Modern Languages Departmental Handbook
Contents
Section A: Aims
1. General aims of Modern Language Teaching
2. (i) Specific aims of the teaching of MFL
(ii) Detailed language learning objectives and the general aims of the School
Section B: Courses, Staffing and teaching groups
1. Outline of courses provided
2. Teaching groups
3. Staff
4. Who teaches what to whom
5. Roles and responsibilities
Section C: Departmental policies and guidelines
1. Differentiation
2. Use of Target Language
3. Assessing, record keeping and reporting
4. Target setting
5. Homework
6. Marking
7. The Foreign Language Assistant
8. Students with special needs and the Gifted and Talented
9. ICT
10. Day-to-day administration (accommodation and resources)
11. Inset
12. Visits, excursions and foreign links
13. MFL discipline policy
14. Key skills
Section D: Modern Foreign Languages Gifted and Talented Policy
Section A: Aims
1. General aims of Modern Language Teaching and Learning
As a department we fully support the whole school ‘Education For all’ policy. We will therefore endeavour to offer equal opportunities to all of our pupils by:
- Providing appropriately and satisfyingly for all pupils of all ages and abilities, eliminating discrimination on grounds of race, sex or physical disability
- Ensuring that pupils have a right to equality of access to what is best in educational provision
- Ensuring that there is no restricted access given to some pupils because of stereotyped views of ability
- Promoting mutual respect and good relationships between persons of different racial groups
- Opposing racism, condemning al racist remarks and behaviour
- Developing the skills for inter-group and cross-curricular relationships
A. Modern Languages are a vital component of a secondary school curriculum, offering to the pupil a comprehensive series of valuable experiences which cover the major areas of learning:
1. Aesthetic: Languages offer an appreciation of the sound of spoken human speech, and offer the opportunity for students to create their own new sound patterns.
2. Ethical: By studying the culture of other nations, the student should become sensitive to the differences between cultures and thereby sensitive to himself and his own culture.
3. Linguistic: Languages offer communication through listening, speaking, reading and writing. Through the study of a foreign language the pupil will become more aware of his own language.
4. Mathematical and scientific: The learning of a foreign language involves the breaking of codes, familiarisation with symbols and the building of one’s own codes through experiment, using formulae and problem-solving. One forms an awareness of pattern and the ability to use symbols with confidence.
5. Social and political: Communication in the foreign language gives the pupil the opportunity to relate to others within the peer group and in wider areas, thereby facilitating the development of social relationships within his own culture and in relation to another culture.
6. Spiritual: Through languages the pupil will develop an awareness and a tolerance of others, working in close proximity with his contemporaries, either as an individual or in a group, thereby learning to feel closer to and to work with fellow human beings in general.
B. Modern language learning is a cumulative process, which, if rewarded often in the early stages, will motivate pupils to further success.
C. Being a cumulative process, modern language learning requires perseverance, which is in itself rewarding.
D. Pupils learning a foreign language are stretched intellectually. Horizons are widened and new areas of knowledge and experience are opened up, giving personal satisfaction and a sense of achievement. This can apply to all levels of ability, stretching both the most able pupils who intend further study of the language after 16, and the less able pupils. ALL pupils can gain both personal satisfaction and a sense of achievement.
E. Modern languages can develop skills, which would prove useful to an employer at a later date.
¨ Language skills for those wishing to pursue a career in a language oriented area.
¨ The use of patterns, symbols and formulae for those intending to pursue a scientific career.
¨ The ability to communicate freely and understand others for those entering management or careers, which require the ability to relate to others.
¨ The skill of perseverance, useful in any form of employment.
F. Modern languages offer the possibility of seeking employment where demand lies i.e. the freedom of movement within and between nations within the European Union.
G. Modern languages can open up wider horizons for the pursuit of leisure activities, important in an age of rapidly expanding technology and shrinking employment opportunities:
¨ In the continuation of study of languages already begun at school for personal interest and reward.
¨ In the study of other languages based on proven skills of language acquisition.
¨ In the possibility of study for travel and tourism.
Section A: Aims
2. (i) Specific aims of the teaching of Modern Languages
We aim to:
¨ Develop the ability to understand and use the chosen foreign language effectively for the purposes of practical communication.
¨ Develop the ability to use the chosen language both imaginatively and creatively and to understand the language used both imaginatively and creatively.
¨ Develop an understanding of the grammar of the chosen language.
¨ Offer insights into the culture and civilisation of the countries and communities that speak the chosen language.
¨ Encourage positive attitudes to foreign language learning and to speakers of foreign languages and a positive approach to other cultures and civilisations.
¨ Develop students’ understanding of themselves and their own culture.
¨ Provide enjoyment and intellectual stimulation
¨ Form a sound base of skills, language and attitude required for further study, work and leisure.
¨ Promote skills, which have a wider application such as information technology, and learning skills (eg analysis, memorising, drawing inference).
|
Our syllabuses and schemes of work provide material and a learning environment, which prepares all pupils for a future world and adult life in a multi-racial, interdependent world.
|
(ii) Detailed language learning objectives
and the general aims of the school
A We develop in our students the ability to communicate freely and confidently in a foreign language: eg
¨ To make contact with fellow human-beings and make oneself understood
¨ To be prepared to go into any situation and start a conversation in whatever way one can manage
¨ To talk about one’s interests
¨ To be willing and able to cope with everyday matters in another culture, eg restaurant, hotel, garage etc.
B We develop in our students the ability to listen and to understand a language as spoken by a native speaker, both in detailed and gist comprehension: eg
¨ To make contact and be able to understand the message being communicated
¨ To be prepared to listen to others, thereby understanding alternative points of view
¨ To break down codes and learn new codes, organising strings of information to be represented at a later stage in one’s own reply using the learned code
C By developing the ability to understand written messages in a foreign language eg
¨ To familiarise oneself with the written symbols of another communication system
¨ To distinguish between relevant and irrelevant information
¨ To understand information being communicated in letters, stories, advertisements, magazines, newspapers etc.
¨ To read and understand the literature of another culture (dependent upon the level of ability and material)
D We develop in our students the ability to write simple but clear messages in the foreign language using a variety of tenses where applicable: eg
¨ To learn new patterns and codes, and organise them into comprehensible written messages
¨ To learn the discipline and accuracy of language, one’s own and that of others, thereby increasing one’s feel for language in general and shedding light on the mother tongue
¨ To store information to be presented systematically at a later date
¨ To increase skills of literacy
¨ To seek and convey information, report and express ideas and feelings in various modes, including personal and analytical writing
E We help our students towards an understanding of another culture: eg
¨ By acquiring an insight into the everyday life of another nation
¨ By a general understanding of the educational, political, economic and religious systems of another country (and by comparison perhaps learning more of one’s own systems)
¨ And thereby increasing and promoting tolerance towards other cultures
By these various overlapping, interdependent and complementary processes we echo the general aims of the school and seek to:
¨ Develop a lively and enquiring mind
¨ To acquire knowledge and be able to apply it and to develop intellectual, creative and manipulative skills
¨ To acquire an understanding of social, economic and political systems and the interdependence of individuals, groups and nations
¨ To develop as an individual able to be a constructive member of a group
¨ To show tolerance and understanding of other races and other ways of life
¨ To appreciate human achievement
Further –
F We help develop favourable attitudes towards learning:
¨ Courses are based on early success, and we recognise that rewards gained through success develop confidence and breed further success
¨ Through role-play exercises, students may wish to say more than they are linguistically able to and so strive to reach higher standards
¨ Students are motivated by lively up-to-date material
G We also seek to foster attitudes and develop skills, which can have vocational relevance:
¨ Learning something completely new
¨ Learning to communicate, to understand others, developing the ability to get on with them
¨ Assimilating new information and dealing with it quickly and efficiently
¨ Decoding and understanding written and spoken instructions
¨ Self-discipline; learning to work under stress and deal systematically with difficulties
¨ Perseverance: coping with a cumulative subject over several years, displaying reliability and seeing long term goals
Section B: Courses, staffing and teaching groups 2010/11
Outline of courses
KEY STAGE 3
The school has a 5-form entry.
Years 7 and 8.
All pupils entering the school start the study of French and either German or Spanish.
They have 3 lessons per week for each subject (6 language lessons in total).
Mandarin Chinese conversation classes are offered at lunchtimes once a week
Year 9
Pupils will make a decision at the end of Year 9 as to whether to continue with one language or two. The choices offered are French, German or Spanish only, French with German or French with Spanish. In September 2009, we started the new AQA GCSE specification. In year 9 pupils will undertake a speaking and a writing assessment in each of the languages they are studying. This will enable them to make the choice which best suits their abilities and talents.
