Modern Foreign Languages Department Handbook St. George’s School 1 MFL Mission Statement Our mission is to help students maximise their ability to communicate effectively with people from other countries and to understand their cultures, attitudes and customs, thereby developing the whole child. Christian Ethos The Christian ethos plays a major part in promoting the Christian aims, values and ethos of the school as expressed in our mission statement. By teaching a modern foreign language, we contribute to the student’s cultural education. They learn that many societies are multi-lingual. We teach them about festivals and customs related to the countries in which the language is spoken. All students have been given the St. George’s school prayer in French and this is clearly displayed on the front of their classwork books. It is recited as a class at appropriate times in the school year. MFL Department Vision “A different language is a different vision of life” In MFL we believe in developing communicative skills and encouraging intercultural knowledge and understanding. We hope to open students’ minds to different cultures and to nurture a lifelong passion for language learning. Aims: Within a Christian setting we aim to employ teaching methods and resources that allow all pupils to have equal access to languages and to experience success and enjoyment in their work. Since September 2011, we have aimed at raising the profile of the department in the school, and this is still ongoing. We aim to expand Spanish as a second foreign language We are aiming at increasing the uptake of languages at GCSE We hope to create a group of dual linguists who will take both Spanish and French at GCSE. In MFL we have high expectations both in terms of achievement and behaviour and this is being embedded across the department. Similarly we have high expectations for the quality of teaching in the department, and this is an area for development for some of the teachers 2 These aims relate directly to the aims of St George’s School and (where appropriate) to both the National Curriculum Attainment Targets for MFL and the specifications for GCSEs. These general aims can be broken down into specific aims within the main strands of MFL teaching. Speaking Students work to develop their powers of speaking, aiming at taking part in conversations and longer presentations, using three tenses and demonstrating good pronunciation Reading Students aim at being able to understand longer passages, picking out the main points, specific details and opinions. They are also expected to work out the meanings of new words and phrases. Writing Students learn to write confidently and at length, describing past, present and future events. They learn to change phrases they have learned and write about new topics. ListeningStudents can recognise and respond to spoken passages about present, past and future events. They can pick out the main points and details, including opinions. Qualifications We aim to help every student achieve the highest standard of which he or she is capable so that they are confident linguists in their future studies and working lives. The examination course currently offered is GCSE French (Edexcel). The first Spanish cohort will begin their GCSE course in September 2014. A vision for the futureAt St George’s School we believe that building pleasure, confidence and competence in a modern foreign language is a complex and developing art, which must respond to the student’s needs and interests. It cannot be simply placed into boxes and reduced to a series of ticks or uniformly conducted (or received) lessons. MFL classrooms should be places where: students are motivated by their teachers' and their own high expectations of success; ideas are shared; respect for others' opinions is paramount; feedback on contributions, whether written or oral, is constructive and detailed; Pupils have the right to test ideas and to make mistakes. Pupils have the highest standards of behaviour and feel safe 3 The quality of teaching supports this vision and teachers aim to create stimulating and outstanding lessons that motivate, enthuse and encourage students to become independent learners 4 An Overview of MFL at St George’s School MFL is part of St George’s School curriculum. It is taught by four specialist teachers from Year 7 to Year 11. KS3 - Years 7-9 All students in Years 7 study French and have three 1 hour lessons per fortnight. In Year 8 the V band do not study a modern foreign language as they concentrate on extra support in literacy and numeracy, as required. Those students who continue with French have three lessons per fortnight. The more able students have four lessons of French per fortnight and also take up Spanish for two lessons each fortnight. This pattern is continued in Year 9. KS4 (GCSE) - Years 10-11 Pupils in Years 10 and 11have five 60-minute periods of MFL per fortnight. It is usual for groups to have the same teacher throughout their GCSE course and it is this teacher who conducts their Speaking exams over the two year period 5 The MFL Curriculum