NATIONAL CURRICULUM LEVELS FOR MFL

In MFL there are four attainment targets that are organised under the four language skills of listening, speaking, reading and writing. Activities will often cover two or more of these language skills.
Attainment target 1: Listening and responding
Select a level to trigger a search for pupils' work that illustrates the level.
Level 1
Pupils show that they understand simple classroom commands, short statements and questions. They understand speech spoken clearly, face-to-face or from a good-quality recording, with no background noise or interference. They may need a lot of help, such as repetition and gesture.
Level 2
Pupils show that they understand a range of familiar statements and questions [for example, everyday classroom language and instructions for setting tasks]. They respond to a clear model of standard language, but may need items to be repeated.
Level 3
Pupils show that they understand short passages made up of familiar language that is spoken at near normal speed without interference. These passages include instructions, messages and dialogues. Pupils identify and note main points and personal responses [for example, likes, dislikes and feelings], but may need short sections to be repeated.
Level 4
Pupils show that they understand longer passages, made up of familiar language in simple sentences, that are spoken at near normal speed with little interference. They identify and note main points and some details, but may need some items to be repeated.
Level 5
Pupils show that they understand extracts of spoken language made up of familiar material from several topics, including present and past or future events. They cope with language spoken at near normal speed in everyday circumstances that has little or no interference or hesitancy. They identify and note main points and specific details, including opinions, and may need some repetition.
Level 6
Pupils show that they understand short narratives and extracts of spoken language, which cover various past, present and future events and include familiar language in unfamiliar contexts. They cope with language spoken at normal speed and with some interference and hesitancy. They identify and note main points and specific details, including points of view, and need little repetition.
Level 7
Pupils show that they understand a range of material that contains some complex sentences and unfamiliar language. They understand language spoken at normal speed, including brief news items and non-factual material taken from radio or television, and need little repetition.
Level 8
Pupils show that they understand different types of spoken material from a range of sources [for example, news items, interviews, documentaries, films and plays]. When listening to familiar and less familiar material they draw inferences, recognise attitudes and emotions, and need little repetition.
Exceptional performance
Pupils show that they understand a wide range of factual and imaginative speech, some of which expresses different points of view, issues and concerns. They summarise in detail, report, and explain extracts, orally and in writing. They develop their independent listening by selecting from and responding to recorded sources according to their interests.
Attainment target 2: Speaking
Level 1
Pupils respond briefly, with single words or short phrases, to what they see and hear. Their pronunciation may be approximate, and they may need considerable support from a spoken model and from visual cues.
Level 2
Pupils give short, simple responses to what they see and hear. They name and describe people, places and objects. They use set phrases [for example, to ask for help and permission]. Their pronunciation may still be approximate and the delivery hesitant, but their meaning is clear.
Level 3
Pupils take part in brief prepared tasks of at least two or three exchanges, using visual or other cues to help them initiate and respond. They use short phrases to express personal responses [for example, likes, dislikes and feelings]. Although they use mainly memorised language, they occasionally substitute items of vocabulary to vary questions or statements.
Level 4
Pupils take part in simple structured conversations of at least three or four exchanges, supported by visual or other cues. They are beginning to use their knowledge of grammar to adapt and substitute single words and phrases. Their pronunciation is generally accurate and they show some consistency in their intonation.
Level 5
Pupils take part in short conversations, seeking and conveying information and opinions in simple terms. They refer to recent experiences or future plans, as well as everyday activities and interests. Although there may be some mistakes, pupils make themselves understood with little or no difficulty.
Level 6
Pupils take part in conversations that include past, present and future actions and events. They apply their knowledge of grammar in new contexts. They use the target language to meet most of their routine needs for information and explanations. Although they may be hesitant at times, pupils make themselves understood with little or no difficulty.
Level 7
Pupils initiate and develop conversations and discuss matters of personal or topical interest. They improvise and paraphrase. Their pronunciation and intonation are good, and their language is usually accurate.
Level 8
Pupils give and justify opinions and discuss facts, ideas and experiences. They use a range of vocabulary, structures and time references. They adapt language to deal with unprepared situations. They speak confidently with good pronunciation and intonation, and their language is largely accurate with few mistakes of any significance.
