LANGUAGES FOR LIFE AND WORK
Friday 27th March, 2015
Pamela Tosh, Curriculum Leader
Broughton High School
Edinburgh
Aims
• Explain briefly the content of the award
• Describe Broughton’s experience of offering the award in 2 languages
• Demonstrate progression to include LLW in Mandarin
• Describe our project with our business partner, Hilton Edinburgh Airport
• Describe impact on learners
Languages for Life and Work Award
Relatively new language award with integrated employability skills
Cluster of 3 units:
• Mandarin (or other language of choice) for Life
• Mandarin (or other language of choice) for Work Purposes
• Building Own Employability Skills (can be delivered solely
in English or include a language element)
Can be
taught
separately
or together
Assessment
Languages for Life: 2 performances, 1 in talking, 1 in listening
Languages for Work Purposes: 2 performances, 1 in talking, 1 in
listening. (For SCQF level 4: 1 in talking, 1 in reading).
Building Own Employability Skills:
Using at least two sources of information to find out about jobs that are available
Practising at least two of the skills needed to apply for a job, for example contacting an employer
to enquire about a job, filling in a job application, preparing a Curriculum Vitae, preparing for or
participating in an interview.
Who is it suitable for?
• Lower ability learners in the senior phase S4-6
• Groups of learners in S3
• Beginners in a language
Who does it at Broughton and why?
• Small group of disengaged students in S3
• Beginners Mandarin group in S3
• Lower ability learners in S5/6
The award in 2 languages
French and Spanish
Languages for Life – French
June - August
Created a unit around my students, their interests and
personalities
If you could do a project on one
of these topics which one would it
be:
Sport
Cinema
Music
Fashion
TV
Books
Places
Describe yourself in fewer
than 50 words. I am:
……………………………………………………
……………………………………………………
……………………………………………………
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……………………………………………………
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……………………………………………………
……………………………………………………
…………………………………………………….
What are you good at (not
just at school)? e.g.
Playing football
Cooking
Food
Customs
Which of these skills would
you like to learn? Tick the
ones which interest you:
Are there any other skills
related to the world of work
which you would like to learn?
•Learning how to use job
search websites
………………………………………………
………………………………………………
………………………………………………
………………………………………………
………………………………………………
……………………….……………………
………………………………………………
………………………………………………
………………………………………………
………………………………………………
•Learning how to apply for a
job
•Learning how to write a CV
•Learning how to present
yourself for an interview
•Doing an interview
How do you like to learn?
Listening
Speaking
Reading and writing
Playing games
Making things
Using a computer or ipad
Visiting places
Other:
Modern Languages For Life Unit – SCQF level 3/4
Aims: To provide learners with the opportunity to develop skills in listening and talking within the contexts of culture and everyday life
in countries where that modern language is used.
Skills
Literacy
Topic Areas
(including
personalisation
and choice)
Numeracy
Working with others
Communication
Leadership
Citizenship
Thinking Skills
Applying
ICT
Research
Leisure:
Music
Cinema
Language/Structures
Tu préfères quel genre
de musique/films?
J’aime
J’adore etc
Je déteste
Je n’aime pas etc
La musique pop/rap/etc
Les comédies/les thrillers
etc
Sport
A mon avis c’est….*
Je trouve que c’est…..*
Nul/affreux
Les effets sont
incroyables*
Le son est super
Les acteurs sont
fantastiques
C’est artistique
J’ai vu……………
Les acteurs
étaient………..
Quels sports est-ce que
tu pratiques ?
Je joue au……….
…………….fois par
semaine avec….
*Level 4
Grammar
Assessment
Present tense – 1st,
2nd, 3rd person
1. At least 1
conversation related
to topic(s):
Gender
Definite article
Perfect Tense –
sound pattern - 1st,
2nd, 3rd person
Simple adjectival
agreement
Beginning and
ending the
conversation
Responding to
requests for
information
Asking relevant
questions
Using appropriate
structures and
vocabulary
Demonstrating
sufficiently accurate
pronunciation to
convey meaning to a
sympathetic listener
Resources
Text books
Access/Intermediate
1 resources
DVD
Video clips
Websites
Magazines
Practical tasks e.g.
making …….
Boards Games
Ipads
You Tube
2. Understanding at
least 1 spoken
activity identifying
the main details.
I can …
1.…say the names of different types of music


2...say the names of different types of movies


3…say the names of different types of sports






5....say when I do these things



6.…say who I do them with



7…talk about my favourite music/movies/sport



4. ...give my opinion of music/movies/sport


How We Learned
Speaking –
Reading –
Listening –
Writing –
Making –
ICT –
games, role-play, conversations, presentation
books, magazines, websites
teacher, CDs, Video Clips (cinema and music), watching a French
film
film review, about favourite things, presentation
presentation, poster, comic strip
You Tube, internet research, ipads
Co-operative learning – social skills development
Assessment
Assessment
1 speaking – conversation with a partner on free-time (music or cinema).
Recorded and retained.
1 listening – teacher described 5 movies and gave opinions. Students
had to recognise for each:
• Type of movie
• Opinion given
• Any other details
Spanish Starter Unit
September – October/November
Modern Languages For Work Purposes – SCQF level 3/4 (could be combined with Building Own Employability Skills)
Aims: To provide learners with the opportunity to develop skills in talking and listening needed to communicate in any vocational
context using the language studied (language studied could be different from that learned in other units).
Skills
Employability and
enterprise
Topic Areas
(including
personalisation
Types of jobs
Literacy
Places of work
Numeracy
Working with others
Discussion of skills
and tasks related to
specific jobs
Communication
Presentation skills
Future employment
plans
Language/Structures
Quiero ser……..
Infinitives
Quiero trabajar en…
Ir a + infinitive for
Voy a + infinitive
future
Es…..
Me interesa……….*
Tiene buen
sueldo.......*
Hay
variedad…………*
Se puede
promocionarse* etc
Leadership
Citizenship
Thinking Skills
Applying
Research
ICT
Job interviews
(linked to Building
Own Employability
Skills Unit)
Grammar
Que hace un
mecánico?
Tiene que + infinitive
e.g. hablar con
clientes
* Level 4
Assessment
Level 3 and 4:
Resources
Text books
Demonstrating
understanding of at
least one vocational
text, identifying the
Tener que + infinitive main details
Access/Intermediate
1 resources
Forming questions
Video clips
Querer in present
tense
Taking part in at least
1 job-related
discussion related to
topics:
Beginning and
concluding the
discussion using
appropriate formal
conventions
Responding* to
request for
information/exchangin
g information
Requesting
information*
Demonstrating
pronunciation and
accent* which are
comprehensible to a
sympathetic listener
.
DVD
Websites
Magazines
Practical tasks e.g.
interview
Mobile phones and
other digital
technology
Interview senior
students about work
experience
ipads
Assessment - speaking
• Telephone interview with recruitment agency
• Pupils answered questions giving personal details and interests
• Included greeting and leave taking
• Asked 2 questions
• Assessments recorded and retained
Assessment - Listening
Students had learned about types of jobs, the different roles
involved in the jobs and places of work.
They listened to different people talking about their jobs
Part 1 – they were asked to listen and understand the role and
identify the job
Part 2 – they were asked to listen and understand the job and
role and identify the place of work
Building Own Employability Skills – SCQF level 3/4
Aims: To provide learners with the opportunity to develop skills in talking and listening needed to communicate in
any vocational context using the language studied (language studied could be different from that learned in other
units).
Skills
Employability
and enterprise
Literacy
Numeracy
Working with
others
Communication
Presentation
skills
Leadership
Citizenship
Thinking Skills
Applying
Research
ICT
Topic Areas
(including
personalisation and
choice)
Job Related Skills
and Tasks:
Researching jobs
available
Choosing jobs
Contacting employers
CV writing
Application forms
Preparing for job
interview
Phoning to book
interview
Being an interviewee
Personal presentation
Language/Structures
Language and
structures will be
dependent upon
choice of activities
Grammar
Grammar content will
be dependent upon
choice of activities
Assessment
Resources
Level 3:
1. At least 2 activities to
find information about
suitable job
opportunities
e.g.

finding a job from
a employment
website

understanding job
adverts through a
reading
comprehension

understanding job
adverts in a
newspaper
Resources Text
appropriate to students
2. Practising at least 2
of the skills needed to
apply for a job.
Level 4:
1. At least 2 activities
to find information
about suitable job
opportunities (see
above)
2. Practising at least 2
of the skills needed to
apply for a job (see job
related skills).
Examples :
Books
Higher still resources
(Access/Intermediate
1)
DVD
Video clips
Websites
Magazines
Newspapers
Practical tasks e.g.
interview
Mobile phones and
other digital
technology
Building Own Employability Skills
March - May
Finding out about jobs:
• On-line in English
• On-line in Spanish
• Using advert sections in papers - English
Skills needed to apply for a job:
• Covering letter – English
• CV – English and Spanish
• Phone to book interview – Spanish
• Discuss interview skills – English
• Have an interview - Spanish
2013-2015 Single Language Award
• 16 students chose to study Mandarin in S3 after S2
taster course.
• Broughton offers students the chance to gain the LLW
award in S3 and progress to Nationals in S4.
• Structure as in previous years but more focus on
practical employability skills.
Business Language Champions (SCILT) – Hilton
Edinburgh Airport
Launch Event – 27th October
• Carousel of employability activities: Hotel tour, Business
Etiquette (SCILT)/How to present oneself/CV writing
• Language workshops with Broughton pupils teaching Hilton
staff basic Mandarin phrases which would relate to their role
in the hotel
Welcome Pack
Broughton students used the Mandarin they have been learning to
produce a welcome pack for the Hilton
• Reception
• C+E ops
• Restaurant and bar
• Health Club
Interview Skills
Hilton staff will come to Broughton to help pupils
develop their interview skills
Confucius Hub
• Based in Leith Academy
• Tuesday/Thursday classes
• Resources
• Activities
• Immersion course in China – 2011, 2013, 2014
Strengths
award – teacher perspective
Strengths of this
this award
• Can adapt to suit your context e.g. can be used in S3
• Related to employability – business link
• Practical
• Assessment manageable
• Progression to other courses. In my school:
Most @ National 3
A few @ national 4
Impact on Learners – pupil feedback
• I can do this…………..
• Enjoy the practical aspects
• Tangible reward at the end
• Develops employability skills
• Business link hugely enjoyable and beneficial
What did the pupils say?
pam.tosh@broughton.edin.sch.uk