A selected cohort of pupils also chooses to study GCSE Latin (OCR) as a one year course at lunchtimes. This is delivered through video conferencing facilities housed in school.
The new exam outlines are as follows for the School year 2011/2012 but will be monitored and evaluated annually
Year 9
Speaking assessment 1
Writing assessment 1
Entry for an Asset qualification for those not continuing the language
KEY STAGE 4
Year 10
Speaking assessment 2
Writing assessment 2
Year 11
The majority of students undertake an Asset Languages course in French, German or Spanish and may be entered at either Intermediate or Advanced level in March and June. This enables pupils to consolidate their learning and in most cases further their study in the language, providing a very firm foundation for those continuing to A Level. Other options include: AS level in French, German, Spanish and Urdu, a one year short course GCSE in Italian or an Asset qualification in Russian
Pupils also have the opportunity to complete more assessments in order to improve their overall grade.
The study of at least one foreign language is, therefore, undertaken by all pupils, and all pupils are entered for the AQA GCSE examination in at least one language. We believe this to be an essential part of our students’ curriculum and it is our policy not to disapply students.
SIXTH FORM
At 16+ the school offers AS and A2 examinations provided by AQA in French, German Spanish and Urdu. Some students may decide not to continue with the language into Year 13, but obviously we would hope to encourage them to carry on and do the A2 examination.
Teaching groups
Years 7, 8 and 9 are taught in form groups.
Years 10 and 11 are taught in different groups depending on combinations chosen / levels of ability
The groups in Y12 and 13 depend on numbers of students and staffing / timetable constraints. We prefer to have groups of no more than 16 where at all possible.
Staffing within the department: 2011-2012
The department is staffed by 9 well-qualified language specialists and also benefits from the services of foreign language assistants on a yearly basis.
Mrs. SL. Morris BA Head of Department, i/c French
(SLM)
Mrs. F. Dunsmore MA/ i/c Critical Thinking
(FGD)
Mr. W. Allen BA Assistant Head / Every Body Matters
(WAN)
Mrs. D. Soles Cert.Ed., B.Ed, Deputy Head EBM and Community (DSS)
Mr J. Barnett BA Assistant Head/Standards, Progress and E-learning
(JCB)
Mrs. C. Deighton BA i/c German/AST
(CLD)
Mrs. D. Lawson BA i/c Spanish /AST
(DLN)
Ms. L. Jones BA
(LNJ)
Mrs. A. Stone BA (maternity leave)
(ASH)
French Assistant Miss Camille Guillot
Spanish Assistant Miss Nora Pascual Armendáriz
German Assistant Miss Dominique Lerch
Teachers and Classes 2011/2012
Year 7
|
|
French
|
German
|
Spanish
|
|
7B
|
WAN (3)
|
LNJ (3)
|
|
|
7C
|
LNJ (3)
|
CLW(3)
|
|
|
7H
|
LNJ(3)
|
|
JCB(3)
|
|
7P
|
WAN (3)
|
CLW(3)
|
|
|
7S
|
CLW(1)
FGD(2)
|
|
SLM (3)
|
Year 8
|
|
French
|
German
|
Spanish
|
|
8B
|
DLN(3)
|
LNJ(3)
|
|
|
8C
|
JCB(3)
|
CLW(3)
|
|
|
8H
|
CLW(3)
|
|
SLM(3)
|
|
8P
|
LNJ(3)
|
CLW (3)
|
|
|
8S
|
LNJ (3)
|
|
SLM(3)
|
Year 9
|
French
|
LNJ(3)
|
9B Fr
|
|
French
|
JCB(3)
|
9C Fr
|
|
French
|
JCB(3)
|
9H Fr
|
|
French
|
SLM(3)
|
9PFr
|
|
French
|
DSS(3)
|
9S Fr
|
|
German
|
CLW(3)
|
9C De
|
|
German
|
LNJ(3)
|
9H De
|
|
German
|
LNJ(3)
|
9P De
|
|
Spanish
|
DLN(3)
|
9B Sp
|
|
Spanish
|
SLM(3)
|
9S Sp
|
|
Latin
|
JCB(2)
|
|
Year 10
|
French
|
WAN(4)
|
10A/Fr1
|
|
French
|
FGD(4)
|
10B/Fr1
|
|
French
|
JCB(4)
|
10C/Fr1
|
|
French
|
DSS(4)
|
10E/Fr1
|
|
German
|
LNJ(4)
|
10E/De1
|
|
German
|
CLW(4)
|
10B/De1
|
|
Spanish
|
DLN(4)
|
10B/Sp1
|
|
Spanish
|
SLM(4)
|
10D/Sp1
|
|
Spanish
|
SLM(4)
|
10C/Sp1
|
|
German
|
FGD(4)
|
10F/De1
|
Year 11
|
French
|
FGD(4)
|
11A/Fr1
|
|
French
|
WAN(4)
|
11A/Fr2
|
|
French
|
JCB(4)
|
11A/Fr3
|
|
Spanish
|
DLN(4)
|
11A/Sp1
|
|
Spanish
|
SLM(4)
|
11A/Sp2
|
|
German
|
CLW(4)
|
11A/De1
|
|
German
|
LNJ (4)
|
11A/De2
|
Year 12
|
AS French
|
SLM (5)
WAN(4)
|
12A/Fr1
|
|
AS Spanish
|
DLN(9)
|
12C/Sp1
|
|
AS German
|
LNJ(5)
CLW(4)
|
12C/De1
|
Year 13
|
A2 French
|
SLM(4)
WAN(4)
|
13B/Fr1
|
|
A2 Spanish
|
DLN (8)
|
13D/Sp1
|
ROLES AND RESPONSIBILITIES
The following table aims to set out the roles and responsibilities of staff in the MFL department, both within the department and whole school.
|
Member
of staff
|
Roles and responsibilities
|
|
SLM
|
Head of Department (i/c French)
Ø Overseeing primary outreach work
Ø General day-to-day running of the department
Ø Supporting staff within the department in all areas of teaching, development and classroom management
Ø Overseeing departmental spending/orders etc
Ø Co-ordinating writing and updating of departmental policies and schemes of work
Ø Co-ordinating of internal exams and mark schemes and internal assessment data
Ø External exam entries and administration and analysis of data
Ø Arranging cover work for absent colleagues
Ø Co-ordinating French trip (Yr 7), work experience Yr12/13
Ø Co-ordinating French/History trip (Yr 9)
Ø Writing and updating of MFL website
Ø Attending MFL Network meetings
Ø Co-ordination of MFL foreign language assistants
Ø Departmental planning (Review, SEF)
Ø Performance management
Ø Departmental timetabling
|
|
JCB
|
Ø Assistant Head Teacher/Curriculum
(For full job description see Staff Handbook)
Ø Teacher of German and French
Ø Co-ordination of Latin long distance learning
|
|
WAN
|
Assistant Head Teacher (Operations & Pastoral
(For full job description see Staff Handbook)
Ø Teacher of French and German
|
|
DSS
|
Deputy Head Teacher (Operations & Pastoral)
(For full job description see Staff Handbook)
Ø Teacher of French
|
|
CLD
|
Head of German
Ø Co-ordination of German assistant (welcoming & timetabling)
Ø Co-ordinating German trip to Cologne (Yr 7), work experience (Yr 12/13)
Ø Coordinating the trip to Berlin (Yr 12/13) with FGD
Ø Co-ordinating of internal exams and mark schemes and internal assessment data for German
Ø Ordering, cataloguing and distributing of German resources
Ø AST responsibilities
Ø Outreach work for Kirklees
Ø Teacher of German and French
Ø Year 10 form tutor
Ø Support of SLM in running of department as a whole
Ø Supporting staff within the department in all areas of teaching, development and classroom management
Ø Deputising in absence of SLM.
Ø Performance management
Ø Supporting SLM in writing and updating of departmental policies and schemes of work
Ø Regular updating of MFL website
|
|
DLN
|
Head of Spanish
Ø Co-ordination of Spanish assistant (welcoming & timetabling)
Ø Co-ordinating Spanish trip to Barcelona (Yr 7), work experience (Yr 12/13)
Ø Co-ordinating of internal exams and mark schemes and internal assessment data for Spanish
Ø Ordering, cataloguing and distributing of Spanish resources
Ø AST responsibilities
Ø Teacher of Spanish and French
Ø Year 7 form tutor
Ø Support of SLM in running of department as a whole
Ø Supporting staff within the department in all areas of teaching, development and classroom management
Ø Deputising in absence of SLM.
