Description

ABOUT THIS COURSE

An in-depth course exploring high impact strategies that raise attainment and support students to access top marks in the New GCSE Languages examinations. The course will share ideas and accompanying GCSE Languages materials that you can take-away and use immediately in the classroom. You will leave equipped with knowledge of the latest evidence-informed teaching, learning and assessment practice as well as feedback from the most recent Language exams. In addition the course includes access to a range of resources and practical strategies that will enable you to meet the needs of your most able students and ultimately increase attainment at grades 8 and 9. The course will also place the students’ learning in the context of the next step with suggestions of how to engage the most able by opening the door on to studying Languages further at A-Level.

BENEFITS OF ATTENDING

• Increase awareness of what success looks like for the most able Language students
• Gain the latest evidence-informed practice that challenges grade 8/9 students
• Develop greater understanding of what examiners are looking for in grade 8/9 responses
• Challenge your students with problem solving, modelling and questioning to stretch pupils’ thinking processes
• Take away a range of innovative teaching ideas and resources to impact your pupils’ learning of Languages immediately
• Deepen your understanding of assessment criteria and mark schemes
• Bring back concrete strategies and ideas to share with other Languages teachers
• Explore how to maximise success levels for your students in the GCSE examinations
• Learn how to develop resilience so that talented Language students achieve their potential

PROGRAMME

Understanding What Is Needed For A 8/9 Grade

10.00am

• The characteristic of 8/9 students
• Focussing on oral skills, the core, to motivate students
• Developing sophistication to reach the top grades
• Knowing vocabulary: Receptive and Productive vocabulary and fostering independence
• Anchoring in challenge and students taking responsibility for their own learning
• What do examiners say?

Break

11.00am

Designing A Rich Curriculum With High Expectations: The Modelling Stage And Maximising The Marks In The Listening and Reading Exams

11.15am

• Cognitive science and the research
• Planning the language learning journey embedding exam skills
• The modelling stage: Techniques and activities at this stage aimed to stretch the most able, including the use of digital tools
• Preparing students for the demands of the listening exam and aim high
• Preparing students for the demands of the reading exam and aim high

Lunch

12.30pm

Designing A Rich Curriculum With High Expectations: Accelerated Scaffolded Practice

1.30pm

• Techniques for accelerated scaffolded practice underpinned by retrieval practice and interleaving
• The power of metacognition strategies to develop independence: strategies to develop resilience and self-motivation
• Focus on grammar: An embedded approach to manipulate the language

Break

2.30pm

Designing A Rich Curriculum With High Expectations: Accelerated Fluency Practice Techniques

2.45pm

• Techniques for accelerated fluency practice, including the use of digital tools and training students to manipulate the language
• Preparing students to achieve the highest grades in the Roleplay and Read Aloud Task: innovative ways to spark creativity
• Preparing students to achieve the highest grades in the discussion
• Making the link between the Writing and Oral exams
• Preparing students to achieve the highest grades in the Writing exam: developing monitoring and evaluation skills and the timed writing technique

Depart

3.45pm