The evaluations made in this report are based on evidence from the inspection of 108 modern languages departments in secondary schools during the period 1994-98, which is a 25% sample of schools; and from inspections of 42 primary schools in 1996-98 to monitor the implementation of Modern Languages in the Primary School.
The report starts with a summary of key strengths and points for action in foreign language teaching in primary and secondary schools. Chapter 1 provides an evaluation of the introduction of a foreign language into the primary school curriculum. Chapter 2 considers standards and quality in modern languages in secondary schools and follows up on the publications:
In assessing standards and quality, HMI use published criteria in the form of performance indicators which support our traditional analyses based on collective professional expertise. The indicators relate judgements to four levels of performance:
|
• very good |
major strengths |
|
• good |
strengths outweigh weaknesses |
|
• fair |
some important weaknesses |
|
• unsatisfactory |
major weaknesses |
The use in this report of proportions and percentages is the same as that in Standards and Quality in Scottish Schools 1992-95. The following word-scale is used to assist the reader's understanding and to ensure consistency:
|
• almost all |
over 90% |
|
• most |
75-90% |
|
• majority |
50-75% |
|
• less than half |
15-50% |
|
• few |
up to 15% |