World Languages and Arabic B

What do we believe · The bigger picture: World Language lessons allow students to
outstanding T&L develop communication skills. They encourage students to be curious
looks like in World about the target cultures of the languages that they are studying.
Languages? Students gain a curiosity and profound enjoyment within the subject
which allows them to use their knowledge in the wider world. Students
understand the importance that learning a language has as they enter
the global marketplace for study or employment. When possible,
original resources from the target cultures/countries are used in
class, regularly creating links and/or comparison and applying cultural
elements of the UAE, Middle East and international awareness in
lessons to promote cultural awareness and international mindedness

· Objectives: Lesson objectives are shared via PowerPoint or the

Whiteboard and are aligned to the relevant curriculum. Students are
able to articulate these. Objectives are revisited during the lesson to
demonstrate the progress is being made.

· Raise our expectations and expectations of all students e.g.

behaviour, effort, uniform, punctuality, equipment,
passports/planners on desks, presentation and quality of work
completed. This is consistently reinforced in a collective manner
where necessary both inside and outside of the classroom. Strong
relationship between teacher and students based on mutual respect
and communication.

· Planning: Lessons are well-planned and engaging and match the

needs of the students in the class (differentiation), with the 4 skills
present. Planning should adhere to the SOW, objectives should be
agreed and shared within the department to ensure a consistent
approach. The SOW should be used as a working document to inform
future planning. Lessons are delivered with a high level of challenge,
critical thinking and at the appropriate pace. Students are given
sufficient time to demonstrate new knowledge throughout the
lesson. A variety of different tasks are used to plan lessons, including
Conti-style, active learning, TPRS and MARS EARS activities. There are
planned opportunities to profit from online subscriptions.
Contextualization and personalization of the language curriculum to
make it relevant to the students, which in turn improves engagement.
Literacy is also a focus (i.e. reading aloud, keywords on board reading
from the board, discussions in class).

· Tasks that are appropriately timed to engage students, develop

pace, encourage active learning and contribution from
all students encouraging students to lead their own learning.
Instructions for tasks are clear, accessible and understanding is
 checked throughout the lesson. Frequent use of independent &
collaborative learning activities/opportunitie (e.g. 80% student-20%
teacher talk)

· AfL: Assessment for Learning is planned, highly effective and targeted

questioning is used to deepen students’ learning, recall prior
knowledge, and assess understanding. (Retrieval Practice)

· Target Language: Communication is a feature in all lessons. Teachers

use the target language as much as possible and whenever
appropriate, in particular with routines and praise. Students are
encouraged to respond in the target language as much as possible,
based on the ability of the students.

· Independent Learners: Students are encouraged to use online

resources, sentence builders, vocabulary lists, dictionaries and/or
textbooks to further enhance their work.

· Homework: Homework is completed weekly and takes various

formats. Some sort of assessment (self, peer, or teacher) takes place
following homework. In primary homework is set via homework
books or Seesaw.

· Assessment: Work is assessed at each Data Entry point with grading

awarded in Secondary. In primary assessment takes place when
purposeful and appropriate (e.g., end of unit), however grades are
not shared. Appropriate mark schemes are used in speaking and
writing tasks. Work is assessed in all key skills (Listening, Reading,
Speaking and Writing) throughout the year and all four skills are
assessed at the end of the year. Assessments are aligned with the
SoW and/or with the learning curriculum. Where possible,
assessments follow a similar lay out as the international exam they
are preparing for.

· Marking: Teachers check students’ work (Class Notebook or physical

books) at least twice a half-term to ensure appropriate presentation,
completion of work, that self-assessment has taken place and to
ensure that day-to-day classwork is corrected as required. In primary
Seesaw tasks are checked weekly to allow for common errors or
misconceptions to be addressed in the following lesson.

· Feedback: Feedback is given using targets as appropriate to the task

and to the age group, using the target language wherever possible.
These targets are provided to students in books, Class Notebook,
Seesaw or on assessments. Feedback is either written or audio
recorded. Teachers identify both positives and areas for
improvement which students must act on during DIRT lessons.
 · Routines: Routines are consistent from the beginning of each lesson.
At the beginning of the lesson a task should be on display for
students to complete as soon as they arrive. Students behave
impeccably and success is celebrated. High expectations are set, and
students take pride in the presentation of their work and their
learning.

· Classroom environment: Class displays support student learning in

World Language classrooms. e.g. subject specific key
words, students’ work displayed ensuring students have ownership of
the environment and can take risks with their learning

· Student involvement: Students are involved in their learning process

(they move from listening to actively motivating themselves) allowing
them to make outstanding progress. Students provided with a skillset
to allow them to approach and tackle problems beyond the
curriculum.

What · Feedback: Feedback is given using targets as appropriate to the task

does feedback look and to the age group.
like in World · These targets are provided to students in books, Class Notebook,
Languages Seesaw or on assessments. Feedback is either written, audio
currently? recorded, or given orally in lessons.

· Teachers identify both positives and areas for improvement which

students must act on during DIRT lessons. These take the form of
meaningful comments, not just ticking or crossing. Students’ work
highlighted in green for strengths, pink for areas of development and
students given time during DIRT to correct their own mistakes and
allow for extension where needed. Feedback should engage students
(questions they must answers, corrections they need to apply,
research they need to make for extensions...)

· Students have a secure foundation for evaluative feedback of peer and

self-assessment and are, therefore, able to identify what they have
achieved and their next steps. WWW, Targets, EBI
· KS4 and KS5 mark-schemes are used, annotated and attached to work.
· KS3 use adapted KS4 marks-scheme in the same way.
· Literacy codes to guide students in DIRT
· There is some inconsistency at present due to a mixture of digital and
regular exercise books being used.
Ideas with how we · Consistent marking and subject specific marking policy which includes
could refine our Class Notebook is needed to ensure all students are receiving the
feedback approach same high-quality feedback across all subjects.
· Do we bring back physical books?
·