GCSE: Social Issues. charity and volunteering.

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The new GCSE confronted teachers with some topics they may not have ever had to deal with in any great depth.  This post looks at ideas for teaching our GCSE students about volunteering, helping charities and good causes.

Before I start, you should be aware of the following:

  • AQA refers to “social issues” and refers to “charity/voluntary work.”
  • Edexcel calls it “bringing the world together” and names this topic “campaigns and good causes.”
  • WJEC simply refers to “social issues”.

I have done my best to put ideas that can be applied to all boards.  There will be a lean towards one in terms of the language used as that is what I am currently teaching.  There is certainly no intent to promote one above the other.

My enthusiasm for this topic stems from my year abroad.  I spent a year working in a home in Cochabamba, Bolivia, for kids who had lived on the streets, were orphans or suffered abuse at a young age.

Cochabamba, Bolivia

So how to teach the topic?  I have tried to include a mixture of listening, speaking, reading and writing activities.

Synonyms Match-ups 

Students need to learn a lot of words that they have not come across before.  Two of my go to starters are gap fills and match ups.  This week I came across a match-up of synonyms which was really effective.  Students matched up two sets of words looking for the words with the same meanings.

Narrow Reading: spot the difference

This is a phrase I learnt from Gianfranco Conti’s blog.  The philosophy behind narrow reading can be found here.  The idea I chose to use was called Spot the Differences.  I produced a text about working as a volunteer, copied it, pasted it twice and then made subtle changes.  Students had to say how each text differed from the other ones.  The vocabulary that differed included phrases I want them to know for subsequent lessons.  My experience was that students focused far more closely on the text rather than merely skim-reading it until they found the relevant detail.  Definitely a keeper for future classes.

Find the phrases

This is a stock favourite of all GCSE textbooks.  “Find the French/Spanish in the text for…”  I gave students texts based on some real charities that I had contact with.  The fact that these were real people, that I knew or worked with, seemed to motivate them more.  One website used to help produce this was Manos con Libertad , another was Mosoj Yan.  Both are Christian organisations that work with people in Cochabamba.  Whether you have a faith or none at all, these organisations do some great work with people in tough circumstances.  I used others as well but they don’t have websites!   The excerpts were written from the point of view of someone who worked there and talked about what they do.  Great opportunity to revise daily routine and reflexive verbs.

Textbook Speaking Grids

Questions verbs complement and other
details
etc 
tend quite  lots
to often  of
appear in this  stuff
here bit  here

Many textbooks often give a grid and a few questions and answers to use.  It is not the most exhilarating paired speaking task.  I got thinking about how to spice it up a bit.

Method 1: Points for going beyond the grid.  On your projector screen put a list of things that “go beyond the grid”.  Students work in pairs.

Student 1: Asks questions and notes down a score of anything that goes beyond the grid.

Student 2: Answers questions trying to add other tenses, verbs, conjunctions, adverbs etc

Method 2: Beat your partner.  If you have a tricky class you may wish to change the name here to prevent any wilful misinterpretation!  Every student notes down 5 phrases from the grid without their partner seeing.

Student 1: asks the questions.  This student receives 2 points each time the other uses on of their phrases.  Maximum of 10 but probability of phrases being used is lessened.

Student 2: answers the questions, trying to use their pre-chosen phrases.  This student receives one point per phrase used.  Maximum of 5.

Method 3:  Play a role.   The grid in the textbook involved the questions ¿trabajas como voluntario ahora? and ¿Qué haces exactamente?  along with a few others.  Students were given a card with a role.  They then had to pick answers using this perspective.  The roles included:

  • Charity Shop Assistant
  • Eco-warrior
  • Care Home worker
  • Aid worker in Haiti
  • Aid worker in Sierra Leone.

Ethiopia, Tribe, Africa, Culture, Omo, Tribal

Third World Diary

Mira 3 red does a brilliant diary of life for someone in the developing world.  If you have access to it great.  If not then use this site for inspiration.

