Institution: Portland School
Context
Portland School is a mixed comprehensive with 1600 students. In the
school, like many around the country, languages at Key Stage 4
are no longer compulsory. There is a 
relatively high take up of languages in KS4 given
the catchment area. However there are still many students, of all
abilities, who are not opting for languages and are therefore
leaving school after at least three years of formal language
education with no language qualification. Additionally, it was felt
that the scheme of work at Year 9 was outdated and very text
heavy. The FCSE qualification provided both the framework through
which the scheme of work could be revamped, addressing new themes,
as well as a way of assessing the students and ensuring that most
students could gain a recognised qualification.
Key objectives
- To increase uptake of
languages in KS4
- To provide a framework to
update the KS3 scheme of work
How the programme is
organised
Initially the FCSE qualification was
piloted with the two top set Year 9 groups, students who were
targeting high level 5s and level 6s at the end of Key Stage 3.
Following the success of this pilot it was used with a range of
groups, from those predicted a high level 6 to those predicted a
low level 4.
The three units to be completed were decided
following consultation between MFL staff. A period of
teaching the topic ensued, making sure that the exam papers were
consulted to check that all content had been covered. When it
was felt that the groups were at an appropriate stage the exam
period commenced. The students have to complete a short assessment
for each skill for each of the three units.
It is important to ensure that if a student
has missed an assessment that they catch it up as soon as possible
and that files are kept for each student containing their
assessments. The students can complete more than one level for each
assessment and allowing them to have a go at the harder assessments
means might be able to pick up additional marks.
Results/effect
- The learners have a very
clear idea about what is required to achieve levels 4, 5 and 6;
this promotes AfL and gives the pupils more ownership over
achieving their target grades.
- The course forces them to
focus on the various uses of tenses in written, speaking, reading
and listening work. This proved to be very beneficial for the
students who did opt for GCSE languages as they had a clearer idea
of what was required, and were used to accessing and creating
passages which included a variety of tenses.
- Many students are engaged in
the learning due to the fact that they aspire to gaining higher
levels and therefore make sure that they do what is required.
- If they have decided not to
continue with languages to KS4, students’ level of engagement in
the MFL lessons has been much improved, as they see the value of
the qualification. Most students either achieved or exceeded
their target grade in MFL.
- In total, over the two years,
6 teachers have been involved. There is a lot of testing
involved which can be time consuming, however the FCSE
qualification has allowed the teaching staff to accurately measure
pupils’ attainment and progress. As the scheme of work has been
revised in light of the introduction of the qualification, it is
now more interesting and focused.
Future developments
The possibility of running the FCSE alongside the GCSE with lower
ability students is being considered.
Author: Helen Phillips