Transcript The Ashcombe School

Association for Language Learning
ALL West of England
7/18/2015
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england
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17th March 2007
What are the issues
for the Language Teacher
in the current climate?
Association for Language Learning
Who am I?!!
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• Helen Myers
• Senior Curriculum Manager, The Ashcombe
School, (Lang Coll), Dorking
• MFL teacher
• SSAT Lead Practitioner
• Chair of ALL London Branch www.all-london.org.uk
• President Elect, ALL
• Moderator of
http://groups.yahoo.com/group/mflresources/
• Contributor to LinguaNet Forum
www.linguanet.org.uk
Lingu@NET
• [email protected]
• [email protected]
Association for Language Learning
ALL: Who are we?
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• Individual members
• Group members
• Corporate members
• Associate members (ITT)
• Potential members
Association for Language Learning
Where do we work?
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• Secondary (41%)
• Sixth form college (5%)
• Secondary / prep (independent) (11%)
• Further Education (4%)
• Higher Education (7%)
• Adult Education (7%)
• Primary / Middle Education (3%)
• Initial Teacher Training (2%)
• Advisers / Inspectors (6%)
• Others (consultant, business, media) (14%)
Association for Language Learning
How are we organised?
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• Branches / Networks (ever growing!)
• National committees (Specific Langs +
Special Interest e.g. Primary, Secondary, IT)
• National Executive Council (with subcommittees for Members' Services,
Policy, Marketing & Recruiting)
• Management Board & Trustees
• Staff in office at Rugby (Leicester)
Association for Language Learning
How can we support each other?
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• Real
– Branch meetings
– Language World
• E-communication
– Discussion fora (mflresources,
Linguanet, ELL forum, TES forum)
– Website / Bulletins (ALL, ALL branch,
CILT, SSAT)
"For seizing the reins of the global media, for founding and framing the new digital
democracy, for working for nothing and beating the pros at their own game, Time's
Person of the Year for 2006 is you".
Association for Language Learning
How can we support each other?
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• INFORMATION
– Giving / Passing on
other
organisations
• RESOURCES
– Sharing /Requesting
• ADVICE
– Seeking / Giving
• FRIENDSHIP / SUPPORT
representation
Association for Language Learning
What are the National Issues?
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• Key Stage 2 'entitlement/compulsion' 2010
• Key Stage 3 Secondary Curriculum Review
• Key Stage 4 'entitlement'
• GCSE Review
• 14-19 developments (incl Diplomas)
• AS/A level review
• Recruitment to Higher Education/ITT
• Adult Education
Association for Language Learning
How can we respond?
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We need to
balance things
Real life is a bit
messy!
see the world
through the
eyes of other
people
Association for Language Learning
Key Stage 2 'Entitlement/Compulsion'......
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• Context (1)
– Languages for all: Languages for Life (DfES '02)
• To improve teaching and learning of languages, including
delivering an entitlement to language learning for pupils at
Key Stage 2
– 'Every child should have the opportunity throughout Key Stage 2 to study a
foreign language and develop their interest in the culture of other nations.
– They should have access to high quality teaching and learning opportunities,
making use of native speakers and elearning.
– By age 11 they should have the opportunity to reach a recognised level of
competence on the Common European Framework and for that achievement to
be recognised through a national scheme.
– The Key Stage 2 language learning programme must include at least one of the
working languages of the European Union and be delivered at least in part in
class time.'
DfES, 2002:
p15
Association for Language Learning
Key Stage 2 'Entitlement/Compulsion'.....
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• Context (2)
– Primary Languages and the Early Language
Learning Initiative - entitlement for KS2 by 2010
– KS2 Pathfinders '03 - '05 [Warwick research Oct
05]
– Key Stage 2 Framework for languages (Oct 05)
– 75 Regional Support Groups (RSG)
– NACELL
– Language Colleges - additional funding
Association for Language Learning
Key Stage 2 'Entitlement / Compulsion'....
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• Issues relating to Dearing ...3.5 to 3.11
– Curriculum: COMPULSORY,widen the choice of
languages, [incl community / Eastern] clusters
of primaries/secondaries link up to arrange
progression
– Teaching and Learning: provision for teacher
support/resources in primary schools
– Assessment, Recording and Reporting: nonstatutory formative assessment end KS2 using
Language Ladder
– Provision: how to make adjustments to primary
curriculum elsewhere to accommodate
embedded language learning needed?
Association for Language Learning
Key Stage 2 'Entitlement / Compulsion'....
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• ACTION!
• - Transition planning - Forward planning
– Primaries get started
– Secondaries anticipate 5 years' time ...