You could produce a short diary script and then attempt any of the following:

  • You could display the script and read it out loud.  While you do this, miss out some words.  Make the students write down the ones you miss.
  • Use the desktop version of Imemorize  and enter your own quote.
  • Put your script into Cueprompter and have students read it out loud with you or alone.
  • You could have multiple choice parts put in the script and students have to write down the one you read out.  Por la mañana / tarde / noche me despierto a las siete y media / seis y media / cinco y media.
  • You could remove a whole sentence and have students fill it in as a dictation/transcription exercise.
  • You could even chop the text into pieces and give it to students to rearrange while you read it out loud.
  • Go to Voki.com and put it into their text-to-speech converter, setting the voice to Spanish.  Then challenge your pupils to see who can do a better job than Javier or Carmen!
  • Be creative, there are so many options when it comes to a listening text.

Students could produce their own diary as a homework task.  You could set a list of “ridiculous requirements” to challenge your high-flyers.  For example: 7 lines of text, 6 reflexive verbs, 5 conjunctions, 4 clock times, 3 french hens, 2 higher level phrases and one subjunctive just for good measure.

The website was also tweeted to me at some point.  I have yet to use it yet but it looks good, particularly if you are considering display work.

Newspaper Clipping Generator

Verbs & Infinitives

This chapter is a great way to practise all those verbs that are followed by an infinitive:

  • I’m going to raise money for..
  • I would like to donate to …
  • I can give £1 a month to
  • I’m thinking about going to…
  • I hope to help …
  • I want to work with …

A game of TRAMPA / TRICHER would be a great way to practise this.  Students take a piece of A4 paper and divide it into 8.  In pencil, on 4 or 5 of the sections they write a sentence like the bullet points above.  On the remaining 3 or 4 they write “Trampa” or “Tricher” (cheat).  Cards are then shuffled and dealt out among their table.  Students say what is on the card before putting it face down in the middle.  If the card says trampa they have to convince the other players there is a sentence on the card.  They do this by making a sentence up and placing the card face down.  If a student thinks another is cheating then they can call them on it.  If the student was indeed cheating; the cheater picks up the card.  If the student was falsely and wrongfully accused in a heinous miscarriage of justice; the accuser takes the cards.  Winner is the first person to get rid of all their cards.

If you have had any great ideas then please leave them in the comments section below:

 

 

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Meeting the challenge of the new GCSE

There has been a lot of chatter on Twitter, various Facebook groups, between schools and within schools on preparing students for the new GCSEs.  Their concerns seem to relate to the following areas:

 

  • Grade boundaries – there has been a multitude of different percentages suggested.  Some are based on Maths; others are based on previous C grades.  Some would offend my maths colleagues as they did not show their workings out!
  • What does a grade 9 piece of work look like?
  • How to predict grades for data drops, SLT, line managers.
  • Applying mark schemes – some exam boards are beginning to publish exemplar material with mark-scheme applied.
  • Teaching the new elements – translation, literary extracts, roleplays, photocards, spontaneous speech, conversation questions.

I considered my own post, however it would appear that the following people have already covered most of this territory:

Steve Smith – Worried about the new GCSEs

Helen Myers – 9-1 Grading

Both are excellent, well-informed blogs by experienced professionals.

Steve’s post deals with practical ways you can bring about the results you want by what you do in the classroom.  There are also helpful strategies and tips aimed at people who are teaching lower ability learners.

Helen’s post deals more with information that is out there.  She looks at what is within your control and what is out of your control.  She has some helpful links to Ofqual information on grading, predictions and how the grade boundaries will be set.  If you are looking for some grade boundaries to use, this is not it, but it is a very enlightening read.

There are some answers out there, yet there are still a lot of unanswered question when it comes to this new GCSE.  My main message would be to keep teaching as well as you can, focusing on delivering the best you can in the classroom and prepare your students as best as you can.

