KING EDWARD VI SCHOOL, SOUTHAMPTON
MODERN AND CLASSICAL LANGUAGES
FACULTY HANDBOOK 2017/2018
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The faculty comprises the departments of Classics (Latin and Classical Civilisation), French, German, Italian, Mandarin and Spanish.
Each department or subject has its own dedicated website or website page – see Subjects for further details.
Much of this handbook relates specifically to Modern Languages. Please see the website under Subjects – Classics for the Classics handbook.
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FACULTY STAFF HEAD OF MODERN AND CLASSICAL LANGUAGES: SUSAN LUPTON MA (Oxon) (GERMAN) ASSISTANT HEADS OF FACULTY: KEVIN JEPSON MA (Cambs), M Ed (GERMAN also teaching FRENCH) krj@kes.hants.sch.uk JENNY JONES BA (FRENCH) jvj@kes.hants.sch.uk ELISA LADISLAO Licenciada en Filologia Inglesa (SPANISH) eml@kes.hants.sch.uk JACQUI MEREDITH BA, MA (CLASSICS) jmm@kes.hants.sch.uk Dura Ahmad BA (SPANISH) daa@kes.hants.sch.uk Stuart Ayers BA (FRENCH) sjba@kes.hants.sch.uk Emily Brown BA (FRENCH, SPANISH) efb@kes.hants.sch.uk Hong Deng Graduate of the University of Beijing (MANDARIN) hxd@kes.hants.sch.uk Christopher Giles BA (CLASSICS) ceg@kes.hants.sch.uk Rebecca Hall BA (GERMAN, FRENCH) rlh@kes.hants.sch.uk Gavin Lawson BA, MA (SPANISH) gspl@kes.hants.sch.uk Victoria Berrueco Pastor MA (SPANISH) vbp@kes.hants.sch.uk Sophie Rugge-Price MA (SPANISH, ITALIAN, ASSISTANT HEAD of SECOND YEAR) srp@kes.hants.sch.uk Alastair Sinclair BA (SPANISH) ajms@kes.hants.sch.uk
Foreign Language Assistants for 2017-18 Fatma Berdous Medjnoun fbm@kes.hants.sch.uk – French Ahlem Lezerad ahl@kes.hants.sch.uk - French Elisabeth Ruggles ejr@kes.hants.sch.uk - German Sibylle Egle-Gleed seg@kes.hants.sch.uk - German Bianca Belgiorno Appleyard bba@kes.hants.sch.uk - Italian Victoria Berrueco Pastor vbp@kes.hants.sch.uk - Spanish Marta Redero Hernández mrh@kes.hants.sch.uk - Spanish
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MFL HANDBOOK 2017-2018
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CONTENTS Aims ................................................... 6 Curriculum Provision ........................... 7 Coursebooks……………………………………… 8 Language-teaching policies ................. 9 Marking ....................................... …… 10 MFL department grade policy …………. 11 Setting, homework and behaviour…… 12 Teacher training and staff inset ........ . 13 Information Technology ................... 14 Equipment & Accommodation ......... 15 Native-Speaker contacts ................... 16 Exchange Visit Guidelines ………………. 17/18 Framework document for exchanges… 19/20 Reg Burns Language exchange fund….. 21 Co-curricular …………………………………… 22/23/24 Health & Safety ................................ 24 Instructions in case of fire ………….……. 25
This handbook should be read in conjunction with the Schemes of Work produced for each of the modern languages taught at the School: French, German, Spanish, Italian and Mandarin. The Schemes of Work, which can be found on the KES website, contain information specific to each language, including detailed resource lists. This handbook contains information relevant to the teaching and learning of all modern foreign languages in the School's curriculum.
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AIMS The aims of the Modern Languages Department throughout the School are:
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To foster the enjoyment of language learning.
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To encourage pride in successful linguistic achievement.
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To develop each pupil to his or her maximum potential in the use and understanding of modern foreign languages at a level appropriate to the learner's experience.
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To encourage good practice in the effective acquisition of language-skills.
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To promote understanding and appreciation of the cultures and ways of life of other countries.
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To ensure that pupils achieve their full potential in public examinations.
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CURRICULUM PROVISION Diversification In line with our policy of diversification there is a choice of French, German or Spanish as a first modern language (MFL1) in the First Year (Year 7). Where possible, all pupils are given their first choice language, but where this would not result in viable teaching sets it may be necessary to take the first choice language as an option (MFL2) in the Second Year (Year 8) instead. All pupils are required to take a MFL1 to International GCSE with some pupils taking two languages. A language studied as a MFL2 can replace the original MFL1 as the only language studied to International GCSE if wished.
