MFL app 1 web-page per standard

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Coaching questions / success criteria

Teaching Standard / Core / Extension
1. Set high expectations which inspire, motivate and challengepupils
Coaching questions
  • Are pupils attentive and engaged in the lesson to my satisfaction ?
  • Are pupils sufficiently productive (i.e. getting on well with their work, because they are focussed and trying hard ?
  • How much are the lesson activities and materials I am using helping or hindering the pupils’ interest and motivation ?
  • How clear and accessible is the work ? Have I pitched the level of challenge right, too high or too low ?
  • How much are the pupils working just to avoid punishment or get a reward ? How much are they working well because they want to do well for themselves ?
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  • Effective behaviour management, such that most pupils are engaged and productive throughout the lesson; just small pockets of OR sporadic low level disruption (LLD).
  • Lesson materials / activities are pitched at the right level (e.g. GCSE grades for KS4 classes; in KS3 - NC levels or similar, depending on your school’s policy)
  • Materials and tasks are likely to interest and motivate, leading to good pupil engagement and productivity
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  • Not relying on the textbook to determine the level of demand for your lesson; re-shaping tasks if you judge materials to be too hard / too easy
  • You create a variety of challenges in lessons (e.g. challenging pace, testing pupils’ recall, higher order thinking skills, more and extended productive use of L2 by pupils).You praise those who meet these challenges. You know well (e.g. from school data and marking) those pupils who will be able to manage your challenges
  • You help pupils develop their intrinsic motivation to do well, rather than only relying on extrinsic motivation (praise & rewards from you, ‘interesting’ lesson materials)
  • As a result of the above there is little / no LLD and nearly all pupils are engaged and productive throughout the lesson

2. Promote good progress and outcomes by pupils
Coaching questions
  • What is the level of demand of the tasks I have planned for the lesson ? Does this match suitably the different abilities in my class, as indicated both by data and my own knowledge of them ?
  • Have I supported pupils who are struggling (seeing them in / after the lesson). Did my support make enough of a difference ?
  • Were there sufficient opportunities in the lesson for pupils to use the language they’ve learned to express their own meanings (e.g. to speak / write without support materials)?
  • Did I differentiate (a) effectively (b) sufficiently (i.e. more than just targeting questions to particular pupils) ?
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  • You use data (e.g. marks for HW, tests etc.) to track pupil progress. You ensure that most pupils achieve in line with expectations. You intervene effectively to raise the attainment of some under-achieving pupils
  • You use data to inform your lesson planning, re-capping previous work (if needed) or moving on to new work when class progress is to your satisfaction
  • Pupils’ oral work is accurate, confident and fluent, including successfully managing opportunities to speak independently (unsupported, from memory, expressing their own views and ideas)
  • Pupils’ written work is accurate and confident. They master appropriately the structures and grammar appropriate to their year & ability. This includes unsupported writing (pupils write from memory, expressing their own views and ideas).
  • Pupils’ reading and listening comprehension is at the expected standard. You provide guidance and practice in how to improve these skills.
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  • Lesson objectives are differentiated (all must, most should, some could). You use data from your marking, such that you know who in your class each objective is ostensibly aimed at.
  • You inculcate a positive learning climate in which pupils are encouraged to take risks and are supported in rising to meet challenging objectives. Praise will be one important element in developing pupils’ confidence and willingness to ‘step up to the plate’.
  • Over time you find ways in class to develop pupils’ intrinsic motivation, such that they develop into mature, self-improving learners. You thus establish a working atmosphere in which you and pupils work together as a team to boost their learning and achievement.

3. Demonstrate good subject and curriculum knowledge
Coaching questions
  • The overall goal of learning a foreign language is to be able to use the language independently and for the pupils’ own purposes (i.e. to express their own meanings). How much did the activities of today’s lesson contribute towards this final goal ?
  • How much of the lesson was conducted in the target language, requiring pupils to operate and think in the target language ?
  • How much did today’s lesson move pupils on, not just new knowledge (vocab, grammar etc.) but improved skills (li, re, sp, wr) ?
  • Who worked harder in today’s lesson, the pupils or me ? Did I give pupils sufficient opportunity to talk in the target language or was most of the L2 ‘teacher talk’ ?
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  • You understand the implications of ‘communi cative teaching’, namely that lessons must: * do more than provide structured ‘pattern practice’ * allow and enable pupils to use the language independently and from memory ; thus, there should also be a suitable element of unpredictability in oral work * include activities allowing pupils to communicate their actual experience and views
  • You understand that the goal of language lessons is not only to re-produce previously learnt structures and vocabulary but to use previously learnt language in the ‘creative’ production of what pupils wish to say / write for themselves
  • You are aware of potential obstacles to learning and progress (e.g. excessive use of English, excessive reliance on cognates) and take appropriate steps to minimise / avoid such obstacles
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  • Over time you work towards 100% use of the target language in lessons (St. Martin’s method / direct method) and equip pupils with questions and strategies so that they can solve their communication difficulties in the target language
  • You understand how to guide and encourage pupils to raise their performance to the next level (a) working with their emotions (ambition, resilience) (b) helping them understand and then implement language skills and techniques which will move them up to the next level (e.g. use of tenses, use of connectives etc.)

