Modern Languages

Staffing

• Mrs M Wong (Head of German)
• Mrs K. Chatterton
• Miss M. Smart
• Mme S. Lewis
• Mrs A. McCulloch
• Miss H.Blair (i/c Spanish)
• Mr D.Bannatyne
• Mr D Adamson (Head of French)

Staffing and resources

The department is staffed by a team of 8 teachers; 3 are French specialists and 4 are German specialists, all are specialist linguists. We also have a full-time foreign language assistant in each language.

All rooms are equipped with tape-recorders and overhead projector, and many other resources are also available, for example videos and DVD?s, interactive white boards with appropriate teaching software for both languages, as well as the school?s 3 ICT suites to which pupils have regular access at appropriate points in the course. These enable them to exploit various software such as Linguascope, Languages Online, and Fun with Texts which links in to the different chapters of the Equipe course. Pupils also have access to Sam Learning in both languages as with all subjects taught at the school, and are encouraged to visit this site at home, and to use the computer both to create well-presented pieces of homework and to find out information for themselves. Thus we encourage pupils at all stages of the language learning process, from KS3 to Sixth form, to exploit the new technology to the full.

Key Stage 3:

All boys entering year 7 learn French. Teaching in year 7 is in mixed ability forms. At the start of year 8 French is split into ability sets based on performance in the language in year 7. At this point all boys also embark on German, where setting takes place at the end of the first term. Courses used in years 7 - 9 are Équipe and Auf Deutsch.

The 2 languages continue to be studied by all pupils until the end of year 9. Time allocation is:

Year 7: 3 periods per week of 60 minutes (French)

Years 8 and 9: 2 periods per week of 60 minutes (French)

2 periods per week of 60 minutes (German)

 

Topics studied include alphabet and numbers, days and months, personal information about self and family, descriptions, school subjects and preferences, leisure activities, houses and furniture, food, drink and meals, parts of the body and feeling unwell, weather, countries, television programmes and films, clothing, asking the way and giving directions, talking about holidays, daily routine and helping at home. Within these and similar topics pupils develop the skills of listening, speaking, reading and writing, and much of the routine classroom communication is in the target language. Pupils are also introduced to the basic grammatical rules which apply in each language, these being developed more thoroughly with the more able pupils, and are taught to communicate in past, present and future time-frames.

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Key Stage 4:

Pupils make the choice of which language to continue, or whether to continue both, during the second part of year 9 as part of their options. Unlike most schools, the vast majority of pupils in year 10 continue at least one language to GCSE at the end of year 11, for 5 periods per fortnightly cycle. We allow boys of average ability as well as the more able to continue with both languages if they wish to.

Most boys are entered for AQA Modular GCSE course, though the most able work towards the higher level of the AQA Linear course. We believe that the modular course provides a more accessible route to GCSE success for candidates of average ability and below, with its short-term goals and more motivating continual assessment structure, whereas the linear course, with its rigorous demands upon memory and thorough revision provides more able students with a solid basis for A level study, should they wish to continue into the sixth form.

All year 10 and 11 groups are taught by a specialist in that language, and are given a high priority when timetabling the foreign language assistant.

In years 10 and 11 neither language is taught with a single course book, and a variety of published and home-produced materials are used.

Both French and German courses are based upon the kind of practical skills that many parents may wish that they themselves had learnt at school, and are likely to prove of great value in later life, whether for business or leisure. Situations to be covered in Years 10 and 11 include: discussion of future careers; coping with breakdowns and accidents; making reservations by letter at campsites and hotels; going to the cinema, discotheque and restaurant; socialising and arranging to meet someone, discussing holidays past and future and many others. We also train pupils to understand radio weather forecasts and traffic reports in the foreign language, and to cope with newspaper and magazine articles. Towards the end of the course we consider issues such as healthy living and youth culture.