Period allocation, homework and access to Language Assistants Five periods (50 mins each) per fortnightly cycle are allocated to the ML1 in the First Year (Year 7), four in the Second Year (Year 8), four in the Third Year (Year 9) for the First Modern Language and six for the Second Modern Language, and six in the Fourth and Fifth Years (Years 10 and 11). There are two homeworks per cycle in all years up to iGCSE. By the Fourth Year (Year 10) at the latest, each pupil also has regular contact with one of the Language Assistants. In the Sixth Form, eleven periods per fortnight are allocated to the subject in the Lower Sixth year and there is one period a fortnight of guided independent study. In the Upper Sixth year there are twelve allocated periods. In addition, each pupil has 25 minutes per week with one of the Language Assistants. The Sixth Form are expected to undertake approximately five hours per week of private study in addition to their timetabled commitments.
Public examinations All pupils taking French, German or Spanish sit their International GCSE (EDEXCEL) examinations at the end of the Fifth Year (Year 11). In Italian pupils also sit their International GCSE examination (CIE) at this time. In the Sixth Form a two–year linear course to Advanced Level (AQA) in French, German or Spanish is offered.
FRENCH In the current First Year (Year 7), two of the six forms study French (MFL1). The language is also available as an option (MFL2) starting in the Second Year (Year 8). In the current Second Year there are five sets studying French and eight sets in the Third Year. In the Fourth Year there are three sets and in the Fifth Year sets there are four sets. There is one set in the LVI and one set in the UVI.
GERMAN In the current First Year (Year 7), one of the six forms studies German (MFL1). The language is also available as an option (MFL2) starting in the Second Year (Year 8). In the current Second Year there are two sets studying German and two sets in the Third Year. In the Fourth Year there are two sets and in the Fifth Year there is one set. There is one set in the LVI and one set in the UVI.
SPANISH In the current First Year (Year 7), three of the six forms study Spanish (MFL1). The language is also available as an option (MFL2) starting in the Second Year (Year 8). In the current Second Year there are five sets
8 studying Spanish and six sets in the Third Year. In the Fourth Year there are five sets and in the Fifth Year five sets. There are two sets in the LVI and one set in the UVI.
ITALIAN is offered from the 3rd year to the 5th Year. There is up to one set of students per year group, currently one set in the 3rd Year, one set in the 4th Year and one set in the Fifth Year. All pupils take their IGCSE (CIE) at the end of the Fifth Year. Where numbers allow, this provision may in future be extended to include a Sixth Form course.
MANDARIN As part of the Foundation Studies programme, students in the Upper Sixth may take a 2 term beginners’ qualification, the AQA Unit Award Scheme in Chinese (Mandarin). There is also a similar beginners’ course available as a co-curricular option for the Upper School and Lower Sixth, and a taster club for the Lower School.
COURSE BOOKS We use a wide range of course books (some of them digital versions) and our own language-specific Moodle sites/website resources to deliver the curriculum. All students are given the opportunity to work with the relevant foreign language assistant during their language studies where numbers allow. Students also benefit from use of the faculty’s multi-media suite where desirable and can book further IT rooms if required. For French we use Studio, French for Edexcel International GCSE and AQA French A Level, for German ZOOM, Stimmt 3, German for Edexcel International GCSE and AQA German A Level, for Spanish Mira, Spanish for Edexcel International GCSE and AQA Spanish A Level, and for Italian Amici.
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LANGUAGE-TEACHING POLICIES Use of the Target Language The target language is frequently used in routine classroom situations when a teacher considers it appropriate to do so. Complex grammatical explanations and some disciplinary matters are dealt with in English unless a teacher considers the use of the target language to be more effective. Pupils and teachers are encouraged to use the target language as much as is reasonably possible for all communication within the classroom. In particular, all routine classroom instructions are normally given in the target language.
Equal opportunities The Modern Foreign Language classroom is one in which communication is paramount, both between teacher and pupil and between pupil and pupil. Teachers are careful to ensure that no pupil is disadvantaged in the business of communication or in any other aspect of the learning of modern foreign languages due to his or her gender, race, abilities, or particular characteristics.
