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Early entry GCSE
Organisational issues
Teachers need the commitment of the senior leadership team in order to introduce a fast track GCSE language course as there are some important institutional aspects to consider:
Staffing and timetabling
- Staff need to be trained in how to deliver a fast-track course so it is important to consider funding for INSET in the summer term prior to the introduction of the new model.
- It is important to have the opportunity during training days to review schemes of work, resources and teaching and learning practices.
- It is essential to motivate staff to embrace the new initiative.
- It is necessary to find ways of accommodating the fast track lessons within the existing timetable.
- Plan extra-curricular sessions, exchanges, visits etc in order to allow more exposure to the target language wherever possible.
Progression
- Some schools progress on to AS Level after a fast-track GCSE course. This is generally undertaken in year 11 although it is also possible for pupils to study AS over two years in years 10 and 11 having completed their GCSE in year 9. However an issue with this approach is that pupils can lack the maturity, social and cultural knowledge needed for studying this course at an earlier age. To address this problem, some schools have chosen alternative higher level courses such as the Advanced Asset course and the level 3 NVQ course. Some teachers report that pupils prefer this as they do not have to be entered for every skill in order to achieve a certificate. Also a level 3 NVQ course enables students to gather continuous evidence of achievement which they keep in an indexed portfolio of work. This approach may suit students who cannot handle the pressure of further examinations at a time when they may be taking the majority of their other GCSE exams.
- The time that needs to be allocated to ensure pupils have enough teaching to cover the GCSE course can affect the amount of time that they can have to learn a second language. Progression in the second language will obviously be slower if this is the case.
Time for revision
Early entry GCSE may be taught in less curriculum time than conventional GCSE. Often the course is delivered over one year instead of two. In this case pupils will have less time to practice examination skills and extra time may need to be allocated for revision and practice examination papers towards the end of the course. The majority of the final term may have to be devoted to doing revision activities and past papers in lessons.
Additional support may need to be offered outside of timetabled lessons. For example, at Dorothy Stringer High School, an exchange trip is offered a few weeks before the speaking exams as a means for the pupils to practise speaking with their foreign partners. In addition a weekly lunchtime club is held for pupils who wish to have a bit more time in which they can revise and practice with teachers.
Parental concerns
- Parents may be concerned about the extra burden placed upon students in KS3 who will be preparing for National Curriculum Tests in Year 9. If you are committed to introducing a fast-track course, you will need to make the case to parents. Demonstrating planning and offering deas on how to address revision and mock examinations will help to allay parental fears. Some schools produce a booklet for parents and students outlining their fast-track course which indicates key dates for coursework, mock examinations, revision days etc.
Consider other pressures faced in Year 9
- If pupils are taking their GCSE in Year 9, teachers are advised to consider other pressures that pupils may face (National Curriculum Tests for example) and ensure that additional pressures from their language GCSE course are minimised at that time. Dates of the Year 9 National Curriculum tests can be found on the 'test orders' section of the NAA website.
Links with the target language country
- Trips, exchanges and links by email with the target language country will add a further dimension to the fast-track course, improve oral and written skills and help students to see the purpose of their studies.