Fluency in a foreign language is likely to become more and more useful as our commercial and cultural links with Europe become stronger, and will be an asset to anyone aspiring to the world of business, banking, tourism and many other fields. We hope, too, that we can develop in our pupils a greater awareness of language in general and a respect for cultures different from our own

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AS Level

Languages in the Sixth Form

Both languages are taught in the Sixth Form, which is mixed and accepts students from other schools in the area. Both languages follow the AQA specification and have many features in common.

French AS and A2

Students who enjoy learning languages and can cope successfully with vocabulary learning and GCSE grammar should consider pursuing their language at A level.

The work is varied and interesting and introduces the student to a wide range of topics, while at the same time developing his or her language skills to a very high level. French examines such topics as family and relationships, education, jobs and careers, the mass media, pollution, conservation, immigration, multiculturalism, health issues, transport, racism, the future of Europe and science and technology. Students will read and understand articles, listen to recorded material and discuss these topics with confidence, all in French. Additionally, in year 13 they will study two works of French literature.

In addition to the Elan course book, teaching materials are taken from newspaper and magazine articles and television and radio broadcasts. Students also have a regular timetable slot with a French assistant in order to concentrate specifically on oral skills and speaking. With small group sizes, students find they quickly make progress. They are encouraged to visit France, and most years we have a visit to Paris organised through the Art department. All year 12 and year 13 students normally attend one-day conferences in Manchester or at Salford University where they have an opportunity to look again at some of the topics studied in a different context and experience a full day of immersion in a French speaking environment. All students are provided with the Chez Nous magazine in Year 12 and Authentik in French in Year 13 plus the accompanying recorded material, to enable them further to develop, independently, their reading and listening skills and broaden their knowledge of French society and issu which are currently in the news.

Although the workload for languages is considered quite demanding by students in comparison with other subjects, it is generally recognised by employers and universities that a qualification in a modern language carries particular prestige and proof of ability. Possible careers include teaching, bilingual secretary work, EU business and banking, translation and interpreting, conference organising and tourism management (see below).

We will normally require an A at GCSE.

German AS and A2

As with French, German builds on the work done at GCSE. In the first year of study students work on the grammar of the language so that they can express themselves well in both speaking and writing. This will also help with reading and listening.

At the same time students work on topics of interest in today's society such as the role of the family, healthy living, tourism, the environment, media, multiculturalism and will discover the German point of view on them. This is reinforced by regular lessons with the German assistant. In addition an exchange visit to our partner school in Germany takes place in the middle of the lower sixth year.

The course is extremely interesting and challenging and develops all four language skills. To be successful students will need an interest in grammar. They will be taught to reason, argue a case, express their own opinions, and understand news items from authentic sources.

The A2 course will include further topic work and the study of two German literary texts. It is generally recognised by employers and universities that a qualification in a modern language carries particular prestige. Possible careers include teaching, bilingual secretary work, EU business and banking, translation and interpreting, conference organising, travel and tourism management.

To be accepted on this course students will normally need a grade A at GCSE (non-modular)

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Careers with languages

The three career areas where knowledge of modern foreign languages is a primary requirement are interpreting, translating and teaching.

However, there is a wide range of other careers in which language skills play an important, and sometimes essential, part.

Research suggests that over 90% of careers using languages are within 'non-linguistic' professions. That means that organisations of all sizes in almost every area of industry, commerce and public service have the potential to exploit language skills. Even more encouraging, a recent survey suggests that employers may pay up to 8% additional salary to those who use languages in their work.

Some industry sectors need language skills more than others. The Languages National Training Organisation (LNTO) identifies eight areas (amongst many) where languages are playing an increasingly important role:

• Customer relationship management
• Fast Moving Consumer Goods (FMCG)
• vFinance
• Information technology
• Market research and consulting
• Media
• Telecommunications
• Transport and distribution

Within these sectors, people with language skills work primarily in the main business functions of customer contact, sales, purchase, marketing and information technology (including online services).

Even if language skills are not the first requirement of a job, proficiency in languages often enhances employment prospects.

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