Increasing motivation and attainment in Year 9

Agenda

Controlled assessments this year

Sharing controlled assessment resources

Working with year 9

Increasing motivation

Increasing attainment

Controlled assessments

Any issues arising?

Any topics which worked well?

Any topics which didn’t work well?

Sharing resources and tasks

Differentiation issues – should you match tasks to abilities?

Before the Controlled Assessment

How to best use the preparation time and teacher input lessons

Students asking questions – can they?

The unpredictable element – did they cope?

Preparing a presentation and not the questions – do they?

Hesitation during the exam and recovery

Pupils and the Controlled Assessment

Cheating!

Pupils taking it seriously – are they?

Technology issues – how do you record?

The controlled assessment ‘window’

Communication and Admin

Contacting parents and sharing the importance of the exam

Sport and fitness – Receptionist in a sport Centre

Health and Fitness - Visit to the doctors

Work experience – Photo discussion on recent job

House and Home – Estate Agent selling/buying a house

Free time and Leisure – Radio interview about Fashion

My School – Presentation introducing your school

My Town – Photo/presentation discussion about things to do in your local area

Controlled Assessment tasks 2009 – 2011 (Edexcel)Environment – discussion about an

environment day

Changing assessments in Year 9 to prepare for Controlled Assessments

Why?

Year 9 Listening and Reading assessments•No, or very little production of language is required at GCSE

•An emphasis on working out from context as well as relying on linguistic knowledge

•This jars with the heavy content focus of KS3 but fits in well with the framework

•Still focus on tenses, inputting new language

•Formulate a revision schedule to consolidate key points from KS3

•Assessments and activities can be adapted to reflect the GCSE papers

Instead of questions on a listening text 9, we have created GCSE style tables which also give opportunities for Pupils to add extra info.

Questions on the texts• Who only read for school. ___________________Ayse _________________• Who doesn’t have to buy the book as they have it at home _________________• Who got a book as a present last week ____________________________• Who read a good book about tennis last week ______________________• Who read more than a hundred books last year ______________________• Who finds it more interesting reading on the computer than a book ____________• Who will read another book by the same author ______________________• Who will have to look in the newspaper to see sports results? ___________• Who’s favourite books are crime thrillers ______________________•Who only goes two or three times a year to the library ____________________•Who will buy a new thriller with the money from my birthday ______________

10 Marks

We have changed this…..

To this…..

KATHARINA

BERND

AYSE

READS BOOKS ONLY FOR SCHOOL XDOESN’T BUY BOOKS AS THERE ARE LOTS AT HOMEWAS GIVEN A BOOK AS A GIFTHAS READ A GOOD BOOK ABOUT A SPORTWAS A VERY ACTIVE READER LAST YEARPREFERS READING ON SCREEN TO A BOOKWILL READ ANOTHER BOOK BY THE SAME AUTHORLOOKS IN A NEWSAPER TO CHECK FOOTBALL RESULTSREALLY ENJOYS THRILLERSOCCASIONALLY GOES TO THE LIBRARYWILL BUY A THRILLER WITH BIRTHDAY MONEY

Past Present Future

1. 1. The film is called “Moulin

Rouge”

1.

2.2. 2. Going to the cinema will

be fun

3. Went home by bus3. 3.

Listen to the information and distil it in to 3 tenses. Write the information you hear in the correct column

Pupils get the opportunity to get used to a GCSE style activity, but still need to listen for detail and content

•Pupils given clear idea of what points to cover in the controlled assessment in the form of task stimuli

•Assessment is prepared in advance

•Skills starters covered in lessons to ensure that pupils know and can use the key phrases for success

•Revision schedule with a weekly focus decided upon in class. This has a clear focus on tenses and the things required to achieve a level 5, 6 or 7

•Level 5 criteria shared regularly with the class just as we would provide the C grade criteria

Year 9 writing assessments

•Level 6 work provided as a differentiated approach. Level 7 packs provided to give most able pupils the opportunity to reach the highest levels. Just as we would for A-A* at GCSE

•15 words allowed to take in to the exam. Conjugated verbs allowed

•Clear resources and model answers provided to ensure pupils have access to as much language and as many tenses and structures as possible.

•Preparation time in class and for homework.

•Practice task prepared and marked as in GCSE.

Year 9 speaking assessments•Move towards an English stimulus that

details what pupils should include to achieve the top marks

•Focus on the strategy in the penultimate assessment so that pupils are receptive in the final assessment

•15 words allowed to support pupils during the assessment

•Reading resources provided so that pupils can extract information and more complex sentences and use them in their controlled assessment

•Listening resources to provide model answers, support for all abilities, and guidance on pronunciation and extended answers.

•Using voki to support pronunciation

•Using digital recordings and more ‘for real’ lesson activities to prepare pupils for speaking and to encourage spontaneity.

•Skills starters to ensure that pupils are very familiar with question words, word families, negatives, synonyms, key linguistic skills to help them transfer knowledge or be more resourceful, ask questions.

•Provide pupils with key phrases – a scaled down version of the key phrases we provide at GCSE that give pupils a ‘lifeline’.

•Revision timetable in half term prior to assessments to focus on tenses, connectives and criteria for achieving a level 5, 6 or 7

Year 9

In the classroom:

- increasing motivation

- increasing attainment

- preparing pupils for controlled assessments

-alternative provision

Out of the classroom

Why is motivation an issue?

“Languages are hard”

“I can get better grades in other subjects”

Option blocks can make it difficult

Recent decline in GCSE entries

Languages have not been valued in school (TLR)

Increasing motivation

• What are the issues in your school?

• Taking the ks3 programme of study as a starting point – rather than topics

• We can focus on skills to increase challenge, improve motivation, and improve outcomes. programme of study.doc

Increasing motivation

How do you encourage pupils to continue with MFL at GCSE

Invitation to do two languages

http://www.languageswork.org.uk/home.aspx

Increasing motivation

• Cross curricular projects

• Geography and French cross curricular project

• Pupil feedback

• Italian pop project

• Science CLIL!

• Sequence of learning!

• Single lesson activities

Increasing motivation

Creativity and thinking skills

Homer and Marge lesson plan !

Sorting exercise!

Fortune lines!

Mysteries

Diamond 9 / prioritising

Increasing motivation

Eliciting information FROM pupils

Don’t GIVE pupils the rules

Elicit the rules from them, in context

Example 1

Example 2

Example 3

What works well for you?

Increasing motivation – authentic texts

More appropriate for their interests and maturity, and linguistically challenging.

Can help them practise high frequency words.

 On topics chosen by the pupils – do a survey of their interests. How do their responses compare to your current provision?

Think about articles with a critical mass of language already known to the pupils.

Store in ICT so teachers can amend for different groups

Provides extended reading materials for pupils in their early stages of language learning.

Can use internet resources, which teachers can edit. Can be written by staff, and given an authentic appearance

Increasing motivation – authentic texts

How do we teach pupils to read in MFL?

Pupils should be encouraged to persevere when confronted with an unfamiliar word. Teach pupils to begin by identifying what they know, rather than what they do not know, will:

Emphasise the readability of a text and encourage reading for gist;

This will improve pupils’ self-esteem as readers of MFL and make extended texts less daunting;

Encourage pupils to infer the meaning of unfamiliar words;

Encourage pupils to guess the meaning of trickier unfamiliar words before they look them up in the dictionary.

Carry out a readability audit. Photocopy single pages from a range of existing reading materials and ask pupils from your target classes to highlight all the words in each text whose meaning they know.

Increasing motivation – authentic texts

How do we teach perseverance?

To teach their pupils to persevere with texts, ask pupils to read and underline or highlight all the words they know, and words whose meaning they can guess, rather than focusing on what they do not know.

Research high-frequency words, and include the most common vocabulary and structures in the scheme of work from Year 7 onwards.

The teaching of words such as était, pourrait, sera at an early stage can support pupils’ MFL literacy and provide the meaning of words which might be very challenging for younger pupils to decode independently.

Increasing motivation – authentic texts

Can pupils apply meaning to the text?

