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E-Learning for GCSE Applied French students
'It has been a great experience. I know exactly how well I am getting on and like to be able keep improving my work. It’s more interesting than other subjects because I can see how it could be useful when I look for a job.' A learner on the Applied French course at Chatsmore.
Video clips
View some of the good practice described below in the case study.
Context
Chatsmore Catholic High School caters for approximately 650 pupils aged 11-16. It is a thriving school community which aims to develop highly-skilled, well-qualified and confident students. The school expresses the Gospel values of love, justice, integrity and prayer in every aspect of school life. It aims to equip pupils for their adult livelihood having experienced a challenging and enriching learning environment by encouraging the continual development of the school as a worshipping community and developing to the utmost the potential of each individual, making students aware of their active role in shaping the future of the school community and the community of the wider world. It has recently achieved specialist status in Visual and Performing Arts.
Key objectives
There are two classes in each of years 10 & 11 (Year 11 = pilot groups: first set of GCSE results due August 2008). All mixed ability classes with target grades ranging from A* to E. Prior to starting the Applied French course, some of the higher ability candidates had already achieved C or D grade GCSE French in Year 9 (fast-track course). For these candidates, it is hoped that the Applied GCSE will allow them to improve their attainment grades within a work-related context, giving increased job prospects.
How the programme is organised
Teachers explain and demonstrate the work-related focus, following the Contexte course book. At Chatsmore, two teachers team-teach all classes (with additional support from visiting student teachers). Broadly speaking, this involves one teacher alternating half-termly between speaking practice (interactions and presentations) and preparing pupils for writing coursework whilst the other teacher focuses more on preparing for the online Reading/Listening tests and grammar up-skilling. Pupil progress is recorded on a cumulative basis and shared regularly with them, allowing ongoing opportunities to re-draft and improve. There is regular, time-tabled liaison between teaching staff, for planning, assessment and moderation. One Year 10 group is supported by a particularly enthusiastic learning support assistant, for whom French is a specialist subject.
Sample assessment tasks are published on the school’s e-learning platform together with a variety of resources and grammar reinforcement. Work-related resources in all four skill areas on topics such as ‘work in an airport’, ‘work in a fast food outlet’, ‘work in a retail outlet’ can also be accessed electronically either at home or at school. Pupils and parents are able to access homework tasks and staff are able to set individual work if pupils are absent. All pupils are encouraged to listen to podcasts in the target language and they can also listen to foreign news broadcasts spoken slowly (via RSS feed). Teachers receive regular progress reports on pupil use.
Issues/tips
- It may be that some pupils lack the maturity to fully grasp the work-related context, therefore regular clarification and modelling is needed.
- Teachers need to be ICT literate and the school must ensure timetabled computer access.
- There have been some technical difficulties with online reading/listening assessments in the pilot phase (hopefully these have now been resolved).
- Access to ICT suites is sometimes difficult (competing with other departments).
- Assessment mark-scheme changed during pilot phase, necessitating adjustments in record-keeping.
- As this is a new course there are few resources, hence it can be time-consuming in creating/finding appropriate teaching material. Visit the Chatsmore resources page to find example materials for unit 1 (speaking).
Results/effect
'E-learning has become an integral part of the MFL lesson, both for the delivery of content and for supporting success. Students are urged to work both on curriculum content and revision. It is now an expectation of the students and that can see that e-learning supports their success by using it on a regular basis. ‘Studywiz’ and ‘Samlearning’ form the basis of the school’s electronic learning and MFL are helping to lay the foundation within the school. Statistics within the school show that usage for both systems are well above average in languages.' Member of the Senior Leadership Team at Chatsmore
Future developments
In the future it is hoped to increase the numbers of students opting to continue the study of MFL in KS4 and to develop links with local businesses.
Authors: Sylvia Morgan (Head of Languages), Claire Vallom & Linda Pisani (teachers of Applied French)
