General case studies
Assessment for Learning in Spanish
GCSE 
To use assessment for learning to make students aware of how to
attain the highest grades in GCSE speaking.
Differentiation in GCSE
languages
To provide differentiated activities in GCSE French and Spanish to
cater for students of varying levels of ability. This is part of a
much wider strategy to ensure that all students can access the
languages curriculum at their own level.
Fast track GCSE at Wyvern Technology
College
The aim is to give the students an enjoyable and rewarding
challenge of doing a GCSE early. The topics are accessible to
students in Years 8 and 9 age and arguably even more appropriate
than for those in Years 10 and 11.
Improving oral skills and confidence for Spanish GCSE in a
fun way
'I really look forward to the lessons where I
know I’m going to be out of my seat. I feel I learn more and
remember more when I’m enjoying myself'. Year 10
student.
Personalised learning using a virtual learning environment (VLE)
for peer assessment
It is important to
recognise that peer assessment is a skill that needs to be taught
to students. Many students lack the confidence needed to peer
assess, possibly due to the traditional teacher-student
relationship where the teacher is seen as the one who imparts the
knowledge to his/her students.
Using Personal Learning and Thinking Skills with Year 10 students
to help them teach successful language lessons to Key Stage 2
learners
As an end of year project, Year 10
learners at Peacehaven Community School planned and taught French
lessons to Year 6 pupils in partner primary schools. Preparation
included the experience of being taught a new language themselves
(Russian) and using Personal Learning and Thinking Skills (PLTS) to
analyse and reflect upon teaching and learning.
Managing the double language
option and teaching grammar through
song 
These learners are fast-tracked to
take GCSE German in Year 10 and French in Year 11. In these video
clips we see how the teacher uses songs to reintroduce French and
revise basic grammar. We also find out some of the advantages
and disadvantages of the double option system
Dual language option for Gifted and
Talented
Uptake at GCSE has increased to 66% of
students choosing one language at Key Stage 4 with 25% of the year
group studying two. In 2008,100% of students achieved A*-C in
French and 97% did so in German with 78% being awarded A or A* in
both languages.
Early Entry GCSE case studies
Fast-track GCSE in Years 8 and 9 followed by Advanced Asset
in KS4
The aims were to ensure that pupils achieve their full potential in
French at KS4 and o encourage more pupils to move onto further
study of French at sixth form and university. Results for the first
4 years of the fast-track were 100% A*-C.
Fast-track GCSE in Year 10
Given the large numbers at KS4 it was decided to tackle the problem
of low take up into KS5. Despite many able linguists achieving a C
grade or above, only a handful would elect to continue with A level
French. Early entry GCSE at the end of Year 10 was available for a
small group of students identified as 'more able', with progression
to AS level in Year 11.
Modular GCSE case studies
The Modular GCSE course
This course aimed to achieve the best possible results in GCSE
languages by using a modular GCSE course in French and German to
all students in KS4 and to increase enjoyment of languages at GCSE
level. The modular course gives staff the opportunity to praise
students for their progress as they are collecting marks towards
their final GCSE in each module.
Applied French GCSE case studies
Use of business links
The aims were to increase uptake of French in KS4 and to use
genuine work-related contexts to motivate learners.
Using authentic work-related contexts
This school aimed to use genuine work-related contexts to motivate
learners in French in KS4 and to offer a more adult alternative to
the conventional GCSE course.
Business link with Brittany Ferries for Applied GCSE
French
The aim was to offer real situations through links with local
business for students to develop their language skills in line with
the vocational specialism.
Widening the vocational offer in languages and achieving
vocational specialist status
The key objective was to offer a GCSE course relevant to students
and in line with the vocational specialism.
E-Learning for GCSE Applied French
students 
complete with
resources page
''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 that e-learning
supports their success by using it on a regular basis.'
Member of the Senior Leadersip Team