
support.
Pupils can listen carefully to a
wide range of oral ‘storytelling’, demonstrating
understanding and
appreciation through their
response and/or
participation.
Pupils can listen to, identify
and understand key points of
and/or gist of short passages,
video extracts etc. with a
degree of independence.
Understand and respond
to spoken [...] language
from a variety of authentic
sources.
Language
Skills
Pupils can use simple words
and phrases to name and
describe either independently
or in unison.
Language
Skills
Describe people, places,
things and actions orally*
and in writing (see also
literacy).
literacy).
Pupils can give longer
presentations on a range of
topics using longer sentences
and a wider range of phrases
with reasonable confidence.
Pupils can use a wide range of
phrases or structures to name
and describe, independently.
Phonics
Pupils can give a short
presentation or explanation
using a wider range of
phrases on a given topic.
Phonics
Pupils can use simple phrases
to give information, either
independently or in unison.
Literature and
authentic texts
Pupils can use a simple word
or phrase to give information,
either independently or in
unison.
Language Skills
Phonics
Phonics
Present ideas and
information orally to a
range of audiences.*
LOWER KEY STAGE 2
Over the course of Years 3 and 4, pupils demonstrate their
understanding that word classes such as nouns, adjectives and
verbs can also be found in the target language as well as
English. Pupils produce sentences and utterances that show
emerging grammatical understanding.
UPPER KEYSTAGE 2
Over the course of Years 5 and 6, pupils demonstrate an ability
to use nouns, verbs and adjectives with increasing accuracy in
their speaking to add detail. They can also construct longer
utterances through the use of appropriate connectives to form
extended sentences.
Grammar
Pupils demonstrate understanding of the similarities and
differences between English and the target language (e.g.
gender of nouns, adjectival agreement and position, formation
of plural of nouns).
Pupils are beginning to understand and apply the principles of
conjugation of high-frequency regular verbs in the present
tense and other high-frequency irregular verbs. They will be
able to identify and use the negative form. They can relate
and compare their emerging knowledge to their grammatical
knowledge in English. By the end of the key stage, they may
start to go beyond this and start to explore other aspects of
grammar.
Grammar/
Language Skills
Grammar
Grammar
Understand basic grammar
appropriate to the
language being studied
[and] how to apply these
[...] to build sentences
(see also literacy).
Understand basic grammar
appropriate to the
language being studied [...]
key features and patterns
of the language [and] how
these differ from or are
similar to English
(see also literacy).
See also: Reading and Writing framework.
Key Statements from PoS KS2: ‘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.’ The focus of study in modern languages will be on practical communication.
*does not apply to ancient languages. The Programme of study for KS2 states that ‘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.
Pupils can recognise different
types of writing in the TL (e.g.
recipe) using a wider range of
simple reading strategies (e.g.
format) and pick out familiar
vocabulary and phrases.
Understand and respond
to [...] written language
from a variety of authentic
sources.
Pupils can read and
demonstrate understanding
(e.g. non-verbal response) of
key words in authentic
language (e.g. traditional
story) with support and
sometimes without.
Pupils can read and
demonstrate understanding
(e.g. by drawing a picture) of
key words/phrases of
authentic language (e.g. a
traditional story) increasingly
without support.
LITERACY
Pupils can read and pick out,
with support, key information
through learned vocabulary
and phrases, reading
strategies and, sometimes,
independent research (e.g.
using a dictionary).
Pupils can read and
demonstrate understanding
of a text (e.g. a story) by
adapting the text to create
their own piece, with the
appropriate support.
Pupils can decode longer
texts by applying their
knowledge of vocabulary and
grammar, reading strategies
and independent learning
skills such as dictionary work
or by using other resources.
Pupils can read and pick out,
key information through
learned vocabulary and
phrases, reading strategies
and independent research
(e.g. using a dictionary).
Pupils can read and
demonstrate understanding
(e.g. replying to questions) of
key language from authentic
language (e.g. a letter)
increasingly without support.
Language
Skills
Pupils can recognise familiar
and/or traditional stories in
the TL (e.g. using simple
reading strategies such as
picture clues) and pick out
some words.
Pupils can read and
understand more complex
sentences and pick out key
information from short
passages in the TL.
Pupils can find out the
meaning of unfamiliar words
using a wider range of reading
strategies and/or resources.
Pupils can understand the
layout of bilingual dictionary
and use it effectively.
understanding and
appreciation through their
response and/or
participation.
Pupils can read and
understand a wider range of
more complex text with some
unfamiliar language.
Independent learning
and resilience in
language learning
Pupils can identify some
cognates in the TL and can
use a simple glossary, or
other resource, to reinforce
the meaning of familiar
words.
‘texts’ (inc. short plays) in the
target language on familiar
and some unfamiliar themes.
Language Skills
Broaden their vocabulary
and develop their ability to
understand new words
that are introduced into
familiar written material,
including through using a
dictionary.
Discover and develop an
appreciation of a range of
writing in the language
studied.
rhymes or stories that are
appropriately scaffolded in
the target language on
familiar themes.
Pupils can read and
understand familiar phrases
and can begin to decode
simple sentences and pick out
key information in the TL.
Pupils can use simple reading
strategies to help decode
meaning of words and use a
simple glossary or dictionary
to find out meaning of
unfamiliar words.
Read carefully and show
understanding of words,
phrases and simple writing.
or familiar stories in the
target language with the
appropriate support or
scaffolding.
Pupils can read and
understand words in the TL
that are familiar to them.
Literature and
authentic texts
The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, [...] in writing.
It should enable pupils to understand and communicate ideas, facts and feelings in [...] writing, focused on familiar and routine matters, using their knowledge of
phonology, grammatical structures and vocabulary.
Pupils can read along with
Pupils can read and
Pupils can read carefully,
Pupils can read a wide range
Appreciate stories, songs,
and respond to and/or join in understand and respond to a
understand, respond to and
of texts with reasonable
poems and rhymes in the
with
simple
songs
and
rhymes
wider
range
of
songs
and
perform
a
wider
range
of
oral
independence, demonstrating
language (see also oracy).
Literature and
authentic texts
KS2 Languages Progression and assessment framework: Reading and Writing
Pupils can produce some
simple words from memory,
sometimes with approximate
but recognisable spelling.
Pupils can produce some
simple phrases from memory,
sometimes with approximate
but recognisable spelling.
Pupils can adapt the language
produced from memory to
build new sentences so that
the message is understood.
Write at varying length, for
different purposes and
audiences, using the
variety of grammatical
structures that they have
learnt.
Understand basic grammar
appropriate to the
language being studied
[and] how to apply these
[...] to build sentences
(see also oracy).
Understand basic grammar
appropriate to the
language being studied [...]
key features and patterns
of the language [and] how
these differ from or are
similar to English
(see also oracy).
Pupils can produce simple
written work with support
using familiar language (e.g.
simple words or phrases) in a
given format (e.g. simple
picture book).
Pupils can produce simple
written work with support
using familiar words and
phrases in different formats
(e.g. simple story, poem or
diary).
Pupils can produce written
work with or without support
using familiar and some
unfamiliar language in a wider
variety of different formats
(e.g. letter, stories, leaflets).
Language Skills
Write phrases from
memory, and adapt these
to create new sentences,
to express ideas clearly.
Pupils can produce more
complex sentences using
familiar and unfamiliar
language with support (e.g.
adapting language, using
resources).
Pupils can adapt the language
produced from memory to
build new, complex sentences
so that the message is
understood.
Pupils can produce longer
written work with or without
support using familiar and
some unfamiliar language in a
wide variety of formats (e.g.
play scripts, brochures).
Language
Skills
Pupils can produce longer
sentences using familiar and
unfamiliar language with
support (e.g. adapting
language, using resources).
Language Skills
Pupils can use familiar
language to create short
sentences with the
appropriate scaffolding.
LOWER KEY STAGE 2
Over the course of Years 3 and 4, pupils demonstrate their
understanding that word classes such as nouns, adjectives and
verbs can also be found in the target language as well as
English. Pupils produce sentences and utterances that show
emerging grammatical understanding.
UPPER KEYSTAGE 2
Over the course of Years 5 and 6, pupils demonstrate an ability
to use nouns, verbs and adjectives with increasing accuracy in
their speaking to add detail. They can also construct longer
utterances through the use of appropriate connectives to form
extended sentences.
Grammar
Pupils can use simple familiar
words (e.g. nouns, adjectives)
to describe (e.g. labelling) and
sometimes to create short
sentences.
Pupils demonstrate understanding of the similarities and
differences between English and the target language (e.g.
gender of nouns, adjectival agreement and position, formation
of plural of nouns).
Pupils are beginning to understand and apply the principles of
conjugation of high-frequency regular verbs in the present
tense and other high-frequency irregular verbs. They will be
able to identify and use the negative form. They can relate
and compare their emerging knowledge to their grammatical
knowledge in English. By the end of the key stage, they may
start to go beyond this and start to explore other aspects of
grammar.
Grammar/
Language Skills
Grammar
Grammar
Describe people, places,
things and actions orally*
and in writing (see also
oracy).
See also: Listening and Speaking framework.
Key Statements from PoS KS2: ‘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.’ The focus of study in modern languages will be on practical communication.
*does not apply to ancient languages. The Programme of study for KS2 states that ‘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.
Lower KS2 Languages Progression and assessment framework: Listening and Speaking
The statements from the Languages Programme of study for KS2 set out expectations for the end of the key stage. This overview is intended only
as a suggestion for how the ‘matters, skills and processes, specified in the PoS might look as they develop over time. The overviews for Year 3 and
4 are presented together to remind teachers of broader progression across lower Key stage 2.
Engage in conversations; ask and answer
questions.*
Pupils can listen to and understand simple
questions and respond with a word or short
phrase.
Pupils can listen, understand and respond to
questions using words and short phrases and
ask a range of simple questions.
Express opinions and respond to those of
others.*
Pupils can express simple likes and dislikes,
using a word or short phrase.
Pupils can express simple likes and dislikes,
using short phrases and can understand
opinion of others.
Seek clarification and help.*
Pupils try to express need for clarification or
help using pupil target language (a word or
short phrase).
Pupils try to express need for clarification or
help using pupil target language (from a
wider range of words or short phrases).
Speak in sentences, using familiar vocabulary,
phrases and basic language structures.
Pupils can produce simple sentences (with
support), using familiar vocabulary or use
phrases they have learned by heart.
Pupils can use simple familiar structures and
words (with or without support) to create
their own short utterances.
Speak with [...] spontaneity, finding ways of
communicating what they want to say,
including through discussion and asking
questions.
Pupils can listen carefully and understand and
repeat high-frequency target language words
and short phrases and may be beginning to
use some independently.
Pupils are beginning to understand and use
some simple high-frequency target language
phrases in the classroom.
Language
Skills
Pupils can listen to and understand short
sentences on familiar topics.
Language
Skills
Pupils can listen carefully and understand and
repeat words and short phrases.
Language
Skills
Listen attentively to spoken language and
show understanding by joining in and
responding.
PLQM
x-ref
Language
Skills/PTL
Year 4
Language
Skills
Year 3
Language
Skills/
PTL/I &
RiLL
ORACY
KS2 Languages PoS Statements
Pupils can join in with simple songs and
rhymes copying the sounds of the target
language with some accuracy.
Pupils are beginning to associate certain
phonemes and graphemes in the target
language.
Appreciate stories, songs, poems and rhymes
in the language (see also: literacy).
Pupils can listen carefully and respond to
and/or join in with simple songs and rhymes
or familiar stories in the target language.
Pupils can listen carefully and understand and
respond to a wider range of songs and
rhymes or stories in the target language on
familiar themes.
Understand and respond to spoken [...]
language from a variety of authentic sources.
Pupils can listen carefully and demonstrate
Pupils can listen carefully and demonstrate
understanding (e.g. non-verbal response) of
understanding (e.g. short verbal response) of
key words in authentic language (e.g.
key words/phrases of authentic language
traditional rhyme) with support and
(e.g. a song or story) increasingly without
sometimes without.
support.
LOWER KEY STAGE 2
Over the course of Years 3 and 4, pupils demonstrate their understanding that word classes
such as nouns, adjectives and verbs can also be found in the target language as well as English.
Pupils produce sentences and utterances that show emerging grammatical understanding.
Understand basic grammar appropriate to the
language being studied [and] how to apply
these [...] to build sentences
(see also literacy).
Understand basic grammar appropriate to the
language being studied [...] key features and
patterns of the language [and] how these
differ from or are similar to English
(see also literacy).
Pupils demonstrate understanding of the similarities and differences between English and the
target language (e.g. gender of nouns, adjectival agreement and position, formation of plural
of nouns).
Language
Skills
Pupils are beginning to use appropriate
intonation when speaking (e.g. when asking
questions).
Language
Skills
Pupils are beginning to understand that the
sounds of the target language and the
spellings associated with them may be
different from their own.
Phonics
Develop accurate pronunciation and
intonation (so that others understand) when
they are
reading aloud or using familiar words and
phrases. *
Explore the patterns and sounds of language
through songs and rhymes and link the
spelling, sound and meaning of words.
Phonics
Pupils can use simple words or phrases to
name and describe, sometimes
independently.
Literature
and authentic
texts
Pupils can use simple words and phrases to
name and describe either independently or in
unison.
Language
Skills
Describe people, places, things and actions
orally* and in writing (see also literacy).
Grammar/
Language Skills
Phonics
Phonics
