In 14-19 classes there may or may not be the opportunity to set
language groups according to ability. Where setting is in place,
the task of differentiation will be simpler as the ability range
within the class will not be as wide.
Regardless of the ability of the students, it is good practice to
use the target language as much as possible. For advice on this,
read the principles of teaching for
maximising use of the target language.
Planning for differentiation
It is important
to plan for differentiation from the outset and to include
differentiated activities in schemes of work and lesson
plans.
Some example schemes of work for NVQ
Languages which show differentiated activities for students
working at Level 1 or Leve 2 Some
example schemes of work for AS and A level languages. For
advice on planning schemes of work for
GCSE
Differentiated teaching materials
It is possible to purchase differentiated materials for GCSE and
bridging materials for AS. These are available with many of
the published courses and also as stand-along support materials to
practice grammar, learn vocabulary and revise and practice for
examinations. Often teachers will produce their own
differentiated materials for specific needs within their own
classes. These can be shared on resource-sharing websites. For more
advice, consult the resource page.
Use of technology
Using technology can help teachers to differentiate materials.
Students can also access materials independently and work at their
own pace. It is possible to plan a carousel of activities
within a GCSE or A level classroom where groups are working on
different tasks. For example one group could be working on an
independent listening activity using computers or listening posts,
another group could be working online on examination type reading
tasks and the third group could be working with the teacher on a
listening or writing task. Further advice on
using ICT effectively with 14-19 year old language
learners.
A virtual learning environment (VLE) can be used to enable students
to access materials for independent work which the teacher has put
onto the VLE. These may be differentiated very carefully according
to the ability of individuals. Virtual learning environments
may also be used for peer and self-assessment of written work or
planning for presentatioons. Read the case
study about this.
Tips for differentiation in GCSE classes
A GCSE language group may contain students with target grades
ranging from A*-G. This is a demanding situation to manage as it
will be challenging to stretch the most able whilst at the same
time make the work accessible to the less able linguists. If the
group is very large, the head of languages may wish to ask if it is
possible for two groups to be created in order to ensure that
students of all abilities can achieve their full potential.
However, discussions of this nature need to take place before the
timetable is finalised and the cost and staffing implications of
this solution may make this impossible.
Other ways of addressing this issue could be:
1) In-class support from a learning support assistant (hopefully
one who has some knowledge of the language being taught). This
person could work with those with the lowest target grades using
differentiated materials provided by the teacher to help them to
access what is being delivered. This will need careful planning and
the teacher may wish to plan with the learning support
assistant.
2) Support from a Foreign Language Assistant. A Foreign Language
Assistant could offer in-class support as described above. However,
he or she could work on oral skills with small groups of students
inside or outside the classroom.
3) Designing a seating plan whereby weaker linguists are seated
with more able ones so that the more able can offer support to
their peers. This can work well in certain situations but is very
dependent upon the students concerned and their attitudes.
Encouraging independent learning
Independent learning is crucial to ensure that students achieve
their full potential in the GCSE. This is especially important if
the group contains students of a wide range of ability. Encouraging
use of revision materials will give students valuable examination
practice which they may not have time for during lessons. The Topmarks Education website
suggests some excellent web-based resources.
Some schools have developed excellent resources for students to use
independently. Some good examples are: