Provide sufficient time for grammar at Key Stage 3
When teaching early entry GCSE in KS3, it is possible to cover the same number of topic areas as would normally be covered in KS3 within the shorter time period. However, sufficient time needs to be devoted to grammar, such as the thorough introduction of the main tenses; confident use of these is essential in order to access the higher grades. When teaching a one-year fast-track course in KS4, careful planning to ensure rapid coverage of the grammar requirements should enable pupils to achieve their full potential. 

Increase vocabulary at KS3
Lack of vocabulary can be an issue for early entry students and for this reason, it is recommended that a system should be devised to encourage regular learning of vocabulary. This could be done by providing vocabulary sheets or by asking pupils to compile a folder divided into topic areas in which vocabulary can be noted. Regular testing of this vocabulary should ensure that pupils learn it. Computer-based vocabulary learning tools can also be utilised. For example, use could be made of Task Magic software.

This software enables teachers or pupils to enter their own text and then a huge range of puzzles and worksheets are generated based on the text inputted. It is used by many schools as a vocabulary and revision tool as well as for presentation in the classroom. A subscription could also be made to Quia. This website enables puzzles and exercises to be generated by teachers or pupils and can also be used for presentation or revision purposes. 

Differentiation
There may be students in the group with a target grade of C. These students may need a more structured approach to vocabulary learning as they may lack some of the skills of more able linguists. The core vocabulary from the specification and specimen questions and answers for the oral conversation will help these students to achieve their full potential. This could be provided on a VLE to which all students could have access. 

For more able students, ie those who already have a good grasp of grammar and vocabulary, it may be wise to focus on improving skills by practising higher level papers to ensure that they achieve their predicted grade. These students should also be encouraged to read and listen to the language outside of lessons. Foreign news items are readily available online for example. Links to hundreds of foreign newspapers may be found on onlinenewspapers.com. Teachers are advised to explore authentic websites in advance and set appropriate tasks. Subscription websites such as modlangs.co.uk provide news items with accompanying worksheets which may be more accessible. 

Improve dictionary skills
When students complete written tasks and prepare spoken presentations it is worth spending time exploiting the use of the dictionary so that they have a good understanding of how to use verb tables, find genders and appropriate vocabulary for the context. This approach will lay a good foundation for students who wish to progress to higher level courses.

Identify weak areas in reading and listening
It is advisable to conduct an audit of how pupils perform in the reading and listening exams to identify areas of weakness. For example, when an audit was conducted at Dorothy Stringer High School, this highlighted weak areas as being the ability to paraphrase and to match synonyms. Following on from this, the department built up a bank of resources with exercises to practice these skills.

Encourage independent learning
Additional learning outside of timetabled lessons is essential particularly if pupils are completing the GCSE course in one year. For suggestions on resources for independent learning visit the early entry GCSE resources page.

Links with the target language country
Trips, exchanges and links by email with the target language country will add a further dimension to the early entry course, improve oral and written skills and help students to see the purpose of their studies. Working with a foreign language assistant or other native speakers will give valuable practice in oral skills.