Key Stage 3 French Autumn Term 1 Year 7 C’est perso (Personal I.D) Year 8 T’es branché? (internet and TV) Autumn Term 2 Mon collège (School) Spring Term 1 Mes passetemps (hobbies) Spring Term 2 Ma zone (Where I live) Summer Term 1 3,2,1… Partez (Holidays and going out) Studio Découverte (poetry and French painting) Paris, je t’adore (activities in the town) Mon identité (personal relationships and music) Chez moi, chez toi (where I live and food) Quel talent?! (must/can do and personalities) Studio Découverte (planting a garden and the French revolution) Summer Term 2 6 Year 9 Ma vie sociale d’ado (Personal identification) Bien dans sa peau (Health and Fitness) A l’horizon (Future and jobs) Special vacances (Holidays) Moi dans le monde (student rights) End of KS3 Assessment Key Stage 3 Spanish Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2 Year 8 ¡Vamos! (introducing self, birthdays and talking about items in classroom) En el instituto (talking about school) Mi familia (talking about my family) Year 9 Mi vida (Opinions and description of friend) ¡Diviértete! (TV and films) Mis vacaciones (past tense and holidays) La comida (talking about food) En casa (talking about where you live) El tiempo libre (spare time) De moda (talking about fashion and clothes) La salud (health) En la ciudad (talking about town) 7 Key Stage 4 French Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Year 10 (2013) Moi (Personal ID) Le collège (School) Tourisme (Holidays) Mon temps libre (Hobbies) Summer Term 1 Mode de vie (Healthy Lifestyle) Summer Term 2 Working towards CAUs Year 11 (2013) Mode de vie (Healthy Lifestyle) Mon temps libre (hobbies) Il faut boisser (jobs) Listening and Reading Exam Practice Listening and Reading Exam Practice Listening and Reading Exam Practice 8 GCSE Controlled Assessment Policy The Modern Languages department follows the Edexcel GCSE Linear Specification for languages. Grade weighting is as follows: Listening/Reading (final examinations): 20% each Speaking/Writing (controlled assessment): 30% each Assessment Schedule Each year the department sets dates for assessments, as these have to be carefully monitored across school. Speaking The speaking assessments take the form of presentation and discussion, picturebased discussion and open-ended interaction. Marks for two assessments across two different themes must be submitted, along with recordings from two themes. GCSE Controlled Assessment marking criteria for speaking should be shared with pupils before they start a Controlled Assessment task. The Edexcel GCSE examination board requires the school to submit a sample of specified recordings for the Year 11 cohort. This sample must include evidence of two different types of assessment across two different themes. If not specified, the submitted sample must also contain recordings for the pupils with the highest and lowest marks. Marks for all pupils across two assessments must be submitted, even if not all the pupils’ recordings have been requested. Each pupil needs to be recorded only once, but marks for 2 speaking assessments have to be submitted. The usual date for speaking marks and recordings submissions is mid-May and the school’s examinations officer will provide advance notice of the sample request and the relevant submissions date. The Edexcel exam board has strict regulations and guidelines in place for the preparation of students for controlled assessment. In particular, there are restrictions on the time allowed. This has implications for the conduct of speaking assessments. It should be noted that all centres are required to change their assessments every two years. Teachers may choose to have their class complete more than two assessments, time permitting, so as to be able to choose their pupils’ best work. In particular, teachers may choose to devote scheduled sessions primarily to speaking, as writing can often be done within normal timetabled periods. Writing assessments are marked by the board’s examiners, but speaking is marked by the class teacher and standardised within the department and moderated by the exam board. 9 Provisional marks obtained by pupils should be communicated to pupils, so that they are aware of their progress and they should ensure that do as much as they can to achieve their targets. Writing Assessments GCSE Controlled Assessment marking criteria for writing should be shared with pupils before they start a Controlled Assessment task. It is possible to submit writing assessments from the same themes as the speaking assessments, however the focus may be different and this can be indicated by altering bullet points for pupils to address. Whilst writing assessments are marked by the exam board, it is important that these are pre-marked in school and standardised across the department. This maintains professional development in the department and it also ensures that intervention can take place if pupils do not meet the specified criteria. Provisional marks obtained by pupils should be communicated to pupils, so that they are aware of their progress and they should ensure that do as much as they can to achieve their targets. 