Editing a text is a useful strategy as it can only be undertaken successfully if pupils understand the text they are transforming. It is also particularly well suited to ICT applications. Techniques include:

– expanding the text by introducing more information, perhaps taken from a complementary source (Key Stage 3 MFL Framework 7S3, 8T6, 9T3, 9T4, 9T6, 9S6);

– enriching the text by introducing a number of adverbs, adjectives or connectives (Key Stage 3 MFL Framework 7S3, 7T7, 8T2, 8S2, 8S6, 8T6, 9T2, 9S6);

– changing the tense of a text (Key Stage 3 MFL Framework 7S7, 8S7, 8T7, 9S7);

– reducing the text to a specific length by removing unnecessary detail (Key Stage 3 MFL Framework 7S3, 8T6, 9T6, 9L3);

– editing the text to enable comprehension by younger or less advanced learners (Key Stage 3 MFL Framework 7S3, 8T6, 9T6).

Improving pupil outcomes

What levels are pupils on at the start of Year 9?

What is your aim for the end of the year?

How do you focus on improving pupil outcomes?

What do you think the key areas are in addressing this?

Ideas to share?

Improving outcomes – focus on tenses

From February onwards

Tenses as a focus in all topics

Task: Think of a topic in Year 9. How could you amend it to focus on three tenses?

Planning for three tenses in French

Perfect tense

Passepresentfutur!

Improving outcomes – Developing speaking

and writingPerfect phrases at GCSE

Which of these do you focus on at KS3?

Which of these could you focus on?

Would this be easy to do?

OLD RAT – focusing on key elements to improve pupils’ speaking and writing; encouraging them to say more; giving them the skills to do so.

Perfect Phrases for Every OccasionIl y a On peut + infinOn aIl faut + infinIl est possible de + infinIl est nécessaire de + infin

Il n’y a pas* de *ne…jamaisOn ne peut pas + infin ne…plusOn n’a pas de ne…rienIl ne faut pas + infin ne…personneIl n’est pas possible de + infinIl n’est pas nécessaire de + infin

Il y avait On pouvait + infinOn avaitIl fallait + infinIl était possible de + infinIl était nécessaire de + infin

Il n’y avait pas On ne pouvait pas+ infinOn n’avait pasIl ne fallait pas + infinIl n’était pas possible de + infinIl n’était pas nécessaire de + infin

Il y auraOn pourra + infinOn auraIl faudra + infinIl sera possible de + infinIl sera nécessaire de + infin

Il n’y aura pasOn ne pourra pas + infinOn n’aura pasIl ne faudra pas + infinIl ne sera pas possible de + infinIl ne sera pas nécessaire de + infin

Improving outcomes – Developing speaking and

writingOLD RAT

Opinions (J'adore, Je n'aime pas)Linking words (useful little words)Development (i.e. make the sentences longer, qui s'appelle)

Range (variety or structures, il y a, on a) (parce que, car)Adjectives (describe - colours etc)Timeframes (past, present, future)

Improving outcomes – Developing speaking and

writingIntroduce each element at a time.

Focus on a variety of phrases, and different ways pupils can make their sentences longer, and more varied – from discussion about simple items e.g. animals to more complex issues e.g. leisure activities and holiday destinations.

Pupils can have this as a visual checklist for a speaking activities (it could also be used in writing)As pupils become more familiar, challenge them to ensure all sentences cover all of these areas. Start to set skill based objectives e.g.

1. Create a sentence with 10 words minimum in it,2. Speak about yourself for 20 seconds and use 6 linking words

Give them a framework for remembering 'useful little words’

The Alphabet of Useful Little Words

Task: would this work for your language? Can we come up with the same thing in Spanish/German/Italian?

Improving outcomes – Developing speaking and

writingAVOCADO

Set regular homework using avocado.

Get pupils to peer assess and self assess regularly.

Use this as a criteria for marking homework.

Lesson plan

Improving outcomes – Developing speaking and

writingRegular extended writing practice

Get pupils used to writing as much as they will be expected to produce at GCSE

Extended writing task

Would your pupils be able to complete this task?

What support would you give them?

How would you gradually make them more independent?

Other ideas?

Extended writing

Level 7 Packs

Your ideas

Motivation and outcomes – alternative

provisionFCSE

Language leaders

Motivation and outcomes – outside of

the classroomGet Set Network

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