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AS/A levels
Organisational issues
Group size
As it is important that all pupils can participate orally in a supportive environment, it is not advisable to have teaching groups larger than about 25 pupils. If possible, additional small group sessions with a foreign language assistant or other native speaker are to be recommended to enable students to gain further practice at speaking.
Use of the foreign language assistant
The British Council website has details of how to recruit foreign language assistants for your school. Assistants can be supplied from French, German and Spanish speaking countries, Italy, China, Japan and Russia. The website will explain the costs, how to apply and the benefits to your school and students. Information is also available on hosting a Comenius Language Assistant through the Socrates programme.
On order to draw up a timetable, the AS students will need to be consulted to determine when they have free time to meet with the FLA. It may be possible to structure the groups to include students of varying ability and oral confidence but a lot will depend upon the availability of individuals. It is important when planning this that the students are aware of the importance of attending oral sessions and that absence from these will have an impact upon their progress in speaking and ultimately their performance in the oral examination.
For ideas on effective use of the foreign language assistant, you might want to consult the CILT publication 'Foreign language assistants (PF32)'
The British council has a dedicated website for advice for foreign language assistants.
Transition from GCSE to AS level
When planning a scheme of work it is important to build in time for the transition from GCSE to AS. Some publishers offer special bridging resources for this purpose with plenty of grammar practice. The importance of independent learning needs to be stressed from the outset and students need to realise that they will have to undertake considerable additional study outside of lesson times in order to achieve their full potential. Depending on facilities in an individual school or college, it may be possible to set up a dedicated study area for languages containing dictionaries, grammar and reference books and perhaps computers or a language laboratory so that students can use their non-contact time when in school or college to good effect.
Close liaison with the library staff is important to ensure that the library provides a wide range of resources for coursework and oral projects as well as newspapers, magazines and web-links.
Enrichment and Revision
In order to enhance the teaching and learning of advanced level languages it is good practice to offer enrichment activities connected to topics which the students may be studying or simply to improve their language skills. These could include films, art exhibitions, theatre, conferences and masterclasses at partner universities.
In-house enrichment can also be very motivating City and Islington Sixth Form College offer salsa classes, Italian karaoke, Spanish and Italian food, a Pétanque tournament and German rap.
Exchange visits and trips abroad
Exchange visits are an excellent way of improving language skills and raising cultural awareness. Friendships forged in this way often last a lifetime and students can also gain work experience whilst abroad. AS students who participate in exchange visits in year 12 may be more motivated to want to continue their studies to A2.
CILT has a specific page with information on setting up an educational exchange.
For information for teachers and students on work experience abroad, visit CILT's work experience with languages web page.
Visiting speakers
It may be possible to organise visiting speakers to enhance the delivery of the AS and A2 course.
Visiting speakers from local organisations or universities can be invited NGOs and charities can also be a good source of speakers.
Revision
Some specialist companies and awarding bodies offer conferences aimed at AS and A2 students and attendance at these can give useful pointers on examination technique. Intensive Easter revision sessions may also be organised locally and it is advisable to alert students to any opportunities which are advertised.
For further tips on organisational issues from a Grade 1 provider, visit the case study of City and Islington Sixth form college.