10 Department Meetings and Cluster Meetings 11th September 2013 18th September 2013 9th October 2013 16th October 2013 13th November 2013 20th November 2013 4th December 2013 11th December 2013 15th January 2014 22nd January 2014 29th January 2014 5th March 2014 12th March 2014 26th March 2014 23rd April 2014 30th April 2014 4th May 2014 11th June 2014 25th June 2014 16th July 2014 Cluster 1 Departmental Cluster 2 Departmental Departmental Cluster 3 Departmental Departmental Departmental Cluster 4 Departmental Departmental Departmental Departmental Departmental Cluster 5 Departmental Departmental Departmental Departmental 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Inset and Training Days 4th September 2013 27th September 2013 2nd December 2013 2nd October 2013 27th November 2013 2nd January 2014 3rd January 2014 5th February 2014 19th March 2014 21st May 2014 Training Day Training Day Training Day Inset 1 Inset 2 Training Day Training Day Inset 3 Inset 4 Inset 5 11 1 2 3 4 5 Departmental Calendar 26th September 30th September 1st October Open Evening Year 11 progress period 1 European Day of Languages (Flying Theatre Company for Year 9) School Photograph day Year 11 Parents Evening Year 10 Parents Evening Monitoring and Action Plan (1) French Trip to Lille Year 7 Parents Evening Year 11 Reports Monitoring and Action Plan (2) Year 9 Parents Evening Year 8 Parents Evening Monitoring and Action Plan (3) Year 11 Graduation Breakfast Year 11 Leavers Service Reports Prizegiving 23rd October 24th October 7th November 20th November 11th December 19th December 13th January- 17th January 5th February 13th February 27th February 2nd April 2nd May 21st May 18th June 3rd July 12 Rewards and Incentives Rewards and incentives are an integral part of the school’s ethos. It is the responsibility of all teachers to support the positive ethos and give recognition and rewards commensurate with effort and achievement. Investing in relationships and rewards supports the school’s ethos and raises standards of attainment. The MFL Department supports the school’s rewards system. Formal: The school has formal procedures for recognising effort and achievement in the curriculum and in school life in general. These include: Learning credits/commendations Monitoring scores School Prizes Letters to parents (Head of Colleges) Inter form points competition Certificates Badges Official posts (eg Learning Consultants, Prefects, School Councillor, Captain etc.) The MFL Department has other strategies in addition to those above. For example: Pupil of the Month (certificate and small prizes) Displays of work Stickers/Stamps in pupil classwork books. Postcards to students/parents Visits by Head of Department (to praise) Work passed to Headteacher 13 Target Language Policy Target language should play a key role in the Modern Languages classroom. It is unique in the curriculum, as it forms the basis for the curriculum content to be delivered and it also serves as the vehicle for communication of the curriculum content. Using the target language in the classroom is good practice in language teaching and is something that teachers often find challenging. However, if introduced from the very outset when learning a new language, the students will accept this as the norm and reap the benefits of being immersed in a supportive language learning environment. It is relatively easy for us to use the target language extensively, provided that use is also made of gesture, visuals and using students as interpreters. It is important to remember to make the language simple enough for the learners to understand, especially when explaining grammar points and to use the board to give written and pictorial examples whilst speaking. Slightly harder to achieve is for students to use the target language 100% of the time and we will need to be clear that this is the expectation from the outset if students are to embrace the concept. Posters and help-sheets giving assistance with common expressions will help, as will reminders to the students should they be tempted to lapse into English, eg student “detectives” patrolling the class during a target language exercise or holding up English or French flags to indicate the language being spoken. The advantages of using the target language include: Increased confidence in speaking and listening skills A more realistic environment for students, especially those who have not yet visited the target language country A greater development of both passive and active vocabulary A real preparation for visits abroad At St. George’s MFL staff will endeavour to conduct lessons as much as possible in the target language. Students are encouraged to use the target language in their lessons, when talking to their teacher as well as to each other. 14 Homework Policy (see whole school policy) Homework in MFL Homework is usually set once a week and should take around 30 minutes to complete. Homework will usually be related to the work that is taking place in class and may be used in the next lesson. Home works vary from written work, reading exercises, vocabulary learning and internet research. Homework tasks may include: Key Stage 3: Vocabulary learning Extended Writing Research Display work Revision Development of classwork Preparations for presentations Evaluation of unit studied/assessment Key Stage 4: Vocabulary learning Preparing for CAUs Revising Research Completion of notes Past GCSE questions (reading) 15 Marking and Assessment Policy (see whole school policy) MFL National Curriculum Levels There are level descriptions for attainment in: Listening and responding Speaking Reading and responding Writing. Following the Government's decision not to proceed with the revisions to level descriptions consulted on in 2009, schools should use the level descriptions contained in the 2007 secondary curriculum handbook for end of Key Stage 3 statutory assessment at the end of Year 9 from 2011 until further notice. These level descriptions are set out below: Listening and responding Level 1 Pupils show that they understand a few familiar spoken words and phrases. They understand speech spoken clearly, face to face or from a good-quality recording. They may need a lot of help, such as repetition or gesture. Level 2 Pupils show that they understand a range of familiar spoken phrases. They respond to a clear model of standard language, but may need items to be repeated. Level 3 Pupils show that they understand the main points from short spoken passages made up of familiar language. They identify and note personal responses. They may need short sections to be repeated. 16 Level 4 Pupils show that they understand the main points and some of the detail from spoken passages made up of familiar language in simple sentences. They may need some items to be repeated. Level 5 Pupils show that they understand the main points and opinions in spoken passages made up of familiar material from various contexts, including present and past or future events. They may need some repetition. Level 6 Pupils show that they understand the difference between present, past and future events in a range of spoken material that includes familiar language in less familiar contexts. They identify and note the main points and specific details. They need little repetition. Level 7 Pupils show that they understand longer passages and recognise people’s points of view. The passages cover a range of material that contains some complex sentences and unfamiliar language. They understand language spoken at near normal speed, and need little repetition. Level 8 Pupils show that they understand passages including some unfamiliar material and recognise attitudes and emotions. These passages include different types of spoken material from a range of sources. When listening to familiar and less familiar material, they draw inferences, and need little repetition. Exceptional performance Pupils show that they understand the gist of a range of authentic passages in familiar contexts. These passages cover a range of factual and imaginative speech, some of which expresses different points of view, issues and concerns. They summarise, report, and explain extracts, orally or in writing 17 Speaking Level 1 Pupils say single words and short, simple phrases in response to what they see and hear. They may need considerable support from a spoken model and from visual clues. They imitate correct pronunciation with some success. Level 2 Pupils answer simple questions and give basic information. They give short, simple responses to what they see and hear, and use set phrases. Their pronunciation shows an awareness of sound patterns and their meaning is clear. Level 3 Pupils ask and answer simple questions and talk about their interests. They take part in brief prepared tasks, using visual or other clues to help them initiate and respond. They use short phrases to express personal responses. Although they use mainly memorised language, they occasionally substitute items of vocabulary to vary questions or statements. Level 4 Pupils take part in simple conversations, supported by visual or other cues, and express their opinions. They begin to use their knowledge of grammar to adapt and substitute single words and phrases. Their pronunciation is generally accurate and they show some consistency in their intonation. Level 5 Pupils give a short prepared talk that includes expressing their opinions. They take part in short conversations, seeking and conveying information, opinions and reasons in simple terms. They refer to recent experiences or future plans, as well as everyday activities and interests. They vary their language and sometimes produce more extended responses. Although there may be some mistakes, pupils make themselves understood with little or no difficulty. 18 Level 6 Pupils give a short prepared talk, expressing opinions and answering simple questions about it. They take part in conversations, using a variety of structures and producing more detailed or extended responses. They apply their knowledge of grammar in new contexts. Although they may be hesitant at times, pupils make themselves understood with little or no difficulty and with increasing confidence. Level 7 Pupils answer unprepared questions. They initiate and develop conversations and discuss matters of personal or topical interest. They improvise and paraphrase. Their pronunciation and intonation are good, and their language is usually accurate. Level 8 Pupils narrate events, tell a story or relate the plot of a book or film and give their opinions. They justify their opinions and discuss facts, ideas and experiences. They use a range of vocabulary, structures and time references. They adapt language to deal with unprepared situations. They speak confidently, with good pronunciation and intonation. Their language is largely accurate, with few mistakes of any significance. Exceptional performance Pupils take part in discussions covering a range of factual and imaginative topics. They give, justify and seek personal opinions and ideas in informal and formal situations. They deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. They speak fluently, with consistently accurate pronunciation, and can vary intonation. They give clear messages and make few errors. 19 Reading and responding Level 1 Pupils recognise and read out a few familiar words and phrases presented in clear script in a familiar context. They may need visual clues. Level 2 Pupils show that they understand familiar written phrases. They match sound to print by reading aloud familiar words and phrases. They use books or glossaries to find out the meanings of new words. Level 3 Pupils show that they understand the main points and personal responses in short written texts in clear printed script made up of familiar language in simple sentences. They are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words. Level 4 Pupils show that they understand the main points and some of the detail in short written texts from familiar contexts. When reading on their own, as well as using a bilingual dictionary or glossary, they begin to use context to work out the meaning of unfamiliar words. Level 5 Pupils show that they understand the main points and opinions in written texts from various contexts, including present, past or future events. Their independent reading includes authentic materials. They are generally confident in reading aloud, and in using reference materials. Level 6 Pupils show that they understand the difference between present, past and future events in a range of texts that include familiar language in less familiar contexts. They identify and note the main points and specific details. They scan written material for stories or articles of interest and choose books or texts to read independently, at their own level. They are more confident in using context and their knowledge of grammar to work out the meaning of unfamiliar language. 20 Level 7 Pupils show that they understand longer texts and recognise people’s points of view. These texts cover a range of imaginative and factual material that contains some complex sentences and unfamiliar language. Pupils use new vocabulary and structures found in their reading to respond in speech or writing. They use reference materials when these are helpful. Level 8 Pupils show that they understand texts including some unfamiliar material and recognise attitudes and emotions. These texts cover a wide variety of types of written material, including unfamiliar topics and more complex language. When reading for personal interest and for information, pupils consult a range of reference sources where appropriate. Exceptional performance Pupils show that they understand a wide range of authentic texts in familiar contexts. These texts include factual and imaginative material, some of which express different points of view, issues and concerns, and which include official and formal texts. Pupils summarise, report, and explain extracts, orally or in writing. They develop their independent reading by choosing and responding to stories, articles, books and plays, according to their interests. 21 Writing Level 1 Pupils write or copy simple words or symbols correctly. They label items and select appropriate words to complete short phrases or sentences. Level 2 Pupils write one or two short sentences, following a model, and fill in the words on a simple form. They label items and write familiar short phrases correctly. When they write familiar words from memory, their spelling may be approximate. Level 3 Pupils write a few short sentences, with support, using expressions that they have already learnt. They express personal responses. They write short phrases from memory and their spelling is readily understandable. Level 4 Pupils write short texts on familiar topics, adapting language that they have already learnt. They draw largely on memorised language. They begin to use their knowledge of grammar to adapt and substitute individual words and set phrases. They begin to use dictionaries or glossaries to check words they have learnt. Level 5 Pupils write short texts on a range of familiar topics, using simple sentences. They refer to recent experiences or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. They use dictionaries or glossaries to check words they have learnt and to look up unknown words. Level 6 Pupils write texts giving and seeking information and opinions. They use descriptive language and a variety of structures. They apply grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear. 22 Level 7 Pupils write articles or stories of varying lengths, conveying opinions and points of view. They write about real and imaginary subjects and use an appropriate register. They link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. They edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression. Level 8 Pupils produce formal and informal texts in an appropriate style on familiar topics. They express and justify ideas, opinions or personal points of view and seek the views of others. They develop the content of what they have read, seen or heard. Their spelling and grammar are generally accurate. They use reference materials to extend their range of language and improve their accuracy Exceptional performance Pupils communicate ideas accurately and in an appropriate style over a range of familiar topics, both factual and imaginative. They write coherently and accurately. 23 Special Needs Support/Differentiation Policy School Policy 24 (see whole Literacy Strategy Rationale The development of literacy skills across all curriculum areas is vital. Effective Literacy across the Curriculum will not only develop pupils’ ability to: Write for a variety of purposes and audiences, collect information, organise ideas and write accurately to show “what they know” across subject areas Access information and read with understanding and comprehension Speak and listen effectively across a range of contexts, developing their ability to negotiate, hypothesise, present information and extend and clarify their ideas and thinking but will also have an impact on their self- esteem, motivation and ability to work independently. We believe that we should equip our pupils with the necessary transferable skills to be fully literate in the 21st century and, as such, literacy is at the heart of the school’s core values. “In the secondary schools where teachers in all subject departments had included an objective for literacy in all the lessons, senior managers noticed an improvement in outcomes across all subjects as well as in English.” Ofsted: Removing Barriers to Literacy 2011 Priorities and intended outcomes These will be decided as a result of in-school auditing, e.g. work scrutiny, observations, departmental review, data analysis (including teacher assessment) and pupil voice. See audit document for further guidance. Specific Strategies to include in planning, teaching and learning Highlight the importance of subject specific literacy with pupils Highlight the links between reading, writing and speaking and listening Ensure progression in development in reading, writing, speaking and listening See appendix for additional specific support for reading, writing, speaking and listening Assessment Departments will comment on the literacy skills demonstrated by pupils as part of on-going formative and summative assessment. Relevant success criteria will be made explicit to pupils Departments will take pupils’ literacy skills into account when giving feedback to parents Departments will demonstrate high expectations over the standard and presentation of all written work Assessment of pupils’ literacy skills will feed into future planning Marking for literacy will be consistent across subject areas. 25 Literacy in MFL The MFL Department has a valuable role to play in the whole school literacy strategy. Pupils are regularly reminded of the importance of correct spelling, punctuation and grammatical accuracy. Pupils are also encouraged to use bilingual dictionaries and other reference materials to proofread their work. To increase students’ awareness of subject specific vocabulary and grammatical rules, each MFL classroom displays useful language. In all MFL lessons, grammar is explicitly taught and referred to frequently. Key grammatical elements include nouns, verbs, adjectives, pronouns, tenses, adverbs, qualifiers, connectives etc. Key Literacy Skills in MFL that can be developed include: Speaking to explain and present ideas Active listening to understand Reading for information Writing short and extended responses 26 Numeracy Strategy The purposes of this policy Improve, develop and sustain standards in numeracy across the curriculum through mental, written and verbal communication skills Ensure consistency of practice in MFL and realise opportunities in lesson MFL contributes to the whole school numeracy policy and appreciate the need to encourage students to develop and demonstrate a basic facility with numbers. This should include the ability to add, subtract, divide and multiply. Transfer of numeracy skills in MFL; Dates Counting in a foreign language Use of basic graphs Birthdays Ages Currency Basic addition and subtraction when introducing numbers MFL department works hard to ensure that the requirements of the numeracy policy are met. Evidence of numeracy is identified throughout our schemes of work and numeracy opportunities are highlighted to student when taking place in lessons. Assessing numeracy across the curriculum Teachers are expected to be aware of the numeracy policy and to be using appropriate strategies for addressing numeracy in MFL. When an opportunity arises in lessons, numeracy can be used to develop pupils understanding and even the teachers in some scenarios. Assessment of teachers’ use of numeracy in lessons is conducted through Monitoring and Action and sharing good practice. This good practice is demonstrated through lesson observations, ‘learning walks’, sharing resources and work scrutiny. 