Pupils can use simple phrases to give
information, either independently or in
unison.
Grammar
Pupils can use a simple word or phrase to
give information, either independently or in
unison.
Grammar
Present ideas and information orally to a
range of audiences.*
Lower KS2 Languages Progression and assessment framework: Reading and Writing
Pupils can read and understand and respond
to a wider range of songs and rhymes or
stories that are appropriately scaffolded in
the target language on familiar themes.
Read carefully and show understanding of
words, phrases and simple writing.
Pupils can read and understand words in the
TL that are familiar to them.
Pupils can read and understand familiar
phrases and can begin to decode simple
sentences and pick out key information in the
TL.
Broaden their vocabulary and develop their
ability to understand new words that are
introduced into familiar written material,
including through using a dictionary.
Pupils can identify some cognates in the TL
and can use a simple glossary, or other
resource, to reinforce the meaning of familiar
words.
Pupils can use simple reading strategies to
help decode meaning of words and use a
simple glossary or dictionary to find out
meaning of unfamiliar words.
Discover and develop an appreciation of a
range of writing in the language studied.
Pupils can recognise familiar and/or
traditional stories in the TL (e.g. using simple
reading strategies such as picture clues) and
pick out some words.
Pupils can recognise different types of writing
in the TL (e.g. recipe) using a wider range of
simple reading strategies (e.g. format) and
pick out familiar vocabulary and phrases.
Understand and respond to [...] written
language from a variety of authentic
sources.
Pupils can read and demonstrate
understanding (e.g. non-verbal response) of
key words in authentic language (e.g.
traditional story) with support and
sometimes without.
Pupils can use simple familiar words (e.g.
nouns, adjectives) to describe (e.g. labelling)
and sometimes to create short sentences.
Pupils can read and demonstrate
understanding (e.g. by drawing a picture) of
key words/phrases of authentic language
(e.g. a traditional story) increasingly without
support.
Pupils can use familiar language to create
short sentences with the appropriate
scaffolding.
Describe people, places, things and actions
orally* and in writing (see also oracy).
Literature
and authentic
texts
Pupils can read along with and respond to
and/or join in with simple songs and rhymes
or familiar stories in the target language with
the appropriate support or scaffolding.
Language
Skills
Appreciate stories, songs, poems and rhymes
in the language (see also oracy).
PLQM
x-ref
Independent
learning and
resilience in
language
learning
Year 4
Language
Skills
Year 3
Literature and
authentic texts
KS2 Languages PoS Statements
Language
Skills
LITERACY
The statements from the Languages Programme of study for KS2 set out expectations for the end of the key stage. This overview is intended only
as a suggestion for how the ‘matters, skills and processes, specified in the PoS might look as they develop over time. The overviews for Year 3 and
4 are presented together to remind teachers of broader progression across lower Key stage 2.
Pupils can produce simple written work with
support using familiar language (e.g. simple
words or phrases) in a given format (e.g.
simple picture book).
Pupils can produce simple written work with
support using familiar words and phrases in
different formats (e.g. simple story, poem or
diary).
Understand basic grammar appropriate to the
language being studied [and] how to apply
these [...] to build sentences
(see also oracy).
LOWER KEY STAGE 2
Over the course of Years 3 and 4, pupils demonstrate their understanding that word classes
such as nouns, adjectives and verbs can also be found in the target language as well as English.
Pupils produce sentences and utterances that show emerging grammatical understanding.
Understand basic grammar appropriate to the
language being studied [...] key features and
patterns of the language [and] how these
differ from or are similar to English
(see also oracy).
Pupils demonstrate understanding of the similarities and differences between English and the
target language (e.g. gender of nouns, adjectival agreement and position, formation of plural
of nouns).
Grammar
Herts for Learning Assessment Steps for Y3
Very few of these aspects are secure
Some aspects secure, but less than 25%
Many of these aspects secure (25%-60%)
Most of these aspects secure (60%-80%)
Almost all of these aspects secure (80%-100%)
= see Phase A statements
= B0
Entering
= B1
Developing
= B2
Securing
= B3
Mastering
Herts for Learning Assessment Steps for Y4
Not yet secure in any aspects, or very few
Some aspects secure but less than 25%
Many of these aspects secure (25%-60%)
Most of these aspects secure (60%-80%)
Almost all of these aspects secure (80%-100%)
All aspects secure, now going ‘deeper and broader’
Refer to B1/2/3 sheet or previous
= B3
= B4
= B5
= B6
= B+
Entering
Developing
Securing
Mastering
Language
Skills
Write at varying length, for different purposes
and audiences, using the variety of
grammatical structures that they have learnt.
Language
Skills
Pupils can produce some simple phrases from
memory, sometimes with approximate but
recognisable spelling.
Grammar/
Language Skills
Pupils can produce some simple words from
memory, sometimes with approximate but
recognisable spelling.
Gramma
r
Write phrases from memory, and adapt these
to create new sentences, to express ideas
clearly.
Upper KS2 Languages Progression and assessment framework: Listening and Speaking
The statements from the Languages Programme of study for KS2 set out expectations for the end of the key stage. This overview is intended only
as a suggestion for how the ‘matters, skills and processes, specified in the PoS might look as they develop over time. The overviews for Year 5 and
6 are presented together to remind teachers of broader progression across upper Key stage 2.
Year 6
PLQM
x-ref
Pupils can listen to and understand longer
sentences (sometimes containing new
words).
Pupils can listen to and understand short
passages of a few sentences on a familiar
theme, (sometimes containing new words).
Engage in conversations; ask and answer
questions.*
Pupils can understand and respond to and
ask a range of questions in sequence to hold
a short conversation.
Pupils understand and respond to a wider
question range, sometimes using longer
sentences, to hold a conversation, asking
questions in turn.
Express opinions and respond to those of
others.*
Pupils can express and justify opinion simply
and elicit and understand opinion and
justification of others.
Pupils can express and justify a range of
opinions, understand others’ opinions and
express dis/agreement.
Seek clarification and help.*
Pupils try to express their specific need using
pupil target language using words, short
phrases and possibly some improvisation.
Pupils try to express their need with some
precision using pupil target language using
words, short phrases and some
improvisation.
Speak in sentences, using familiar vocabulary,
phrases and basic language structures.
Pupils can build on short utterances using
familiar vocabulary to provide more detail
(with or without support).
Pupils can produce some sentences
independently using familiar vocabulary and
understand how to form sentence in the
language.
Speak with [...] spontaneity, finding ways of
communicating what they want to say,
including through discussion and asking
questions.
Pupils are beginning to understand and
independently use a range of high-frequency
target language phrases in the classroom,
sometimes using para-linguistic strategies.
Pupils are beginning to understand/use a
wider range of high-frequency target
language phrases (and associated strategies)
in the classroom, including asking questions.
Language
Skills/PTL
Language
Skills
Language
Skills
Language
Skills
Listen attentively to spoken language and
show understanding by joining in and
responding.
Language
Skills
Year 5
Language
Skills/
PTL/I &
RiLL
ORACY
KS2 Languages PoS Statements
Pupils can give longer presentations on a
range of topics using longer sentences and a
wider range of phrases with reasonable
confidence.
Describe people, places, things and actions
orally* and in writing (see also literacy).
Pupils can use a wider range of phrases or
structures to name and describe, with
growing independence.
Pupils can use a wide range of phrases or
structures to name and describe,
independently.
Develop accurate pronunciation and
intonation (so that others understand) when
they are
reading aloud or using familiar words and
phrases. *
Explore the patterns and sounds of language
through songs and rhymes and link the
spelling, sound and meaning of words.
Pupils are continuing to develop their
phonetic awareness and are beginning to
apply this knowledge independently when
speaking and reading out loud.
Pupils can use intonation and pronunciation
with increasing accuracy and can speak with
increasing confidence.
Pupils will be starting to recognise cognates
and near-cognates in the target language as
their phonetic awareness develops.
Pupils might be starting to be able to
transcribe words or parts of words as
phonetic knowledge develops.
Appreciate stories, songs, poems and rhymes
in the language (see also: literacy).
Pupils can listen carefully, understand,
respond to and perform a wider range of oral
‘texts’ (inc.short plays) in the target language
on familiar and some unfamiliar themes.
Pupils can listen carefully to a wide range of
oral ‘story-telling’, demonstrating
understanding and appreciation through
their response and/or participation.
Literature
and authentic
texts
Understand and respond to spoken [...]
language from a variety of authentic sources.
Pupils can listen carefully and demonstrate
understanding (e.g. short verbal response) of
key language from authentic language (e.g. a
short cartoon) increasingly without support.
Pupils can listen to, identify and understand
key points of and/or gist of short passages,
video extracts etc. with a degree of
independence.
Language
Skills
Grammar
Understand basic grammar appropriate to the
language being studied [and] how to apply
these [...] to build sentences
(see also literacy).
UPPER KEYSTAGE 2
Over the course of Years 5 and 6, pupils demonstrate an ability to use nouns, verbs and
adjectives with increasing accuracy in their speaking to add detail. They can also construct
longer utterances through the use of appropriate connectives to form extended sentences.
Grammar
Understand basic grammar appropriate to the
language being studied [...] key features and
patterns of the language [and] how these
differ from or are similar to English
(see also literacy).
Pupils are beginning to understand and apply the principles of conjugation of highfrequency regular verbs in the present tense and other high-frequency irregular verbs.
They will be able to identify and use the negative form. They can relate and compare their
emerging knowledge to their grammatical knowledge in English. By the end of the key
stage, they may start to go beyond this and start to explore other aspects of grammar.
Language
Skills
Phonics
Phonics
Phonics
Language
Skills
Pupils can give a short presentation or
explanation using a wider range of phrases on
a given topic.
Phonics
Present ideas and information orally to a
range of audiences.*
Upper KS2 Languages Progression and assessment framework: Reading and Writing
Year 5
Year 6
Appreciate stories, songs, poems and rhymes
in the language (see also oracy).
Pupils can read carefully, understand,
respond to and perform a wider range of oral
‘texts’ (inc. short plays) in the target language
on familiar and some unfamiliar themes.
Pupils can read a wide range of texts with
reasonable independence, demonstrating
understanding and appreciation through their
response and/or participation.
Read carefully and show understanding of
words, phrases and simple writing.
Pupils can read and understand more
complex sentences and pick out key
information from short passages in the TL.
Pupils can read and understand a wider range
of more complex text with some unfamiliar
language.
Broaden their vocabulary and develop their
ability to understand new words that are
introduced into familiar written material,
including through using a dictionary.
Pupils can find out the meaning of unfamiliar
words using a wider range of reading
strategies and/or resources. Pupils can
understand the layout of bilingual dictionary
and use it effectively.
Pupils can read and pick out, with support,
key information through learned vocabulary
and phrases, reading strategies and,
sometimes, independent research (e.g. using
a dictionary).
Pupils can read and demonstrate
understanding of a text (e.g. a story) by
adapting the text to create their own piece,
with the appropriate support.
Pupils can decode longer texts by applying
their knowledge of vocabulary and grammar,
reading strategies and independent learning
skills such as dictionary work or by using
other resources.
Pupils can read and pick out, key information
through learned vocabulary and phrases,
reading strategies and independent research
(e.g. using a dictionary).
Pupils can read and demonstrate
understanding (e.g. replying to questions) of
key language from authentic language (e.g. a
letter) increasingly without support.
Literature
and authentic
texts
Pupils can produce longer sentences using
familiar and unfamiliar language with support
(e.g. adapting language, using resources).
Pupils can produce more complex sentences
using familiar and unfamiliar language with
support (e.g. adapting language, using
resources).
Understand and respond to [...] written
language from a variety of authentic
sources.
Describe people, places, things and actions
orally* and in writing (see also oracy).
Language
Skills
Independent
learning and
resilience in
language
learning
Language
Skills
Discover and develop an appreciation of a
range of writing in the language studied.
PLQM
x-ref
Literature
and authentic
texts
KS2 Languages PoS Statements
Language
Skills
LITERACY
The statements from the Languages Programme of study for KS2 set out expectations for the end of the key stage. This overview is intended only
as a suggestion for how the ‘matters, skills and processes, specified in the PoS might look as they develop over time. The overviews for Year 5 and
6 are presented together to remind teachers of broader progression across upper Key stage 2.
Write at varying length, for different purposes
and audiences, using the variety of
grammatical structures that they have learnt.
Pupils can produce written work with or
without support using familiar and some
unfamiliar language in a wider variety of
different formats (e.g. letter, stories, leaflets).
Pupils can produce longer written work with
or without support using familiar and some
unfamiliar language in a wide variety of
formats (e.g. play scripts, brochures).
Understand basic grammar appropriate to the
language being studied [and] how to apply
these [...] to build sentences
(see also oracy).
UPPER KEYSTAGE 2
Over the course of Years 5 and 6, pupils demonstrate an ability to use nouns, verbs and
adjectives with increasing accuracy in their speaking to add detail. They can also construct
longer utterances through the use of appropriate connectives to form extended sentences.
Understand basic grammar appropriate to the
language being studied [...] key features and
patterns of the language [and] how these
differ from or are similar to English
(see also oracy).
Pupils are beginning to understand and apply the principles of conjugation of high-frequency
regular verbs in the present tense and other high-frequency irregular verbs. They will be able
to identify and use the negative form. They can relate and compare their emerging
knowledge to their grammatical knowledge in English. By the end of the key stage, they may
start to go beyond this and start to explore other aspects of grammar.
Grammar
Herts for Learning Assessment Steps for Y5
Not yet secure in any aspects, or very few