Ø Performance management
Ø Supporting SLM in writing and updating of departmental policies and schemes of work
Ø Regular updating of MFL website
|
|
FGD
|
Ø Teacher of German and French
Ø Sixth Form Tutor
Ø Teacher of Critical Thinking
Ø Coordinating the trip to Berlin (Yr 12/13) with CLW
|
|
LNJ
|
Ø Teacher of German and French
|
|
ASH
|
Maternity leave
|
Section C: Departmental policies and guidelines
Differentiation
We recognise the importance in all areas of our planning and teaching of catering for the needs of individual pupils, and we are very aware of the range of their attainment and interests, within a selective school and also within setted teaching groups.
We can ensure differentiation in the following ways:
¨ by differentiating as we regularly do in the normal run of classroom teaching in the way we phrase questions, respond to pupils and use other varying strategies, depending on the attainment of the individual student;
¨ by differentiating by text, selecting materials to match or challenge a student’s level of attainment;
¨ by allowing students to choose texts according to personal interest in particular topics, and thus allowing the more able a greater variety of texts read or listened to;
¨ by differentiating by task: eg graded tasks; different roles within a role-play, different tasks within a group project;
¨ by differentiating by outcome: ie. a common task which is sufficiently open-ended for all pupils to tackle at their own level.
We plan for differentiation through careful choice of published courses, which help us provide not only core objectives for the class as a whole, but also both re-inforcement and extension materials.
In addition we have a varied resources bank, which consists of a range of:
· visual resources – flashcards, posters, OHT’s, Realia, postcards, slides, photos, DVD material;
· authentic listening and reading materials;
· dictionaries, glossaries and other reference material
· self-access study materials for GCSE and AS/A2 level in listening and reading
· Key stage 3 reading cards housed in the library for extension/homework tasks
We also have the services of 3 full-time foreign language assistants to help stretch the more able and re-inforce the progress made by those who learn less quickly.
For practical classroom ideas, see NCC’s Modern Foreign Languages Non-Statutory Guidance, February 1992.
· To assure differentiation decisions need to be made within each teaching group and probably within each lesson. We can consider the following aspects:
Input
· Choice and sequence of language
· Variety of question type
· Use of para-linguistic clues
Tasks
· The nature, purpose and the level of demand of the task or activity
Texts
· Choice and variety of stimuli in terms of relevance to student’s interests
· Accessibility in terms of length, complexity and layout
· Potential as a stimulus for open-ended oral work
Outcome
· Types of response anticipated or required
· Opportunities for students to determine their own level of response
Classroom organisation
· Pupil groupings: whole class, group, pair, individual
· The allocation of roles by pupils within a pair or group activity
Teacher or peer support
· Direct help from teacher, FLA, or peers
· Prompts, repetition, rephrasing, clarification
Support from within a task or text
· The use of context, written prompts, visual clues or symbols within a task or text
Learning resources
· Availability/use of dictionaries, other reference materials, exercise books or other forms of self-help
Handling errors
· How and when to correct students’ errors, taking account of the purpose of the activity and the stage of the student’s learning
Praise and reward
· Praising effort and commitment to a task or activity as well as the end product/actual attainment
· Judging how and when to praise in the light of knowledge of individual students
Use of Target Language
One of our primary aims is to teach our students to communicate with people in a foreign language, and, clearly, the natural place for this communication to begin is within the languages classroom. Optimum use of the target language is a central aim of Modern Foreign Languages in the National Curriculum. This should be reflected in all our teaching.
Rationale:
The use of the target language in the classroom:
¨ Promotes conscious and subconscious learning, as students learn effectively through experiencing and doing.
¨ Enables students to relate what they are learning directly to a practical situation and provides a context in which they can use their new knowledge.
¨ Enables students to acquire confidence, para-linguistic skills and coping strategies.
¨ Allows the language to be experienced as useful now and not just at some vague point in the future when students may go abroad.
¨ Provides enjoyment, immediate success and motivation for students as they realise their ability to communicate with even a limited amount of language.
Method
Consistency of approach, in terms of the strategies of both the individual teacher and within the department, creates common experiences and expectations that ease the task of the teacher and students.
¨ From the very outset the everyday routine of the classroom is conducted in the TL. To ensure consistency and continuity we use, in the main, the bank of general classroom requests and instructions listed in Appendix 1. Items are displayed in classrooms when necessary for reinforcement and as reminders, and by the end of Year 7 each student should have a printed checklist in his/her exercise book.
¨ In the initial stages simple clear phrases accompanied by gesture and physical demonstration and/or audio and visual clues all play a part in ensuring that students understand. By using facial expression, mime and intonation to help in our communication we also provide a good model for students in their attempts to use the TL.
¨ In our efforts to stick to the TL we shouldn’t forget that a quick word of English is better than ten minutes of confusion.
¨ When we feel that English needs to be spoken – for a consolidating block of grammar work, or when problems need to be dealt with – we should keep that section of the lesson clearly separate and make sure that our students understand this.
¨ We can make the most of any and every opportunity offered to talk to our classes, briefly and at the appropriate level of difficulty, about school, local, national or international events, the latest sporting disasters or soap dramas (or even personal self-deprecating anecdotes).
¨ Drawing, activities involving matching, re-ordering or gap-filling, grids to fill in, true/false statements provide just a few ways of avoiding the need for questions in English or complicated explanations in listening and reading tasks. Where proven text-book exercises require answers in English to questions in English, we can ask the questions orally in the TL and restate the given answer in the TL.
¨ Students’ own use of the language must be encouraged from the first. We can rely to a gratifyingly large extent on our chosen course books for the effective gradual introduction and practise of the language students will need for classroom activities. What to say in response to a comment or situation and more general conversational language should arise naturally in the classroom, but needs to be taught.
¨ A list of useful phrases on the board or OHP for any given activity can help revision.
¨ Praise (and admonition) should be in the TL where possible, in the classroom and also as written comments when marking written work. It’s important that students should have no problems understanding the comments we write. We use the bank of comments listed in Appendix 2. These are also on display in classrooms for Year 7 reference. Students from Year 8 onwards have a copy in their exercise books.
¨ The FLA plays a major role. Where timetabling and the strengths of the Assistant allow, team-teaching is the preferred and most effective approach. Students can experience ‘real’ foreign language communication.
Development
As students’ confidence and understanding increase it is important that their use and understanding of the language of the classroom and of general interactive conversational language develops in parallel with their general progression. To this end:
¨ Familiar should be mixed with unfamiliar and support gradually withdrawn. Prompts will need to be retained, but, where the room allows, they should perhaps be displayed less prominently, so that students need at least a slight head-movement to locate the support.
¨ We must be sure to teach and encourage the use of more complex structures for familiar queries and responses as students’ knowledge of the language develops.
¨ We should be flexible in response to students’ use of the TL and not be afraid of digressing and so changing the aim of a lesson mid-stream.
Assessing, recording, reporting
The department policy is in line with the school policy:
“Assessment is inextricably linked with the teaching and learning process. Assessment should enable teachers to make their teaching as effective as possible. It should allow students to have a clear idea of their strengths and weaknesses, recognise success and motivate them to fulfil their potential.”
Assessing and record keeping
Through the department’s system of the continuous assessment of students’ progress and its careful recording, we build up a clear profile of each student’s attainment, which we can use to measure against NC descriptions when required to do so, and which we can use to counsel students on whether they should attempt the Foundation of Higher tier in any of the four language skills at GCSE.
In years 7-9 each pupil is issued with a test book as well as an exercise and vocabulary book. This is used for all end-of-unit assessments during the year and to be kept as a best book. These books will be taken with them into the next year. This has cut down on the amount of A4 paper being used and has proved successful in mapping progress across the Key stage. Test marks have been recorded, with NC levels where appropriate, and a comment written by the pupil on their own progress as a form of self-evaluation. The book is also used for target setting in Key stage 3 as after each assessment, the pupil records a target for themselves for the next unit of work, including how they intend to achieve it.
This culminates in the end of year exam grades being recorded with the NC level, which they are given, also noted. This allows pupils to have a clear record of their progress within the subject throughout KS3. We need to continue to keep these books high profile, ensure pupils are recording comments and their own targets and check them frequently to read comments and add our own feedback on pupil’s performance. It is recommended that teachers keep these test books in school.
Fundamental to the teacher’s assessment of student progress is an accurate record of marks and grades awarded. All members of teaching staff are issued with a teacher planner at the beginning of each academic year. At the back of this planner is a record keeping section. Colleagues should keep separate sections in this mark book dedicated to each of the four skills. A separate section should also be maintained here with assessment results, NC levels and target grades. Each member of the department must also keep an attendance register for each of their classes taught.
We assess informally and formally in the following ways both at KS3 and KS4.
¨ We test informally and briefly each week after learning homework has been set.
¨ We assess progress when we evaluate written class work and homework.