4. Plan and teach well structured lessons
Coaching questions
  • Did learning take place ? How far were planned objectives achieved ?
  • Given the time spent (e.g. 1 hour lesson) was the learning sufficient ? i.e. did the pupils learn enough ? do they know it thoroughly and confidently ?
  • Did I incorporate tasks allowing me to asses how well pupils were learning / how much they’d learned ? (e.g. learning walks to monitor written and spoken work, hands up to indicate scores / levels; mini-plenaries, a plenary)
  • Did I plan (a) differentiated objectives (b) differentiated tasks / materials ?
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  • Lessons are ‘chunked’ into a sequence of varied activities. This allows for variety of opportunity to practise skills in listening, reading, speaking and writing. It also allows for a balance betweenoral / aural and written / reading work, where tasks are used to settle learners (e.g. after a period of oral work).
  • There is a suitable balance of productive (sp, wr, grammar) and receptive work (li, re)
  • Activities are appropriately scaffolded, with progression in demand from one activity to the next; whilst there will inevitably be simpler tasks (e.g. learning vocab, practising a particular structure)there will also be (in a longer lesson) at least one longer activity at the level pupils should be achieving (e.g. GCSE [C] etc; NC levels or similar in KS3, depending on your school).
  • Learning objectives for each lesson are suitably differentiated (all must,most should, some could) and there is differentiated provision (e.g. support sheets, extension guidance or activities)
  • Activities are monitored (e.g. learning walks, mini-plenaries, plenary) enabling the teacher to assess how well pupils master the planned learning objectives; therefore activities are planned in such a way as to enable the teacher to easily monitor such progress (e.g. mini-whiteboards, choral answers etc.)
  • Pace is maintained such that (a) pupils learn well and are engaged consistently in the lesson (b) planned objectives are by and large achieved
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  • Lessons are planned as part of a sequence (e.g. a topic) and the sequence of lessons ensures suitable coverage of all 4 langauge skills, with perhaps an emphasis in class on oral / aural work (and written work completed for HW, evidencing how well the language has been mastered and also pupils’ ability to use recently learned language independently).
  • Materials used to support teaching (textbook, powerpoints etc.) are well chosen and meet the learners’ needs effectively; where published materials are used, their suitability has been evaluated and adaptations made as appropriate (e.g. a different more / less challenging reading task; or a powerpoint adapted to enhance clarity / level of challenge).

5. Adapt teaching to respond to the strengths and needs of all pupils
Coaching questions
  • Did I support weaker pupils / challenge abler pupils by more than just targetted questions in class oral work ?
  • How well did the support for weaker pupils in the group improve their progress ?
  • How good was my support / guidance in enabling stronger pupils to achieve their best ? How well did I promote their independent self-scrutiny and thus develop them as self-improving learners ?
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  • You have detailed knowledge of the class (records of marked work, current performance & expected targets). These records help you to identify what support some pupils might need in the lesson, what level of challenge is suitable for most and what additional challenge you can build into lessons for some abler pupils in the group.
  • You are beginning to develop an understanding of the personalities and attitudes of significant pupils (e.g. under-achievers, abler pupils in the group) and can use this understanding to make your support / extension of them more effective
  • You are developing a good understanding of progressive levels of achievement in MFL (e.g. in KS3 - NC levels or similar, depending on your school; GCSE criteria in KS4). You can identify important features of language use to guide and assist pupils to the next level / grade.
  • You support weaker pupils in your teaching groups both with personal attention and guidance, as well as by differentiating materials (e.g. a writing frame, easier questions for a reading task, a supported / shorter conversation in speaking)
  • You challenge abler pupils in your group both by providing general guidance and clarifying your higher expectations, but also with differentiated tasks and materials. e.g. more challenging questions in comprehension tasks; productive tasks which require greater development, justification and variety.
  • If there is Teaching Assistant support in a class you teach, you provide some subject specific or pupil specific guidance to the TA enabling them to support the pupil(s) they are responsible for with clear effectiveness.
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  • You attempt to personalise pupils’ learning as much as is feasible in the groups you teach. You track pupils’ progress over time, directing your attention to different pupils over a period of time, since some respond well to your interventions (and can be allowed to continue more ‘under their own steam’) whilst others show that you need to continue close support and monitoring.
  • If there is Teaching Assistant support in a class you teach, you negotiate in advance what type of support will most effectively ‘move the pupil on’. You provide any necessary subject specific guidance to the TA and help them with any differentiated materials you will be using in the lesson
  • You develop over time a detailed grasp of how to assist pupils from where they are to the next level of achievement. You are able to translate this understanding into clear and accessible guidance / techniques which learners can use in class / at home to help them raise their achievement.
  • You find ways in class and over time to develop pupils’ intrinsic motivation, such that they develop into mature, self-improving learners.