– Impact on KS3 / KS4
– 2020
– JOINED-UP THINKING?
Association for Language Learning
Key Stage 2 'Entitlement'
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An idea! (1)
Tue 24th April '07
The Ashcombe School
Primary Day
Association for Language Learning
Key Stage 3 & 4 & GCE
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Aim:
Flag up what is needed over the next couple
of years ....
Association for Language Learning
Key Stage 3 Secondary Review
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Context
• KS3 Strategy building on KS2 Standards
Agenda (literacy / numeracy/ lost Y8) renamed 'Secondary Strategy'
• Key Stage 3 Framework for Languages (to
complement Foundation Subject Strand)
Association for Language Learning
Key Stage 3 Secondary Review
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Context
• QCA consultation with stakeholders
• Aims:
– improve coherence between curriculum
subjects
– reduce the overall level of prescription
– provide opportunities for catch up and stretch.
Association for Language Learning
Key Stage 3 Secondary Review
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Where does it
lead to?
Association for Language Learning
Key Stage 3 Secondary Review
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• Issues for ML relating to Dearing ..
– Curriculum: content-free? progression to KS4?
Role of KS3 Framework? emphasis on
productive / creative? sustainability?
– Teaching and Learning: resources? (text book /
authentic?)
– Assessment: NC levels changed? Link to KS4?
– Provision:Time? (catch-up / stretch)
– Pupil engagement
Where does it
lead to?
Association for Language Learning
Key Stage 3 Secondary Review
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An idea! (2)
• Invitation to The Ashcombe School ICT
Day.
• Thursday 7th + Friday 29th June '07
• 5 further days 2007-8
How do you ensure
entitlement?
Association for Language Learning
14-19 Review
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Context
• 14-19 Education & Skills Green paper, Feb
2002
– Report from Organisation for Economic Cooperation and Development (OECD) revealed a
gap in the UK between high and lower attainers,
with pupils from different social background
showing marked differences in achievement.
• the proportions of the workforce holding Level 2 and Level 3
qualifications in the UK are below those in France and
Germany.’
• less than 20% of young people under 21 from the lower
socio-economic groups go to university compared to over
70% from the highest.’
Association for Language Learning
14-19 Review
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• 7 key proposals are outlined:
– A flexible curriculum
– A ‘world class’ technical and vocational
education
– A new Matriculation Diploma at age 19;
– guidance for students entering the 14-19 phase
– Greater responsiveness to the varying pace at
which different learners progress;
– Closer collaboration between the various
providers of education and training;
– Flexible access and delivery of the curriculum
through the use of ICT and e-learning
opportunities.
Association for Language Learning
14-19 Review
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Context
• 14-19 Education & Skills White Paper Feb
'05 - sets out clear proposals for reform,
–
–
–
–
–
Secure the basics (functional skills)
Stretch every pupil to their full potential
Offer a high-quality vocational route
Re-motivate the disengaged
Prepare all young people for the world of work
Association for Language Learning
14-19 Review
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• The only compulsory subjects at Key stage
4 would be mathematics, English, science
and ICT, with greater emphasis placed on
wider skills such as citizenship, careers,
health education and work related learning.
Association for Language Learning
14-19 Review
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Context
• Curriculum & qualifications reform covers:
–
–
–
–
–
new Diplomas
strengthen A levels& GCSEs, applied GCSEs.
Foundation learning tier for lower attainers
Functional skills (En & Ma)
General Diploma - 5 GCSEs at grade A*-C
including English and maths.
– personal, learning and thinking skills
– work-related learning.
– changes to Key Stage 3
• - free up the curriculum so that there is more time to focus
on the basics / provide extra challenge
Association for Language Learning
Key Stage 4 'Entitlement'
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Context
• National Curriculum 1988 onwards, ML
compulsory 1996-2004
• Feb 2002, 14-19 Green Paper
• From Sep 2004, anticipating 14-19 changes,
entitlement to ML, D&T, one arts subject,
one humanities subject (none statutory) to
allow for flexibility (e.g. vocational)
– QCA Guidance: 'MFL in the KS34 curriculum'
Association for Language Learning
Key Stage 4 'Entitlement'
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Context
• Jan '06 letter from Jacqui Smith
– schools must set target for 50%-90%
continuation depending on circumstances
Association for Language Learning
Key Stage 4 'Entitlement'
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we need to deal with the
world as it is ..
this is the reality
Be realistic ...
what is
the
world as
it is?
how does it
compare to
teaching *LOTE
abroad?