¨ We assess comprehension informally when we note responses to our spoken French/German/Spanish or to written instructions.
¨ Assessing oral performance is an ongoing process, and we sample students’ competence on a regular, systematic basis.
¨ At the end of each unit of work (when appropriate) we also test formally. We ensure that students are clear about the criteria we employ.
Schemes of Work give details and some common tasks are identified to help achieve consistency.
We are careful to ensure that formative assessment informs our lesson plans, and our reviews of Schemes of Work.
We assess more formally in the internal school examination periods, which occur twice per year, allowing students the opportunity to taste an examination atmosphere.
Controlled pieces:
One of our departmental aims is to introduce common pieces of work, in KS3, in all skill areas in order to build up a more secure evidence base for the NC levels achieved and not solely relying on an end of year assessment. These tasks are to be done by all groups at a certain point during the year and will be given a national curriculum level. In year 9 we currently do one piece per year, 1 in December and one in June to coincide with examination periods. These are done with preparation and in advance of the exam period and replace the written exam in December and are open-ended pieces of writing similar to eventual coursework. These pieces are marked along the same lines as pieces of GCSE coursework, therefore familiarising pupils with the marking system.
Each piece should also be given a NC level, which can be recorded in their assessment jotter, enabling them to chart their progress through Key Stage 3.
Reporting
Reports are issued in line with school policy.
The Christmas and Easter interim reports are based on evidence recorded in the teacher’s mark book and general teacher assessment. We make clear to students that effort grades are by their very nature subjective, and that we base our judgement on the impression the student gives through quality of class attention, care evidently taken to produce well thought out written work, learning for tests and willingness to use the spoken language.
For the end of year reports, departmental user-friendly, individual comment banks are available.
Assessment
Assessment of students’ progress is ongoing and essentially a matter of the teacher’s awareness and professional judgement. We make notes of how individuals are performing, making sure that each student’s progress is monitored, say at least twice per half term. Progression in confidence and competence can be recognised in many ways; we look for the following:
¨ Students’ readiness to have a go, not just within the task, but in using the TL to talk about the task and in normal day-to-day classroom interchange;
¨ Their ability to initiate and then sustain their use of the TL in an oral exchange or presentation;
¨ Their ability to cope with increasingly demanding or open-ended tasks and to respond to elements of unpredictability;
¨ Their independence of the teacher and other support;
¨ The degree of creativity they show in contributing their own ideas and suggestions within a given task or situation;
¨ How they use and adapt language for their own and other purposes;
¨ The quality of the language in terms of pronunciation, intonation, accuracy and fluency;
¨ The appropriateness of the language used, matching it to audience, purpose and context;
¨ The length and frequency of contributions;
¨ The range and variety of vocabulary and syntax;
¨ The range of topics and material with which they feel at ease.
To aid assessment we also use the FLA and peer assessment.
· Assessment books were introduced in September 2001
Target setting
This is an important part of our planning and is vital in order for pupils to have clear, achievable goals at which to aim. Targets should be challenging enough to motivate but not out of reach, making them de-motivating.
In Year 7, targets can be set using entrance exam data, MIDYIS and reading test scores.
In Years 8 and 9, they are set based on the previous year’s assessment data. These targets are discussed with pupils and recorded in test books and teacher planners. Pupils also record their own targets in these books throughout the year, with ideas on how they hope to achieve them. Whole school target setting takes place in these years and data is requested and recorded centrally also.
Target setting becomes more exam-focused as pupils enter into Year 10. Key Stage 3 assessment data is used to generate a suggested target grade for GCSE in each subject in the autumn term. These suggested grades are issued to class teachers for evaluation. These can then be amended as necessary, discussed with individual pupils and recorded in pupil and teacher planners. These target grades are then reviewed at the end of year 10 and into year 11 and are recorded on pupil reports.
Targets are also set in the sixth form. Again these are generated using GCSE and Yellis data and chances graphs. Suggested targets are issued to subject staff, who then negotiate an agreed target with individual pupils.
All targets should be discussed with individual pupils, be recorded by them in pupil planners / test books and should be recorded in teacher planners.
Homework
Homework is regarded as an integral part of the teaching and learning sequence. Indeed, it is an essential part of the lesson, in that it is an extension of the lesson.
Pupils have a formalised homework timetable as follows:
|
Year group
|
No. of homeworks
Per week
|
Suggested length of time
|
|
7
|
3
|
20 mins
|
|
8
|
2
|
25 mins
|
|
9
|
2
|
30 mins
|
|
10
|
2
|
35 mins
|
|
11
|
2
|
40 mins
|
· In both KS3 and KS4 we aim to give at least one learning / oral preparation and one written homework per week.
By setting learning / preparation homework we encourage students to:
· learn phrases by heart
· commit language to memory
· value non-written homework and recognise the importance of
non-written skills
· Learning work should always be tested. This need not be always a formal written test to be handed in and marked by the teacher. A variety of testing modes is appropriate, including quick self-check written tests, those in which students mark each other’s work, or a simple oral review, which can be just as effective. We must be careful that vocabulary testing doesn’t take up too much teaching time.
· Each student should write details of homework set in their School Planner. All homework should be tailored carefully to the standards and capabilities of the class, so that students can experience success. We should be aware of the need at times to allow for differentiation by task, where differentiation by outcome is not appropriate.
· We should aim to prepare written homework in class and ideally allow students to begin in the last five minutes of the lesson. Though we recognise that this will not always be possible if the lesson is a single lesson. By beginning in the lesson we can supervise layout and iron out unforeseen problems.
· All written homework should be handed in. Those who fail to hand in work should be chased up. The second late homework should be punished by a breaktime or lunchtime detention (or sanction of similar weight) and organised by the teacher concerned. Any subsequent failure to hand in completed work warrants a departmental detention. However, within the bounds of fairness, we should treat cases on an individual basis.
· Above all, all homework should arise naturally out of and reinforce the work being done, not imposed for homework’s sake.
Marking
The marking of students’ work is a vital part of teaching and is also seen as such by the students themselves.
· Marking, above all, should be positive and encouraging.
· It is important to mark clearly, promptly and regularly.
· In order to keep the burden of marking a manageable one, marks awarded need not be precise numerical ones. A, A/B, B etc. are acceptable, indeed often preferable. What is important is that the student understands what the given mark means, and understands how it might have been improved.
· Following departmental guidelines on using the target language, comments in red in exercise books should be in the target language where possible. A bank of comments is displayed in classrooms, and students also have copies in their exercise books.
· From September 2003 we introduced a list of marking codes to be used in the margin where an error occurs. The list of codes is explained in detail to students in order to help them understand what they have done wrong, why it is wrong and what to do in order to improve. This also highlights any recurring problems, enabling the teacher to address these in class time where appropriate. See marking codes below. Staff may wish to write the code in the margin and give the correction too, but it would also be encouraged at times to just give the code and make it a task for the student to try to work out the correction for themselves, thus learning from their mistakes.
· Work presented on A4 sheets, project posters, worksheets and the results of IT work should be marked in a similar way, and where possible stuck into exercise books. It may be a good opportunity to give an effort grade on such pieces of work – B1 – for example, where a lot of effort may have been put in, in terms of presentation.
Marking should also take account of presentation.
· We should use the school’s merit system to reward not only excellent pieces of work but also those, which show particular application and improvement. Improvement in presentation should also be rewarded.
· We regard corrections as important, but with all classes we will see the need to vary our approach and tailor our demands to the individual student and the nature of the error. We might:
¨ Write the correct version over or under the error;
¨ Simply underline the error if it is to be explained in class;
¨ Simply underline the error and request that the student write out a correction (or multiples thereof) if we consider that that student shouldn’t have made that error in the first place;
¨ Ignore minor errors if the focus of the work lies elsewhere;
¨ Ignore the error if too many teacher corrections are going to discourage.
· In all cases where we have requested corrections we should insist that they be completed.
· It is departmental policy that each class complete at least one piece of written work per week, to be done in their best books. It is essential that students have examples of work in all areas, which is corrected, to which they can refer when it comes to revision time. All exercises should have some kind of acknowledgement from the teacher. If it has been marked by the student, a tick from the teacher and a comment will suffice, otherwise a precise numerical mark or letter grade where appropriate and some kind of comment is expected.
· At least some written work of each student each term should be marked / corrected in class. As we go round from desk to desk during written classwork we can assess progress, give diagnostic help, and individual attention and encouragement.
· We recognise that our careful marking of work helps the student, and is equally important for us since it helps us monitor our effectiveness.
MFL Department: Marking policy update
q In French, German and Spanish we use A/B/C letter grades for pieces of work for which this is appropriate. A numerical mark may also be given where appropriate – 13/20. This letter grade may be accompanied by a number to indicate the effort put into the piece of work – 1 = excellent, 2= good, 3= satisfactory, 4= cause for concern – like the grades the pupils receive in their Interim reports.
q It is not expected that for every single piece of written work, the mark will be recorded in the teacher planner, but there should be sufficient evidence to show progress in each skill area – it does help if marks in mark books are recorded in separate sections for each skill.
q At least once per half term there should be a piece of work, which is given a NC level rather than a grade. This helps pupils to better understand the system of levels and will give more evidence to make an informed judgement at the end of the year, of the level reached for each pupil. We will work towards having set tasks for each year group for this purpose. These will be added to schemes of work. For any work for which a NC level is given, this level should be recorded on the assessment spreadsheet in the shared area. This data will then be used to work out the overall NC level at the end of the year for reporting purposes.
q There should be a least one piece of written work completed in best books per pupil per week and at least one learning task. Without examples of corrected, longer sentences and continuous writing in best books to refer to, pupils will find it difficult when it comes to revision.
q All work in exercise books should be marked and commented upon in some way, where possible in the target language. We have a bank of useful phrases to use for this. This can be reduced / enlarged for giving to pupils and displaying in classrooms. Please make pupils aware what these phrases mean. We also nowhave the marking codes to use – please make pupils aware of their meanings too.
q Best books should only be used for reading / writing exercises which are completed in full. It shouldn’t be used for listening exercises or other exercises, which only require letter/number answers. These are of no future use when revising. All work done in best books needs to have an underlined date and title and each piece should be ruled off afterwards. Please ensure pupils make the best use of their books and don’t waste space. Completed books must be checked before handing out a new one.
Marking codes
|
sp
|
Spelling error, capital letters
|
|
gn
|
Gender
|
|
gr
|
Grammar
|
|
wt
|
Wrong tense
|
|
vb
|
Verb (wrong part of verb for example)
|
|
wo
|
Word order
|
|
ag
|
Agreement
|
|
pp
|
Past participle
|
|
aux
|
Auxiliary
|
|
ac
|
Accent missing (fr)
|
|
vc
|
Vocab (wrong choice of word / language etc)
|
|
/\
|
Missing word
|
|
um
|
Umlaut missing (De)
|
|
cs
|
Case (De)
|
Foreign Language Assistant
All our students are able to have regular and sustained contact with a native speaker of the language(s) they study, thanks to the school policy of employing full time a foreign language assistant in each language, French, German and Spanish. We must ensure that we derive maximum benefit from this valuable resource.
Assistants are employed from October 1st until May 31st. In any year there may be the option to extend their period of employment to the end of June. This will depend on school finance and/or the Assistant’s future plans – and also on the Assistant’s strengths.
Assistants are allowed 12 hour per week. The Yorkshire Committee organises lectures, seminars and excursions on Wednesdays during the university term, and we keep Wednesdays free for our assistants so that they can attend.
It is important to recognise that very few of our Assistants will have followed a teacher’s training course, and that certainly not all of them will be intending to enter the teaching professions. We cannot expect that every year each Assistant will help in the same way as her/his predecessor. We need to assess anew each year how best to use the talents of each year’s Assistant.
At the outset
· At the same time as the Business Office offers the assistant employment at HGS, staff in charge of French and German make informal contact, and give as clear a picture of the assistant’s coming year as can be done on paper and in advance of the start of the new school year.
· When the assistants arrive we arrange an informal meeting with all language staff. We need to get to know our new colleagues, to discover their interests and what they regard as their strengths; and they need to get to know us. We give them a picture of the school, the place of French, German and Spanish and what their role within the department might be. We try to give them some idea of what they might expect from students, in terms of ability, motivation and behaviour. We tell them of the sort of problems they might encounter and how best to deal with them.
The assistant’s timetable
· For the first week or two the assistant begins with classroom observation, in order to get an idea of the school’s (and British) methods of modern language teaching and to see the standards that are expected of students. Observation should continue periodically through the year.
· We try to make sure that each class has contact with the assistant at least once a month, though Years 9, 10, 12 and 13 have priority.
· It is expected that in KS 3 the assistant will be used in the classroom.
In year 9 and KS 4 the assistant will also take small groups withdrawn from the class.
In Years 12 and 13 the assistant will join each teacher at least once a week, and students will also have one class per week with the assistant, in groups of 3 or 4
In the classroom
There is a wide range of activities, which the assistant can initiate or help with in the classroom e.g.
· Acting out the course book dialogues with the teacher instead of using the tapes;
· Providing alternative dialogues for course book work;
· Helping the whole class or targeted individuals with intonation and pronunciation;
· Providing up-to-the-minute vocabulary for matters in fashion;
· Providing up-to-the-minute colloquial language;
· Introducing songs;
· Working within a carousel lesson with one of the groups, discussing a particular topic or playing a card game etc.
· Helping to assess student progress on communicating in the target language;
· Presenting civilisation topics: hometown; school; cars; food; family life; language varieties within the country etc. etc.
· We continue to develop the “assistant’s ideas and materials” files in each language.
In small groups
· In preparation specifically for the GCSE Speaking Tests, the assistant can be used very effectively lower down the school to stretch and motivate further the higher achievers, and to do reinforcing or repair work for those who need it.
Involving the assistant in departmental work
· Marking, particularly of GCSE and Sixth Form work. Students benefit from the authentic suggestions made by the assistant; teachers up-date their knowledge and the assistant acquires first-hand knowledge of each students’ standard.
· Preparation of teaching materials, including recordings, preparing texts for IT and producing authentic hand-written materials.
· Preparations for visits abroad.
· Displays
Involving the assistant in the life of the school
· Giving other departments support in European awareness, and more specific syllabus content. E.g. History, Geography, Food Technology, Business Studies
· Taking part in extra-curricular activities, according to individual talents. Orchestra, band, sports teams, drama, debating, chess have all attracted enthusiastic assistant involvement in the past.
Above all we must ensure that the assistant is treated as a valued colleague and given help and support in return for considerable contribution to the department and the school.
Students with special needs, including very able students
We recognise the need to support all students with special learning needs and take all necessary steps to implement the school policy.
Members of the department are watchful of any specific learning difficulties or sensory impairment which might make themselves more apparent in the language classroom, e.g. hearing loss or distortion, or acute problems with copying words correctly, and we consult with the student’s form tutor and the SEN Co-ordinator. The level of extra support, which might be necessary, particularly in the case of hearing loss, will determine how we then proceed. We will co-operate fully in any arrangements, which might need to be made for the student to attain the highest possible standard.
Very able students identify themselves quickly. Within the normal compass of our differentiation policy we would expect to be able to cater for most of their needs. Amongst the linguistically very able we must provide not only for the general high achievers, but include bi-lingual students and those who have the advantage of a French, German or Spanish speaking parent. Such students are identified early in Year 7. We discuss their individual needs in a September departmental meeting and arrange an individually tailored programme, including working with the Assistant and on the Internet, using target language TV and radio, and providing up-to-date reading and listening material appropriate to the student’s ability.
Characteristics of very able children
(An individual need not display all characteristics to be regarded as very able)
A Learns easily
B Original, imaginative and creative
C Persistent, resourceful and self directed
D Inquisitive and sceptical
E Informed in unusual areas beyond their years
F Artistic
G Outstanding vocabulary, verbally fluent
H Musical
I Unusually extroverted or introverted behaviour in a group
J Excellent sense of humour
K Speed and agility of thought, a preference for verbal rather than written expression
L Leadership qualities
M Socially adept
N Shows high levels of sensitivity and empathy
O Versatile, many interests
P Unusually high motivation and self expression
Q Logical approach to problem solving
R Sporting/Physical ability
Information Technology
The department recognises that ICT represents an exciting and increasingly important medium for language learning and access to it for language learners is crucial.
In line with school ICT policy we endeavour to ensure that use of ICT is integrated into the teaching and learning of modern languages. To this end, suggestions for ICT related tasks are included wherever they might arise naturally within individual units in the Schemes of Work.
The communicative nature of MFL work also lends itself very well to the use of IT for language learning purposes.
· Database, spreadsheet, pie chart or graph all provide an interesting basis for oral work;
· DTP and word-processing provide valuable practice in drafting, re-drafting and coming up with a correct, beautifully presented version very quickly;
· Text manipulation can provide tailor-made support or challenge.
· Multi-media language laboratory work allows a range of activities in all of the four skill areas including recording speaking tasks and doing listening activities.
We are currently building up our resources of commercially produced software, but are very mindful of the fact that making full use of expensive packages is not easy when access to ICT rooms is restricted by sheer student numbers, as well as timetabling coincidence. However, much can be undertaken, and a departmental minimum list of recommended tasks to be completed is included in the annex. Those that appear on the school’s list of Information Technology Related Tasks are highlighted. Also included is an outline of procedure.
In recent years we have seen a lot of investment into the school’s ICT facilities. We now have interactive whiteboards permanently housed in all of the 6 dedicated MFL classrooms. Room 4 was upgraded in 2006 and in June 2007 was fitted with ‘Sanako lab 300’ equipment. This enables this room to be used as a multi-media language lab. Room 4 also has a permanently installed interactive whiteboard. We try to timetable as many lessons as possible in room 4. There is at least one period per week when Y9 / 10 / 11, are timetabled in an IT room. It will obviously only be one member of staff, so a rota will be arranged in order that everyone can get access to enable us all to complete the set ICT tasks as explained in this handbook. We must now make full use of the facilities available and keep records of work done and most importantly share ideas, which have been successful! It is also very important that we share our resources by placing copies of worksheets or ‘Powerpoint’ presentations in the appropriate folders in the shared areas.
Day-to-day administration, including accommodation and resources
Accommodation
In all cases we will try to ensure that one teacher will have majority use of the room and can treat it as a base.
Rooms 5 6 and 7
Room 5 (Sixth Form)
Room 6 (SLM)
Room 7 (LNJ)
In the Middle Yard a suite of rooms used almost exclusively for the teaching of MFL.
Room 60 (CLW)
Room 62 (FGD)
Room 63 (ASH)
Room 61 (DLN)
Departmental administration and resource catalogues etc are stored in the MFL office and resources area. The MFL resources area is also intended for sixth form work with a library, resources and dictionaries available. The resource area may also be used for lessons with the language assistants and there will be a timetable posted in the office as soon as possible. We also have a storeroom situated next to this resource area. SLM will share an office with WAN within this resource area and much of the departmental administration will be housed here in filing cabinets.
All rooms have a computer network socket (see above). Room 7 also houses the department’s satellite system (Sky+ box)
Much thought has been given to the arrangement of furniture in the MFL rooms and many experiments undertaken. Different arrangement of desks might be preferred for different teaching groups. Final choice has to be left to the individual teacher, based in the room. Whichever room we happen to teach in, we make sure the desks are left as we found them.
The notice boards inside and outside these rooms are for the use of the department and should always contain visually attractive displays, reflecting the current topic interests of varying year groups. The outside notice boards are particularly important to keep high the profile of the department. Displays of students’ work help foster positive attitudes towards language learning and interesting topical material focusing on French/German/Spanish -speaking countries increases cultural and European awareness.
Examinations
Entries for the external examinations, especially the differentiated papers of the GCSE, will be discussed at departmental meetings and submitted through the Examinations Officer. We currently enter students for the AQA GCSE and the AQA GCE AS and A2 Level.
Although they are ultimately the responsibility of the Head of Department, the setting, marking (and stapling) of internal examinations are tasks shared by all members of the department. Individual responsibilities for language and Year group are allocated amicably at the appropriate departmental meeting.
Inset
The Inset requirements for the department are assessed on a year-to-year basis and will be closely linked to the departmental development and individual performance management plans. We endeavour each year to send staff on exam syllabus meetings for each subject to keep our knowledge up-to-date. It is also written in our development plan to send at least one member of staff to the annual SSAT Languages Conference when possible. Other Inset courses will be decided upon depending on the needs of the department and the staff within it. Every effort will be made to address the needs highlighted in performance management reviews. For specific details on Inset requirements see the current year’s departmental development plan: Section E of the handbook.
Reading
Silent reading should occupy an important place in a foreign language learning programme and we recognise its value. After the initial aural / oral introduction, and with suitable materials, reading becomes first an important support to oral work and later valuable in its own right.
We all seek to incorporate in our teaching programmes a wide range of linguistically appropriate, attractively presented, interesting material. Since all learners are individuals, this is a major demand, and difficult to meet. Each classroom should have a box of laminated reading tasks, which have been developed within the department. These can be used as a class resource or as extension work when required (to supplement the folders of extension materials also available in each classroom). We also have published reading schemes such as ‘On y va’ & ‘Pack’s an’ (KS4) and ‘A la Carte’ (KS3). In the MFL resources area, there are also the ‘Kartei’ & ‘Carte Blanche’ reading materials, which include graded tasks, mark cards and record sheets. These could easily be used as part of a carousel lesson or indeed set as a homework task, to be done in school and hence encouraging the use of the resources area. We also have copies of readers in French and German along with various literary material, of particular use in year 11 and the sixth form.
Reading as an activity can be used in carousel lessons, plays a major role in extension work and provides for variety in homework tasks. We are careful to emphasise that students are taking on more and more responsibility for their own work. We must show our students that we value reading by giving time to it.
There is a reasonable collection of magazines also in the MFL area.
These are published regularly and have material directly aimed at secondary aged students. We have taken up subscriptions to the ‘Authentik’ range of magazines. These are aimed at GCSE and AS/A2 level and are in an easy to follow magazine format. These materials are available to students to borrow and pursue individual study.
Departmental meetings
Informal discussion, of course, takes place on a daily basis.
Subject leaders meet weekly
Co-teachers of Years 12 and 13 have frequent regular meetings to monitor topic coverage and student progress.
Full departmental meetings are held as required before school or after school as convenient and appropriate, providing opportunity for both formal and informal discussion of relevant matters.
Early morning meetings, being time-constrained, help to ensure that the focus of the discussion is maintained. These will normally be used for brief consultation and information about administrative matters. After school meetings have the advantage of being less hurried and allow the opportunity for more relaxed discussion of MFL teaching and learning, and of departmental planning and priorities.
Items for inclusion on the agenda should be submitted to the HOD. Minutes of each meeting are circulated afterwards. A copy of both the agenda and minutes of meetings should also be sent to MIC.
For more lengthy and detailed discussion INSET time is arranged.
Duplication / photocopying
The machines in the basement are available for staff use and a code is required each time. However, they are more expensive, and should only be used for a small number of copies or emergencies. Other photocopying requests should be handed to staff in the basement reprographics office, giving as much notice as possible. Requests for typing and photocopying can also be done electronically via the ‘Cpanel’. In the basement, there is a wire tray on the desk where materials to be copied should be left, with details of exact requirements attached on the work order form available. Only trained ancillary staff can use the large photocopiers in the basement.
Resources
The requisition of resources is ultimately the responsibility of the Head of Department and all orders must be placed through SLM. However, all decisions will be made after discussion with all members of department.
All members of the department should have:
· A cassette player/recorder
· Sets of course-book tapes
· A teacher’s book for each level
· Access to Interactive whiteboards
· Access to a microphone (compatible with the department’s recorders)
· Free access to storeroom and other resource areas
· Free access to use of satellite system and computer network
· A set of dictionaries in each MFL teaching room
Location of Resources
Storeroom:
FRENCH
· GCSE single sets of books grouped according to skills practised
· GCSE past papers (original + pupil copies)
· GCSE support materials (worksheets etc. grouped according to topic)
· Course book assessment materials (unit and attainment tests)
· Course book support materials (flashcards, worksheets by unit)
· Various grammar resources
· Various handouts for exercise books/folders
· Tricolore 4a and 4b class sets
· On y va/A la Carte reading resources
· Group listening facility + 8 headsets (2)
· Personal stereos for private listening
GENERAL (in storeroom or drawer unit in MFL resources area)
· Stationery: exercise books, vocabulary books, folders, A4 lined and unlined paper
· OHP transparencies for writing on and photocopier (get the right sort); pens, erasers
· Blank audio and video cassettes
· Display making materials: sugar paper, pens, crayons, scissors, stapler etc.
Room 7
Interactive whiteboard
TV and Video
MFL Resources area / office
Fast tape copier
A-Level listening materials
Authentic materials
A-Level topic dossiers + various resources catalogued by topic in red drawers
Library of assorted materials for staff and students’ course work reading and material
Newspapers; magazines; individual copies of text books
Detention book for departmental detention
Publishers’ catalogues; holiday/trip brochures
Alternative and current syllabuses
Copies of various course materials
GCSE/AS/A2 listening & reading, self-access material and record sheets.