For those of you already thinking about the next cohort, have you tried EverydayMFL: The Options Lessons

 

New GCSE – one year in

September 2016 heralded the start of teaching the new old GCSE in MFL.  It was quite a bit to prepare for and necessitated two blog posts: this one and another one. Having taught a mixed ability Spanish group this year, it seemed like a good time to look at what has worked, and what I would like to do next.

Keeping Going

Key Language Sheets

Students have these in the back cover of their exercise books.  They have proven to be invaluable tools and they do use them.  The sheets need some tweaking as my section of fancy language was titled “frases para conseguir 1 o 2”, having completely confused the top and bottom grade boundaries!  These have been regularly used in class and at home.  There is a box at the bottom with key conjugated/modal verbs and infinitives allowing students to take one, follow it with the other and then add an opinion.  I feel a section is required on justifying opinions so a few tweaks to the sheet will be my homework at some point.

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100 Most Common Words

Setting these as a vocabulary learning homework was…illuminating.  Even after 3 years of Spanish some of the students did not know the 100 most common words in Spanish. The list on Vistawide is pretty good albeit not authoritative.  I set 25 per week to get through them rather quickly. I told the group it was their new 5-a-day and still left weekends free.  The reaction was muted to say the least!  They were then tested on 20.  I tried to vary the methods of testing to see if they had really learned them.  It did work and the students did find it helpful.

1-5 Gap fill/anagrams

6-15 English –> Spanish

16-20 Spanish –> English

Roleplays & Photocards

Students are seeing at least one roleplay and photocard task with each topic that we cover.  My way of managing to get them into class was to model how the task should be approached, give students some preparation time and then they complete the roleplay or photocard with two different people, with the unpredictable question being varied each time.  They then calculate an average of their scores, thereby reducing any impact by over-generous or overly harsh markers.  A full explanation of how I do this can be found on this post here.

Reinforcing the need for effective vocabulary learning

In the book “Why don’t students like school?”  Daniel Willingham makes a number of points that have influenced my approach to students learning vocabulary:

  • “Memory is the residue of thought”
  • “Proficiency requires Practice”

P210 Why don’t students like school? – Daniel Willingham

Our homework is set online so attached with the list of words is a document detailing effective learning techniques, mostly sourced from the above book, personal experiences and The Language Gym website

Students need to understand that learning and memorising does not occur through merely reading or some imagined osmosis process.  The more I can get them actively practising the vocabulary; the better it will be for them long-term.

Moving Forward

Regular Revision lessons

Every month I plan to do a revision lesson of one of the topics covered in year 10.  If I have planned it right then I can do topics 1-7 at least once by February.  This lesson will likely place a strong focus on the listening, reading and translation side of the exam. It will allow a refreshing of vocabulary and also emphasise the need to retain everything as they could be tested on anything.  Previous exams have had questions on guide dogs for the blind, phoneboxes in Spain and nordic walking.  The greater the emphasis on retaining vocabulary from previous topics; the better-prepared they will be for these weird and wonderful question topics.

Recycling

Schemes of work can be relatively linear, however that does not mean that vocabulary and grammar from before cannot be revisited.  Some advice from Gianfranco Conti’s website was particularly useful:

Problem: “in typical secondary school MFL curriculum design as evidenced by the schemes of work – and the textbooks these are often based on – which in my view seriously undermine the effectiveness of foreign language instruction in many British secondary schools.”

“Solution: include in the schemes of work a section in each unit headed ‘recycling opportunities’ and include activities aiming at consolidating old material.”

To help combat this the revision lesson should help, but I have also added a section on my scheme of work to take the opportunity to revisit certain grammatical elements that are pivotal for students.  Research by Graham Nutall (The Hidden Lives of Learners) suggests that students often need at least 3 exposures to new concepts to start to internalise them properly.

I will also be setting vocabulary learning on units not directly related to what the students are studying.

Vocabulary Championship and/or Ipsative Vocabulary Tests

To add an element of competition and purpose to vocabulary learning, I am considering a championship whereby their scores are noted down.  Some form of reward will be given for the student who attains a high score each week but also the students who maintain an average of 75% or more per half-term.  That figure was just plucked from the air so may change.

Ipsative assessment was a new word learnt from one of our SLT.  It refers to the idea of comparing oneself to previous results.  Athletics taps into this all the time as runners try to equal their personal best.  I have experimented with this in a lower ability year 8 group.  Their aim with each vocabulary test is to equal or better their score.  Students have so far responded really well to this idea but we are only 3 tests in.  It will get tougher later as they will need to maintain higher scores.  I could picture this working well with lower ability GCSE groups as they would have a chance to succeed regularly.

Decipher the Question starters

The reading and writing papers feature target language questions.  Similarly parts of the speaking exam prompts are in the target language.  A starter activity might be to translate the question and some bullet points.  The students may not actually complete the question but it gives them the feeling or working out an exam question in a short space of time.

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Strengths / Weaknesses Audit via GoogleForm.

Prior to Christmas, I intend to send out a google-form requiring students to submit their responses to a number of statements eg:

I can understand questions in the target language   1   2   3   4   5

I can translate single sentences into English              1   2   3  4  5

I can use the preterite eg: fui, hice, tuve etc

This should give me an idea of their areas of strength and weakness and allow me to target my teaching better, and plan twilight sessions tailored to the individual student.  It will also show me if my teaching has not sufficiently covered any of the challenges presented by the new GCSEs.  The Google-form method allows me to conduct a quick analysis of their areas of strength and weakness as it automatically can produce graphs etc.  If I am feeling really brave, I might add a box for their own comments.

 

Making marking work

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Time to get out the red pen

This post should probably start with a disclaimer.  My marking is not perfect.  I do my absolute best to make sure the pupils get the best feedback on their work but it will not always yield the seismic improvements that one might hope.

Before we discuss marking and feedback, I think it is worth pointing the reader towards this document produced by Sean Harford HMI.  Yes, he does work for “they-who-shall-not-be-named” but you really do need to read it.  You could also follow him on Twitter as he is quite good at busting the various OFSTED myths that fly around.

Over the past few years, I have seen a variety of marking policies in my own school and in visiting others.  Out there, there is a plethora of feedback and marking styles such as “comment only” marking, highlighter marking, DIRT time, group feedback, whole class feedback, flipped learning, self-marking online assessments, self-assessment, peer-assessment, raw scores, averages, levels, flightpaths, progress indicators, RAG etc.  Don’t worry, this post is not going to cover all of those!  Instead, here are three that have really worked for me, and my students, in the classroom:

Whole class feedback & Individual Feedback.

Whilst marking a set of books I will formulate a series of targets to be placed on a PowerPoint.  In the book, I will simply write something that the student did well along with T1, T7, T8.  There is an example below.  The following lesson will probably follow this pattern:

1) Whole class feedback or starter activity relating to an issue most struggled with.

2) DIRT time – students have opportunity to act upon individual targets.  Extension tasks available for those who finish.

3) Remaining time refreshing material from previous lesson or preparing for subsequent lesson.

The activities in part 1 above could be…

  1. Grammar exercises
  2. Spot the errors / Correct the errors (anonymously lifted or amalgamated from work marked)
  3. Match present and past tense verbs so that students are clear which is which.
  4. Spot the correct sentence from a choice of 3.

An example of what students will see in part 2 above is below.  I have found that the “what it means” and “what to do” leaves no room for excuses of “I don’t get what I have to do”.

feedforward

Feedback needs to be about improvement and development, not simply error correction. That is my hope behind targets 2,4,6.  However, where some heavy error correction is needed, then I still want them thinking about it (see T1,T3).

T5 allows me to challenge, and insist on improvement of, any poorly presented pieces that I may not notice from across the room during the lesson.

T7 allowed me to work with one to one with a student who was miles ahead of the rest of the class and teach them something they can add to their work.

T9 was to give a student time to catch up on work missed through no fault of their own.