Special Needs Whilst being a School with academically selective entry, we do have pupils with special difficulties as regards language learning, for example those with literacy difficulties or impaired hearing or speech. Special arrangements are made on an individual basis for such pupils after discussion with Group Tutors, parents, and, when appropriate, the pupils themselves. Group Tutors in the first instance make Heads of Departments and subject staff aware of any special needs, and action is then discussed, agreed, and taken. Any subject teacher who feels that an individual pupil may have special needs of which the Group Tutor has not made him or her aware (eg dyslexia) consults with the Head of Department and Group Tutor concerned. Any necessary action is then agreed and taken. Special Needs/Access arrangements will include those required during the sitting of examinations, both internal and public. The Modern Foreign Language Department takes care to ensure that particularly gifted pupils or those with language-advantaged backgrounds are appropriately catered for and challenged. The needs of native speakers or semi - native speakers are met following individual assessment by the member of staff who is in charge of the relevant language. It is possible to take IGCSE early provided that the student is in adequate command of the language.
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Marking Formal written work is marked as soon as practicable after it is handed in. Mistakes are identified and corrections are made by the teacher where appropriate. Various methods are used to encourage pupils to correct their own work. Pupils may be required to write out formal corrections or they may be asked to write a fair copy of a piece of work or of a section of a piece of work. It is left to the individual teacher’s discretion as to which correction system to use in a particular case, the decision being based on a view as to the best way to encourage high standards and maximum progress of individual pupils. Ticks are used to indicate elements of particular merit within a piece of work. Most homework is marked out of 10 or 20 depending on the piece of work, but sometimes grades rather than marks are used if the teacher considers it to be more appropriate (for example in the run-up to an examination). With examination classes, the exam board mark scheme and grading system will often be used for typical exam-based tasks. It is expected that a brief target-language comment will be made on each piece of work, the comment being as positive as is reasonable. More detailed comments, starting with the positive and continuing with suggestions for development, together with any necessary explanations, may be made either in the target language or in English as appropriate. In the Sixth Form, teachers may require a pupil to re-submit a “fair copy� of a piece of work when it is considered that this will be beneficial. Work submitted electronically via iPads may also be marked and returned electronically. Students should check their email/Student Planner/Google Classroom for feedback in this case.
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MFL Grading Policy In line with whole-school policy, the following grade descriptors should be used by all colleagues when writing school reports. Generic Grade Descriptors: Progress 7 Exceptional - Consistently outstanding understanding of the subject. Shows insight, flair and exhibits a scholarly attitude to work. Relatively few pupils would be expected to reach this level of attainment 6 Well above expected - Excellent understanding of all material. Produces work of a consistently excellent standard. This level is well above the expected level of progress for the majority of pupils at King Edward’s 5 Very good grasp of the subject. Whilst some work will be excellent, consistent excellence has yet to be achieved 4 Expected - Consistent, secure grasp of material with rare instances of weakness but has yet to develop excellence. For the majority of pupils at King Edward’s this is the level of progress they would be expected to be achieving. Pupils should be satisfied to have reached this level 3 Generally sound grasp of the subject with minor weaknesses and some unreliability in certain areas 2 Concern - Work can reach the level expected but there are areas of concern. Needs a high level of guidance to achieve a modest outcome. This level of progress is well below the expected level for the majority of pupil’s at King Edward’s 1 Serious Concern - Work rarely reaches the level expected and there are areas of major concern. Lacks purpose and needs constant direction. It would be exceptionally rare to see a pupil at King Edward’s at this level N Grade not applicable to this Reporting Period NB It is important to note that beginners in the earliest stages will usually not have covered enough ground to access the highest attainment grade.
Effort A Exceptional - Positive and strives to produce improvements in standard or to maintain excellence. Uses initiative to work independently when appropriate. This level is well above the expected level of effort for pupils at King Edward’s. B Expected - Displays the approach expected of a typical student at King Edward VI School. Attentive and aims to produce work reflecting level of ability. Will occasionally use initiative to learn independently. For pupils at King Edward’s this is the level of effort they would be expected to be demonstrating. C Concern - Needing a more consistent approach or working steadily at a level that doesn't reflect true ability or attitude, on occasions, causes some concern. This is below the expected level of effort for pupils at King Edward’s. D Unacceptable - Failing to apply himself/herself to tasks on a regular basis. Clear signs of underachievement or disruptive behaviour. This falls significantly short of an acceptable level of effort for pupils at King Edward’s N Grade not applicable to this Reporting Period
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Setting In French and Spanish, setting is practised in consultation with subject teachers in either/both the Lower and Upper School when considered appropriate by the Assistant Head of Faculty who coordinates that language. Setting is not practised in either German or Italian.