27 Able and Ambitious Strategy The MFL department is committed to ensuring that able and ambitious students achieve their potential. A number of strategies are employed to facilitate this: 1. Ensuring that expectations amongst the most able students, families and teachers are upheld. Provide an environment, in which achievement at the highest levels is encouraged, acknowledged, valued and celebrated. Ensure that excellence in all areas will be seen as prestigious. 2. Ensure the ethos of the school is positive to develop a “can do culture” and greater confidence and self-esteem. 3. Formative assessment and the setting of purposeful homework that help to stimulate students’ enjoyment of MFL 4. The sharing of good practice through collaborative planning time to enable teachers to learn from one another. 5. Providing opportunities for trips to the theatre to extend their learning. 6. Target resources at enabling and rewarding achievement. 7. Use role models to foster high expectations and aspirations. 8. Provide opportunities to plan, discuss, organise and develop ideas. 9. A range of teaching and learning techniques encourages pupils with differing learning styles to achieve. 10. Teachers remain in touch with learning across the ability spectrum to ensure sufficiently high standards are set. 11. Achievement and excellence are acknowledged and rewarded using the full range of options available. Able and Ambitious in MFL: Pupils who are deemed Able and Ambitious in MFL are those who: Display a linguistic curiosity and want to create their own language Are able to make connections between different language areas Can see patterns in language and ask ‘why’? 28 Able and Ambitious strategies in MFL: Emphasis on active skills, writing and speaking Open ended tasks to stretch more able Pupil led teaching/explaining Higher order questions Challenging extension activities (including starters) Earlier stage of introducing tenses, allowing access to higher levels. Self-assessment of work Individual feedback (written or spoken to show ways to achieve next level) Top Set Challenge (variety of extra qualifiers, time phrases and connectives which students are challenged to include in their own work) Clear ideas on how to achieve next level (how to use tenses and variety of pronouns) Develop independent use of language (developing the ability to produce work that goes beyond the requirement of the task) Learn about culture, social conventions and geographical facts to complement their increasing language skills Use language creatively (poetry competitions) 29 Aim Higher Strategy The MFL department strives to ensure all students are included with their peer group, to gain knowledge of a foreign language and culture. This is done in a number of ways. 1. Early identification of students who benefit from the Aim Higher Strategy. 2. Monitoring of data associated with those students. Seating plans and lesson plans to incorporate strategies for involvement. 3. Provision of schemes of work that encourage active participation and the incorporation of a variety of teaching styles to encourage involvement such as role play, pair and group work. 4. Formative assessment and clear target setting. 5. The sharing of good practice through collaborative planning time to enable teachers to learn from one another. Aim Higher Strategies in MFL Multi-Sensory Techniques (eg kinaesthetic and tactile activities) Structure (scaffold complex writing frames) Explicit teaching (grammatical terms) Overlearning (repetition to consolidate learning) Slowed Pace of Presention of vocabulary Personal motiviation (activate personal strengths) Modelling (provide students with constant models, written and spoken) Mnemonic devices (sound clues, picture stories, gesture, personalisation 30 School Visits abroad Policy The Modern Languages department follows the whole-school policy on organising visits. Initial discussions regarding educational visits, locations, school cohorts, duration of visits etc should be discussed informally with the Headteacher before plans are put into place. Blackpool County Council implements strict guidelines and deadlines for visits abroad and the Educational Visits Co-ordinator in school should be consulted once an agreement in principle to go ahead with organising a trip has been given by the Headteacher. 31 Health and Safety Policy 32 (SeeWhole School Policy) 33