Mini camcorders
Colour printer
Bibliobus readers
In filing cabinets
GCSE / A-Level listening material
All course book listening originals
Departmental documentation / admin
Blank cassettes
Microphones and stands
Room 60 storeroom
Italian materials
Various German resources
A-Level course books
A-Level listening materials, for presentation, practice and revision
A-Level topic dossiers
A-Level library; fiction, non-fiction; course work reading
Selection of videos; A-Level films for study; BBC and ITV German teaching programmes;
Newspapers and magazines
JUMA
KS3 + 4 course books (German)
Course book supplementary material
GERMAN
· GCSE single sets of books grouped according to skills practised
· GCSE past papers (original + pupil copies)
· GCSE support materials (worksheets etc. grouped according to topic)
· Course book assessment materials (unit and attainment tests)
· Course book support materials (flashcards, worksheets by unit)
· Other KS 3 materials including grammar and ex. book handouts
· Lesekiste reading boxes
· Reading boxes
Room 61 storeroom
All Spanish material – coursebooks, worksheets, assessment material & dictionaries
All Latin material – coursebooks, spare student files, worksheets, past papers
Room 62
Nous les Français 1 & 2
Various literary texts and old textbooks
A-level French resources
Text books Elan 1 & 2
Mot a mot
Grammar workbooks
Tele-textes
Zenith
· To be effective, our resources areas need the support of all members of the department. We need to encourage each other to return resources used to their rightful homes. It is vitally important that exam papers/tapes get returned swiftly to their boxes after use, in order for all staff and groups to benefit from them. Please do not allow pupils to write on past exam papers – if you wish them to do so, you need to get an extra class set copied and ensure there is at least a class set left in the box.
· We also need to make sure that we pool resources and avoid a lot of duplication of labour. If you have produced a worksheet or powerpoint presentation, which has been successful, please save it in the relevant folder in the shared area and put a copy in pigeon holes of the staff, to whom it may be of interest. When we develop new materials, we should also add them to the stock of materials in the storeroom.
· Where possible, worksheets should not be written on by students. If we can retain sheets for future use, then we save on future photocopying time and costs.
Textbooks
Textbooks are a major item of capital expenditure.
On distributing them, we make a note of the identification number and of the general condition of the book received by each student, in an attempt to make students understand that s/he is responsible for that book. A class list with book numbers recorded on it should be kept by each subject teacher of their teaching groups.
Students failing to return books when they are finally collected in, or returning them in an unacceptable condition, may be asked to pay part or all of the cost of a replacement. Students should be encouraged to treat books with (TL) care. It is usually a good idea to get them to back them, as this gives support to otherwise flimsy covers. The generally expected contribution of a lost text book is at least £10.
We are having more and more problems with damaged books and it must be stressed to pupils that at the end of their use of the book, if it is deemed in too poor a condition to be reused, then they will be charged the full market value of a replacement book. If a book is already slightly worn when given out, it is a good idea to keep a record of this when recording book numbers. We have invested a tremendous amount of money over the last few years replacing all old textbooks and we cannot afford to keep on replacing books, which have been badly treated. It is essential that our pupils recognise their responsibility to look after our equipment properly.
Visits, excursions, foreign links
The HGS programme of foreign travel is extensive.
Over the past few years we have had links with schools in France, Germany and Spain and exchange visits have successfully taken place to all 3.
The value of experiencing real French, German and Spanish in the countries where those languages are spoken can’t be underestimated. Members of the department all actively encourage foreign travel, and in particular school trips abroad. Help, not only during the trip, but also in the planning stages, is greatly appreciated. The department gratefully acknowledges the contribution of many other staff in this respect.
Ø Work experience programme-France/Germany/Spain - Year 12
SLM/CLW/DLN
Ø 3-Day trip to Köln for pupils in Year 7, annually in June
CLW
Ø 3-Day trip to Albert, France for pupils in Year 7 annually in June
SLM
Ø 3-Day trip to Barcelona for pupils in year 7 annually in June
DLN
Ø Weekend Trip to Berlin in May
FDN/CLW
Ø Other educational excursions organised by other staff/department
MFL Discipline Policy:
In order that effective teaching and learning may take place, we must ensure than an appropriate learning environment is offered to our pupils. This obviously requires that pupils are aware of our expectations of them as learners and also what they can expect from us as facilitators of their learning. We must therefore make it very clear to pupils what our expectations are in terms of discipline right from the start. The most important issue if we are to be successful as a department and indeed as a whole school, in terms of discipline, is consistency. There are laminated posters in all classrooms setting out our expectations and an acceptable code of conduct in lessons. We must as a department uphold this code of conduct at all times and ensure we deal with any abuse of it swiftly and consistently, following the appropriate channels in doing so. (Please refer to whole school discipline policy).
¨ Minor problems with a student’s work or behaviour are best dealt with by a break-time or lunchtime detention arranged by the teacher concerned. A record of such actions should always be noted in the student’s Planner, so that both Form Tutor and parents are aware.
¨ Repeated problems with the same pupil may result in putting that pupil onto a Modern Language report card. These are stored with detention letters in the MFL office. The idea being, behaviour/organisation is monitored on a lesson to lesson basis. The subject teacher should sign this at the end of each lesson. It should then be signed by HOD at the end of each week and by the parent over the weekend. If a report card is being used please inform HOD, form tutor and parent by way of the pupil planner.
¨ Depending on their nature and seriousness, other or further problems may be referred to the Head of Department, the Form Tutor, the appropriate Key Stage Head, the Deputy Heads or the Head teacher. This however should be done in the order it appears here. The Staff Handbook sets out details of the school’s referral system. Please note however that whenever possible we would prefer to deal with problems which occur during lessons, within the department first and foremost. If there is a problem that cannot be resolved with either a lunchtime or after school departmental detention, then please refer the problem to SLM next. We should only be relying on the appropriate Head of Key Stage when all departmental initiatives and efforts have been attempted.
¨ Lunchtime detentions may be held at the discretion of the individual teacher. For recurrent problems, which may be more serious but do not yet warrant a full school detention, we will run a departmental after-school detention system. A book will be kept in the departmental office, where names of offenders can be kept with dates and reasons. There is a letter to be sent home and 24 hours notice is required please. If the teacher chooses a date for the detention, we can organise a member of the department to be there to supervise after school. Any subsequent offenders in the same week can then be put in on the same night in order to prevent extra staff being required. Failure to attend a departmental detention or a further incident of the same nature will result in a full school detention.
¨ If behaviour / organisation remain a problem, it may be that putting the pupil on school report will help to highlight any problems in other areas. Please ensure all departmental sanctions have been used before approaching the appropriate Head of Key Stage regarding a school report.
Examples of our expectations:
We all have different teaching styles and methods and often form different types of relationships with groups and individuals. General behaviour and organisation expectations however, should be the same and upheld consistently within not just our department, but also the school as a whole. We all have our role to play in this and we must make it very clear what we expect from our pupils and what they in return can expect from us. Below are some typical examples:-
¨ We expect all pupils to arrive at our lessons wearing the correct uniform, in an appropriate way. They should not be allowed to enter the classroom until this is the case. This also applies to their exit from our classrooms. Persistent failure to do so should result in cards being filled in and passed on to form tutors as appropriate.
¨ We expect pupils to arrive at our lessons on time and to wait sensibly and quietly to be allowed to enter the classroom. The pupils should therefore expect us to also arrive on time to our lessons.
¨ We expect all pupils to have the necessary equipment for that lesson. Textbooks, exercise books, vocab books, folders, pens, pencils, rulers etc. If they do not have the correct equipment, we must make sure we fill in the appropriate card to be passed on to the form tutor.
¨ We expect homework set, to be completed by the given deadline and to be well presented and completed to the best of that pupil’s ability. Pupils should therefore expect homework to be set regularly and for work to be marked promptly, with useful and appropriate feedback. If homework is not completed, this should be immediately recorded in the planner with a request for the work the next day. If it then still is not handed in, lunchtime detentions should be issued etc.
¨ We expect to be treated with respect and we should ensure that an atmosphere of mutual respect is allowed in our lessons. Pupils should expect to receive the same respect from both staff and fellow pupils. If respect is not given to any member of the classroom, sanctions should be followed as detailed in the discipline policy.
¨ Anything or anyone who is an unwanted distraction in any lesson is preventing the learning of others. This should not be tolerated at any time. If it cannot be dealt with effectively straight away, then the cause of the distraction should be removed from the classroom. Where possible the pupil should be sent somewhat with appropriate work to do, not simply to stand outside a classroom, causing distraction to others. When possible (see MFL timetable) send to SLM or FGD.
¨ We expect our materials to be treated with respect. This includes text and exercise books, along with anything within our classroom, displays, tables, chairs, litter etc. Misused equipment will be charged for and any other kind of damage / mess will result in an appropriate sanction. Staff should leave classrooms ready for the next occupant, e.g. tidy, board clean, no litter etc. We should also expect our own rooms to be left in an acceptable state when used by others and if it is not, politely request that it is next time!
A3 posters with this code on should be displayed in all MFL classrooms.
