Insitution: Priory Sports and Technology College

'The FLLA epitomises the aims of the revised National Curriculum and will give the learners tools to better their learning, whilst adhering to the Every Child Matters requirement of 'enjoy and achieve'', Matt Eastham, Assistant Head, Director of Curriculum Enhancement/ Director of Sport at Priory Sports and Technology College in Preston

'I think the Foreign Language Leader Award is an excellent opportunity to develop your language communication and confidence. It enables you to be able to help more and encourages you to become more involved.' A learner.

Context
Priory Sports and Technology College is a co-educational, 11-16 comprehensive school with approximately 1000 pupils on the roll. The intake covers a wide range of ability and believes in involving the students in personalising their own learning. Danielle Jarvis is a PGCE student at Edge Hill University, Lancashire on placement at Priory Sports and Technology College and researching the effects of the Foreign Language Leaders Award on motivation in Year 9 boys.

Key Objectives
The FLLA was introduced in Priory with an aim to stretch and motivate students within the Modern Languages Department and offer students a new challenge following the successful integration of Junior Sports Leaders into Key Stage 4 PE.

'The new Foreign Language Leaders Award Scheme is a brand new and really cool thing that helps you with languages and organisation.' A learner.

How the programme is organised
The class involved in the FLLA are a Gifted and Talented Year 9 group of 34 students. The class has been a pilot group within the school for project based learning throughout their time at Priory and the pupils are highly responsive to new initiatives. The group consists of two thirds boys, which generally presents motivational problems, however the FLLA teacher explains why these problems are generally non-existent: 

'I identify many of the students as very logical thinkers… the majority of the students prefer German so are more motivated when attempting activities in this language.' Noel Warham, FLLA teacher, MFL Department

Whilst the FLLA relies upon language content, it primarily focuses on developing skills needed by students to be successful in the wider society: planning, communication, and presentation skills, while at the same time building confidence. In this sense it ties in well with the aims of the new National Curriculum, by teaching and developing personal learning and thinking skills. The FLLA can be undertaken parallel to the main scheme of work for any language and provides reinforcement of vocabulary learnt in language lessons.

'Be prepared to move back, take a step back from the traditional approach'. Matt Eastham

A great deal of organisation and planning is required at the outset: a scheme of work was drawn up for each unit. PowerPoint presentations for introducing the topic and prompts with specialist knowledge were prepared and delivered when necessary, such as instructions and commands in the target language (ppt, 321KB), and introduction to the topic of countries (ppt, 425KB). Examples of successful PowerPoint presentations, such as Das Monster (ppt, 1.55MB), worksheets, activities etc were provided to the students as a scaffolding device. Proformas for peer assessment were distributed. Download an example pupil peer assessment (doc, 87KB). The FLLA teacher believes that this is an invaluable part of the course, not only for giving the pupils ownership of the Award, but for encouraging them to have a constructively critical approach to their learning and development. The teacher’s role is that of a facilitator: after initial preparation most of the work is carried out by the students independently. It is very important to give ownership of the course to the students as quickly as possible. 

One of the units planned is 'organising and running a language festival for younger pupils'. It was decided that the MFL department would become involved in the annual sports festival. They trialled a scheme over three weeks with a middle set Year 8 German class. Firstly cultural differences, such as German football teams, were discussed. Then specialised football vocabulary and chants were taught and practised. The last lesson was spent on the school’s astroturf and two matches were played using the target language to instruct and encourage them. The pupils responded very well. They were able to do this because one of the staff is a qualified football coach. It was decided to condense this into one or two days during the Festival of Sport and Language, thus introducing younger pupils to very basic language through the Language Leaders, and simple sports skills though the Sports Leaders.

Results/effect
In terms of the results achieved by the project group, as part of an Action Research Project, the author studied data from the gifted and talented class in 2006 – 2007 and 2007 – 2008 in French and German. German attainment in 2007 – 2008 is one National Curriculum level higher than that of 2006 – 2007.  The current Year 9 pupils have studied German for one year only, however last year’s class had studied the language throughout Key Stage 3. This indicates immediate improvement. Further research could indicate whether this is a direct result of raised motivation through the Language Leaders Award.

'The FLLA can inspire the pupils as learners and as teachers… I feel my enthusiasm for MFL is conveyed through my teaching and the students pick up on this and employ it in their own teaching.' Noel Warham.

The young Language Leaders have learned and developed their leadership skills, presentation skills and their confidence in this and other subjects. Reinforcement of language (and awareness of their ability) has been a major factor, their sense of achievement at being ‘experts’ on one element of their teaching has motivated them. What is more, the Award is flexible and can incorporate aspects of the whole school marking policy ‘What went well?’ (WWW) and ‘Even better if’ (EBI) providing both a sense of security to the students, as it is not a completely new concept to them, as well as giving them ownership of school policies as students rather than simply receiving them.

'The students have become much more motivated; some who had no intention of taking a language have said they now will.' Noel Warham

Staff believe that the FLLA will help to raise the profile of the department, encourage more engagement in the lesson which will in turn result in higher achievement and attainment. All staff involved in the project believe that it will affect the results achieved and numbers opting in Key Stage 4. So far there has been more interest in taking a language at Key Stage 4, in some cases, taking both French and German, but option choices have not yet been made.   

'I have reflected on my own teaching and used both what students have delivered and their feedback to shape my planning... My focus has now changed to encourage students to become more independent learners and change my role from teacher to facilitator.' Noel Warham 
  
The school has developed links with Sports Leaders UK, CILT and the Youth Sports Trust and deepened links with local primary schools through involvement with the Award. 

Both the author and the FLLA teacher have been guest speakers at in-service days for MFL teachers in South Ribble, Lancashire, where colleagues showed great interest in the Award and its potential benefits. The author has also delivered a lecture at Edge Hill University, Lancashire, to her cohort of MFL Trainees talking about the benefits of the FLLA from improved classroom management to the type of activities encouraged by the Award and their motivational impact.

Future developments
'I have really enjoyed the opportunity to develop students’ independence. It has been rewarding to see students’ confidence grow every lesson. I feel it has been a great success and I hope it will continue to be so in the future as it is rolled out across the school.' Noel Warham

From next year, the Award will be offered to half of the year group and will include classes of lower ability. There will be more interaction with the Junior Sports Leaders and they intend to develop more permanent links with primary schools through the school’s annual ‘Festival of Languages and Sports’. 

Curriculum constraints could become an issue in future years: in Key Stage 3, pupils attend MFL classes twice weekly; however the Language Leaders were granted one extra lesson of MFL a week to pilot the project. This is unlikely to be the case in the future.

'I see the FLLA as an example of good practice will encourage similar techniques across the school.' Matt Eastham

Author: Danielle Jarvis, currently a MFL PGCE student at Edge Hill University, Lancashire on placement at Priory Sports and Technology College, Penwortham, Preston