Homework Below the Sixth Form, pupils have two allocated homeworks fortnightly. It is the normal expectation that at least one homework per fortnight will be used for formal written work, the other for vocabulary or grammar learning, reading, informal writing, or other appropriate tasks. There is some flexibility, according to circumstances. In the earliest stages of learning a language, for example, written assignments may be considered less productive. In the Sixth Form, each teacher normally sets approximately 2.5 hours' work per week to be done outside the classroom, giving a total per language of 5 hours. Staff are careful to ensure that deadlines for the handing-in of work are realistic in view of pupils' commitments, and normally a week's notice is given for anything other than a minor piece of work; more than a week's notice will be given for a major piece of work.
Reporting, Recording and Assessment The Modern Language Departments follow School policy on recording and reporting, which for Modern Foreign Languages is in excess of legal requirements. Two written reports are sent to parents each year. Parents also have the opportunity to meet their child's teacher at least once a year at a Parents' Evening. In addition to the continuous recording of achievement in individual teachers' mark books, regular formal and informal assessments are carried out in each language and results are kept in the database and are monitored by the Assistant Head of Faculty responsible for the language.
Pupil Behaviour The successful learning of Modern Languages depends upon an atmosphere of open co-operation within the classroom. Expectations of pupil behaviour are high and are made clear. Staff promote an atmosphere of co-operation by encouraging and praising successful linguistic achievement, and by using the School reward systems of Merits, Commendations, Digniora and Dignissima. When pupil behaviour falls short of expectation, action is taken commensurate with the seriousness of the offence. The pupil may be asked to spend part or all of a break- or lunch-time detained outside the Staff Common Room (this sanction is used largely for younger pupils), may be put into a weekday or a Saturday official detention, may be put on Language Subject Report, or in exceptional circumstances may be withdrawn from the classroom and sent to the School Office, where he or she will be dealt with by a senior member of staff. In all cases other than those involving an official detention (which is notified officially to parents) subject teachers notify the pupil's Group Tutor of any action which it has been necessary to take.
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Teacher Training The Modern Language Department has worked regularly and successfully with the School of Education of the University of Southampton in the training of Modern Language Teachers in French, German and Spanish. Our own KES Initial Teacher Training Scheme was introduced in September 2016 and is available to trainees where vacancies exist in the Department.
INSET policy The Modern Language Department has a selection of INSET materials available for staff use. These can be found in L9. The MFL Department also subscribes to various mfl periodicals and is a member of ISMLA (Independent Schools’ Modern Languages Association) and ALL (Association for Language Learning). Recent publications from these bodies can be found in L9. A representative of the faculty also attends the annual Trinity Group meeting. All MFL staff are encouraged to attend relevant courses and conferences and report back to colleagues either during faculty/departmental meetings or via a Twilight session. Details of current courses can also be found in L9 or colleagues can get information and advice from SGH, SLL, KRJ, JVJ and EML as appropriate. The School's INSET days are used to examine particular issues in depth, and to devise follow-up plans. INSET Days are divided up into sessions, which usually include faculty and departmental time for discussing major developments, practising new skills or sometimes preparing suitable teaching materials. A chief focus for the MFL Faculty this year will be the smooth introduction of the final year of the new A level specifications. The implementation of the changes to the IGCSE specifications and the new 9-1 grading system will also be a key challenge. Faculty and departmental time will be made available to discuss such developments as appropriate. The use of iPads for teaching and learning which has now been fully rolled out across all year groups including the Sixth Form will also continue to be a focus for development and the sharing of ideas.