Some aspects secure but less than 25%
Many of these aspects secure (25%-60%)
Most of these aspects secure (60%-80%)
Almost all of these aspects secure (80%-100%)
Refer to B4/5/6 sheet or previous
= B6
= C1
= C2
= C3
Entering
Developing
Securing
Mastering
Herts for Learning Assessment Steps for Y6
Not yet secure in any aspects, or very few
Some aspects secure but less than 25%
Many of these aspects secure (25%-60%)
Most of these aspects secure (60%-80%)
Almost all of these aspects secure (80%-100%)
All aspects secure, now going ‘deeper and broader’
Refer to C1/2/3 sheet or previous
= C3
= C4
= C5
= C6
= C+
Entering
Developing
Securing
Mastering
Language
Skills
Pupils can adapt the language produced from
memory to build new, complex sentences so
that the message is understood.
Language
Skills
Pupils can adapt the language produced from
memory to build new sentences so that the
message is understood.
Gramma
r
Write phrases from memory, and adapt these
to create new sentences, to express ideas
clearly.
Part 3: Secondary-ready assessment supplement
It is heartening to note that the Programmes of study for KS2 and KS3 ‘speak’ to each
other; thus KS2 ‘should lay the foundations for further foreign language teaching at key
stage 3’ and KS3 ‘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’ (the ‘Comparative
Overview of the Programmes of Study for Languages KS2 – KS3’ that appears at the end
of Part 5 sets out the commonalities between them).
As set out at the end of Part 2, Part 3 provides an additional ‘secondary-ready’ framework
in line with the suggestions and recommendations made by the Expert Subject Advisory
Group for MFL. This is designed to help Y6 teachers collate and provide meaningful and
helpful KS3 transition data to follow-on schools. The ‘secondary-ready’ supplement, will
also help provide evidence for the Gold level of the PLQM ‘Achievement, assessment and
reporting’ criteria that ‘robust and reliable data follows them [i.e. pupils] through to key
stage 3.’
Appendix B Being Secondary-Ready in Foreign Languages
By the end of Key Stage 2 pupils will...1
A Know why they are learning a Foreign Language (FL)
1. Know why it is good to learn a language in addition to English.
2. Know where some FLs are spoken globally, and some facts about the culture, people, and places in at least one of them.
B Know ways to help themselves learn and use a FL
1. Know and be able to describe some strategies that help them to remember keywords and phrases
2. Have practised using strategies when they don't understand e.g. using other words and the situation to guess meanings;
looking at the end of words to work out meaning (e.g. common endings of nouns, adjectives, adverbs; clues about gender,
singular/plural, tense, case)
3. Understand the term ‘cognate’ and ‘near--‐cognate’, and use knowledge of these to work out meanings
4. Have had experience working with a bilingual dictionary, know what it contains, how it is constructed, and how to use it both
to learn a FL and learn about a FL
5. Understand that online dictionaries, translator websites and Apps cannot be trusted to translate accurately, and know some
of the kind of language problems that can be caused by them
C Have some understanding of how a FL works
1. Be able to use grammatical terms about English and a FL e.g. noun, verb, adjective, adverb, pronoun, connective/conjunction
2. Recognise that word order can be different in different languages (e.g. adjectives before or after a noun), and understand that
word order can change the meaning of sentences e.g. making a question or a negative
3. Appreciate that a FL can use words (grammatical 'glue') that are not needed in English (e.g.je joue au tennis); and vice versa
English has grammatical words that are not used or are used differently in FLs e.g. auxiliaries (e.g. do/have/be) + verb
4. Be able to talk about the ‘gender of nouns’ and ‘adjectival agreement’, and appreciate that English can be seen as the ‘odd
one out’ compared to many European languages e.g. French, Spanish, German and Italian.
5. Understand the word ‘tense’ and that in some languages a verb ending can express when something happens, and have
compared this to English.
6. Have some awareness that whether an event is ‘ongoing’ or ‘finished’ can be expressed differently in a FL compared to English
(e.g. English ongoing expressions I am / was eating = Je mange / mangeais; English 'finished' expression I ate = J'ai mangé).
D Have produced some FL in speech and writing
1. Have used scaffolded phrases and sentence to create their own spoken and written sentences using a variety of resources
2. Have had regular experience of talking to others in a FL (even if with a limited set of vocabulary and phrases) where mistakes
are expected as a natural indication of progression in speaking.
E Have listened to and understood a FL
1. Have listened to spoken language to notice and understand particular items e.g. a phoneme, word, or phrase
2. Have heard a FL being used in everyday life at school, including during FL lessons (e.g. instructions, praise, questions,
greetings)
F Have some emerging literacy in a FL
1. Have learned that sound-spelling relations change across languages – spellings can look the same as English, but sound
different, e.g., ‘ai’ and ‘ou’ make different sounds in English and French; ‘w’ makes different sounds in German and English; ‘z’
makes a different sound in Spanish and English. Some letters and letter combinations make sounds that do not exist in English
e.g. ‘j’ and ‘rr’ in Spanish, ‘on’ in French.
2. Have an awareness that symbols (e.g. accents, cedillas and umlauts) can exist in a FL, and what they do
3. Have seen, heard and read out loud some of the written script (e.g. alphabet) in a FL e.g. be able to spell their name out loud
or write it in another script
4. Be able to understand and read out loud words and simple phrases in a FL
5. Have experienced noticing specific items in writing (e.g. words, phrases, capital letters, phonemes/graphemes, pronouns in
a variety of FL texts (e.g. story, song, weather report, newspaper article, letter, post card)
1
Examples are illustrative only, varying with the Foreign Language (FL) being studied and the local context.
Expert Subject Advisory Group – Modern Foreign Languages.
January 2015.
Expert Subject Advisory Group for MFL – Secondary Ready Levels
The grid below has been mapped out against the secondary-ready levels devised by the ESAG for MFL and will help
teachers to provide valuable transition information for each learner for KS3. Also included in the grid are the Herts
for Learning assessment descriptors. These are awarded as follows: ‘entering’ means that less than 25% of the skills
for that strand have been demonstrated by the pupil, ‘developing’ between 25% and 60% of skills, ‘securing’
between 60% and 80% and ‘mastering’ means that between 80% and 100% of the skills have been achieved.
PLEASE NOTE: the references A1 etc. contained in this grid relate to the Expert Subject Advisory Groups ‘Secondary
Ready’ levels are NOT linked to the Herts for Learning Assessment Steps.
Pupil name:
School:
A Know why they are learning a Foreign Language
A1
A2
B
B1
B2
B3
B4
B5
C
C1
C2
C3
C4
C5
C6
D
D1
D2
E
E1
E2
F
F1
F2
F3
F4
F5
Entering [ ]
Entering [ ]
Developing [ ]
Developing [ ]
Securing [ ]
Securing [ ]
Mastering [ ]
Mastering [ ]
Know ways to help themselves learn and use a Foreign Language
Entering [
Entering [
Entering [
Entering [
Entering [
]
]
]
]
]
Developing [
Developing [
Developing [
Developing [
Developing [
]
]
]
]
]
Securing [
Securing [
Securing [
Securing [
Securing [
]
]
]
]
]
Mastering [
Mastering [
Mastering [
Mastering [
Mastering [
]
]
]
]
]
Mastering [
Mastering [
Mastering [
Mastering [
Mastering [
Mastering [
]
]
]
]
]
]
Have some understanding of how a Foreign Language works
Entering [
Entering [
Entering [
Entering [
Entering [
Entering [
]
]
]
]
]
]
Developing [
Developing [
Developing [
Developing [
Developing [
Developing [
]
]
]
]
]
]
Securing [
Securing [
Securing [
Securing [
Securing [
Securing [
]
]
]
]
]
]
Have produced some Foreign Language in speech and writing
Entering [ ]
Entering [ ]
Developing [ ]
Developing [ ]
Securing [ ]
Securing [ ]
Mastering [ ]
Mastering [ ]
Have listened to and understood a Foreign Language
Entering [ ]
Entering [ ]
Developing [ ]
Developing [ ]
Securing [ ]
Securing [ ]
Mastering [ ]
Mastering [ ]
Have some emerging literacy in a Foreign Language
Entering [
Entering [
Entering [
Entering [
Entering [
]
]
]
]
]
Developing [
Developing [
Developing [
Developing [
Developing [
]
]
]
]
]
Securing [
Securing [
Securing [
Securing [
Securing [
]
]
]
]
]
Mastering [
Mastering [
Mastering [
Mastering [
Mastering [
]
]
]
]
]
Part 4: Pupil ‘I am learning to ...’ statements
The pupil ‘I am learning to ...’ statements are taken from grades 1 to 4 of the ‘Languages
Ladder’ (2007) which was part of the then National Languages Strategy. It was designed to
sit alongside other assessment frameworks to assess progress across the four skills of
Listening, Speaking, Reading and Writing and provided a clear and accessible set of
descriptors for language learners.
We have adapted these to provide a tool for pupil self or peer review. However, it is not
our intention that pupils use the HfL ‘steps’. These represent an entirely separate tool for
teacher use and are not intended to be used for pupil dialogue and/or feedback. In the
pupil tool that we provide, each level/skill has three ‘impact’ shapes underneath the
descriptor for the level. Therefore self and/or peer-assessment could take termly across
the Key stage.
LISTENING
SPEAKING
READING
WRITING
I am learning to ...
understand the main points
and some of the detail from
short written texts in familiar
contexts.
I am learning to ...
write a short text on a
familiar topic, adapting
language which I have already
learnt.
I am learning to ...
understand the main points
from a short spoken passage
made up of familiar language.
I am learning to ...
ask and answer simple
questions and talk about my
interests.
I am learning to ...
understand the main points
from a short written text in
clear printed script.
I am learning to ...
write a few short sentences
with support, using
expressions which I have
already learnt.
I am learning to ...
understand a range of
familiar spoken phrases.
I am learning to ...
answer simple questions and
give basic information.
I am learning to ...
understand and read out
familiar written phrases.
I am learning to ...
write one or two short
sentences to a model and fill
in the words on a simple
form.
I am learning to ...
understand a few familiar
spoken words and phrases.
I am learning to ...
say and repeat single words
and short simple phrases.
I am learning to ...
recognise and read out a few
familiar words and phrases.
I am learning to ...
write or copy simple words or
symbols correctly.
LITERACY
I am learning to ...
take part in a simple
conversation and I can
express my opinions.
ORACY
I am learning to ...
understand the main points
and some of the detail from a
spoken passage made up of
familiar language in simple
sentences.
I am learning a LANGUAGE. What’s your SUPERPOWER?
Part 5: The bigger picture: HfL’s ‘new approach to tracking
pupil progress (primary)’
Herts for Learning believes that teacher assessment, based on a wide range of good quality learning
experiences, is a better way to track progress than administering lots of test throughout a child’s school
career. This approach is perhaps even more important when it comes to fostering a life-long love of
languages among our primary school pupils. Part 6 (‘Gathering Evidence’) will give you some tips to help
you generate evidence of achievement among your pupils.
Furthermore, Herts for Learning is keen to promote the formative aspects of assessment as being key to
helping pupils making next steps in their learning. Summative aspects of assessment, such as periodic
tracking of where children are in their learning, are more important for teachers and senior leaders.
Discussion with pupils about their learning and progress does not need to refer to summative codes (B1,
B2 etc.) but should focus on specific aspects where they are being particularly successful and where they
need to develop next.
The assessment criteria included in this document will support formative aspects of assessment, such as
identifying children’s next steps.
They can also be used for the summative assessment – tracking pupils’ progress towards the end of Key
Stage expectations.
We recommend that teachers base their summative judgements upon the extent to which children have
secured the key learning for their year, using a ‘best fit’ approach:
Entering
Developing
Securing
Mastering
evidence of a few aspects
of the criteria - as a guide,
up to about 25% of the
criteria
Secure in many aspects
of the criteria – as a
guide, up to about 60%
of the criteria
Secure in most of the
criteria – as a guide,
up to about 80% of
the criteria
Secure in all, or almost all,
of the criteria
(may be occasional but not
yet frequent)
(Percentage figures shown are a guide only – a ‘best fit’ approach needs to be taken. Subject-specific guidance
indicates where certain curriculum areas have greater weighting than others.)
These judgements are converted into the following codes, which can be entered directly into the HfL
marksheets in SIMS Assessment Manager 7.
Y1 Entering
Y1 Developing
Y1 Securing
Y1 Mastering
Y2 Entering
Y2 Developing
Y2 –
Securing
Y2 Mastering
Y3 Entering
A0
A1
A2
A3
A4
A5
A6
Y3 Developing
B1
Y3 –
Securing
B2
NB from Y2 onwards, it is assumed that Entering in that year group’s criteria overlaps with Mastering the
previous year’s criteria. It is only Y1 that needs to have a separate code for Entering, hence this is labelled
A0. Every other phase starts from step 1.
Children working below their chronological phase (except Phase A) can be assessed using the previous
phase e.g. a child in Year 3 might be working within A5. We feel this language is preferable to saying they
are ‘working at the level of a typical Year 2 child’.
Children working below Phase A could be assessed using either:
• EYFS Outcomes statements (e.g. 40-60 month statements)
• P-scales (SEND pupils only)
• working below A0 due to being New to English (EAL) – this aspect is in development
Overview of the Herts for Learning Tracking System (Primary)
We have split the key expectations for learning in KS1 and KS2 into 3 key phases, each divided into steps.
Expected progress is 1 step per term.
EYFS
(prePhase A)
Phase A
(KS1)
3050E
A0
3050D
A1
3050S
A2
4060E
A3
4060D
A4
4060S
A5
ELG = Early Learning Goal
ELG
(the expected level of
attainment at the end of the
Reception year).
A6
A+
typical range of Y1 attainment
typical range of Y2 attainment
Typical progress would mean
moving through 1 step per
term, i.e. A0 would be expected
at end of Autumn, Y1, A1 at
end of Spring Y1 and A2 at end
of Summer Y1.
A+
Phase B
(lower
KS2)
(A6/
B0)
B1
B2
B3
B4
B5
B6
B+
typical range of Y3 attainment
- this indicates taking
the learning wider and deeper
– extending the higher
attainers by exploring higherlevel thinking approaches, but
within the content domain of
the phase
typical range of Y4 attainment
Phase C
(upper
KS2)
(B6/
C0)
C1
C2
C3
C4
C5
C6
typical range of Y5 attainment
typical range of Y6 attainment
C+
We would expect a
pupil judged to be
attaining within C5 to at
least meet the
threshold mark of the
external KS2 tests.
Key - A2 – the border around this step indicates that a Y1 pupil working within this step is working within the Age-Related
Expectation (A.R.E.) for the their year group (at end of year) and can therefore be considered to be ‘on track’ to at least meet
the key threshold in the end of KS2 tests (score of 100 on the scaled scores) i.e.:
A2 – working within age-related expectation for Y1
A5 – working within age-related expectation for Y2
B2 – working within age-related expectation for Y3
B5 – working within age-related expectation for Y4
C2 – working within age-related expectation for Y5
C5 – working within age-related expectation for Y6
Purpose of study [Key stage 2 and 3]
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:


