Our overview document provides further information.
In addition, Ofsted are likely to want to ask some of the following questions:
- What does your curriculum design look like?
- How do you sequence your curriculum in the long term (across Years 3 to 6), in the medium term and weekly?
- How do you ensure your curriculum builds on prior knowledge and shows progress?
The outline model shows the sequencing of languages which demonstrates progression within each language module, tackling progressively more difficult languages, an understanding of linguistic concepts and building on knowledge about how language works, then working towards ‘substantial progress’ in the final language in Year 6.
The model takes care to define and address the requirement for substantial progress in one language:
What skills do you want children to be proficient in? What knowledge and skills do you want pupils to retain?
There are a number of strategies and skills pupils will have gained from a DL approach.
- pupils will have developed skills in using a bilingual dictionary for a range of languages
- pupils will be armed with strategies to read and listen carefully and decode meanings in a range of languages
- pupils will have a curiosity about words so that they can ask the right questions about any language they may meet in the future ( insert link for transition document)
- Pupils develop skills in listening across a range of languages
- Pupils will be able to apply their understanding of using phonics to other languages other than just one foreign language
Pupils will have a distinct body of knowledge to lay foundations for their future language learning:
- pupils will have an understanding of a range of grammatical features across several languages through frequent revisiting and repetition of the building blocks of language learning
- The DL approach believes that the native English speaker is more in need of language learning skills than an ' in-depth' look at a single language
- Pupils will have reinforced their knowledge of identified literacy strategies
- Pupils display foster an enduring enthusiasm for language in its cultural and social context
Why are you teaching that particular topic at that time of year?
Choosing what to include in your curriculum, and when, could include exploiting cross-curricular opportunities, community links and cultural celebrations or a careful augmentation in the degree of difficulty of each language.
What is the impact of a multi-lingual approach?
- Pupils are engaged with language learning and are enjoy learning new languages
- Pupils have experience of transferring their knowledge about simple grammar concepts to different languages
- Pupils can apply their understanding of using phonics to other languages other than just one foreign language
- Where a ‘community’ or ‘home’ language is introduced to all pupils, pupils celebrate the school’s context and cultural references
- Pupils develop skills in using a bilingual dictionary for a range of languages
- Pupils are armed with strategies to read, listen to and decode meanings in a range of languages
- Through making links across languages pupils’ can increase their vocabulary in their home language as well as new languages