'The introduction of NVQ in Modern Languages has increased motivation by making the learning more active and relevant to the students’ broader educational needs. It has helped students to consolidate IT skills and develop them further as well as helping to build their confidence and general skills of communication. Parents who had, in the past, argued that their sons and daughters should drop modern languages to concentrate on 'more important skills' can now be shown that those critical skills are very much part of the NVQ course. NVQ should be a key ingredient in any modern language department’s curriculum offer as it enables students who were struggling with GCSE to achieve well' Steve Johnson, Headteacher.

Context 
Warden Park has 1500 students aged 11-16. The percentage achieving five A*-C grades at GCSE is normally over 70%.

Warden Park, a Specialist MFL, Maths and ICT School, has a 'languages for all' policy. 93% of students study two languages in KS3, combining French, German or Spanish. A Special Needs group in Year 7 follows a course developed ‘in-house’ which combines literacy catch-up with tasters of a variety of languages. This group then starts a new language at the beginning of Year 8.

In KS4, approximately 45 students are invited to follow an NVQ course in French, German or Spanish. The remainder take GCSE (AQA) in one or more of these languages.

Key Objectives
The introduction of NVQ French, German and Spanish in KS4 for lower attainers/disaffected students.

Actions taken
Three or four NVQ groups are formed (language decided according to student preferences) at the beginning of KS4. Students are selected according to ability (expected to gain grade E or below at GCSE) and/or motivation. A significant number of students in these groups have a negative attitude either towards school or language learning in particular. NVQ groups generally have more boys than girls.

Results/effect

• MFL NVQ Level 2 (which is equivalent to an A*-C GCSE pass) represents a significant academic achievement for many students in comparison with their GCSE scores in other subjects. Self-esteem of these low attainers is improved. Parents are beginning to request NVQ, as the benefits of this vocational course becomes apparent. The practical nature of the course is particularly suited to boys.The withdrawal of these students from middle-ability GCSE classes also has a positive impact on the remaining students, who can make progress without disruption.
• Teachers’ relationships with disaffected students improve. Homework and coursework, normally areas of confrontation, no longer apply. PGCE students, usually given a support role with NVQ classes during their placements at Warden Park, comment favourably on the rewarding relationships developed in these groups.
• The local sixth form college offers a range of NVQ MFL courses, so our students can continue with their language learning at the next level if they wish.
  

Warden Park NVQ  results for Summer 2007 were:
French:15 students — 34 units at level 1, 26 Units at level 2.
German: 12 students — 22 Units at level 1, 21 Units at level 2
Spanish: 13 students — 50 units at level 1

'I wasn’t very good at German last year (Year 9) but now I’m OK at it.' Simon

'I like working on the computer and producing some good work. It’s better than the stuff we did last year, because I can ask if I get stuck' Gareth

Links on Warden Park website:
NVQ – Creating a Course
Course Outline – French
Course Outline – German
Course Outline – Spanish

Future developments
There are plans to expand the provision of NVQ languages to include a larger number of students, those expected to achieve no higher than D at GCSE.

Author: Jean Gittins, Head of Languages, Warden Park School