Institution: Chatsmore Catholic High School
'NVQ provides a welcome alternative to mainly textbook learning. It also opens up the real uses of language learning by  exposing students to work-related scenarios. I think it is particularly empowering because portfolio building allows students to work at their own pace and to use ICT as a way of improving the presentation of their written work. There is no exam-related pressure but instead, rewards in the form of developing a professional-looking portfolio and receiving a nationally accredited qualification.' A language teacher at Chatsmore

'I really enjoyed helping the student with his German NVQ. He was very proud to achieve his Level 1 NVQ in year 9 and I was able to use my new language skills on a ski trip to Austria.' a learning-support assistant who was not a linguist

Context 
Chatsmore Catholic High School caters for approximately 650 pupils aged 11-16. It is a thriving school community which aims to develop highly-skilled, well qualified and confident students. The school expresses the Gospel values of love, justice, integrity and prayer in every aspect of school life. It aims to equip pupils for their adult life having experienced at Chatsmore a challenging and enriching learning environment. This is done by encouraging the continual development of the School as a worshipping community and developing to the utmost the potential of each individual, making students aware of their active role in shaping the future of the school community and the community of the wider world. The school has recently achieved specialist status in Visual and Performing Arts.

Key Objectives
The introduction of NVQ Languages in KS4 to:

• raise achievement of students in languages in KS4
• accredit the second foreign language by means of twilight sessions in KS4
• motivate Year 9 students to continue language study in KS4.

Actions taken

• Since Chatsmore is a small school it is possible to cater for the needs of a variety of students by introducing appropriate courses.
• NVQ was introduced for various groups of students:

Some students followed an NVQ course within a small GCSE group, some chose to work towards NVQ in 2nd MFL in twilight sessions, some who had not opted for any MFL in KS4 achieved NVQ in twilight sessions and Year 9 students followed an NVQ programme of study in order to motivate them to continue language study in KS4.

Results/effect
Candidates who had been predicted grade E at GCSE because they lacked confidence in taking the exam  achieved a Level 2 NVQ which was comparable with grade C. The positive experience of NVQ in Year 9 increased option uptake by an estimated 20%.

Two members of staff have gained A1 Assessor Awards and one of these has now achieved the Internal Verifier and has gained experience of mentoring assessors in training.

NVQ training has fostered closer links with other local schools and staff have also been involved in a network formed to produce materials. One member of staff has worked closely with staff at a local school as part of the Internal Verification procedure. A small number of students in KS4 attend vocational courses at a local Further Educational College for one day per week.

In 2007, six candidates achieved Level 2 German, two candidates achieved Level 1 German. However, one of the candidates who achieved Level 1 had very poor attendance in Year 11 and achieved few other GCSEs. Of the 6 candidates who achieved Level 2, five were students who had gained 4 GCSE grades A*-C so this small cohort raised the total % of A*-C grades for the school by almost 3% to 60%.

Chatsmore Catholic High School won the 2007 Good School Guide GCSE Award for Girls taking German-speaking at NVQ Language Unit at Level 2 at an English School. This was awarded on the basis of KS4 results and in particular on the basis of the popularity of each subject relative to similar schools, and on the success that pupils achieved relative to the other examinations that they took. Previously awards had been given for performance at A Level but this was the first year of the GCSE awards.

'I find it much easier to prepare one task at a time instead of having to remember everything for an exam. I want to work in the travel industry and I found that because I was working towards my NVQ it was easier to find a good placement for my work experience.' A Year 11 pupil at Chatsmore

School report

‘2007: Candidates who had been predicted grade E at GCSE because they lacked confidence in taking the exam achieved a Level 2 NVQ which is comparable with grade C. The positive experience of NVQ in Year 9 increased option uptake by an estimated 20%.

2010: 4 x level 2 German, plus 16 students who began their portfolios last year are due to complete by October half term 2010.  The 4 candidates who have completed were achieving D-G grades at GCSE and had become very de-motivated.  The NVQ course empowered them – they all suddenly became keen to come to German lessons again (one girl had actually refused to attend the GCSE group after failing her mock – NVQ German was a significant turning point for her, to the extent that she chose to come back 4 times after finishing her other GCSEs, just to tidy up her NVQ portfolio).

Four candidates may not seem significant but we are a small school (660 students) and the Every Child Matters agenda recognises the importance of catering for the needs of all students. NVQ has been hugely beneficial in our school.  For the past three years, we have held twilight German NVQ groups – I have 22 students on a waiting list to join the next one.  For the first time this year, we have managed to persuade SLT to include timetabled NVQ French. We have also successfully taught NVQ alongside GCSE in one class, thus providing the ultimate opportunity for differentiation.  Its appeal to different categories of students can be summarised as:

• able students who cannot fit 2 foreign languages into their timetable choose to attend twilight sessions to boost their employability
• less able students can suddenly see the point in learning a language.  They enjoy the satisfaction of seeing their portfolio improve, without the pressure of a final exam
• the chance to develop language skills in a business context (this fits with the School Improvement Plan to focus on work-related learning).’
  

Future developments
In future it is hoped to increase the numbers of candidates achieving Level 2 NVQ and motivate more students to opt for MFL in KS4. The school also aims to develop business links with the local community and enable some students who have achieved GCSE in French in Year 9 to work towards NVQ Level 3.

Author: Sylvia Morgan, Head of Languages, Chatsmore Catholic High School

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