This approach massively shortened the time I spent marking and still allowed me to deal with misconceptions and give specific, personalised feedback that led to definite, visible improvements.

Highlighter Marking

Mentioned in a full length post  a while back, I still think this is one of the best ways for boosting confidence of students.

Underline an entire piece of work in two highlighter pens.  Green if it’s good.  Yellow if it needs work.  Immediately a student can see what is good and what is not.  If the overwhelming picture is green then it can be a massive confidence boost.  If they realise that the yellow is a repeated error, then we are on the road to eradicating it.  If there is a substantial amount of yellow then maybe a rewrite is in order.  Sometimes the yellow would not be underlining anything, to demonstrate that there was a need to add something.  To show students bits of their work that were particularly good such as a wenn clause (German), a reflexive verb in the passé composé (French), or use of the imperfect subjunctive (Spanish), I simply double-ticked those parts.  

I have tried to demonstrate the visual impact below:

Gestern Abend habe ich mit meiner Famille ins Kino gegangen.  Dort wir haben “Fast and Furious 14” gesehen.  Es war toll.  Ich mag Actionfilmen, weil sie sind spannend

Advantages include how well it combines with marking codes and it is speedy. Disadvantages include that one needs a constant supply of highlighter pens or felt-tips!

Self/Peer Assessment

Peer assessment is something I struggle with in MFL.  Sometimes I find that the students do not have enough knowledge to effectively assess the work of another.  You find comments such as “great use of connectives”, when there were none in the work at all.  I think it works best when the students have sufficient knowledge to draw upon, or with a reasonably restrictive mark-scheme. 

I have tried a little bit with the new GCSE roleplays.  The following pattern yielded some success.

  • Teacher shows students mark scheme and script for roleplay.
  • One student is selected to conduct the roleplay.  Teacher plays role of student
  • Roleplay is then performed by teacher and student (in reversed roles).
    • Teacher (as student) produces a roleplay that can be described as a shambles full of mistakes, hesitation, use of English, use of Spanglish, use of French, adding O to any English word to make it sound Spanish.   
    • Teacher (as student) produces a half-decent roleplay that ticks some boxes but not all.
    • Teacher (as student) produces a roleplay that would knock the socks off the most examiners.
  • After each the students are asked to give numerical scores.  The AQA mark-scheme is extremely helpful in this as for each element of the roleplay there is a score of 0, 1 or 2.  Their language says “message conveyed without ambiguity” or “message partially conveyed or conveyed with some ambiguity”.  In short:  2 = job done   1 = partly done  0 = was it done?   Students are then asked to give a score out of 5 for quality of language.  The teacher can guide them towards this one a bit more.
  • Students then have silent prep time for a roleplay on the same theme but with different bullet points.  10-12mins.
  • Students conduct the roleplay in pairs with script on projector screen.  After which, they assess their partner’s performance.  When they switch over, you need to switch the unpredictable question to something else!  Or generate a new task for the other.  
  • They need to repeat this so that they have two sets of scores.  They can then calculate an average.  By doing so, hopefully any overly generous or overly harsh marking is minimised.

Example:

Joe gives Martina   2+2+1+1+1   /10   +3   /5     = 10/15

Kelsey gives Martina 1+2+1+2+2  / 10      4/5     =12/15

Average = 11/15  

Plenty to come from EverydayMFL

Dear all.

It’s the summer holidays so I’m taking a few weeks off.  From September there will hopefully be more regular posts as things got a little sporadic towards the end of last term.

In the meantime you can have a read of the following:

Top post:  Outstanding MFL Everyday

Second most popular post: GCSE Revision

Third most popular post: Feedback and marking.

Least popular posts: 5 Things to try tomorrow and 5 ideas to try this week

One for the NQTs: First Lesson of the year

Posts to come in the new academic year:

  • Making marking work
  • Teaching the new GCSE – reflections at the halfway point.
  • What is going to be different this year (lessons learnt from The Language Gym)

I’m sure there will be others but those are the three I’m working on.

