Key Stage 3
Languages 14-19

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Supporting the Strategic Learning Networks

SLNs | action plans | support | case studies | FAQs

1. Lead Teacher guidance
2. Making the best use of online nuggets
3. Using multiple nuggets to focus on one objective
4. Support for SLNs looking at transition from KS2-3 new July '08
5. Support for SLNs looking at increasing uptake at KS4 new July '08
6. Coaching resources
7. Pupil performance and progress
8. SLN activity ideas

1. Lead Teacher guidance

SLN action plans and guidance materials are available on the action plan page.

The Lead Teacher guidance document (doc, 307KB) aims to provide advice and support for Lead Teachers in MFL Strategic Learning Networks. It examines some of the issues that may arise for Lead Teachers as they work with a group of MFL teachers from other schools and how they can organise the activities they have planned for the SLN, including a possible agenda for a launch meeting for the network.

A document providing further top tips for Lead Teachers organising a network meeting is also available (doc, 376KB).

2. Making the best use of online nuggets

Lead Professionals were asked at regional meetings in May 2007 to use the online nuggets to focus on a particular objective. The following documents are a collection of the comments received from Lead Professionals, about which parts of the nuggets are useful when looking at particular objectives. They are meant as a starting point for teachers in a network and are in no way comprehensive.

If you would like to add any comments to these documents or create a similar document for another objective we are happy to display it here for the benefit of all teachers and local authority professionals. Please email jodie.martin@cilt.org.uk

3. Using multiple nuggets to focus on one objective

As can be seen by the collated comments above, each video clip on the nuggets is often relevant to more than one teaching and learning theme. Our Regional Trainer in the South West has put together a document which navigates the nuggets for video clips linked to specific SLN objectives (doc, 58KB). This is very much aimed at SLN leaders in the South West but may save all teachers time looking for useful clips on, say, boys achievement or other issues not directly mentioned in the titles of the nuggets.

4. Support for SLNs looking at transition from KS2-3

CILT's 7-14 Project

In April 2007 the DCSF commissioned CILT to run a project focussing on effective transition from KS2 to KS3 in languages. Find out more

Exploring the transfer and transition nugget

The 14th online nugget is called 'Transfer and Transition'. It is new material, not repurposed, though it makes links to existing Strategy guidance and materials from other agencies.

The nugget relates to the interactive self-evaluation tool - which is designed to help leadership teams to assess the stage of development of the school as a whole in selected areas, including transfer and transition.

There are 5 generic issues identified in the interactive self-evaluation tool related to transfer and transition. They are:

  • Use of data
  • Targeting support and intervention
  • Continuity of curriculum, teaching and learning
  • School ethos and climate for learning
  • Parent partnerships

During the May regional meetings, we asked Lead Professionals to explore the nugget and focus on the three aspects highlighted, since these relate most closely to issues in MFL and to the content of the new nugget. Their notes are collated:

5. Support for SLNs looking at increasing uptake at KS4

14 to 19 - Reshaping languages

CILT's 14-19 web pages include many case studies which highlight ways to improve pupil motivation, use forms of alternative accreditation and other awards, such as the Language Leader award and use of target language. Some of the case studies focus on Key Stage 3 classes, such as those using Asset languages. The microsite includes video clips and support information, which gives further information about how you can replicate the models described in case studies.

Exploring the Motivation and participation online module

The new National Strategies online module Motivation and participation helps all secondary schools engage, motivate and challenge language learners across all key stages. In addition, for schools where languages are now optional at Key Stage 4, it gives examples of how learners can be encouraged to participate in courses beyond the end of Year 9.

During the Regional Network Meetings for Lead Professionals in March 2008, one activity involved looking at the online module and considering why and how they would make best use of the video footage in the module. Download the collated national comments (doc, 66KB).

6. Coaching resources

The KS3 MFL Dissemination and Development Programme encourages SLNs to use coaching as part of their strategy to work on objectives. Reports have found that the best form of CPD is collaboration: either teacher to teacher or teacher to specialist interaction.

The Secondary National Strategy produced in December 2007 an online coaching module. It is designed to develop over time teachers’ skills and strategies in coaching and other forms of collaborative professional learning, such as mentoring, class visits, joint planning, informal peer discussion, and small group sessions and meetings.

During the Regional Network Meetings for Lead Professionals in March 2008, one activity involved considering what kind of collaborative activity has taken place in SLNs. Download the collated national comments (doc, 51KB).