*Languages other than English
Association for Language Learning
Key Stage 4 'Entitlement'
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Issues relating to Dearing ..
• Curriculum: which language? community
language provision? how to secure 50%
+?; how to attract to A level?which course?
CLIL? Joint subjects? ICT? Vocational?
Applied? Accelerated?
• How to attract lower ability and
disadvantaged background? (FSM) and
avoid élite subject?
avoid false logic /
knee-jerk reactions
Association for Language Learning
Key Stage 4 'Entitlement'
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Issues according to Dearing ..
• Teaching & Learning: pupils not 'engaged'; difficult
/ boring'/ 'no use' (mainly lower achievers) flexible
approach? intensive approach? (CULP); ICT;
Businesses; Open school for Languages
• Opportunities for teachers 'to reflect and learn
from each other and from leading practitioners'
...........
• 'Meanings that matter' ... CPD......??
avoid false logic /
knee-jerk reactions
Association for Language Learning
Key Stage 4 'Entitlement'
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Issues relating to Dearing ..
• Assessment: new GCSE spec? listening
and speaking assessment stressful,
unreliable - moderated teacher
assessment? Applied GCSE? Languages
Ladder (Asset)? NVQ language units?
CBLC etc? Severe grading?
Association for Language Learning
Key Stage 4 'Entitlement'
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An idea! (3)
INTERNATIONAL BUSINESS WEEK 16-20.07.07.
• a bit of new language - use it that week
• ICT
• accessible to all
Put me down
for Chinese
again next
year. Xie xie!
I wouldn’t starve
in Italy now!
Association for Language Learning
GCSE Review
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Context
• 14-19 Education & Skills (see previous)
• GCSE 1988-1996- prescribed content, use
of English, access to both tiers, points
system, clear assessment criteria
• GCSE 1996-2001 - little change to content,
target language testing, select tier, points
for each skill needed, no dictionaries
• GCSE 2003 onwards - emphasis on
grammar
Association for Language Learning
GCSE Review
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Issues
• Subject content: too prescriptive?
progression from KS3? boring? demand of
grammar? (how does it differ from A/AS?)
• Scheme of assessment for S, L, R & W: fit
for purpose? use of Target language /
English? valid/reliable? coursework /
controlled conditions? use of dictionaries?
• Severe Grading: impact on judgements
made by pupils / teachers / managers /
governors / inspectors (PTO!)
Process - example
Association for Language Learning
Severe Grading
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An idea! (4)
• Establish the issues - avoid distractions /red
herrings
• Strength of working together - e.g. ALL/SSAT
• Need for ACTION - continued pressure
• (things can drift e.g. Nuffield ...)
What is going to happen?
How are we going to
progress this issue?
Association for Language Learning
GCE Review
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Context
• 14-19 Education & skills aims:
– retain depth of subject knowledge
– wider independent research & study skills
• Outcome (Sep 08 onwards)
– 4 instead of 6 assessment units
– Coursework only where essential
– Considerations: more challenge, discrimination
for highest (A*?), raw scores to HEs
Association for Language Learning
GCE Review
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Similar issues as GCSE -
Issues
• Is stretch and challenge insufficient?
• Imbalance of requirements for grammar
AS/A2 ?
• How to attract students?
• How to cope with Severe Grading?
• How to assess AO4 fairly? (knowledge of
culture)
• Marks awarded to coursework?
Association for Language Learning
GCE Review
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Issues
• Tho' evidence of some recent recovery,
numbers still much less than mid-nineties
(38,000 1996, 28,000 2006)
Association for Language Learning
14-19 Diplomas
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• 2008-1013 (?) gradual introduction of
diplomas equivalent to 4-6 GCSEs
• English, maths, science, Citizenship, ICT,
PSE, RS still compulsory
Association for Language Learning
HE
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• Recruitment from smaller A level base
• Some areas without local universities
offering languages
• Year abroad dropped in response to fees?
• BUT: increased interest and participation in
units, routes into languages, AimHigher
(incl Student Associates scheme), interest
in wider range of languages, ab initio
courses ... & exploring Asset languages
Association for Language Learning
ITT
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• Recruitment (prospects less secure)
• Retention (esp of high-flyers)
• Gender imbalance (2005: 296 males, 1500
females)
• But...
Association for Language Learning
A virtuous circle? An example ...
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• Language grading is fair, so...
• Pupils choose MFL at KS4, feel good after
their exams and get grades in line with
other subjects so...
• More choose at AS and get grades in line
with other subjects so...
• More continue to A2 and so...
• Everyone is happy!
Association for Language Learning
Happy ever after?!!!
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