A language is for life not just for GCSE

1. A language is for lifenot just for GCSE Alternatives and additions to KS4 MFL provision Rachel Hawkes November 2008

2. MFL provision at KS4: 2008-9 Rachel Hawkes November 2008

3. If not GCSE, then what? • CoPE International • ASSET • Language Leaders Award • CULP (Cambridge University Language Project) Rachel Hawkes November 2008

4. CoPE International • To embed the language learning in a more general qualification • To allow for a completely different approach to language learning • To allow for choice and diversity of experience Rachel Hawkes November 2008

5. International Award (1/2 of full COPE Award) Rachel Hawkes November 2008

6. COPE International - Level 1 (12 units)  E GCSE - Level 2 (12 units with 6 ‘B/Cs’  B GCSE 3 lessons per fortnight  6 units 3 lessons per fortnight  6 units International COPE How? What does this learning look like?Pupil-centred learning in adult working environmentSelf-motivated/self-directiongChoice within curriculumUse of ICTOutside classroom experienceEvidence collectionPlan/Do/Review process Key SkillsWorking with OthersResearchProblem SolvingImproving own LearningDiscussionOral Presentation Rachel Hawkes November 2008

7. Overview Rachel Hawkes November 2008

8. CoPE through International Communications/Enterprise • All 12 credits completed with International theme Rachel Hawkes November 2008

9. CoPE through International Communications/Enterprise • All 12 credits completed with International theme Rachel Hawkes November 2008

10. CoPE through International Communications/Enterprise • All 12 credits completed with International theme Rachel Hawkes November 2008

11. What CVC students doing CoPE International say about this course: “I think like there’s like more self motivation when you work at your own pace because when you’re working with the class and if there are the people that are really good at German and French and whatever and they’re like well in front of you you’re like not very motivated because they’re like well in front of you because you start getting behind and you just kind of give up but it motivates you more when you work at your own pace.”

12. What CVC students doing CoPE International say about this course: “ The teacher like comes and sits down and goes through the whole thing with you if you don’t understand so it’s like one on one because maybe because there’s less people in the class and we’re working on different things it’s like one on one so if you don’t get it you do understand it because you have one on one time with the teacher to understand it.”

13. What CVC students doing CoPE International say about this course: “I think we’re learning the stuff that you’re actually going to use coz I think it helps that we’re going to Spain for the 6 days because we’re like kind of focusing on stuff to learn.”

14. What CVC students doing CoPE International say about this course: “I think that with the international bit going to Spain like makes us like we want to learn more and makes us want to get on with the work quicker.”

15. What CVC students doing CoPE International say about this course: “I’ve actually found out a way how I work and learn and so it’s quite good because I’ve learnt myself and found that if I have a sheet of paper and like read it and kind of turn it over and try and memorise it and I’ve found that I can learn really easily and I like never knew that about myself.”

16. What CVC students doing CoPE International say about this course: “I like the fact that we can choose if we do it in pair work,sheet work or on the computers.”

17. What CVC students doing CoPE International say about this course: “We have all the resources to do anything we want to do so there’s stuff like you can either learn off the computers or like how I learn them just looking off the sheet or just talking in your pairs so the exercises aren’t set and things, there’s like there’s the exercise and choose your way of learning it.”

18. Why is learning a language important? “I think it’s quite respectful like showing some respect for other people coz they’re all taking their time to learn our language it just shows that we have respect for the other countries and the other languages and we will learn their languages too.” “ …so that we’re not saying ours is the most important, learn ours.”

19. ASSET Languages • Pupils with additional (home) languages • Instead of GCSE – Speaking/Listening (1/2) • Instead of GCSE (with CoPE/Language Leaders/new language via Study Support) • Accrediting extra-curricular programmes (CULP) • End of KS3? Rachel Hawkes November 2008

20. What does it do for young people? • reward their language learning • give them a purpose and context for their language skills • develop their generic communication and leadership skills • give them a better understanding of themselves as learners • give a better understanding of the role of the teacher • enhance their self-esteem and confidence • improve their evaluative and analytical skills • increase their personal attainment in a foreign language Rachel Hawkes November 2008

21. What does it involve? • suggested 25-30 hours delivery of course • MFL teacher who can be explicit about aspects of pedagogy (ITT mentor) • 5 ‘taught’ units to prepare leaders for language leading activity • Continuous assessment by teacher • Minimum of 1 hour (4 x 15 mins) language activity planned, delivered and evaluated by the language leader (assessed by teacher) Rachel Hawkes November 2008

22. Language Leaders Award Overview of the course Rachel Hawkes November 2008

23. Autumn Term: Developing teaching skills Spring Term: Planning own lessons Summer Term: Teaching in Primary Rachel Hawkes November 2008

24. Preparing to teach: Autumn Term – developing skills • Language of the classroom • Getting pupils’ attention • Basic progression in language learning activities • Plan one activity to teach to the group • Culture of the TL country – think of two things you can do to bring a cultural dimension to your lesson • Games for language learning • How can you use music, rhythm, song, movement or drama to help your pupils learn Rachel Hawkes November 2008

25. Planning 3 lessons: Spring Term • Get into groups of 2 or 3 • Know which school/which language/which year to plan for • Choose topics and language to teach • Plan 3 x 1 hour teaching (each student to deliver independently 20 minutes each time over 3 successive lessons to the same pupils) • Prepare resources and materials • Practise with peers and receive feedback Rachel Hawkes November 2008

26. Teaching in primary schools: Summer Term • Go out to primary schools to deliver lessons • Teacher to accompany and evalutate Successful completion of your one hour’s independent teaching = Language Leaders Award Rachel Hawkes November 2008

28. Contact name: Jas Malhi jas@i4cpublicity.co.uk i4c Publicity Ltd3 Broad StreetCoventryCV6 5AXTel:  02476 667440Fax: 02476 663736www.i4cpublicity.co.uk Rachel Hawkes November 2008

29. CULP (Cambridge University Language Programme) • To deliver additional languages (e.g. Mandarin) • To deliver languages where no curriculum time (e.g. Spanish) • To deliver at KS4 as additional extra-curricular option (e.g. French) Rachel Hawkes November 2008

30. Rachel Hawkes November 2008

31. Rachel Hawkes Assistant Principal, AST, SSAT Lead Practitioner Comberton Village College, Cambridgeshire www.rachelhawkes.typepad.com/linguacom rhawkes@comberton.cambs.sch.uk