ABSTRACT
MFL teachers have done an excellent job in defining the needs of and in making provision for less able pupils and for pupils with a full range of special educational needs. Expert provision is well embedded in whole-school SEN policies, supported by a plethora of commercially produced material to complement purpose-designed resources in MFL departments. It remains the case, a case supported by many Ofsted reports over some considerable time, that provision is less well-defined for able pupils in MFLs. The MFL review of inspection findings for 1993/94, for example, commented: ‘although some schools provide ‘extension’ materials for abler pupils, very few planned or catered for the special needs of the most able’.