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INFORMATION TECHNOLOGY The amount of available Modern Foreign Language IT material has been rapidly expanding during recent years and it is the policy of the Modern Language Departments to exploit the best of this material for all year groups. Each classroom has an interactive white board or touch screen TV which is used to present language, encourage spoken and written practice and to provide stimulating visuals to motivate the learning of all levels and abilities of students. Access to the internet, DVDs and many listening resources in the target language are just some ways that help make use of this classroom resource. The introduction of iPads has also greatly increased the access to IT in the classroom. Students can now access the internet themselves whenever it is needed and are making use of a range of apps to support their language studies and encourage them to develop as independent learners. Tasks, including homework, are also set via the Firefly Student Planner. Use is made of IT-based materials by classes at all levels of the School, and all schemes of work make regular reference to IT resources, with each class having access to electronic resources either on their own Kesmoodle VLE course or within a dedicated language-specific section of the KES website via a PC or an iPad. These provide a dedicated site that students will use alongside their textbook, allowing them to access materials to work on either in class or from home. Where digital textbooks are used these also allow students to complete exercises at their own pace. Students thus also have the opportunity to practise the work that they have completed in class with greater independence. In addition to material that supplements the textbook there are links on many of the Kesmoodle/website courses to sources of background material, and for older students there are news feeds to current online news sites. This promotes independent learning and encourages students to keep up to date with events in France, Germany, Spain and Italy. Other material is also stored on the language-specific areas of the school website along with useful links for further independent learning. Classes also have use of ICT in our multi-media classroom L11 which contains 25 pupil workstations connected to and controllable from the teacher’s main computer with Sanako software for listening and recording tasks and internet access also available at each of the pupil workstations. The Sanako software enables students to work on their spoken French, German, Spanish and Italian at their own pace and allows teachers to collect in audio files and listen to students once the lesson is over if wished.
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EQUIPMENT & ACCOMMODATION The teaching of Modern Foreign Languages is largely carried out in the Faculty Area comprising Rooms L1 - L13, although some MFL teaching is also timetabled in Room PC in the DT Block. The area also contains a 25-position Multi-Media Language Centre in Room L11. Most pupils below the Sixth Form who have 5 or 6 periods per cycle are timetabled into the MultiMedia Language Centre in Room L11 for one period per cycle per language. Other teaching sets can be booked into one of our other IT rooms by their teacher when deemed appropriate. Sixth Form students are timetabled in one or other of these rooms for at least one period per cycle per language. Smartboards or touchscreen TVs with inbuilt speakers and fixed PCs with a CD player and DVD player are installed in all other teaching rooms within the Faculty Area, namely L1, L2, L3, L4, L5, L6, L7, L11, L12, L13, L14, CL3, CL4, CL5 and CL7.
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NATIVE SPEAKER CONTACTS Foreign Language Assistants Each year the Modern Language Department welcomes Foreign Language Assistants from France, Germany, Spain and Italy. There are two French Assistants, two Spanish Assistants, two German Assistants and one Italian Assistant. The Assistants' main role is to give pupils - both individually and in small groups - regular, structured contact time with a native speaker. In so doing, they give valuable guidance in pronunciation and intonation, encourage the idiomatic use of language and make a major contribution to preparation for GCSE/International GCSE and Advanced level speaking tests. They bring the reality of contact with speakers of other languages into the daily lives of our pupils. The Foreign Language Assistants help members of staff and pupils in numerous other ways. Through them the Department keeps up-to-date and in constant contact with both the evolution of the languages and the cultures which they represent.
Exchanges and visits Pupils have a choice of Exchange programmes and trips as they progress through the School: The French Department offers a four day residential visit to Normandy for pupils in the Second Year (Year 8), a Study Trip to Paris every other year for Upper School pupils, and a Sixth Form French Trip to Montpellier. A new trip for 3rd Years is being planned for 2018. The German Department German organises a week’s exchange to Mutterstadt, now in its 19th year and open to all Third Year (Year 9), and Fourth Year (Year 10) pupils studying German. This year this will take place in April and May. Last year a Study Trip to Berlin was offered to 5th Year pupils. An annual weekend trip to the Aachen Christmas Market is also offered to beginners in the First Year (Year 7) and Second Year (Year 8), with additional places available for all other learners of German on a first-come first-served basis. For A Level students either a study trip or an exchange is offered where numbers allow. The Spanish Department offers learners of Spanish an annual trip to Catalonia for pupils in the First and Second Years (Years 7 and 8) during the Summer Half Term break. For pupils in the 3rd and 4th years there is a homestay programme with language tuition which takes place in Córdoba during the Easter holidays, whilst for Sixth Form students there is a Study Trip to Salamanca which also involves language tuition and takes place in the February Half Term. For Italian, a trip to Florence or MIlan is arranged where numbers allow.
