A language is for life not just for GCSE

1. A language is for life not just for GCSE Flying High ConferenceLoughborough, February 2008 Rachel Hawkes February 2008

2. If not GCSE, then what? • Asset Languages • Language Leaders Award • ASDAN • CULP (Cambridge University Language Project) Rachel Hawkes February 2008

3. Asset Languages • Pupils with additional (home) languages • End of KS3? • Instead of GCSE (with ASDAN/CULP/ Language Leaders/new language) • Accrediting extra-curricular programmes Rachel Hawkes February 2008

4. Language Leaders Award Rachel Hawkes February 2008

5. Interim Report: Mike Tomlinson February 2004 “An extended piece of personal work is one of the ways in which our proposed system of programmes and diplomas would increase significantly the challenge and variety of 14-19 learning. The project would be a substantial piece of work appropriate to the level of individual learners’ wider programmes and diplomas. Activities such as community, school or college service, experience of work and personal interests such as sports or arts can provide both opportunities for informal learning and personal development, and enrich young people’s lives and their engagement as active citizens within their local communities.” Rachel Hawkes February 2008

6. 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 February 2008

7. 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 February 2008

8. Units of the Award Unit 1 Planning, preparing and assisting a simple language activity Unit 2 Communicating and motivating participants in a simple language activity Unit 3 Cultural understanding of the chosen country Unit 4 Compendium of language games and activities Unit 5 Organise and run a language festival for younger participants Unit 6 Demonstration of leadership skills in foreign languages Rachel Hawkes February 2008

9. Issues to consider • Who to deliver it to • When to deliver it • Primary school links for unit 6 experience • External validation • Costs (£40 Teacher pack, £12 per pupil) There is currently no wider recognition against a framework (e.g. GCSE points) and if QCA were to be approached to do this, further levels of verification would be introduced. Rachel Hawkes February 2008

10. Language Leaders Award Rachel Hawkes February 2008

11. Language Leaders Award Overview of the course Rachel Hawkes February 2008

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

13. 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 February 2008

14. 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 February 2008

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

16. ASDAN • 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 February 2008

17. International Award (1/2 of full COPE Award) Rachel Hawkes February 2008

18. 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 February 2008

19. Overview Rachel Hawkes February 2008

20. Plan, do, review Making a plan Learning experiences Evidence Rachel Hawkes February 2008

21. What do you want to achieve?What is your goal? • To be able to have a short conversation in Spanish about….. • To make myself understood in Spanish when I talk about…. • To know how to say……………/talk about…………..in Spanish • To be able to ask and answer some questions in Spanish about…….. • To be able to write an email to someone in Spanish telling the person about……… Rachel Hawkes February 2008

22. SMART targets 1 and 2 • To try different learning methods and strategies and find out how I learn best • To use my preferred method to learn ……(quantify what language you want to learn) Key SkillsImproving own LearningDiscussion Rachel Hawkes February 2008

23. 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.”

24. 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.”

25. 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.”

26. 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.”

27. 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.”

28. 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.”

29. 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.”

30. What CVC students doing CoPE International say about this course: “I like the fact that if we go there and we get it wrong we’ll have you there so that if you can’t think of a word you can help us.”

31. What CVC students doing CoPE International say about this course: Why is it important to learn another language? “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.”

32. What CVC students doing CoPE International say about this course: “So I know how to say hello in 5 languages now”

33. 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 February 2008

34. Rachel Hawkes February 2008