Aims [Key stage 2 and 3]
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 [Key stage 2]
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.
Attainment targets [Key stage 3]
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.
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, such as (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.
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.
COMPARATIVE OVERVIEW OF PROGRAMMES OF STUDY
FOR LANGUAGES KS2 – KS3
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.
Subject content - Key stage 2: Foreign languages
Part 6: Gathering Evidence
The assessment framework is intended as a means for teachers to record what they know
and continue to discover about their young language-learners rather than as a structure
that requires formal assessments. Observation and recording over time is the guiding
philosophy. With this in, we have included some ideas for gathering evidence of pupil
achievement in the classroom. Also included are some suggestions for gathering evidence
for additional PLQM criteria.
Listening
 photograph/video of pupil response (verbal or non-verbal), e.g. an action, drawing
etc.
 audio/video recording of conversations/exchanges where pupil responds to
questioning, elicits information or extends conversation
 audio/video of pupil role-play
 recordings of pupils joining in with (or responding non-verbally to) a song, story or
rhyme
 teacher/TA record of pupil response (e.g. use of spontaneous target language)
Speaking (including pupil target language)
 audio/video recording of student response to target language
 recording of conversations/exchanges where pupil responds to questioning, elicits
information or extends conversation
 audio/video recording of role-play
 recordings of pupils joining in with a song, story or rhyme
 teacher/TA record of pupil utterance
Reading
 photograph/photocopy of pupil work
 teacher/TA record of pupil response to or understanding of text (e.g. during
independent or guided reading)
 pupil annotated text (e.g. showing cognates and/or familiar language)
 photograph/video of pupil response (verbal or non-verbal), e.g. following a set of
instructions to draw a picture, construct a model, complete a task)
Writing
 photograph/photocopy of pupil work (e.g. worksheet, letter, minibook)
 photograph of mini-whiteboard work/writing in sandtray or shaving foam
 teacher/TA record of pupil writing
Suggestions for gathering evidence for additional PLQM criteria
Phonics