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Exchange Visit Guidelines The following are adhered to when organising Exchange visits: 1. All current School documentation relating to Off-Site Visits is to be followed. The latest version of what is required can be found in the Staff Handbook on T drive. 2. Clear aims and expectations should be set out for each Exchange, both in writing (normally aims in the initial letter, expectations closer to the visit) and at any appropriate meeting. These will vary according to the number of pupils and the year groups involved, as well as according to details specific to each visit. 3. Accurate pastoral information should be gained from Year Heads regarding all participants. This should be done early in the planning stages, and the EVOLVE B14 form then finally signed off not more than one month prior to departure. Should a relevant issue arise after that, it is the responsibility of the Year Head to inform the Exchange organiser. 4. Risk Assessments are to be completed in conjunction with the Outdoor Activities Coordinator (PRCB). They should be specific to emergency and child protection issues. While on visits abroad, there is a substantial requirement for on-going risk assessment, for example on trips organised by a host School. Safety standards applied by the host country are accepted as the norm, but staff should not be reluctant to take appropriate action (e.g. abandon or curtail an excursion) if they have concerns. 5. Partner schools should provide a written statement (e-mail is sufficient) to confirm that they are not aware of any child protection or other issues which would make any family they have selected to take part in the Exchange unsuitable to host. This statement is to be kept on file. 6. It will be normal practice for there to be a parent information evening for residential visits to allow parents to give fully-informed consent to the planned visit. 7. While engaged on the visit, pupils must have the ability to contact KES organising staff twenty-four hours a day.
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Guidelines on application procedure for trips (incl. over-subscribed trips) Once the proposed trip has been agreed in principle by the initial signing of the EVOLVE B14, the trip leader arranges for a parental letter to be emailed to interested children. The letter/email must make it clear that the child’s place on the trip is not confirmed until payment (deposit or total as appropriate) has been made. Parents should be strongly encouraged to pay using KesPay as this is the quickest way to guarantee the child’s place. The letter will give a clear date on which KesPay will start to accept payment for the trip. The opening date for KesPay will be far enough in the future to give parents sufficient notice and to cater for short term pupil absence. The trip leader will confirm places with pupils as soon as possible. Notes Payment by cheque will still be possible. Cheques should be delivered to the Accounts Office (with the name of the trip and applicant written on the reverse) and will then be hand-entered into KesPay so that it remains up to date. This inevitably introduces a delay which is why online payment is quicker. When the allocated number of places have been filled, more payments will be blocked and parents will be put on a waiting list. The initial letter to parents will explain this.
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This framework document can be used as a guide when organising exchanges/trips. FRAMEWORK DOCUMENT FOR TRIPS/EXCHANGES
Initial steps • • •
For all trips and exchanges agree the proposed date(s) only after consultation with PEB re suitable times to avoid clashes with other trips/events Discuss with SLL and other mfl HoS whether these dates are possible/desirable within the faculty. Submit B14 electronically via EVOLVE and wait for authorisation.
General admin
1. Do costings as accurately as possible then set up KesPay with Accounts. Draw up initial letter for parents with details re instalments for payment after having letter approved by PEB. This letter will be emailed to parents by YMP and a copy put on the website/EVOLVE 2. Get deposits in and draw up list of participants following payment on KesPay (apply policy procedure for application if trip over-subscribed – see Handbook for details) 3. Once deposits made, send acknowledgement/confirmation of place (with pairings form for exchanges) and request a photocopy of passports and EHICs be sent to YMP 4. Check final balance has been paid. Send reminder if necessary 5. Make sure EVOLVE B14 with up to date names of pupils has been resubmitted to HoY/nurse nearer the time of the trip 6. Designate a base contact person in the UK for emergency contact who will hold photocopies of all paperwork
Pairings (Exchanges)
1. Complete pairings forms and send to host school 2. Pairing forms received from host school, copied/distributed to partners. 3. Draw up list of English/Ger pairings including tutor group 4. Check contact made between partners
Flights/ferry/train
1. YMP to book flights/ferry/train and sort out any (airport) transfers
(Draft) programme (Exchanges)
1. Draw up draft programme for the week here, inform PEB and host school 2. Submit separate EVOLVE B14 for any joint trips out in UK. 3. Draw up draft programme for the week abroad in consultation with host school NB Information meetings should take place for exchanges. For any other trips it will be at the trip leader’s discretion depending on duration of the stay, age of pupils etc.
