Grays Convent School Language College

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Grays Convent School Language College

• Grays Convent is a comprehensive school in Grays,
  Thurrock
• 620 pupils on roll
• 35 ethnic minority (this percentage is rising
  each year, this is an asset for our school!)
• A language College for a year and a half
• We teach French, Spanish, Italian, Latin and
  Yoruba

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Bilingual teaching Why do it?Common sense

• You would not expect a baby who has two hours a
  week of interaction with his mother, with 32
  other siblings, to become fluent in his mothers
  tongue. Therefore, to learn a language we need
  many hours of exposure to that language
• Anywhere you are born, you will learn the
  language of that country because we want to
  communicate with adults.
• Therefore, we can all learn languages. We all
  have an innate ability in our brains to learn
  languages. We also need to have a need to learn.

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More essential key facts!

• Only 6 of the world population speaks English
  as their first language!
• 75 of the world is bilingual and more

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Bilingual education provides

• A motivating context
• Exposure to the foreign language!
• Cross curricular projects provide a need to learn

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What we did KS3
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What we did KS4
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How we did itThe Picasso Project

• First we started by introducing all the
  vocabulary of the painting using conventional MFL
  methods.
• We introduced the history behind the painting
• Pupils explained how they painted a section of it
• They did a Powerpoint
• They evaluated their work

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A visit to the Tate Britain/ Henri Matisse (Y 8)

• Tate Britain project
• Pupils went to the Tate Britain.
• They chose a painting and they described in
  French what they did at the museum and a painting
  at the museum.
• Henri Matisse
• The life of the painters and the style of
  paintings were introduced in French.

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What we did in Geography (Y8)

• During the first term, pupils completed a
  Powerpoint presentation about the
• Physical geography of France
• Economical geography of France
• Population
• French stereotypes
• This term, pupils completed a project on the
  Shell Heaven Super port.

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What we did in ICT (Y8)

• A web page pupils researched a topic of their
  choice
• Data base- Pupils wrote a questionnaire and
  reflected on the design of the data base.
• Pupils created a data base
• They discussed the differences between manual
  data bases and electronic ones.

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An Evaluation by a Year 8 pupil of her web page

• Mon évaluation.
• A mon avis, Jai adore ma page web, parce-que
  larriére-plan cétait simple.
• En plus, la grandeur des motifs et la police,
  cétait approprie. Il y avait de bonne animation
  avec , beacoup de couleur mais cétait bien
  équilibré. Les liens étaient clairs et ils
  travaillé bien.
• Cependant, Je remplacerais des images parce-que,
  Je navais pas assez de detail.
• Jai beaucoup aimé faire ma presentation car
  cétait amusant et Jai appris beaucoup de
  nouvelle information sur Chanel.
• By, Rachel DeGuzman
• 813.

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The projects completed by pupils in Paris (Y10)
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Cross curricular projects completed by pupils in
Toledo (Y10)
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Impact it has had so far

• Pupils achieve more when working on cross
  curricular themes.
• See for yourself the examples of their
  projects/art books!
• Pupils who went on the cross curricular exchanges
  are now taking up to three languages. They have
  also enthused others!

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What Ofsted said in May 2008
It permeates all aspects of the schools work

Language College Status has a
tremendously positive impact on the
curriculum.
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Ofsted May 2008
As a result, pupils are provided with a wide
range of opportunities to travel The students
personaland cultural development is excellent..
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Where to next in September 2008 KS3?

• Links with primary school (90/120 incoming
  pupils)
• The emphasis will be on cross curricular
  teaching. We will apply for funding.
• What will be new in Year 7
• More pupils in Yoruba lessons
• 80 pupils going to Normandy instead of 40
  project will be done entirely in French
• German will be offered after school for all
  pupils taking part in the German exchange
• One PSHE/ French class
• What will be new in Year 8
• A new exchange with France, hence the opportunity
  of new projects!
• German after school
• Two PSHE classes (64 pupils)
• Link with the University of Nothingham for video
  conferencing
• More involvement of parents where they are shown
  what pupils have achieved. Pupils will
  demonstrate this.
• What will be new in Year 9
• A one week trip to Paris with a cross curricular
  project (geography /art)
• Pupils having reached level 3 (20 pupils) can
  take their GCSE in Latin!

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Where to next September 2008- KS4

• What will be new in Year 10
• Two classes fast tracked instead of one (64
  pupils)
• A blogg
• What will be new in Year 11
• 35 pupils doing Spanish as a second language
  instead of twenty
• 15 pupils doing Latin instead of none during
  school time (third language)
• 15 pupils doing Italian instead of none after
  school (third sometimes fourth language)
• Pupils speaking other languages will take the
  asset qualifications in that language

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Why do we do this? Final thoughts.
The limits of my language are the limits of my
world

• If you talk to a man in a language he
  understands, that goes to his head, if you talk
  to him in his language, that goes to his heart
• Nelson Mandela
• I would like to say how advantageous it can be
  to have knowledge of foreign languages. I would
  have no hesitation in advising people of any age
  to learn a language Arsene Wenger (speaks 6
  languages)

With languages however, I have the world in my
hands!
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• Tile Hill Wood School Language College
• -A Specialist Vocational School-
• Chenderit School A visual Arts College
• Immersion Teaching and Raising achievement

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Tile Hill Wood School Language College

• A girls comprehensive school on the outskirts of
  Coventry, a multi-cultural city
• 1347 pupils, 11-18, 14.4 free school meals,
  17.1 ethnic minority pupils, 10 pupils with
  SEN, 50 feeders
• Specialist Language College 1998, high performing
  specialist school 2005 leading to second
  specialism in vocational education Jan 2006
• French, Spanish, German Japanese all main
  stream Years 7-13, some Italian, Arabic Urdu
• 2006 European Award for Languages/Mary Glasgow
  Award for Immersion teaching in Year 7

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Immersion teaching a look back

• 2001 Ana Neofitou attended TIPD course in New
  Brunswick, Canada to look at immersion teaching
  in practice. A Geography-French module trialled
  in Year 10.
• 2002/3 CLIP Project with CILT, DFES Nottingham
  University. Geography modules in French with one
  pilot group in Yr 7.
• 2003/4 Year 7 scheme of work written for
  Geography. With funding from our Franco-British
  Council Award, 2 geographers visit our link
  school in La Réunion.
• 2004/5 Year 8 course written and Year 7 pilot
  extended. Module in Science. Enrichment modules
  developed in Year 8 and Year 9 for non-immersion
  students.
• 2005/6 Entitlement to immersion for all Year 7
  in PSHE, RE or Geography. Modules in Science
  under development.
• 2006/7 Year 7 2 PSHE group, 1 Science group, 3
  Geography groups, 2 World Citizenship/RE groups.
• 2007/8 Year 7 3 PSHE groups, 2 Science groups,
  1 Geography , 1 maths, 1music

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Motivation
Achievement
Challenge
Progressionand transition
Cross- Dept Links
Immersion
StrategyAFL thinking skills,creativity
International Dimension
Transferable skills
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Achievement
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How to convince your leadership team

• Most of the barriers to learning encountered by
  students have their origins not outside the
  classroom but in the curriculum and in the way
  learning is managed HMI 2004
• 2008 KS3 curriculum changes an opportunity not
  to be missed!!!

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The Dearing Review, March 2007
the curriculum and meanings that
matter providing engaging curriculum
content we recommend that the Department
increases its support for initiatives in this
area National DFES Steering Group for CLIL
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Achievement and standards

• The immersion project where pupils are taught a
  variety of subjects through French is raising
  achievement and receiving national attention
  OFSTED 2007

The outstanding immersion project in Year 7
The schools approach to curriculum innovation is
creative and imaginative. OFSTED 2007
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Impact on host subject

• First early finding
• When taught by the same teacher there is no
  significant difference between the value added of
  classes taught Geography in French from those
  taught in English

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Impact on French

• Second early finding
• There is a dramatic difference in attainment of
  students in their French development.

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2005 -2006
French Most girls predicted level 6 have a level
4.53 in Feb of Yr7
Levels for all of Year 7 . 240 students All
receiving some immersion
2nd MFL level 6 girls have a level 3.78
0.77 difference
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Impact of progression

• Third finding Students who make the greatest
  gains study Geography in French for two years.
  Those who study it for one year and then drop it
  make gains but they are not as much as those that
  carry on with it.

