Teaching at Key Stage 4

1. Teaching at Key Stage 4

2. Aim • To focus on the needs of students at KS4 and to develop an understanding of appropriate approaches for this age group Objectives • To examine general issues as well as language specific issues which might be important at KS4 • To consider some teaching activities and to reflect on why they might be appropriate

3. QTS Standards • Q14 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy to enable them to teach effectively across the age and ability range for which they are trained • Q18 Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences • Q22 Plan for progression across the age and ability range for which they are trained, designing effective learning sequences within lessons and across series of lessons and demonstrating secure subject/curriculum knowledge • Q25 Teach lessons and sequences of lessons across the age and ability range for which they are trained • Q26b Assess the learning needs of those they teach in order to set challenging learning objectives

4. General issues at KS4 • Read through the points below • Note the implications for teaching at KS4? - Maturity - Ability range - Relationships - Pressure - Examinations • Add any more general issues that you have observed or experienced before moving to the next slides

5. General Issues at KS4 • Maturity • level of sophistication / developmental stage / puberty / gender differences / being “cool” in front of friends / risk taking? • Ability range • Can be wider in KS4 / setting systems / differentiation issues / cognitive challenge • Relationships • pupil/pupil and teacher/pupil - professionalism / distance / approachable / relaxed / respect

6. General Issues at KS4 • Pressures relating to results can impinge on both pupils and teachers: parents, league tables, future plans • Exam preparation: course work demands and general preparation for exams can be time-consuming - but also motivating

7. LANGUAGE ISSUES AT KEY STAGE 4 Motivation / Commitment - in future may be greater The challenge of motivating KS4 students and developing a real progression in their language learning! We’ve done this before Sir! This is dead boring Miss! We don’t need to learn German, everyone speaks English!

8. Specific issues for ML • Drawing on your knowledge of KS4 gained in schools, or from other life or work experiences, note the specific language issues that teachers face at KS4? • Think of one issue that is different at KS4 and how you would need to change your approach to planning/teaching • Share your thoughts on WebCT

9. Specific issues for ML • Revisiting topics from KS3 – danger of repetition • Progression during KS4 raises issues of differentiation: supporting less able, extending most able • Content: materials, resources and activities need to be suitable for ‘sophisticated’ 14-16 year olds, not patronising. Importance of cultural and global elements • Visits abroad, including exchanges, can have a powerful effect • Provision of a language assistant in class brings language alive

10. Meeting the language – some issues Repeating vocabulary from flashcards is often not successful Use a multi-skills/sensory approach when presenting or revising vocabulary (examples 1 and 2) Students already have strategies for learning in place Brainstorming/Mindmap - enables students to reactivate language previously encountered and to pool their individual language repertoires

11. EXAMPLE 1: QUI EST-CE? • Vous allez créer une personne anonyme – homme ou femme entre 18 et 70 ans. Vous avez dix minutes maximum pour compléter une image • Travaillez en groupe de 6 personnes • Utilisez tout le matériel fourni – papier peint, stylos feutres, colle, laine, tissus etc. • Dessinez autour d’un membre de votre groupe • Maintenant travaillez ensemble pour compléter votre dessin. Décidez de quelle couleur sont ses yeux, ses cheveux etc. Qu’est-ce qu’il / elle porte? • Après 10 minutes vous allez présenter votre personne aux autres. Tout le monde doit participer!

12. Manipulating the language – some issues • Using authentic materials can be motivating. Students are likely to be more receptive to reading and writing tasks than at KS3. • Continue differentiating resources. Some students will have greater recall than others and it will be important to provide plenty of revision for some students alongside extensions for others • Groupwork and carousel tasks are useful in this phase. They require careful planning

13. Making the language my ownThe age and maturity of the students means that they have a wider range of language to draw on as well as life experiences • Use Problem-solving skills Encourages them to take responsibility for their learning, which will mean giving them space for autonomous research • Develop their cultural understanding Share the cultural knowledge which they may have acquired in other lessons or through travel Discuss cultural differences, which may be related to current affairs Experience different cultures: song, film, food etc.

14. Making the language my own • Consider different registers and styles Help them to understand the importance of using appropriate language • Talk at greater length both in and out of TL Create opportunities and routines which allow for spontaneous/planned talk in the TL

15. Progression at KS4 • Students must continue to feel that they are making progress if they are to stay motivated • High expectations are crucial • Provide an open-ended task to allow for differentiation by outcome

16. Task • Keep a file of materials and ideas which would be useful at ks4. • Use these to create and trial specific activities • Put your favourites onto WebCT