audio/video recording of pupil reading out loud
video of pupil selecting correct grapheme on hearing phoneme
photograph of mini-whiteboard work where pupil writes correct grapheme for sound
photograph/photocopy of pupil work where they have grouped words by familiar
sounds
Grammar




photograph/photocopy of pupil worksheets
photograph/photocopy of pupil writing showing application of grammar
audio/video recording of pupil speaking showing application of grammar
audio/video recording of P-t-P or P-t-T conversation about the similarities and
differences between the target language and English
 teacher/TA record of observations made or questions asked by pupil regarding
grammar/the target language
Independent learning and resilience in language learning
 written/verbal statement by pupil regarding any difficulties they had and how they
were overcome
 audio/video recording of conversation or teacher/TA record of pupil account of
mistakes they made and their response
 photograph/photocopy of pupil response to teacher feedback or examples of pupil
self-correction (e.g. crossings out in books, or mini-whiteboard work)
 audio/video recordings of improvised pupil target language where pupil continues
until message communicated
Self-assessment and Peer-assessment
 pupils can write on post-it notes for quick and easy peer assessment
 pupils respond to ‘I can statements’.
 pupils complete ‘traffic light’ process at the beginning/end of lessons to show how
much they know/have learned at the start and end of a lesson
 pupils can complete a Language Learner’s log or portfolio
Part 7: Useful links
Some examples of additional material and resources to support primary languages
assessment can be found at:
Languages Programme of study KS2
https://www.gov.uk/government/publications/national-curriculum-in-england-languages-progammes-ofstudy/national-curriculum-in-england-languages-progammes-of-study
Expert Subject Advisory Group – Modern Foreign Languages
http://expertsubjectgroups.co.uk/docs/ESAGMFLGroupAssessmentStatement.pdf
KS2 French
http://webarchive.nationalarchives.gov.uk/20100612050234/http:/www.standards.dfes.gov.uk/schemes3/subjects/
primary_mff/?view=get
KS2 German
http://webarchive.nationalarchives.gov.uk/20100612050234/http:/www.standards.dfes.gov.uk/schemes3/subjects/
primary_mfg_new/?view=get
KS2 Spanish
http://webarchive.nationalarchives.gov.uk/20100612050234/http:/www.standards.dfes.gov.uk/schemes3/subjects/
primary_mfs_new/?view=get
General
http://www.thegrid.org.uk/learning/mfl/ks1-2/index.shtml
www.hertsforlearning.co.uk
Languages ladder: steps to success
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/standard/
publicationDetail/Page1/DCSF-00811-2007
Glossary
TERM
DEFINITION
Bridging-projects
A bridging project is a collaborative educational project that
bridges key stages 2 and 3 to facilitate and improve transition for
learners.
Common European
Framework
The Common European Framework of Reference for Languages:
Learning, Teaching, Assessment, abbreviated as CEFR or CEF, is a
guideline used to describe achievements of learners of foreign
languages across Europe and, increasingly, in other countries .
Continuity
Academic and pastoral arrangements are made in a way which
ensures progression. Pupils’ past experiences and knowledge
are taken into account when planning provision for them.
An e-portfolio is a collection of electronic evidence.
E-portfolio
Gist
Key stage
Key stage 2
Key stage 3
Literacy
Meta-language
Mood
Oracy
Paralinguistic
Phonics
Phonology
Programme of study
Progression
The general meaning of a spoken utterance or text.
In the UK except Scotland) any of the four fixed stages into
which the national curriculum is divided, each having its own
prescribed course of study. At the end of each stage, pupils are
required to complete standard assessment tasks.
Key stage 2 (commonly abbreviated as KS2) is the term for the
four years of schooling in maintained schools in England and
Wales normally known as Year 3, Year 4, Year 5 and Year 6,
when pupils are aged between 7 and 11.
Key stage 3 (commonly abbreviated as KS3) is the term for the
three years of schooling in maintained schools in England and
Wales normally known as Year 7, Year 8 and Year 9, when
pupils are aged between 11 and 14.
In PL, what is also implied by the term literacy is the link
between reading and writing (e.g. reading being a prompt for
writing).
A set of terms used for the description or analysis of another
language.
A category or form which indicates whether a verb expresses
fact (indicative mood), command (imperative mood),
conditionality or possibility (conditional mood) or subjectivity or
doubt (subjunctive mood).
In PL, what is also implied by the term oracy is the link between
speaking and listening (e.g. speaking in response to something
heard).
The aspects of spoken communication not involving the actual
spoken word or utterance (e.g. body language, gestures, facial
expressions or tone and pitch of voice).
The study of the relationship relationships between letters and
sounds in a language.
The study of the sound system of languages.
The course of study for the subject and key stage prescribed by
the National Curriculum.
Pupils develop academically and personally from year to year
and from one key stage to the next in a way which builds on
Schemes of learning
Spontaneous talk
Strategic Learning
Network
Target Language
Transcription
Transition
Translation
Utterance
Voice
what has already been achieved.
A scheme of learning defines the structure and content of the
teaching that shapes students’ learning.
Utterances made by the learner to express their thoughts, needs
and feelings not directly connected to the topic/skills studied.
A group of teachers that come together to share best practice
and launch new initiatives.
Often a simplified version of the language being learned, target
language will be used by the teacher or pupil to
conduct/participate in and communicate in the lesson outside of
the topic/skills studied.
Producing a written version of something spoken.
The movement of pupils from KS2 to KS3 and the issues
procedures associated with it.
The process and product of translating words or text from one
language into another.
An uninterrupted chain of spoken or written language.
A form or set of forms of a verb showing the relation of the
subject to the action (e.g., the active/passive voice).
Acronyms
ACRONYM
Stands for
CEF
HfL
KS2
KS3
OFSTED
PL
PLQM
PoS
PTL
SoL
SST
SLN
STL
TL
TTL
Common European Framework
Herts for Learning
Key stage 2
Key stage 3
Office for Standards in Education
Primary languages
Primary Languages Quality Mark
Programme of study
Pupil target language
Scheme of learning
Spontaneous (student) talk
Strategic Learning Network
Student target language
Target language
Teacher Target Language
APPENDICES
Appendix 1: Programme of study for KS2
Appendix 2: OFSTED subject-specific criteria for MFL
Appendix 3: Programme of study for KS3
Appendix 4: Expert Subject Advisory Group statement
Appendix 1
Department for Education
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].
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
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.
© Crown copyright 2013
You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open
Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ or email:
psi@nationalarchives.gsi.gov.uk.
Reference: DFE-00174-2013
Appendix 2
Modern languages survey visits
Generic grade descriptors and supplementary subject-specific guidance for inspectors on
making judgements during visits to schools
Inspectors visit 150 schools each year to inform Ofsted’s subject surveys in English, mathematics
and science. Survey visits for other subjects are less frequent but continue to take place from time
to time.
Where applicable, subject feedback letters, which are sent following survey visits, normally
contain separate judgements on:
 the overall effectiveness of the subject
 the achievement of pupils in the subject
 the quality of teaching in the subject
 the quality of the subject curriculum
 the quality of leadership in, and management of, the subject.
In reaching these judgements, inspectors draw on the criteria and grade descriptors from the
September 2013 School inspection handbook as they can be applied to individual subjects. Key
elements of these descriptors are set out in the guidance below. Alongside them are
supplementary, subject-specific descriptors to provide additional guidance for schools and
inspectors. This includes guidance on the quality of the curriculum in the subject.
This supplementary guidance is not for use on section 5 whole-school inspections.
Grade descriptors – the overall effectiveness of modern languages education provided in the school
Note: These descriptors should not be used as a checklist. They must be applied adopting a ‘best fit’ approach, which
relies on the professional judgement of the inspection team. The exception is that teaching in modern languages must
be outstanding for overall effectiveness to be outstanding.
Outstanding (1)





