Teacher Zone

Secondary

Foundation Subjects and RE

More pages: More able pupils project | Challenging work | Designing a curriculum for the more able | Bibliography | References | Launch and bid | Successful projects | Measurable outcomes | Meetings | TLF

Measurable outcomes identified for each project by Project Co-ordinators:

Ashlawn
Co-ordinators: Mandi Collins and Julie Hagan

• Value-added to 'working grades', especially Writing and GCSE coursework
• Before and after questionnaire to monitor pupils' levels of motivation and confidence
• Numbers of pupils in the target group continuing with MFL post-16, AS/A2
  

Aylesford
Co-ordinators: Jane Jones and Jan Tye

• Baselines, Y9 and Y10 (NC Levels / GCSE predictions / teacher assessment / school examinations)
• Midyis and Yellis results
• Use of skill checklist at beginning and end of project, and at specified times throughout project.
• Attitude questionnaire, before and after
  

Coleshill
Co-ordinators: Angela Green and Caroline Ferguson

• Termly testing, all skills, both languages (NC Levels)
• Yellis scores used to evaluate outcomes
• Attitude survey, before and after
• Comparison, quality of writing, at beginning and end of project
• Tracking of improvement, NC Levels, over time
  

Hartshill
Co-ordinators: Susana Valera and Tracey Legrice

• Pupils' baselines, NC Levels, Y8 and number achieving L6 at end of Y9
• Attitude questionnaire, before and after
• Pupils' portfolios of their work; tracking progression including pupil self-evaluation
  

Higham Lane
Co-ordinators: Françoise Brown and Ruth Richardson

• Determine baseline for each pupil, all skills, using:
  - Y8 regular assessment tests
  - Y8 end of year school examination
  - Teachers' professional judgement (NC Levels)
• Teachers' diaries - activities covered plus outcomes for evidence / assessment for learning
• Pupils' diaries - recording, reviewing and evaluating own progress
• Questionnaire, before and after - pupils' individual standard of work and how this has evolved during the project
• Analyses, end of KS3 results / number of pupils with NC Levels 5, 6 and above / compare with national averages
  

Studley High
Co-ordinators: Joan Hughes (and, at outset, Linda Ayton)

• Pupils' reading records / range of texts / responsibility for own learning
• Pupils' diaries, language work, all or in part in foreign language / giving pupils regular opportunities to reflect on how and what they are learning and how they can bring about further improvement
• Questionnaire on writing in MFL; attitudes, strategies, skills used and relative importance of these
• Degree to which pupils able to make clear links between reading and writing / to understand positive influence that reading can have on own writing / evidence through diaries
• Increased evidence of extended writing in pupils' exercise books, etc.
  

Support for projects

• Financial support, depending on the size of the project (especially the number of pupils involved) to support resourcing and teacher non-contact time for planning, preparing resources, attendance at county meetings, regular meetings with members of the steering group, etc. Use of monies to be clearly identified in each school's project action plan.
• Termly visits by a member of the steering group, to offer advice and monitor progress against school's project action plan.
• Day's in-service training:
  'Challenging Language Learners, especially the More Able'
  for two representatives from each project (usually the co-ordinators)
  Phil Drabble, MFL Inspector, Sunderland
  Co-ordinator of North-East Comenius Centre (MFL resources and training centre).
• County feedback meetings; Spring and Summer terms, 2002
  Formal presentations using common headings / opportunities to network with colleagues from the other projects and to share good practice.
• Steering group meetings, at least once per term following visits to schools, to share the progress being made by each project and to identify additional support, if needed.
  

Autumn Term, 2002

MFL Inspector to make final visits to each project school in order to collect all the information and data required to write up:

• A case study on each school project
• Recommendations for best practice
• Recommendations on teaching and learning styles
• Choice and use of resources to support the development of more able young linguists
  

and images of pupils at work during the course of each project as well as a range of examples of pupils' work.

Dissemination of outcomes for the benefit of all Warwickshire MFL colleagues

• Publication of the outcomes of the projects to be sent to all Warwickshire schools, MFL departments (secondary)
• In-service opportunities for teachers not involved in the projects to be arranged, with contributions from project co-ordinators
  

Watch this space for further updates!!!