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June 2006 Year8 Geography and French Value added
Geog difference is -0.07 same 2 form groups not
sig
Taught by same Geog teacher as immersion group,
but in English in Yr 7 and 8
Geog diff is -0.22 not sig
French difference is -0.38. sig
French diff is -0.74 sig
Taught Geography in French in Year 7, then opted
in Year 8class size 31
Taught Geog in French in Year 7 and opted to do
in English in Y8
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Whole school impact

• Fourth finding
• There is strong evidence that immersion teaching
  will lead to gains in overall achievement of
  students at KS3 and GCSE level.

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Impact on chance of gaining 5 A-C grades

• Fifth finding
• Less able students are more likely to succeed if
  they follow an immersion course. 11A students all
  studied Geog in French and had a French speaking
  tutor . They need about the same chance to get
  5A-C.
• However students with low FFT predictions from
  KS2 are achieving much higher grades than
  predicted. If you have 28 FFT chance of 5 A-C
  you can be on the 5A-C border if you study
  through immersion in yrs 7 and 8but the average
  score needed for the whole year group is 54.26
• There are fewer students with higher FFT
  scores in the 5 A-G category. This means that
  fewer are falling below target.

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Students have more chance of gaining 5 A-C
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5 A-C
58.4
5 A-C border
5 A-G or less
Fewer students miss targets
11A immersion teaching in yr7 and 8
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Motivation
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Impact on student voice

• Sixth finding
• When the whole year group studies in this way
  ..it changes the perception and attitude of
  student voice.
• When a pilot 53 opted for Geography in year 8
• When an entitlement 93 opted

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Impact on numbers of linguists at AS
Immersion Group 11A
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7th finding Impact on numbers of Geographers

• There have been no reduction or increase in the
  numbers opting for Geography although some girls
  interviewed by Nottingham University said they
  would have chosen Geography if it had been in
  French in Year 9!!!
• A longitudinal survey by Nottingham University at
  THW reveals that students can remember who
  taught them for Science but they can remember
  lesson by lesson what they learnt in
  Geography..What will happen to Science now..is
  it the immersion or just the subject???

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Impact on the international dimension
International Schools Award

• Pupils spiritual , moral, social and cultural
  development is also outstanding
• OFSTED 2007

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Impact on enjoyment

• Ninth finding
• The students enjoy immersion teachingalthough
  they find it difficult they know that it is good
  for them!!!

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Challenge
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What Year 7 pupils say!
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Assessment completed after 6 weeks Oct 2004
Insert West midlands brochure scanned September
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Writing completed in half an hour in November 2004
Writing insert november writing
Level 5 Geog detailed description and explanation
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Two letters written without writing frame June
2005
Able to produce arguments for and against ,
explain and express values and attitudes
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We use a point scoring system to encourage
spontaneous language. 10 points gain a
commendation!!
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Managing the project
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Find your staff

• Enthusiastic
• Risk taking
• Can enthuse and motivate pupils even when they
  say they want to do the lessons in English!
• Prepared to work hard

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Start small, make it manageable

• If your staff lack confidence then start with a
  module
• Produce French materials but deliver the module
  in English if still nervous
• Gradually speak French
• Visit each others classrooms
• Team teach
• Make language training available

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Chenderit

• Have set up immersion for the whole year group
  because there was expertise already

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Inform parents

• We allowed parents to opt out but not in.
• We have run sessions at parents evenings where
  parents have been taught like their daughters.
• At Chenderit we involved parents in the
  curriculum review

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Think about a model that will work in your school

• Think about sustainability
• Think about staff development..will you grow your
  own staff?
• Which groups will you target? This may depend on
  how your curriculum is organised.
• Plan progression routes for students
• Be prepared to change direction to accommodate
  change

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THW model

• Year 7 3 Geog, 1 Science, 2 PSHE, 2 World
  Citizenship(with RE dept).
• Geography 3 lesson per 2 weeks.
• French 1 lesson a week (From 5 a fortnight)
• RE one lesson a week (From French, plus links to
  specific projects eg Fair Trade Fortnight)
• Science 6 lessons a fortnight plus one a week of
  French)
• PSHE, daily contact from tutor plus a float tutor
  who delivers a session once a fortnight.
• Year 8 3 Geog plus French PSHE, some enrichment
  Geography
• Year 9 Citizenship in French, Enrichment in
  Geography, Fast track French
• Year 10 Citizenship in languages

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Chenderit Model

• All of Year 7 at one time !
• French and German
• 2 classes ICT in German
• 2 classes Geog in French
• 1 class PSHE in French
• 1 class tutorials in German

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Seek support from Leadership team

• Budget
• Time
• Timetable

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Plan with your subject specialists

• The most successful projects are those where
  there is true partnership

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Plan in blocks of time if possible

• A day each half term to plan ahead
• Regular liaison meetings between staff involved
  during the year.we have a protected hour each
  week for key staff involved

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Set up an international link

• If possible send your teachers abroad for a
  linking visit so that they can find authentic
  materials and establish a really productive link.