Modern languages (ML) teaching is outstanding and, together with a rich and relevant ML curriculum,
contributes to outstanding learning and achievement. Exceptionally, achievement in ML may be good and
rapidly improving.
Pupils, and particular groups of pupils, have excellent educational experiences in ML and these ensure
that they are very well equipped for the next stage of their education, training or employment.
Practice in ML consistently reflects the highest expectations of staff and the highest aspirations for pupils,
including disabled pupils and those with special educational needs.
Best practice is spread effectively in a drive for continuous improvement.
The subject makes an outstanding contribution to the promotion of pupils’ spiritual, moral, social and
cultural development.
Good (2)



Pupils benefit from ML teaching that is at least good and some that is outstanding. This promotes positive
attitudes to learning and ensures that pupils’ achievement in ML is at least good.
Pupils and particular groups of pupils have highly positive educational experiences in ML that ensure that
they are well prepared for the next stage in their education, training or employment.
The school takes effective action to enable most pupils, including disabled pupils and those with special
educational needs, to reach their potential in ML.
Requires improvement (3)

ML in the school requires improvement because one or more of the key judgements for achievement;
behaviour and safety (in ML); the quality of teaching; the curriculum; and the quality of leadership and
management of ML requires improvement (grade 3).
Inadequate (4)
ML in the school is likely to be inadequate if inspectors judge any of the following to be inadequate:





the
the
the
the
the
achievement of pupils in ML
behaviour and safety of pupils in ML
quality of teaching in ML
quality of the curriculum in ML
quality of the leadership in, and management of, ML.
Grade descriptors – achievement of pupils in modern languages
Note: These descriptors should not be used as a checklist. They must be applied adopting a ‘best fit’ approach which
relies on the professional judgement of the inspector.
Supplementary subject-specific guidance
Generic1
Outstanding (1)








From each different starting point,2 the
proportions of pupils making expected
progress3 and the proportions exceeding
expected progress in English and in
mathematics are high compared with national
figures. For pupils for whom the Pupil Premium
provides support, the proportions are similar
to, or above, those for other pupils in the
school or are rapidly approaching them.
Pupils make rapid and sustained progress
throughout year groups across many subjects,
including English and mathematics, and learn
exceptionally well.
The achievement of pupils for whom the Pupil
Premium provides support at least matches
that of other pupils in the school or has risen
rapidly, including in English and mathematics.
Pupils read widely, and often across all
subjects to a high standard.
Pupils develop and apply a wide range of skills
to great effect in reading, writing,
communication and mathematics. They are
exceptionally well prepared for the next stage
in their education, training or employment.
Pupils, including those in the sixth form and
those in the Early Years Foundation Stage,
acquire knowledge quickly and develop their
understanding rapidly in a wide range of
different subjects across the curriculum.
The learning of groups of pupils, particularly
those who are disabled, those who have
special educational needs, those for whom the
Pupil Premium provides support and the most
able, is consistently good or better.
The standards of attainment of almost all
groups of pupils are likely to be at least in line
with national averages with many pupils
attaining above this. In exceptional
circumstances, an outstanding grade can be
awarded where standards of attainment of any
group of pupils are below those of all pupils
nationally, but the gap is closing rapidly, as
shown by trends in a range of attainment
indicators. This may include attainment in
Outstanding (1)
 As appropriate to their stage of development, all
groups of pupils are confident speakers with
good intonation and pronunciation.
 Pupils develop a passion for and commitment to
the subject and can use language creatively and
spontaneously to express what they want to say,
including when talking to each other informally
and writing imaginatively.
 The four skills are developing equally well
relevant to their stage of learning and pupils use
them creatively to increase their knowledge and
understanding and to deal with the unexpected.
They demonstrate an increasingly high level of
accuracy as they move through the key stages.
 Pupils show exceptional independence in their
studies and can use a range of resources,
including ICT, to develop their language skills and
investigate aspects that interest them.
 Almost all pupils work hard, are willing to
persevere in challenging tasks and understand
that in order to be successful they will need to
work collaboratively and develop skills specific to
language learning.
 Pupils have strong awareness of the culture of
the countries where the language is spoken.
 An above-average proportion of pupils continue
to study languages at an appropriate level in the
next stage of their education.
 Pupils confidently apply grammatical rules to new
situations and can write or speak at lengths
appropriate to their stage of development.
The descriptors are set out in full in the School inspection handbook.
Starting points at Key Stage 1 include Levels W (and P levels), 1, 2c, 2b, 2a and 3; starting points at Key Stage 2 include Levels
W (and P levels), 1, 2, 3, 4 and 5.
3
Expected progress is defined by the government as two National Curriculum levels of progress between Key Stages 1 and 2 and
three National Curriculum levels of progress between Key Stages 2 and 4. From 2013, expected progress data between Key Stages
1 and 2 in English will be provided separately for reading and writing, but no longer aggregated for English. Expected progress for
pupils attaining below Level 1 of the National Curriculum at the end of Key Stages 1 or 2 is explained in Subsidiary guidance.
1
2
Generic1
Supplementary subject-specific guidance
reading.
Good (2)







From each different starting point, the
proportions of pupils making expected progress,
and the proportions exceeding expected
progress, in English and in mathematics are close
to or above national figures. For pupils for whom
the Pupil Premium provides support, the
proportions are similar to, or above, those for
other pupils in the school or are improving.
Progress across year groups in a wide range of
subjects, including English and mathematics, is
consistently strong and evidence in pupils’ work
indicates that they achieve well.
The achievement of pupils for whom the Pupil
Premium provides support at least matches that
of other pupils in the school or is rising, including
in English and mathematics.
Pupils read widely and often.
Pupils acquire knowledge and develop
understanding quickly and securely in a wide
range of subjects. They develop and apply a wide
range of skills, in reading, writing, communication
and mathematics. This ensures that they are well
prepared for the next stage in their education,
training or employment.
The learning of groups of pupils, particularly
those who are disabled, those who have special
educational needs, those for whom the Pupil
Premium provides support and the most able, is
generally good.
Where attainment, including attainment in
reading in primary schools, is low overall, it is
improving at a faster rate than nationally, over a
sustained period.
Requires improvement (3)
 Pupils’ achievement requires improvement as it is
not good.
Good (2)
 Most pupils are keen to try to speak in the target
language in lessons, either with a partner or with
the teacher. They attempt to copy the correct
pronunciation and intonation.
 They strive to use the language to communicate
orally and in writing. Increasingly, they use the
language for normal communication with the
teacher and with each other in and beyond the
classroom.
 Pupils are able to work independently when given
the opportunity, taking the initiative in their work
and when working with others.
 They demonstrate some originality, imagination
or creativity in modern languages work.
 Pupils can apply grammatical rules to new
situations and can write at length with support.
 They have good knowledge and understanding of
the culture of the countries where the language
is spoken. Pupils enjoy learning languages and
can explain the value of doing so.
Requires improvement (3)
 Pupils can occasionally work independently and
take initiative in developing their work but more
often are dependent on their teachers for written
and oral prompts when trying to create new
sentences.
 Most are able to communicate their ideas orally,
but many are dependent on considerable support
through written prompts.
 Pupils complete listening and reading activities
with little prompting but may be unable or
unwilling to deal with unpredictable elements in
Generic1
Supplementary subject-specific guidance



Inadequate (4)