Have a great summer!

 

5 Things to try tomorrow

Number, Five, 5, Digit

It has been a while since writing one of these (or anything) so here are 5 things to try tomorrow.

Everydaymfl has been a little bit quiet of late but posts in the works include one on questioning and possibly one on the new GCSE – what I learnt teaching it so far.

No writing lessons

Writing is one of the easiest skills to show progress with.

  1. Student writes something
  2. Teacher corrects
  3. Student improves

However, students are used to a lot of this.  It really is quite something for them to have a “no writing” lesson in a subject they will typically associate with writing.  An entire lesson of speaking and listening is not a bad thing as it reminds them how important the skills are.   Some groups will be noticeably more enthused by this idea.  It is quite heavy on the planning and paired activity so you may want a settling activity at some point – perhaps hands up listening.

Group Model Essay

After my year 10 group seemed somewhat intimidated by the 150 word task in the new GCSE, I thought I would approach it gradually.  Here is what we did:

They were given a 150 word task from the AQA textbook.

In groups of 4 they drafted the best response on mini-whiteboards that they could come up with.  After some feedback from me, they improved the draft on mini-whiteboards.  One member of the group put it on to paper.  They handed them in and I typed them up on a word document with significant amounts of space around them.  I annotated the work highlighting tenses, good bits of grammar (comparatives, superlatives, subjunctives) and double ticks for anything that particularly stood out.

This was really well received and sometimes it is helpful to know “what a good one looks like” but also to know that you were involved in producing it.

Micro-listening enhancers

I have read a lot about these on Gianfranco Conti’s website.  I have found myself using them quite a bit recently as my speakers are kaputt.  The pupils did seem to be gaining confidence from them.  In teaching the perfect tense in Spanish, it seemed to have a positive effect on the pronunciation of “he” and “ha” et al later in the lesson.  Well worth a try and something I am looking to do a bit more of earlier on.

Photo Credit: immaculate-photons Flickr via Compfight cc

Photo Credit: immaculate-photons Flickr via Compfight cc

MM Paired Speaking

Possibly one of my favourite activities.  The MM refers to a lady I worked with on my PGCE.  In my mind the activity is named after her for two reasons.  1) I have never seen anyone else do it.  2) I’ve no idea what to call it!

Students divide their page into 3 columns.  If they don’t have a ruler then gentle folds work well.

  • Column 1: days of the week or time phrases in a list going down.  3 lines between each approximately
  • Column 2: draw simple picture representing an activity
  • Column 3: leave blank.
  1. Person A asks question for example: “Qué hiciste el lunes”
  2. Person B responds using time phrase and makes sentence based on picture “el lunes fui de compras”.
  3. Person A notes down in the empty column what their partner did on Monday.

You can add challenge by getting Person A to write in the third person on step 3.  You could differentiate for weaker learners by getting them to write a quick note as to what they heard.

This is a very versatile activity as it can be adapted to different tenses and languages easily.  It is good speaking and listening practice at the same time.  Both students should have that last column filled by the end of the activity.

The Future Tense Three Musketeers 

This came from a teacher I used to work with.  She would teach the future tense telling students that there are three musketeers.

Musketeer number 1 has 6 moves in Spanish.  Musketeer number 2 always does the same thing. Musketeer has different disguises but you can always tell it is him by looking at the ending.  The three can never be separated.  Once the concept has been introduced you may then move on to some mini-whiteboard practice.  Telling students to check musketeer number 1,2 or 3 seems to be quite effective.  It also seems to eradicate “voy a juego” or “voy a hago”

1                       2                                            3

Voy                  a                   ______________AR/ER/IR

Vas

Va

Vamos

Vais

Van

 

The Options Lesson

These next few weeks, we’re trying to convince the year 9s to carry on with a language or two.  Here’s my thinking for…

The Options Lesson.

