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NVQ Languages for the World of Work
'The students who have been following the NVQ course, are those who would have been hardest to motivate across a two-year period using a traditional GCSE approach. These students have not just made progress with their language learning but more importantly have enjoyed their language learning. Some are now asking if they can continue with their French at college.' Roger Hutchin, Language College Director
Context
Over recent years Brookfield has seen rapid growth and the school is now one of the largest coeducational comprehensive schools in Hampshire. The pupil admission number is 351 and there are currently 1753 students on roll. Specialist status for languages was awarded in 2002 and re-designated in 2007.
In May 2005 the OFSTED inspection report described the school as, 'good with some outstanding features. It provides a good quality of education to the students. Both parents and students rate the school highly. Links with the community are outstanding.'
Key objectives
Introduction of an NVQ Languages course developed by the school set in a vocational context with the aim of giving less academic students a greater sense of purpose and enjoyment to learning a language.
How the programme is organised
A vocational language course using NVQ as a form of accreditation is offered in KS4 for those students who attend college once a week and follow a less academic timetable. They study the language they have learnt since Year 7, either French or German, of which they had five lessons a fortnight in Year 7, 6 in Years 8 and 9. By the end of KS3 they are generally disaffected in languages and follow this course as an alternative to GCSE, which the rest of the cohort undertakes. Being a language college, all KS4 students must study at least one language. The Asset course runs on two lessons per week.
It was hoped to make this course different from a normal GCSE from the outset, so special stationery was ordered, bright folders instead of books, and these are kept in class. Computers are a necessity for a good proportion of lessons, especially at the beginning, as students practise research skills, word-process much of their work and record sound. The course can be delivered in three or four lessons a fortnight, but as with this type of student, absence can be high, particularly in Year 11, so delivering the entirety of the course can be difficult. But, the flexibility of NVQ means that students can achieve in what they have done, and have several opportunities to cover the standards required. All the resources for the course has been created by teachers, dipping into the occasional textbook, but not often, as this not seen to motivate students particularly.
The content of the course, which has been devised in house and uses NVQ Languages as a form of accreditation, is much reduced compared to that of a GCSE course and has a large ICT element. It focuses on language needed for receiving a foreign guest in this country (introductions, creating an itinerary) and for working in a company abroad (small talk, staying in a hotel, eating out, entertainment, directions). The course begins with a European awareness unit in English, purely to ease the students into it and make them realise that this is a different course, and one they can achieve in. They then create promotional material for their ‘own company’, linked to their college course, and based in the foreign country. Download the scheme of work for the course.
Results/effect
Currently 40 students in Year 10 are undertaking this course, which is part of their compulsory curriculum. Students have the chance to earn qualifications up to B grade by achieving level 2 in all four skills, which is a significant improvement in the general level of achievement for this type of group.
Teachers have had the opportunity to be more creative without the constraints of a GCSE syllabus and been able to deliver the course to meet the learners’ different learning styles.
'I think that this French course is better than normal GCSE French. The best bit about the course is that the exams aren’t essays and you don’t do the tests until you’re ready unlike GCSE. The work is challenging, however it’s easy to understand what you have to do. I also think the work is more helpful as it tells you information you would use in France rather than “what’s your grandmother’s hair colour in French?” This is an all around good course.' Duncan Birks, student
Future developments
In the future, this course could be opened up to other groups of students, not just those attending college.