4
From their different starting points, the
proportions of pupils making expected progress,
and the proportions exceeding expected
progress, in English or in mathematics are
consistently below national figures and show little
or no improvement.
For pupils for whom the Pupil Premium provides
support, the proportions making and exceeding
expected progress from the different starting
points in English or in mathematics are
consistently well below those of other pupils and
show little or no improvement.
Pupils’ learning and progress in any key subject 4
or key stage, including the sixth form or the Early
Years Foundation Stage, indicate they are
underachieving.
Groups of pupils, particularly disabled pupils
and/or those who have special educational needs
and/or those for whom the Pupil Premium
provides support and/or the most able, are
underachieving.
Pupils’ communication skills (including reading
and/or writing) or proficiency in mathematics are
not sufficiently strong for them to succeed in the
next stage of education, training or employment.
Attainment is consistently below floor standards 5
or is in decline and shows little, fragile or
inconsistent improvement.
There are wide gaps in the attainment and/or the
learning and progress of different groups.
conversations.
Pupils’ knowledge and understanding of the
culture of the countries where the language is
spoken are limited to stereotypical examples.
Some pupils are reluctant to work in pairs or
groups using the target language and frequently
return to English.
Pupils are generally interested in the subject.
Inadequate (4)







Pupils are unable to work independently or take
the initiative in their work.
They rarely demonstrate creativity or originality
in their subject work.
Pupils underachieve in one or more key stages or
one or more of the four skills.
Pronunciation is likely to be poor and pupils are
reluctant to speak in class or read aloud.
Pupils are unable to use the language to
communicate.
Pupils’ knowledge of the culture or countries
where the language is spoken is weak.
Few pupils show interest in, or enthusiasm for
learning language lessons.
‘Key’ subjects in primary schools are English and mathematics. In secondary schools they are English, mathematics, science and
any specialist school subjects and/or GCSE subjects with very high levels of entry.
5
Floor standards refer to the expected levels of performance set by the government in relation to standards of attainment at Key
Stages 2 and 4 and the proportion of pupils exceeding the threshold for the number of National Curriculum levels of progress made
in English and mathematics between Key Stages 1 and 2 or between Key Stages 2 and 4. Current figures are given in Subsidiary
guidance.
Grade descriptors6 – quality of teaching in modern languages
Note: These descriptors should not be used as a checklist. They must be applied adopting a ‘best fit’ approach which
relies on the professional judgement of the inspector.
Generic
Supplementary subject-specific guidance
Outstanding (1)
Outstanding (1)







Much of the teaching in all key stages and
most subjects is outstanding and never less
than consistently good. As a result, almost all
pupils currently on roll in the school, including
disabled pupils, those who have special
educational needs, those for whom the Pupil
Premium provides support and the most able,
are making rapid and sustained progress.
All teachers have consistently high
expectations of all pupils. They plan and teach
lessons that enable pupils to learn
exceptionally well across the curriculum.
Teachers systematically and effectively check
pupils’ understanding throughout lessons,
anticipating where they may need to intervene
and doing so with notable impact on the
quality of learning.
The teaching of reading, writing,
communication and mathematics is highly
effective and cohesively planned and
implemented across the curriculum.
Teachers and other adults authoritatively
impart knowledge to ensure students are
engaged in learning, and generate high levels
of commitment to learning across the school.
Consistently high-quality marking and
constructive feedback from teachers ensure
that pupils make rapid gains.
Teachers use well-judged and often
imaginative teaching strategies, including
setting appropriate homework that, together
with clearly directed and timely support and
intervention, match individual needs
accurately. Consequently, pupils learn
exceptionally well across the curriculum.
Good (2)


6
Teaching in most subjects, including English and
mathematics, is usually good, with examples of
some outstanding teaching. As a result, most
pupils and groups of pupils on roll in the school,
including disabled pupils, those who have special
educational needs, those for whom the Pupil
Premium provides support and the most able,
make good progress and achieve well over time.
Teachers have high expectations. They plan and
teach lessons that deepen pupils’ knowledge and
understanding and enable them to develop a








Teachers communicate high expectations,
enthusiasm and passion about their subject to
pupils.
They have a high level of confidence and
expertise both in terms of their specialist
language knowledge and their understanding of
effective language learning.
Pupils secure outstanding progress and
communicate enthusiastically both orally and in
writing in the target language, due to carefully
planned, imaginative lessons.
Pupils are encouraged to use the language with
little prompting for routine classroom
communication as well as for specific purposes.
Resources, including new technology, are used
imaginatively to develop pupils’ cultural
awareness and their ability in all four skills.
Pupils are provided with opportunities for reading
authentic resources and texts in the target
language, including those they might wish to
read for pleasure.
All pupils develop independence and a desire to
use the target language for real communication
due to precisely targeted support.
Assessment and marking are carried out in all
four skills, conducted as far as possible in the
target language and make an excellent
contribution to pupils’ learning.
Good (2)



Teachers communicate the value of modern
languages to pupils very effectively.
Planning is informed by a good level of subject
expertise. Pupils develop the skills they need to
become independent language learners because
teachers use an appropriate range of resources
and teaching strategies to promote good learning
across all aspects of the subject.
Pupils willingly participate in activities that
require them to use the language to
communicate orally and in writing as a result of
These grade descriptors describe the quality of teaching in the subject as a whole, taking account of evidence over time. While
they include some characteristics of individual lessons, they are not designed to be used to judge individual lessons.
Generic





range of skills across the curriculum.
Teachers listen to, carefully observe and skilfully
question pupils during lessons in order to
reshape tasks and explanations to improve
learning.
Reading, writing, communication and
mathematics are taught effectively.
Teachers and other adults create a positive
climate for learning in their lessons and pupils
are interested and engaged.
Teachers assess pupils’ learning and progress
regularly and accurately at all key stages,
including in the Early Years Foundation Stage.
They ensure that pupils know how well they
have done and what they need to do to improve.
Effective teaching strategies, including setting
appropriate homework, and appropriately
targeted support and intervention are matched
well to most pupils’ individual needs, including
those most and least able, so that pupils learn
well in lessons.
Requires improvement (3)
 Teaching requires improvement as it is not good.
Supplementary subject-specific guidance




good teaching.
Teachers routinely use the target language for
classroom communication and generally insist on
pupils responding in the language.
Text is used well to improve pupils’ pronunciation
and as a ‘cue’ for speaking and writing.
Reading is used to develop intercultural
understanding and pupils read for pleasure.
Imaginative use is made of a breadth of listening
materials to develop pupils’ understanding of the
spoken word.
Requires improvement (3)





Teaching maintains pupils’ interest in the
subject.
Planning is informed by teachers’ sound subject
expertise.
Teachers’ pronunciation, intonation and accuracy
require improvement.
The overuse of worksheets or standard activities
in course books limits progress and restricts
pupils’ knowledge of languages and how to learn
them.
The promotion of pupils’ intercultural
understanding requires improvement as they are
provided with few opportunities to explore
authentic resources.
Inadequate (4)
Inadequate (4)
Teaching is likely to be inadequate where any of the
following apply.
 As a result of weak teaching over time, pupils or
particular groups of pupils, including disabled
pupils, those who have special educational
needs, those for whom the Pupil Premium
provides support and the most able, are making
inadequate progress.
 Pupils cannot communicate, read, write, or apply
mathematics as well as they should.
 Teachers do not have sufficiently high
expectations and teaching over time fails to
engage or interest particular groups of pupils,
including disabled pupils and those who have
special educational needs.
 Learning activities are not sufficiently well
matched to the needs of pupils.




Pupils are bored in lessons, disengage and fail to
appreciate the value of language learning, due to
teaching that fails to engage pupils..
Resources or teaching strategies fail to promote
effective subject learning, because teachers’
subject expertise is limited. Pupils are prevented
from developing as users of the language for
communication due to overuse of English.
Inadequate time is devoted to developing one or
more skills.
Indiscriminate use of worksheets and/or course
books limits progress in one or more skills.
Grade descriptors – quality of the curriculum in modern languages
Note: These descriptors should not be used as a checklist. They must be applied adopting a ‘best fit’ approach which
relies on the professional judgement of the inspector.
Outstanding (1)






The imaginative and stimulating subject curriculum is skilfully designed to match the full range of pupils’
needs and to ensure highly effective continuity and progression in their learning.
In addition, innovative approaches to curriculum design ensure that the needs of individuals and groups,
such as those who already have competence in a language or would benefit from learning more than
one language, are exceptionally well met.
There is an excellent balance between structured opportunities for pupils to develop subject skills, such
as accurate translation into and from the target language, knowledge and understanding and
opportunities to engage in exciting real-life situations.
A wide range of imaginative extra-curricular and enrichment provision ensures that pupils have extensive
knowledge of the culture of the countries where the target language is spoken.
There are highly productive links with other subjects in the school, including humanities, English and the
creative arts.
Rigorous planning for pupils’ spiritual, moral, social and cultural development, including through the use
of classroom displays, ensures pupils’ excellent knowledge and appreciation of other cultures and their
very well-developed social skills.
Good (2)








The curriculum is broad, balanced and well informed by current initiatives in modern languages and
includes opportunities for learning more than one language.
Curriculum planning is responsive to pupils’ prior learning, including for pupils transferring from primary
to secondary schools.
All pupils are provided with first-hand experience of the culture of the country where the language is
spoken through visits or visitors or through the use of ICT.
Curriculum planning ensures pupils have opportunities to develop all four skills equally.
Imaginative extra-curricular and enrichment provision ensures pupils have good knowledge of the culture
of the countries where the target language is spoken.
Good links are forged with other agencies and the wider community to provide a range of enrichment
activities to promote pupils’ learning and engagement.
Pupils’ learning is enhanced through productive links with other subjects.
Planning for pupils’ spiritual, moral, social and cultural development, including through the use of
classroom displays, strengthens pupils’ understanding of the culture of the countries where the target
language is spoken.
Requires improvement (3)








The curriculum requires improvement because it is not good.
The curriculum secures the pupils’ broad and balanced entitlement in modern languages and meets
statutory requirements where applicable. It provides for a range of pupils’ needs but requires
improvement to ensure all have opportunities to continue to make good progress in their learning.
The time allocated to language learning requires improvement as it does not support good progress in
the development of pupils’ skills and recall.
Some links are forged with other agencies and the wider community, although the range of activity
provided to enrich pupils’ interest and learning may be quite limited.
There are some limited opportunities for pupils to come into contact with native speakers of the
language being studied.
Schemes of work include a balance between the introduction of new language and the revisiting and
consolidation of what has previously been mastered.
Classroom displays provide limited support for pupils’ independent use of the target language and miss
opportunities to provide cultural references.
There are insufficient opportunities for more able linguists to develop language competence in more than
one language.
Inadequate (4)

The curriculum does not ensure pupils’ entitlement to the subject and does not secure continuity in their
learning.