Heckmondwike Grammar School
Modern Foreign Languages Department
Gifted and Talented Policy
|
General Rationale
This document is written in order to highlight departmental initiatives and strategies, which will complement the whole school policy for Gifted and Talented students. We intend to work with the ‘Gifted and Talented’ coordinator to offer a whole range of appropriate, challenging and engaging learning opportunities to those students identified as gifted or most able in Modern Languages.
Although we will endeavour to particularly encourage the identified gifted students to take part, these opportunities will be offered to all students, thus raising the attainment and standards of all students within MFL and catering for the individual needs of every child.
Aims
All students within the school are entitled to an education appropriate to their needs and ability. The differentiation which already exists within MFL lessons allows the most able to be stretched and challenged, whilst not setting unrealistic targets for those who are not so able. MFL learning is a skill-based subject, about teaching the acquisition of new language and the productive use of it. These skills can then be applied to subsequent third or multiple languages. Through the study of a language we are encouraging students to understand and appreciate different countries, cultures, people and communities and we would hope they will begin to think of themselves as citizens of the world as well as of the United Kingdom. Students learn the basic structures of language and explore similarities between the foreign language learnt and their own language or that of another foreign language. They become aware of how language can be manipulated in different ways, they have the opportunities to improve their general listening and reading skills and become more confident in expressing themselves orally.
MFL teaching and learning also promotes student’s spiritual, moral social and cultural development in the following ways
Ø SPIRITUAL: by stimulating their interest and fascination in the phenomenon of language and the meanings and feelings it can transmit
Ø MORAL: by helping students to formulate and express opinions in the target language on issues of right and wrong
Ø SOCIAL: by exploring different social conventions, forms of address, communication with others in a sympathetic and tolerant manner and fostering a spirit of cooperation
Ø CULTURAL: by offering insights into cultural differences and opportunities to relate these to their own experiences and consider different cultural and linguistic, traditions, attitudes and behaviours.
The following Key Skills are also enhanced through the learning of a foreign language;
Ø COMMUNICATION: thinking about the way in which language is structured and can be manipulated. Reading and listening for gist and detail and using grammar correctly
Ø WORKING WITH OTHERS: participation in group conversations and discussions, regular pair-work
Ø IMPROVING OWN LEARNING AND PERFORMANCE: they develop the ability to rehearse and redraft work to improve accuracy and presentation. Development of learning strategies – memorising, dealing with the unpredictable and using reference materials.
Ø PROBLEM SOLVING: develop the ability to apply and adapt their knowledge of the target language for specific communication purposes.
Ø
MFL also promotes other aspects of the curriculum;
Ø THINKING SKILLS: by developing student’s ability to draw inferences from unfamiliar language and unexpected responses and enabling students to reflect on links between language. Also, by developing their creative use of language and expression of their own ideas, attitudes and opinions.
Definitions
Gifted students are those who can easily, quickly and at an expert level apply
the specific skills and processes of language learning, and who demonstrate high levels of understanding, maturity and achievement.
The open-ended nature of the ability to develop language makes it motivating
and challenging to the most able students. Students have the opportunity to
express themselves creatively allowing more freedom and no restriction on what they can achieve. Students who are gifted in MFL should be able to
demonstrate high levels of understanding of both gist and detail in their
comprehension of the spoken and written word and have the confidence to
express themselves eloquently, with a high degree of accuracy in the productive use of the language. Very able students identify themselves quickly. Among the linguistically very able we must provide not only for the general ‘gifted’ students but also those who may be bi-lingual and have the advantage of a French, German or Spanish speaking parent. Where other languages are spoken at home, there may be a general understanding for language and the way in which it works and how it is picked up. Gifted students will be able to acquire and retain new vocabulary, phrases and structures with ease and understand fully how to apply the same rules or structures when producing subsequent pieces of written or spoken language themselves with a high degree of accuracy. We will use various different strategies in order to identify the top 5% from each year group for the ‘Gifted Register’.
Identification
The identification of ‘gifted’ students is an ongoing process and our list of students will need to be continually updated. We will use the following strategies for identifying students who are ‘gifted’ in MFL;
Ø The normal processes of classroom teaching and most importantly our professional judgement.
Ø The outcomes specified in the agreed syllabus (At present AQA)
Ø The QCA eight level scale of National expectations in MFL
Ø Prompt identification of those who have a particular aptitude for language learning due to home circumstances or family culture
Ø Ongoing assessment and monitoring of student’s work
Organisational responses
The strategies for developing the learning opportunities we offer to our students are varied:
Ø Acceleration; we may feel students are capable of achieving targets earlier than expected. E.G. Early entry for external exams
Ø Working with older students; it may be appropriate for gifted students to work on projects with those in the years above them, in particular with sixth form groups.
Ø Withdrawal across year groups; certain students may benefit from being taken out of lessons in order to work with the assistant or to do some other kind of extension activity.
Ø Provision for exceptional students; the ‘gifted’ student may have social or emotional issues to deal with or potential may have been spotted and needs harnessing. In such cases a ‘mentor’ may be appropriate to guide the student and offer them support and advice.
Specific approaches can be sub-divided into two groups;
In-Class approach – this is crucial;
Ø Curriculum provision; ensuring that all of our lessons are sufficiently challenging and engaging and adequate opportunities for extension and enrichment are offered. Offering opportunities from beyond the particular key stage. Encourage ambitious and imaginative work with clearly defined targets.
Ø Working with others of like ability; setting and grouping arrangements can help here. We currently set students per ability from Year 9 onwards. We must take the needs of gifted students into account here, but also in group activities or seating arrangements in class. A gifted student may become bored if constantly having to wait for a partner to catch up or always having to support them.
Ø Differentiation and flexible learning; More opportunities for carousel lessons where the activities are varied and open-ended. Always ensuring we have tasks prepared which are stimulating and not just seen as ‘extra’ work. Opportunities here need to be constantly developed.
Ø Differentiated homework; this can be with open-ended written tasks allowing for more creative writing or specific extension tasks or research on a certain topic.
Ø Equal opportunities; the above strategies should be used with all of our students in mind, thus raising the attainment of all concerned.
Out-of-Class activities
Ø School clubs; French, German and Spanish clubs for lower years with student helpers from older years
Ø Film clubs; showings of foreign language films with or without subtitles
Ø Enrichment days / outings; any opportunities for visits to museums / Goethe Institut / exhibitions / theatre trips / conferences / workshops
Ø Trips abroad; one day taster trips / week-long holidays / school exchanges / European work experience programmes
Ø Promotion of supplementary reading and listening; private purchase of foreign language newspapers / tapes / radio stations to listen to / cable channels for the news etc.
Processes for review and development
The names of the students on the school’s gifted register will be under regular review. Teacher assessment and student self-assessment will be considered as will an analysis of standards achieved in the subject. We will also endeavour to make time for an agenda item on gifted students in MFL departmental meeting on a termly basis. We will review this policy regularly.
Support from outside agencies
Various agencies exist outside school which can offer help and support with gifted students. We will aim to build up a database of names and addresses / websites of any useful organisations or agencies.
CILT
ALL – Departmental membership
Goethe Institut
Kirklees School Effectiveness Service – Peter Cummings, MFL advisor
MFL Enrichment Programme
|
Year 7:
3 day trip to Albert (June)
3 day trip to Köln (June)
3 day trip to Barcelona (June)
French, German & Spanish (choir) clubs on a weekly basis
Set ICT tasks / various display work
Involvement with Primary Languages Day (July)
Mandarin Chinese – lunchtime lessons
International Choir
|
|
Year 8:
Set ICT tasks / various display work
Involvement with COLIK
Mandarin Chinese – lunchtime lessons
International Choir
|
|
Year 9:
GCSE Latin via video conferencing
Set ICT tasks / various display work
Involvement with COLIK
Access to foreign language magazines
International Choir
|
|
Year 10
Access to foreign language magazines
Russian conversation classes
Film Club
|
|
Year 11
Access to foreign language magazines
Variety of choice of languages – Spanish, Italian, AS French and German
Russian conversation classes
Film Club
|
|
Year 12
Work experience in France 1 week – summer term
Work experience in Germany 1 week – summer term
Work experience in Spain 1 week – summer term
Opportunities to help at French, Spanish and German clubs
Access to foreign language magazines
Classroom assistance lower down the school in MFL lessons
Trips to the cinema – Leeds film festival September/October
Trips to the theatre
A Level conference
Film club
Challenge of Management
|
|
Year 13
Opportunities to help at French, Spanish and German clubs
Access to foreign language magazines
Classroom assistance lower down the school in MFL lessons
Trips to the cinema – Leeds film festival September/October
Trips to the theatre
A level conference
Film club
|
| 
Challenge of Management Conference 3-5 July