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Volcanofriend or foe ?
Cyclones and their impact on the community Yr 8
Shopping surveys Yr 7
Employment surveys Yr 7
Forest ecology Yr 8
Collège de La Marine, La Rèunion
Sustainable tourism Yr 9
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• -Bonjour, je mappelle Adrien M. et ma mère et
  mon père mont raconté quil y avait un cyclone
  qui sappelait Jenny et il était dévastateur, il
  détruisait Presque toutes les maisons. Tout ce
  quil y avait sur son passage, et bah il
  détruisait. Plein de gens navaient plus
  dhabitations et lélectricité, il ny avait plus
  délectricité.

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Monitor progress and Evaluate

• Use data
• Use qualitative data too. Student voice has
  helped us to refine the project

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Accreditation

• Think about how you might maximise the impact of
  your teaching.
• Certification
• Languages ladder all year 7 students have taken
  the breakthrough speaking assessment GCSE grades
  EFG.(preliminary possible !)
• Fast tracking
• Staff CPD use of TLA scheme run by the GTC

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Methodology

• A very distinctive methodology has been developed
  .

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Content

• Enriched content- learning language for a purpose
  no long lists of vocabulary!
• Challenging
• Discursive
• Encourages thinking
• Encourages opinion giving and justification

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The 4Cs

The 4Cs framework seeks to assure quality in
terms of guidance for Content progression
in knowledge, skills Communication
interaction, language using to learn
Cognition engagement thinking
understanding Culture self and other
awareness/citizenship
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Developing reading skills

• Simplifying authentic material
• Recognising cognates, words they know, words they
  can guess
• Skimming and scanning, reading for gist
• Using images, titles, diagrams, graphs
• Different types of reading activities
  true/false, classifying, cause and effect

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Developing writing

• Make sure the aim of the activity is clear
  remember it is communicating the content that is
  important
• Begin with labelling, bullet points
• Introduce writing frames and gradually withdraw
  their use
• Class links to improve writing skills
• Using peer and self assessment

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Developing listening skills

• Listen and do
• Encourage pupils to listen for key words and gist
• Encourage pupils to predict what they might hear
• Use a range of activities linked to listening
  non verbal response, put cards in to order,
  classify information

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Developing speaking

• Encouraging spontaneous language in the
  classroom-routines
• Reward systems
• Support
• Using key structures
• Speaking frames
• Peer assessment

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Techniques for conceptual delivery

• Learning styles need to be catered for but more
  emphasis on the visual.
• Design a scheme of work where there is a grand
  finale, large piece at the end for assessment.
  Include links to a particular country or place
  with international link
• Make context realistic and link culturally
• Simplify lang not concept, but build up key words
  by using again and again in difference contexts.

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Kinaesthetic activities

• Cause and effect cards
• Classifying
• Interviewing all in French class surveys ,
  parental interviews
• Non verbal responses
• Group work with a purpose which encourages talk
  and thinking at same time
• Interactive whiteboard
• Building a display
• Tracking hurricanes
• Simulations e.g travel agency
• Creating designs e.g plan a shopping centre

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Kinaesthetic

• Respond to oral presentations with a kinaesthetic
  response eg mini white boards, thumbs up thumbs
  down, votes, filling in classification tables.

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Auditory

• Immersion..getting the gist
• Listening skills and responding
• Mini-translators ..high level debate accessed
  through a language.
• Teacher delivery but student response in
  Englishclosed questions encouraging French. Open
  questions to be answered in English.

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Visual techniques

• Powerpoint
• Photographs
• Mime
• Drama
• Role play
• Video
• ICT
• Picture text

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• mort ou vif
• Tu trouves un serpent dans le sable
• A. Tu manges le serpent
• B. Tu dors au-dessus

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Contacts

• Jwoodfield_at_chenderit.northants.sch.uk