Pupils are given insufficient opportunities to develop creativity, linguistic competence, cultural
understanding or the skills needed to be independent language learners.
The range of languages on offer does not allow pupils to build on or exploit their previous knowledge
and skills.
Pupils do not have opportunities to experience the language first hand through direct contact with native
speakers.
The curriculum focuses too strongly on studying the language structures rather than developing
competence in communication. There is little by way of enrichment activity in the subject.
Opportunities to promote pupils’ spiritual, moral and social development are missed.
Grade descriptors – quality of leadership in, and management of, modern languages
Note: These descriptors should not be used as a checklist. They must be applied adopting a ‘best fit’ approach which
relies on the professional judgement of the inspector.
Supplementary subject-specific guidance
Generic
Outstanding (1)









The pursuit of excellence in all of the school’s
activities is demonstrated by an
uncompromising and highly successful drive to
strongly improve, or maintain, the highest
levels of achievement and personal
development for all pupils over a sustained
period of time.
All leaders and managers, including those
responsible for governance, are highly
ambitious for the pupils and lead by example.
They base their actions on a deep and
accurate understanding of the school’s
performance, and of staff and pupils’ skills and
attributes.
Governors, or those with a similar
responsibility, stringently hold senior leaders
to account for all aspects of the school’s
performance.
There are excellent policies underpinning
practice that ensures that pupils have high
levels of literacy, or pupils are making
excellent progress in literacy.
Leaders focus relentlessly on improving
teaching and learning and provide focused
professional development for all staff,
especially those that are newly qualified and at
an early stage of their careers. This is
underpinned by searching performance
management that encourages, challenges and
supports teachers’ improvement. As a result,
teaching is outstanding, or at least consistently
good and improving.
The school’s curriculum promotes and sustains
a thirst for knowledge and a love of learning.
It covers a wide range of subjects and
provides opportunities for academic, technical
and sporting excellence. It has a very positive
impact on all pupils’ behaviour and safety, and
contributes very well to pupils’ academic
achievement, their physical well-being, and
their spiritual, moral, social and cultural
development.
The school’s actions have secured
improvement in achievement for those
supported by the Pupil Premium, which is
rising rapidly, including in English and
mathematics.
The school has highly successful strategies for
engaging with parents to the benefit of pupils,
including those who find working with the
school difficult.
The school’s arrangements for safeguarding
Outstanding (1)









Leadership at all levels is informed by a high
level of understanding about language learning.
Subject leadership is informed by strong subject
expertise and a clear vision that underpins the
workings of all provision in modern languages.
There is a proven track record of innovation.
Subject reviews, self-evaluation and
improvement planning are well informed by
current best practice and research in languages
and in education generally.
Subject leadership inspires confidence and
whole-hearted commitment from pupils and
colleagues, and includes provision for
contributions from other stakeholders.
There are effective strategies to delegate
responsibilities where appropriate and to share
good practice and secure high-quality
professional development.
Language learning is exceptionally well promoted
across the school and contributes strongly to the
school’s ethos.
The subject makes an excellent contribution to
whole-school priorities, including consistent
application of literacy and numeracy policies.
Highly productive links exist with parents,
external agencies and the countries where the
languages being taught are spoken.
Governors are highly supportive of the aims and
vision for the subject and challenge senior
leaders to strive to improve outcomes for all
groups of pupils.
Generic


pupils meet statutory requirements.
Staff model professional standards in all of
their work and demonstrate high levels of
respect and courtesy for pupils and others.
Through highly effective, rigorous planning
and controls, governors ensure financial
stability, including the effective and efficient
management of financial resources such as
the Pupil Premium funding. This leads to the
excellent deployment of staff and resources to
the benefit of all groups of pupils.
Good (2)










Supplementary subject-specific guidance
Key leaders and managers, including those
responsible for governance, consistently
communicate high expectations and ambition.
Teaching is good and/or improving strongly as a
result of accurate monitoring, effective
performance management and professional
development, which are closely matched to the
needs of the school and staff.
Self-evaluation is thorough and accurate, and the
school’s actions are carefully planned, concerted
and effective.
The well-thought-out policies ensure that pupils
make at least good progress in literacy.
Governors, or those in a similar position,
systematically challenge senior leaders. As a
result, the quality of teaching and pupils’
achievement have improved, or previous good
performance in these areas has been
consolidated.
The school’s curriculum encourages a thirst for
knowledge and a love of learning. It covers a
range of subjects and provides opportunities for
academic, technical and sporting excellence and
contributes well to pupils’ academic
achievement, their physical well-being and their
spiritual, moral, social and cultural development.
It promotes positive behaviour and a good
understanding of safety matters.
The school’s actions have secured improvement
in achievement for those supported by the Pupil
Premium, which is rising, including in English and
mathematics.
The school works well with parents, including
those who might find working with the school
difficult, to achieve positive benefits for pupils.
The school’s arrangements for safeguarding
pupils meet statutory requirements.
Governors ensure the efficient management of
financial resources. This leads to the effective
deployment of staff and resources.
Requires improvement (3)
 Leadership and management require
improvement because they are not good, but are
demonstrating the capacity to secure
improvement in the school.
Good (2)
 Leadership is well informed by current
developments in the subject.
 Subject reviews, self-evaluation and
improvement planning are clearly focused on
raising standards and improving the provision for
the subject.
 There is a shared common purpose among those
involved in teaching the subject, with good
opportunities to share practice, discuss the
teaching and learning of languages and gain
access to subject training.
 The subject makes a good contribution to wholeschool priorities, including literacy and numeracy
policies.
 Subject leaders encourage other stakeholders to
make a positive contribution to the promotion of
language learning.
 Productive links exist with parents, external
agencies and the countries where the languages
being taught are spoken.
 Governors share the vision and aims for the
subject and understand the strengths and
weaker aspects of teaching and the curriculum,
and the impact these have on outcomes for
pupils.
Requires improvement (3)
 Leadership is aware of current developments in the
subject and incorporates these within its practice.
 A lack of agreement and clarity about the vision
and aims of the department lessens the
Generic
Supplementary subject-specific guidance
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effectiveness of development work. Inconsistencies
in practice between languages and year groups
lead to variations in the outcomes and attitudes of
pupils.
Provision for the subject is monitored and reviewed
regularly and there is some understanding of the
strengths and priorities for improvement.
There is some sharing of good practice, with
modest access to subject-specific professional
development.
The learning environment provides limited support
for pupils.
The subject contributes to whole-school priorities,
including literacy and numeracy policies.
Some links with parents, outside agencies and the
countries where the languages being studied are
spoken already exist and others are planned.
Governors understand the rationale for the pattern
of provision in the subject.
Inadequate (4)
Inadequate (4)
Leadership and management are likely to be
inadequate if any of the following apply.
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Capacity for securing further improvement is
limited because current leaders and managers
have been ineffective in securing essential
improvements.
Improvements which have been made are
unlikely to be sustainable, too slow or are
dependent on external support.
Self-evaluation lacks rigour and is inaccurate in
its conclusions so that leadership and
management do not have a realistic view of
outcomes or provision.
Leadership is not doing enough to ensure good
teaching for all groups of pupils, including
disabled pupils and those who have special
educational needs.
Leaders and managers are not taking sufficiently
effective steps towards securing good behaviour
from all pupils and a consistent approach to the
management of challenging behaviour.
The curriculum fails to meet the needs of pupils
or particular groups of pupils, or pupils are
entered for public examinations inappropriately
early, and pupils’ achievement, physical wellbeing and enjoyment of learning are significantly
impaired.
The progress in English or in mathematics of
pupils for whom the Pupil Premium provides
support is falling further behind the progress of
the other pupils with similar prior attainment in
the school.
Poor literacy is not being tackled urgently and
this is impeding pupils’ progress.
Governors are not sufficiently diligent in holding
the school to account for pupils’ achievement,
the quality of teaching and the effective and
efficient deployment of resources.
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Leadership, including governors, is not well
informed about current initiatives in modern
languages.
Discussion about teaching is usually focused on
classroom management.
Key statutory requirements and entitlements for
languages are not met.
Self-evaluation is weak and not informed by
good practice in the subject.
Opportunities for professional development are
limited and, as a result, some staff lack the
confidence and expertise to deliver the subject
effectively.
The subject has a low profile in the life of the
school and the department is insular.
The subject makes minimal contribution to
whole-school priorities, including literacy and
numeracy policies.
There is little communication with other
stakeholders, with the result that their potential
for contribution is not known.
Links may exist with the countries where the
languages taught are spoken, but overall the
subject leader does not do enough to ensure
that all pupils develop an appreciation of cultural
differences or the benefits of language study.
The learning environment is not used to promote
a positive attitude towards modern languages.
Generic
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The school’s strategies for engaging with parents
are weak and parents express little confidence in
the school.
The school’s arrangements for safeguarding
pupils do not meet statutory requirements and
give serious cause for concern, or insufficient
action has been taken to remedy weaknesses
following a serious incident.
Supplementary subject-specific guidance
Appendix 3
Department for Education
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:
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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].
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
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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
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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
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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.
© Crown copyright 2013
You may re-use this information (excluding logos) free of charge in any format or medium, under the terms
of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/opengovernment-licence/ or email: psi@nationalarchives.gsi.gov.uk.
Reference: DFE-00195-2013
Appendix 4
Acknowledgements
We would like to acknowledge the excellent work of the Expert Subject Advisory Group for MFL and offer
our thanks to them for allowing us to use their material for the benefit of Hertfordshire primary languages
teachers.