Steve Illingworth from Salford LA is kindly sharing his documents, which help teachers make a note of their progress in coaching and its impact. The document is available to download (doc, 44KB).

Please also see Question 4 on the FAQ page: Where else can I find out about coaching? There are also numerous documents to download from the regional meetings for Lead Professionals which deal with the issues of coaching and include examples. Please see the dissemination page.

7. Pupil performance and progress

Lead Professionals at the regional network meeting in Oct/Nov ’07 were shown the Key Stage 3 teacher assessment results for the period 2001-7, which you can view on the event’s presentation (ppt, 1015KB). They were given a handout, designed to facilitate a discussion to identify issues in performance and progress and to suggest possible ways to improve progress and attainment and target under-performance. A summary of their comments is available to download (doc, 62KB).

All KS3 curriculum results for 2007 can be viewed in a DCSF provisional data release (pdf, KB). Also view the FAQ: what are the KS3 national attainment results for languages?

8. SLN activity ideas

  • Meeting icebreaker 1 - 'speed dating' from our Regional Trainers in the North east, Andrea Simpson and Steve Mulgrew.
  1. Chairs are arranged in two rows, facing each other
  2. Group members sit on the chairs and talk the person opposite
  3. A countdown timer is used and set at an appropriate interval. Or download the countdown presentation (ppt, 761KB) - this counts down from 5 minutes in an automatic loop: delete slides as appropriate to reduce the amount of time given.
  4. Group members may have a prompt sheet and/or a grid to fill in
  5. When the timer reaches zero, everybody moves one seat to the left and the countdown starts again (those at the left-hand end of each row will move to the opposite side)
  6. The activity ends when everybody has spoken to everybody else; group members then have an opportunity to continue their discussion with a ‘date’ of their choice (time spent on this is at the facilitator’s discretion)

  • Also see icebreaker activities from the regional network meetings

  • Meeting activity 1 - from our Regional Trainer for Yorkshire & the Humber, Martine Pillette. Here is a device I have used a couple of times recently with SLNs who have AfL as part of their objectives: without first mentioning that I was going to do so, I used plenty of features of AfL in the way I conducted those sessions, for example:
    - encouraging peer responses in full audience discussion
    - group activities with clear guidelines/criteria
    - encouraging reflection re. next steps
    Towards the end I asked participants to reflect on which features of AfL I had put into practice in the sessions. This helped reinforce some key messages - eg how to make AfL an integral part of lessons in the day-to-day context rather than once in a blue moon
  • Meeting activity 2 - Martine Pillette: Here is a device I have been using with an SLN and which can work for a variety of objectives and is particularly appropriate for helping to acquaint/ reacquaint teachers with the KS3 MFL Framework and the Programme of Study. I used it for developing creative writing (especially for levels 4-6) and conducted it entirely via questioning.
    Here is, roughly, the sequence of questions I used:
  1. Relating to writing skills, what do you wish your pupils could do better by the end of Year 9? (this helped identify the features of quality writing)
  2. What do the National Curriclum levels 4-6 descriptors say about writing? (eg level 6 is not just about past/ present/ future. This led to 'Which PoS objectives are particularly relevant to creative writing?' and to 'Which Framework objectives are relevant?')
  3. What do YOU mean by creativity? (We started investigating how the Creativity nugget defines creativity, eg it’s not just about 'writing poems'; not just about writing and speaking)
  4. To improve writing by the end of Y9, should we only be putting the spotlight on Y9? (ie importance of a firm foundation earlier on; not just 'topic words': transferable language, substitution activities, etc. This led to an even closer look at the Framework of Objectives.)
  5. Can practice in other skill areas help towards the development of writing? (helped generate more joined up thinking between the four skills)
  6. Which of these quotes are relevant to our discussion and why? (quotes from The Invisible Child)
  7. Present the key points that have arisen from our discussion in the written format of your choice, for example mind map, bullets, speech bubbles, etc (how to engage reluctant writers)

All the above set the scene for all the concrete examples which followed (teachers’ activity styles.)

  • Meeting activity 3 - from our Regional Trainers in the East Midlands and West Midlands: a Diamond Nine activity to generate discussion in response to the question:
    What would make the work of an SLN both effective and sustainable?
    Download the statements (doc, 27KB)
    Find out how a Diamond Nine activity works.