What to look for in MFL lessons (Ofsted advice to Inspectors)
Focus on evaluating whether pupils are learning to the depth and breadth and with the speed and motivation
you would expect, given what you know about them. Evaluate how effectively they acquire knowledge, skills
and understanding of the MFL and, in particular, learn to:
 master or consolidate the use of a new grammatical structure, and use this with known vocabulary and
expressions to say what they want to say;
 acquire new vocabulary and use it in a meaningful context rather than just know a longer list of words;
 improve their pronunciation and intonation and speak more fluently;
 react more confidently to unfamiliar or unpredictable language;
 improve their listening and reading comprehension skills.
Judge the quality of teaching by how well it promotes effective learning of the MFL. Identify the key strengths
and weaknesses in the teaching that best explain how well pupils are learning, and make the links between
the two clear.
Keep in mind that good MFL teaching which leads to effective learning is rooted: in good understanding of
the subject, its examination syllabuses and programme of study; in high expectations; and in methods that
cater well for all pupils in the class. As well as the characteristics of all good teaching, effective MFL teaching
is likely to have features such as:
 accurate presentation of new language and skilful use of the target language, showing awareness of the
limited competence of the learners but also the need to challenge them with increasingly demanding
language;
 well-paced, productive practice and consolidation of skills in the target language through work in pairs,
small groups or individually;
 consistency in requiring and encouraging pupils to use the target language in every situation for which
they have learnt appropriate language or could use their existing knowledge to cope;
 opportunities for pupils to take the initiative in realistic situations and to develop more extended
responses;
 a combination of study and practice, enabling pupils to acquire sufficient understanding of grammar, and
skill in applying it, to achieve increasingly accurate expression in speaking and writing; and
 effective use of authentic sources (including books and other written materials), a range of media (such
as audio and video recorders, information technology (IT) and language laboratory facilities) and any
native speakers present, to enhance reading, listening and speaking skills.
Look beyond the surface when evaluating teaching that has positive features such as good relationships or
firm discipline. It may lack rigour or depth, a command of the subject, or be badly matched to the pupils’
needs, with the result that learning is not as good as it should be. Look out particularly for teaching which:
 involves good use of the target language by the teacher, but allows pupils insufficient opportunities to
use the language – for example, by requiring only one-word answers or short phrases, or by not expecting
them to ask as well as answer questions;
 appears to cover a lot of ground, but focuses on the accumulation of vocabulary (particularly nouns) at
the expense of developing the pupils’ grasp of grammatical structures;
 explains grammatical structures out of context so that pupils are unclear how to apply their knowledge;
 allows pupils to become over-dependent on written prompts, with no expectation that they commit to
memory the key elements needed to cope with unexpected or unfamiliar situations;
 revisits topics without pitching linguistic expectations higher;
 provides trivial and time-consuming tasks or uses worksheets which limit pupils’ responses and
opportunity to adapt and use language; or
 provides an experience of ICT which is limited to mechanical exercises using commercial packages
unmatched to pupils’ needs.
Assess the impact of MFL teaching on pupils’ wider learning and development, by considering, for example,
the extent to which pupils:
 gain insights into the way of life, cultural traditions and moral and spiritual values in other countries;
 improve their literacy skills through, for instance, better understanding of grammatical terminology and
the conventions of language;
 develop their ICT capability by, for instance, use of word processing in drafting, email for contact with
other countries, and the Internet for access to cultural information.
Teaching is judged by the impact it has on pupils’ learning and, as a consequence, teaching and learning will
usually be of the same quality. Where this is not the case, you should carefully note and explain why the
judgements are different.
D:\533579114.doc