STARTER: Brainstorm every reason to learn a language.  Could be done as a Think Pair Share.  Students can then share with the class.  Some commentary from teacher probably required to clarify, explain and correct.  Typical answers include

Travel, teaching, interpreting, translating, fun, challenge, interaction with others, live abroad, get girls, get guys etc.

MAIN – 3 sections of approx 10 minutes each

Section 1: English is not enough

Quiz using powerpoint from TES.  Slides 8-12  On this powerpoint you will find:

  • Guess the amount of speakers
  • Guess the percentage of people in Europe who speak…
  • Match the language to the people who speak it

The last activity may require some updating so modern multilinguals include Roger Federer, Bradley Cooper, Tom Hiddleston and more found here

The percentage question and the guess the amount activity could be done on mini-whiteboards so every student has to think about the answer.

You could also share some quotes from celebs found on the internet if you so choose.  Mandela is my personal favourite:

Section 2: Skills and Business

Explain skills that can be gained by learning language using above PowerPoint.

Give pupils a list of 10 jobs and work out how a language could be useful in those jobs. Alternatively ask them to generate a list of jobs, give it to another group who then suggest how a language could be used.

Here are some if you are pressed for time:

  • Walkers Crisps Employee
  • BMW Employee
  • Easyjet Steward/Stewardess
  • Hotel Receptionist
  • Surf Instructor
  • Civil Servant
  • MP
  • Firefighter
  • Police
  • NHS Frontline staff.

Get pupils to generate a list of French / German / Spanish companies that have links with the UK.  The list below is just to get you started.

  • French: Christian Dior, L’Oreal, Michelin, Peugeot, Renault, EDF, Agence France Presse, Bugatti.
  • German: Audi, Siemens, Mercedes, BMW, Volkswagen, Adidas, Haribo, Aldi, Lidl, Puma, Hugo Boss, Bauhaus, Bayer, Carl Zeiss, Bosch, Kraft,
  • Hispanic: SEAT, BBVA, Santander, Iberia, Alpargatas, Topper, CoronaExtra

Ok, maybe don’t mention that last one…

This section of the lesson finishes with this:

Section 3: What about Brexit?

“Brexit means Brexit” we were told.  Most students seem aware that we will leave the E.U and some believe all sorts of weird and wonderful things about what this means. Regardless of your view when it came to leave or remain, and regardless of what kind of Brexit we go through, languages will remain vital to trade, business and growth of the UK economy.

Share the following statements with students.  The links to the original websites have been added so that you can fact check the statements.

“Language skills are vital for our exports, education, public services and diplomacy.” – All Party Parliamentary Group on Modern Foreign Languages.  Article found here

Lack of language skills costs the UK £48,000,000,000 a year in lost trade- Department for Business, Innovation and Skills).  Quoted in The Guardian here

30% of UK businesses have no need for foreign language skills – Confederation of British Industry.  Also found in Guardian here.  Conclusion from this one, 70% would welcome someone with language skills

¨If I’m selling to you, I speak your language.  If you’re selling to me, dann müssen sie Deutsch sprechen” – Willy Brandt

75% of the world speaks no English. -Routes into Languages quote this statistic in a helpful article here

“Brexit means higher priority for language skills. If we found it challenging to deal with the 24 official and working languages of the EU and the Single Market, let’s consider that there are 164 members of the World Trade Organisation.  Each potential trading partner and regulator will be requiring precise negotiations. New relationships require trust, reliability and cultural empathy – those soft skills that come from knowledge of other languages and cultures.”- Bernadette Holmes MP.  Original article here

PLENARY

Coming in to land now… I will try and explain what the GCSE entails and how they make their choices.  All the normal warnings “don’t pick subjects based on friends/teacher preference/perceived ease/novelty”etc will be given at this point.  We will conclude with a video:

Finish off with Options Girl

And/Or finish with Lindsay.

And/Or Alex

 

During my “research” for this lesson.  I stumbled across the British Council video below.  It sadly does not fit in to what I plan to do, however their series of videos are pretty good.

Also considered using this one…

And this…