Info meeting
1. Set date after checking diary and book venue via BookIt 2. Fill in D3 for caretakers 3. Check IT use for presentation 4. Order any refreshments via electronic B23a
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Time in England (if applicable)
1. Prepare travel and trip costings to give to host school 2. Book extra school lunches via electronic B23a 3. Sort out KETA bus details (list to SVH for availability and bus passes) 4. Email teachers re time in school/Group Base/lessons 5. Consult caretakers/Office re storing luggage on day of arrival and departure
Day Trips
1. Complete B14 electronically and do Risk Assessment for joint trips (with PRCB, then get signed off 2. Submit A9 for staff on the trips to SGH
Time abroad
1. Circulate copy of finalised programme incl times 2. Risk Assessment final signing off 3. Statement from host school re suitability of host families 4. Final costings for day trips abroad to get/order currency from Accounts (include some contingency funding) 5. Book school mobile from JMC if wished 6. Book school camera if wished 7. Check with nurse re medical up-dates 8. Take up-to-date insurance details from AECW
On return
1. Info and photos to website/shared drive 2. Report for Konnections/Sotoniensis 3. Once all bills from trip account are paid, check balance with Accounts and return any surplus to parents
If at any stage in the proceedings there are problems/issues please advise SLL, PEB.
The Reg Burns Language Exchange Fund. This fund exists primarily for bursary students at KES to enable them to take part in language exchanges. However academic achievement and language aptitude are also taken into consideration when assigning funds. Please contact RVM or SLL for further details.
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CO-CURRICULAR ACTIVITIES The Modern Language Department has a wide range of co-curricular activities in place in addition to the programme of Exchanges and Trips. This is known as FLEX (Foreign Language EXtra) and aims to encourage our pupils to expand their own knowledge of and interest in language and culture. As part of the FLEX programme, the Modern Language Faculty organises a variety of clubs catering for the needs of current learners of the core languages and also a range of beginners’ classes (see table below for details). In addition we offer a range of “clinics” for iGCSE students as they approach their public examinations which take place at lunchtimes or after school and are designed to fill in any gaps in knowledge at a critical time. We also invite drama productions once a year to perform a play in each language if considered desirable by the Heads of French, German and Spanish. The material on offer is appropriate to pupils' studies and to their broader understanding of the culture into which they are gaining an insight through the study of the language. An annual talk by a visiting OE to all Upper School and Sixth Form linguists was introduced in 2014 to provide information on possible careers using languages and to encourage uptake of languages at A level and beyond. Details can be found on the languages website. For the Sixth Form in particular, the Modern Languages Faculty arranges occasional visits to plays, exhibitions and further talks by visiting speakers. During recent years we have also established excellent links with Southampton University and have invited lecturers from the university to give literature or careers talks to the Sixth Form. The Sixth Form are also encouraged to borrow DVDs from a selection in the Languages Office or the LRC in order to develop their knowledge and add to their enjoyment of French/Spanish/German cinema. Participation in the UK Linguistics Olympiad is encouraged too for advanced learners in the Upper School and Sixth Form via the weekly Linguistics Olympiad Club where students can practise their linguistic skills together, and the now firmly established Polyglots, meeting at least twice per Half Term, allows Sixth Formers to research and present a linguistic topic of their choice to an audience of their peers. Students at all levels are also encouraged to extend their language skills by taking part in occasional competitions. These will be publicised in class, on the website or on the MFL display board ‘Language Matters’. For example, a new ‘German Top 100 Words Competition’ ran in June 2017 for First and Second Years. There are also prizes awarded at Speech Day for excellence in languages.
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MFL extension and enrichment programme (FLEX) MFL Faculty Clubs and Activities 2017-2018 MFL French MFL French
MFL French MFL French
MFL French
MFL French
MFL French
MFL German
MFL German
MFL German
MFL German MFL German MFL Spanish
MFL Spanish
Normandy Trip July 2018 Third Year French Trip/Opal Coast May 2018 Montpellier Trip April 2018 Sixth Form clinics lunchtimes in L1 if needed French Conversation Club Tues 1.00pm & Thurs 1.30pm after Autumn half term, and Spring half term in L1 French Conversation Club Tues and Thurs lunchtimes in L1 French individual lessons for some 5th Years during Private Study Aachen Christmas Market trip December 2017 Mutterstadt Exchange April and May 2018 Lower School German Club Tues 1.00pm in L11 Help with German Mon 1.00pm in L7 Extension German Fri 1.00pm in L7 Catalonia trip Summer Half Term 2018 Cรณrdoba trip Easter 2018
