Medway Languages Mark 3=bronze 2=silver 1=gold
4 - Inadequate
3 - Satisfactory
2 - Good
1 - Outstanding
Language
teaching happens
during curriculum
time, although it
may not be
formally
timetabled.
Language teaching is timetabled during
curriculum time. This may be weekly,
fortnightly, half-termly, etc.
Languages is timetabled during curriculum
time and at least 1 hour per week is dedicated
to it.
(Part of this may be in smaller slots, for
example, 30 minutes language teaching with
reinforcement by the class teacher )
There are links between Languages and other
areas of the curriculum (such as simple
number work in Maths, commands in PE).
There is a named
Languages
coordinator
Languages in the school is not reliant
on one sole teacher (except in the case
where a dedicated teacher is
employed).
Where the school receives outreach
support, the class teacher remains in
the classroom and replicates some of
the activities between sessions.
Where available, use should be made of
native speakers, for example to help
with pronunciation or cultural
awareness.
Languages must be sustainable and
succession must be shown in the policy if the
Languages coordinator leaves. During
recruitment, the school explicitly asks about
Languages experience to prospective
candidates.
Timetabling
No Language is
offered during
curriculum time.
Staffing
There is no named
co-ordinator for
Languages
(In the case of schools who employ a
dedicated Language teacher, it must be clear
that they will be replaced if they leave.)
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Teaching and
Learning
The quality of
teaching and
learning is not
monitored.
The quality of
teaching and
learning is
monitored either
by SL or external
consultant.
Teaching and learning in Languages
forms part of the school’s selfevaluation process.
The quality of teaching and learning is
at least satisfactory.
The quality of provision and breadth of
curriculum is noted on the SEF
Where appropriate, lead teachers/ASTs are
developed and used to enhance learning.
There are general
SoW overviews in
place
Detailed plans are in place.
Long term plans attempt to address
progression, ie word, sentence, text
level.
The KS2 Framework is used to help
inform delivery.
Transition – the Languages coordinator liaises
with secondary schools to provide information
on the experience and aptitude of pupils
The school is moving towards all year
groups having some form of language
exposure
(Some pupils in KS1 may also be
offered a language)
All pupils throughout KS2 learn a language
(Some pupils in KS1 may also be offered a
language)
Planning
There are no
formal plans in
place.
ICT + cross curricular opportunities are written
into the Schemes of Work
Inclusion
Pupils’ experience
of language
learning depends
on their class
teacher.
Although
Languages may
not be offered
throughout KS2, it
is inclusive, i.e. all
pupils from one
year group learn a
language.
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Assessing and
reporting
No assessment or
reporting takes
place.
Teachers
informally assess
children’s
progress through
assessment for
learning
techniques
Skills that children have mastered (i.e.
can join in with a song) are recorded
simply against a tick list of ‘can-do
statements’.
A short written languages report is
included in the annual report to parents.
A recognised form of assessment (ie
European Langs Portfolio, Languages Ladder)
may be used to accredit learning
There are
examples of
international
links/cultural
awareness evident
in the school
International links and cultural
awareness are directly linked to
language learning, for example,
comparing typical meals at home and in
the foreign language culture
There are formalised links with the target
country (for example, swapping photos and
simple information with children in a partner
school, email links or video conferencing.
Teachers who
teach or intend to
teach a language
take advantage of
CPD opportunities
The school is part of a language
network with other schools in the same
consortia
Where logistically possible, the school is
involved in initial teacher training (ie hosting a
BA(ed) trainee, a primary PGCE short
placement or a foreign trainee.
International links/
cultural awareness
No evidence of
international links
or cultural
awareness on
display or in plans
CPD
Teachers do not
attend INSET
3
Development
planning
Languages does
not feature on any
of the school’s
development
plans.
Languages
appears on the
school’s
development plan
There is a policy in place that explains
The development of Languages is owned by
the rationale for teaching Languages
all stakeholders in the school (including
and the school’s approach.
governors).
A budget is available for Languages
development and resources.
Information is given to parents about the
development of Languages.
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