6. Make accurate and productive use of assessment
Coaching questions
  • Do I use data well to track pupil progress, especially to identify (a) under-achieving pupilsand (b) the provision needed to improve their performance ?
  • How well do pupils know (a) their current level of attainment (b) how to improve further ?
  • How well do I monitor the quality of learning and progress in individual lessons, adjusting plans for the whole class (where necessary) or for individual pupils ?
  • How well do I equip pupils to be self-improving learners ?
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  • You mark work which will give you reliable information about the pupils’ knowledge and skills. Work is marked according to GCSE criteria(KS4) and levels (KS3 - if appropriate in your school). Marks recorded are then regularly reviewed against expected targets and appropriate remedial action planned for under-achieving pupils.
  • Marking and feedback are constructive, assisting pupils to see (a) where they are (b) how to improve further. Target comments are sufficiently detailed and practical, enabling pupils to move on.
  • You assess a range of skills (li, re, wr, sp) and don’t rely on a narrower diet of written and reading work
  • In lessons, you use mini-plenaries and learning walks to monitor the quality of pupils’ learning and progress. As appropriate, you make adjustments to your original lesson plan in order to secure effective progress (on a class and individual basis)
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  • You develop a clear idea of how to move from a particular level to the next (KS3) or GCSE grade to the next. You break this down into clear and specific elements for pupils to both understand and work on. This understanding of progression informs your lesson planning and the production of differentiated materials / activities.
  • You provide pupils with opportunities to self-assess and peer assess, giving them clear and relevant criteria to use in their assessments. These criteria will be expressed in accessible language. You also help pupils to judge more accurately over time using these success criteria.
  • You train pupils to set helpful / useful improvement targets and to action plan. You help them to review their targets and make them as effective as possible.
  • You develop pupils’ intrinsic motivation to learn and to raise their performance, such that they become mature, self-improving learners.

7. Manage behaviour effectively to ensure a good and safe learning environment
Coaching questions
  • How much were the pupils fully engaged in the lesson and the tasks set ? What could I have done differently if their engagement / behaviour did not meet the highest expectations ?
  • How much have I made it clear what I expect in terms of behaviour and productivity ? How well did I stick to what I have said ? Was there clear follow-through, in line with school procedures, if pupils failed to meet my expectations ?
  • If and when I needed to intervene, did pupils respond quickly and respectfully to my requests ? If not, what do I need to do to improve matters ?
  • How well did I create a positive classroom climate, getting pupils to work well through positive reinforcement rather than negative comments or interventions ?
  • What could I do to nurture greater intrinsic motivation in the pupils, so that they work well to meet their own targets rather than to please me / avoid sanctions ?
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  • You establish your authority : what you say, goes. (This will take a series of lessons; you should expect to be ‘tested’ by your classes after a ‘honeymoon period’). You use the honeymoon period well to build up (a) clear routines and expectations (b) good working relationships (use of praise as well as sanctions).
  • What you say goes. Therefore (a) always follow through and do what you say (b) don’t say anything you cannot do / are unwilling to do; (c) ensure your discipline is fully in line with your school’s policy (procedures and standards)
  • You should expect a quick response from pupils to your instructions (TPS1). If pupils are slow to do as instructed, fail to do as instructed, or argue back, you intervene appropriately and effectively.
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  • You are in the driving seat, setting the standards and ethos for your classes. Pupils rise to your standards, you do not slip to theirs.
  • You ‘catch pupils doing things right’.There is more praise and positive reinforcement than there is ‘negative’ intervention (more carrot than stick). You use praise and rewards to generate a positive attitude (extrinsic motivation).
  • Over time you find ways to develop pupils’ intrinsic motivation to be the best they can. This will include ‘pep talks’ to the class, and effective one-to-one chats with pupils who fail to meet your expectations.

8. Fulfil wider professional responsibilities
Coaching questions
  • How well am I developing the professional qualities which will help me secure a job at the end of my training year ?
  • Whilst keeping an appropriate work-life balance, how much am I getting involved in the broader life of the department or school ?
  • How well am I developing my pastoral skills to be able to support individual pupils and a form / tutor group ?
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  • Extra-curricular involvement (i.e. clubs, visits)
  • Lunctime or twilight clubs (additional languages, a French / German / Spanish club; a langauges clinic e.g. GCSE clinic)
  • Visits in UK (possible visits abroad but this is much less likely in your training year)
  • Contributing to your department e.g.sharing resources; being a team player
  • Supporting an individual member of the form you are attached to in your class (long term project)
  • Turning around a difficult pupil
  • Extending / enriching an X- able pupil / pupils in one of your classes over a term / half-term
  • Meeting professional expectations (quality of paperwork, meeting deadlines etc.)
  • Being a reflective practitioner, regularly reviewing your own performance, proactively seeking advice, and acting effectively upon guidance given by your mentor and others.