Observing a Languages lesson KS1/2
Planning:
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identifies clear learning objectives linked to 2014 NC
for Languages
 identifies a clear skills focus e.g. listening, speaking,
reading, writing, responding to auditory/visual/written
input
 lesson shows clear progression from previous lessons
e.g. in terms of language knowledge, skills and
understanding
 lesson has an overarching key communicative purpose
 key activities planned enable pupils to communicate in
the foreign language (either spoken or written)
 planned opportunities for children to use new language
in a communicative setting, often with a resource e.g.
group/pair work with sets of table flashcards, etc.
 states key language structures/ vocabulary to be
practised in the target language e.g. J’aime…
 all resources required are identified and appropriate to
the level of tasks set
 script key TL instructions
Teaching and learning:
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shares learning objectives and overarching key
purpose with pupils, and refers back to these
uses target language (TL) as much as possible. TL
should be used for incidental language – for real
communication in the classroom
good pace - teaching should be active and lively with a
variety of activities, sequenced to build progression
makes reference to learning in previous lessons (often
called ‘Review’), so that planning for progression is
explicit. Review to check recall of
vocabulary/pronunciation from previous learning
teaches basic language structures, so children can
have simple conversations and ask questions, and
then add words and phrases to extend communication
during direct teaching, the teacher introduces,
demonstrates, models and explains new language
skills
teacher is proactive in developing pupils’ knowledge
and understanding e.g. by using teacher exposition, by
telling a story, by using cultural resources
promotes thinking and knowledge about language
(‘KAL’), e.g. masculine and feminine forms, verb
conjugation, tense structure
supports pupils in utilising a range of sources of the
target language e.g. songs, rhymes, fiction/non-fiction
texts, the internet
new vocabulary is emphasised, explained correctly,
and used throughout the lesson
there is a strong visual element, e.g. flashcards,
pictures on IWB, big books, puppets, etc.
interactive use of ICT is used where appropriate
clear explanations & expectations of work are given to
children for independent/group activities
there is a manageable degree of differentiation in the
tasks, as appropriate to the level of language known by
the children
there is an element of challenge e.g. children guess
meanings of words from context, rather than being told
meaning
there is an appropriate balance of spoken and written
language (suitable for the age group)
learning should be progressive, moving from word to
text level
General:
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secure level of language knowledge
high expectations of pupils with sufficient challenge
enthusiastic and able to motivate and engage children
high level of interaction between teacher and pupils,
and between pupils, in the target language
 clear evidence all children have made progress in their
language learning in relation to learning objectives
Teaching may include:
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intercultural awareness and understanding
cross-curricular links e.g. foreign language numbers in
Maths, use of colours in Art, singing foreign language
carols at Christmas, making a foreign language card
for New Year, dancing in P.E.
phonics in the foreign language e.g. explore the
patterns and sounds of language through songs and
rhymes, and link the spelling, sound and meaning of
words. This should ensure correct pronunciation and
understanding of the TL
use of authentic materials, i.e. songs/stories from the
country, native speakers
games with the purpose to promote learning
some choral repetition
Further information
National Curriculum 2104 states ‘Pupils should be taught to:
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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 be applicable to ancient
languages.’
Updated July 2014