Exceptional performance
Pupils discuss a wide range of factual and imaginative topics, giving and seeking personal views and opinions in informal and formal situations. They deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. They speak fluently, with consistently accurate pronunciation, and can vary intonation. They give clear messages and make few errors.
Attainment target 3: Reading and responding
Level 1
Pupils show that they understand single words presented in clear script in a familiar context. They may need visual cues.
Level 2
Pupils show that they understand short phrases presented in a familiar context. They match sound to print by reading aloud single familiar words and phrases. They use books or glossaries to find out the meanings of new words.
Level 3
Pupils show that they understand short texts and dialogues, made up of familiar language, printed in books or word processed. They identify and note main points and personal responses [for example, likes, dislikes and feelings]. They are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words.
Level 4
Pupils show that they understand short stories and factual texts, printed or clearly handwritten. They identify and note main points and some details. When reading on their own, as well as using a bilingual dictionary or glossary, they are beginning to use context to work out what unfamiliar words mean.
Level 5
Pupils show that they understand a range of written material, including texts covering present and past or future events. They identify and note main points and specific details, including opinions. Their independent reading includes authentic materials [for example, information leaflets, newspaper extracts, letters, databases]. They are generally confident in reading aloud, and in using reference materials.
Level 6
Pupils show that they understand a variety of texts that cover past, present and future events and include familiar language in unfamiliar contexts. They identify and note main points and specific details, including points of view. They scan written material, for stories or articles of interest, and choose books or texts to read on their own, at their own level. They are more confident in using context and their knowledge of grammar to work out the meaning of language they do not know.
Level 7
Pupils show that they understand a range of material, imaginative and factual, that includes some complex sentences and unfamiliar language. They use new vocabulary and structures found in their reading to respond in speech or in writing. They use reference materials when these are helpful.
Level 8
Pupils show that they understand a wide variety of types of written material. When reading for personal interest and for information, they consult a range of reference sources where appropriate. They cope readily with unfamiliar topics involving more complex language, and recognise attitudes and emotions.
Exceptional performance
Pupils show that they understand a wide range of factual and imaginative texts, some of which express different points of view, issues and concerns, and which include official and formal material. They summarise in detail, report, and explain extracts, orally and in writing. They develop their independent reading by choosing stories, articles, books and plays according to their interests, and responding to them.
Attainment target 4: Writing
Level 1
Pupils copy single familiar words correctly. They label items and select appropriate words to complete short phrases or sentences.
Level 2
Pupils copy familiar short phrases correctly. They write or word process items [for example, simple signs and instructions] and set phrases used regularly in class. When they write familiar words from memory their spelling may be approximate.
Level 3
Pupils write two or three short sentences on familiar topics, using aids [for example, textbooks, wall charts and their own written work]. They express personal responses [for example, likes, dislikes and feelings]. They write short phrases from memory and their spelling is readily understandable.
Level 4
Pupils write individual paragraphs of about three or four simple sentences, drawing largely on memorised language. They are beginning to use their knowledge of grammar to adapt and substitute individual words and set phrases. They are beginning to use dictionaries or glossaries to check words they have learnt.
Level 5
Pupils produce short pieces of writing, in simple sentences, that seek and convey information and opinions. They refer to recent experiences or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. They use dictionaries or glossaries to check words they have learnt and to look up unknown words.
Level 6
Pupils write in paragraphs, using simple descriptive language, and refer to past, present and future actions and events. They apply grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear.
Level 7
Pupils produce pieces of writing of varying lengths on real and imaginary subjects, using an appropriate register. They link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. They edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Although there may be occasional mistakes, the meaning is clear.
Level 8
Pupils express and justify ideas, opinions or personal points of view, and seek the views of others. They develop the content of what they have read, seen or heard. Their spelling and grammar are generally accurate, and the style is appropriate to the content. They use reference materials to extend their range of language and improve their accuracy.
Exceptional performance
Pupils write coherently and accurately about a wide range of factual and imaginative topics. They choose the appropriate form of writing for a particular task, and use resources to help them vary the style and scope of their writing.