Institution: Kingsmead School
'Offering NVQ Spanish, German and French
has improved student access to languages and enabled students of
all abilities to continue their language studies. As a Language
College we now have a greater number of students studying two
languages by choice rather than direction.' (Bernie Lewis,
Deputy Headteacher)
'NVQ languages offer our students the
opportunity to study French, German or Spanish in a vocational
context, enabling them to see true relevance and purpose. I am very
much looking forward to the day when NVQ languages and work
experience are linked and students really have the chance to put
what they have learnt into action.' (Carole Poole, Careers
Coordinator)
Context
Kingsmead is an 11-16 rural
comprehensive school and a specialist Language and Humanities
college. The school serves a wide geographical area in Somerset and
has been oversubscribed for a number of years. We were designated
as a Language College in 2000 and as a high performing specialist
school invited to apply for a second specialism in 2004. The two
specialist areas play a key role in promoting innovative teaching
and learning and have established strong partnerships with our
feeder primary schools and the local community. Kingsmead is a
fully inclusive school and has a strong student support system. A
distinctive feature of Kingsmead is its international ethos, which
is developed through the curriculum, through international school
partnerships and an outstanding range of extra-curricular
opportunities. In 2008 our whole school GCSE results were 65% A* to
C.
Students at Kingsmead study two languages throughout a two year
KS3. They all continue with one language as a core subject
and have the opportunity to study a second language through their
options. The introduction of NVQ has allowed all students to follow
a language course which will lead to a nationally recognised
qualification. Being able to offer courses which “count” has been
hugely motivating for Kingsmead students.
Key objectives
To introduce NVQ for
certain groups in KS4, thereby enabling all students to follow a
language course leading to a nationally recognised
qualification.
How the programme is organised
- The NVQ course at Level 2 was introduced to students unlikely
to achieve a C grade at GCSE
- Other less able students with GCSE target grades of E and below
are following a Level 1 NVQ course and some students are following
an NVQ course in their second foreign language as an alternative to
GCSE.
- The course is based on a range of motivating work-related
contexts and students build a portfolio of evidence in all four
skills. MP3 recorders are used to record speaking
- In Year 10, students have 2 hours per week of lessons either to
complete the Level 1 course during that year or to start them on
the Level 2 course
- In Year 11, students have 3 hours per week to complete Level
2.
The assessment of NVQ is more flexible than GCSE. Tasks can
be geared towards the individual candidates on the course, taking
particular account of their interests and needs. Preparation
for a specific skill and area of knowledge can be focused on
directly prior to assessment.
From the very beginning, the need for extreme care in the
organisation and presentation of the students’ portfolios is
impressed upon the candidates, as there is no terminal
examination.
All assessments need to be clearly labelled with the candidate’s
name, date of assessment, language, level and skill. This candidate
information is also recorded at the beginning of all speaking
assessments.
Following each assessment, candidates complete their student
checklists showing that they have completed a specific
task.
The teachers mark each task as soon as it is completed and then
tick it off on their own candidate overviews. Keeping a clear
record of who has done what is vital for ensuring candidates
complete all that they need to over the course of the
qualification. Anyone falling behind is quickly identified and
remedial action can be taken.
We have developed schemes of work, checklists, assessment and
preparation tasks in three languages that we would be happy to
share with other departments. Please feel free to get in touch.
Issues/tips
Before embarking on an NVQ
course, departments should ensure they will have sufficient time
for organisation and planning. There should be follow-up sessions,
perhaps initially on a termly basis and then annually, to further
develop the course and make adjustments and additions where
necessary.
There also needs to be constant dialogue between teachers and
assessors throughout the course to ensure assessment decisions are
correct and to monitor how classes are progressing. There is a lot
of paperwork and both students and staff need to be very well
organised.
Departments should have at least one person trained as an A1
assessor prior to starting the course, with the aim of training
more as required. All teachers delivering NVQ should have
training in the basic requirements of the course. Departments
should work closely with their V1 Internal Verifier in the initial
years, before training someone in-house to take over this
role.
Students, on the whole, seem to get on well with the structure of
the course as an alternative to GCSE, although they need frequent
reminders that there is no final exam and that their portfolios
will be the basis for their award and should therefore be
well-organised and well-presented.
In their core language, students have three hours per week over two
years to complete their Level 2 qualification.
Results/effect
The introduction of NVQs to our KS4 curriculum has had a
considerable impact on student motivation and achievement. Two low
ability Year 11 GCSE groups (one French, one German) were converted
to NVQ groups after consultation with students and their parents.
Very few higher grade GCSE passes were expected in these groups,
but over 90% achieved an NVQ at Level 2. Many students achieved
their highest point score in the MFL NVQ and the department’s
overall results rose by 9% in German (from 77% to 86%) and 10% in
French (from 67% to 77%).
This in an example of a
Level 2 French portfolio produced in one year by a candidate who
converted to NVQ, having begun a GCSE course.
Level 1 NVQs have replaced entry level certificates in the
second MFL for less able students and have been equally well
received by staff and students, who consider them more valuable and
purposeful qualifications.
The NVQ qualification has given teachers of it the knowledge
that these lessons have a real purpose and focus for the students,
and after the initial shock about the amount of paperwork involved,
there is great satisfaction in seeing the students achieve the
qualification.
The school has periodic internal verifications, an example form
is
here. It is also good practice to provide teachers with a
breakdown of key dates for the year and advice on organising the
course and assessments, see the example from Kingsmead
here.
The first NVQ results in 2007 were stunning.
'I'd never thought about travelling
before... looks like I could go to France now!' (Year 11
boy)
'I wish I could do NVQ in every
subject.' (Year 11 boy)
Ofsted Report 2009 (published 2010)
The proportion of students who gain a higher
level GCSE or equivalent in a modern foreign language is well above
average and improving strongly.
In the school's specialist subjects, there is
a strong trend of significantly higher than average outcomes in
German and history and above average in geography, but more
variable performance in French, Spanish and religious studies. The
latest results in 2009 show improvement in these subjects following
challenge and support by senior leaders.
The curriculum provision is outstanding. The
school has been proactive in designing a curriculum that is
imaginative, forward looking and matched to students’ ambitions and
personal goals. The range of academic and vocational courses
provides a coherent and personalised curriculum.
Future developments
The school’s
development of NVQ courses has been followed with interest by
Somerset schools through the county newsletter and they will be
running information and training days to help other schools set up
NVQ courses.
n the future, we plan to continue to build on the success we
have already experienced with the NVQ course by continuing to offer
Level 2 courses in three languages as alternatives to GCSE for the
lower-ability classes at KS4. We aim to develop our existing
modules of work further and also hope to develop new modules to
take full advantage of the community radio project operating in our
area.
Authors: The NVQ Team at Kingsmead -
Caroline Buttivant, Hannah Bevis, Julie Elmy, Eva Heim, Sam Morgan,
Kim Sheppard