Language acquisition/cultural experience Language acquisition/cultural experience
EFB
Second Year
RLE
Third Year
Language acquisition/cultural experience One to one support
JVJ
Sixth Form
JVJ
Sixth Form
Exam preparation
French Assistants
Fifth Year
Exam preparation
French Assistants
Fourth Year
Exam preparation
French Assistants
Fifth Year
Language acquisition/cultural experience
KRJ
Exchange with IGS Mutterstadt
SLL + KRJ
First Year, Second Year Beginners Third and Fourth Year
Creative fun with the language
EJR
Lower School
Drop-in club for all Upper School
EJR
Drop-in club for G&T
SEG
Language acquisition/cultural experience
AJMS
Upper School Upper School First and Second Year
Language acquisition/cultural experience
GSPL
Third and Fourth Year
23 MFL Spanish
MFL Spanish
MFL Spanish MFL Spanish MFL Spanish MFL Japanese
MFL Italian MFL Mandarin
MFL Mandarin
MFL All languages MFL All languages MFL All languages MFL All languages MFL All languages MFL All Languages
Salamanca trip February Half Term 2018 IGCSE Exam skills clinic Mon 1.30pm Bilingual Club Wed 1.00pm in L4 A level Clinics Tues Week A Theatre trips Japanese Club Beginners Week B Wed 1.00pm in L2 Advanced Week A Wed 1.00pm in L2 tbc Mandarin Upper School/Lower Sixth Course Tues 4pm – 5pm L6 Mandarin Taster Club Tues 1.30-2.00pm in L6 Onatti Theatre Company visit Polyglots Thurs 1.30pm each Half Term in L7 Linguistics Olympiad Fri 1.00pm in L7 Talks by OEs on using languages in careers Lunchtime talks by Southampton Uni lecturers (tbc) Film Club (day/time tbc)
Language acquisition/cultural experience
EML
Sixth Form
Support for those who find the jump to IGCSE a bit much and exam preparation Grammar, reading and writing support for bilingual children Support for those who struggle with grammar or conversation Language extension/cultural benefit Language classes for beginners and improvers
Spanish staff and assistants EML and Assistant Spanish Assistant EML GSPL
Fourth and Fifth Year
Language acquisition/cultural experience The AQA Unit Award Scheme Mandarin Course
SRP
Third and Fourth Year Fifth Year and Lower Sixth
Language and culture of China Club for beginners
Plays in French/German/Spanish by visiting theatre company Programme of talks and activities
Preparation for next UK Linguistics Olympiad Competition in February 2018 Motivational talk to increase take up in all languages. Next talk scheduled for Wed 18 October 2017 Literature tutorial on set texts
Watching and discussing French, German and Spanish films
Hong Deng, Mandarin Teacher Hong Deng, Mandarin Teacher
First and Second Year Sixth Form Sixth Form All years
All years
SLL
Third Year
Language staff and Sixth Form SLL
Sixth Form and Upper School Upper School and Sixth Form Fourth/Fifth Year and Sixth Form Upper Sixth Form
SLL
SLL
Aasta Kendall
Upper school & Sixth Form
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HEALTH & SAFETY/EQUIPMENT • All Modern Language classrooms are equipped with Smartboards or touch screen TVs, mains-operated CD players and/or DVD players • CD and DVD players and amplifiers are securely mounted in lockable cabinets and should not be moved • Room L11 is equipped with teacher and student computers and monitors, printers, and audio equipment, all of which are permanently located on purpose-built furniture. Computers and monitors should not be moved except by technicians; similarly wiring, whether mains or low-voltage, must only be connected or disconnected by technicians. However, headphones may be connected or disconnected by staff but not by pupils. Care should be taken by staff and pupils when moving any desk-top wiring • Portable items of equipment. Care should be taken to minimise any risk while moving such items both between and within rooms and to ensure that they are operated safely both in terms of trailing leads and position and security of mounting while in use. In particular these items should not obstruct entry or exit to a room or be put in a position where they are liable to be accidentally dislodged. • Any apparent defects in rooms or equipment which pose a potential hazard must be notified as soon as practicable to the Head of Modern and Classical Languages, and action taken to minimise risk.
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INSTRUCTIONS IN CASE OF FIRE • Rooms L1 to L4 to exit through the quadrangles to the North Exit. • Rooms L5, L6, L7, L8, L11, L12, L13, CL7 and L14 to exit by the link door near the Art Department.
POINTS TO REMEMBER 1. Close all windows and doors behind you. 2. Leave the School in an orderly fashion, but without wasting time. 3. Leave the School quietly, you may need to hear instructions as you make your way to safety. 4. In case of a real fire, the emergency services will be coming, rapidly, along the main drive. To reach the assembly area, you need to cross the drive. TAKE CARE. 5. The assembly area is on the grass by the Wilton Road fence. You should face the School, lined up in Tutor Groups with 1/1 closest to the netball courts. Lower School will follow along the drive and the Upper School and Sixth Form on the field.
SLL Updated July 2017