 |
 |
 |
 |
 |
 |
NVQ Business German at Yewlands – an alternative pathway for Year 9
Video clips
View some of the good practice described below in the case study.
Case study
'Our children are excited and motivated by this style of learning and are therefore achieving highly. It is proving motivational for children of all abilities allowing them to be creative, independent learners' Headteacher
Context
Yewlands School Technology College is part of a ‘Family of Schools 0-19 years’ seeking to promote the very best inspirational learning opportunities for learners of the 21st Century. The school has gained recognition for its 'Family of Schools' work by the Local Authority, the DCSF Innovation unit, the Specialist Schools and Academies Trust and the National College for School Leadership. Yewlands serves a diverse community in the north east of Sheffield and is currently developing a skills based curriculum across the 'Family of Schools'. The school is also being rebuilt under the BSF programme and the new school will be completed by September 2009. The school’s vision is to develop personalised learning pathways within a flexible and adaptable ‘state of the art’ environment that will be accessed by the whole community.
Key objectives
Two Year 9 average ability groups were chosen to study for the NVQ in Business German. The pupils had previously done two years of German but the experience of being taught by a number of supply teachers meant that many had completely switched off from learning the language. Some of the students also had behavioural and attendance issues. The pupils needed a fresh focus for their language lessons and the NVQ pathway provided the ideal solution to re-engage and motivate them.
How the programme is organised
- Teaching NVQ languages is very different to the GCSE. It offers more flexibility and is more accessible to a wider range of learners. It is also designed to promote success.
- Students do not sit an exam after two years of study but undertake a series of assessments which they build into a portfolio throughout the course. Pupils find this route more manageable because the learning is very focused and broken down into smaller chunks. The teacher decides when to run the assessments and is also responsible for marking them and giving feedback to the pupils. If a pupil does not achieve an assessment first time round they are allowed to revisit it. Feedback is therefore a key feature of the NVQ process as it helps to focus the pupil on what they need to know and do to pass.
- A key feature of the NVQ is that pupils are allowed to refer to their books and other resources during assessments. The NVQ aims to simulate the workplace where people have access to support materials and so the course enables pupils to develop the skill of referencing and learn about the importance of keeping their coursework neat, up-to-date and organised.
- Assessments are undertaken approximately over 3 weeks (based on those in the VIPS manuals). Visit the VIPS website for the history of the Vocational International Project Sheffield.
- Teachers who are experienced in delivering NVQ may wish to write their own assessments. Once the assessments are achieved they are signed off by both the teacher and pupil, added to the portfolio and stored in a secure place. The portfolios then need to be checked by an Internal Verifier. A VIPS e-portfolio/assessment system is being developed which will reduce the need to physically store portfolios and will make the logistics of internal verification far easier.
Results/effect
One third of the current Year 10 at Yewlands now hold a language qualification, and uptake at key stage 4 has doubled with the pupils opting to do level 2 and the NVQ will help to improve the overall results in year 11.
The NVQ has also provided the school with a reason to cement relationships with local businesses and also the potential for Year 10 work experience placements with a language focus.
An NVQ business language course tends to have far more meaning and purpose to a wider number of pupils than a straight language course. It even attracts pupils who do not feel particularly able or confident in language learning.
The pupils gained a real sense of achievement from early on in their NVQ study due to the assessments. They also learnt how to be better organised, how to conduct themselves in a business environment and gained insight into different industries and career paths. The pupils’ understanding of the use of languages in the workplace was further enhanced by spending a half-day in one of several companies trading internationally in Sheffield and meeting people who use languages regularly in their jobs.
Gaining a ‘grown-up’ qualification in Year 9 also made the pupils feel more confident about going into Year 10 and some will go on to do NVQs in other subjects so they will already have an understanding of how a portfolio-based course works.
It is also interesting to note that after options, the Year 9 pupils still continued to make an effort in class, even those who had not chosen to progress to level 2 in Year 10. In other subjects the pupils started to coast whereas in the NVQ class, the pupils knew they had to keep working in order to complete the remaining assesssments.
Furthermore, in a recent survey of current Year 9s, NVQ German came out as one of the five most preferred subjects. It has also proved to be popular with parents with many positive comments at parents evenings and Year 6 open evenings.
Many teachers across Shefffield who have been delivering the NVQ for a few years now report that they find the course more refreshing and interesting to teach and notice a marked improvement in motivation and behaviour from their pupils, particularly with boys.
The course also enables teachers to build up a rapport with pupils because of the feedback and one to one sessions and so an element of partnership and trust is created.
'I am enjoying teaching this course, it is such a change to be teaching something which appeals to all pupils in the class. The pupils are very motivated, they are looking forward to going out to the businesses and I think many will opt to do level 2 next year.' NVQ Language teacher
Future developments
This year, the school has two more Year 9 groups studying for a level one in NVQ German. An after school NVQ level 2 ab initio Spanish course for Year 10s is also being run and next year this will be offered as part of the curriculum. In conjunction with the business department, is is also planned to offer a short course in Business studies with a level 2 NVQ in either German or Spanish.
The current Year 10 level 2 German students are also going to be taking part in a very exciting work experience project funded by the British Council. The students will be spending two weeks in Germany, part of which will be company based and will involve specifically designed NVQ tasks and assessments. If this proves to be a success, we will set up business links with Spanish companies for our cohort of level 2 NVQ Spanish students. We are also looking at how the NVQ will tie into the forthcoming Diplomas such as Leisure and Tourism.
Author: Juliet Park, Director of Languages and Language Consultant, Yewlands School Technology College
SignpostingYewlands School uses the Work Placement Toolkit to help prepare students for overseas trips. Read more. |
