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This case study shows how an accelerated course in French leading to GCSE at the end of year 10 allows time for a stimulating enrichment course in year 11. This course gives students insight into the culture of Francophone countries and an opportunity to continue studying French to GCE AS level within a flexible framework that enables them to target their own interests.

About the school

Gosforth High School in Newcastle upon Tyne is a 13–18 mixed comprehensive school with 1,570 students, including a large sixth form of about 500 students. While most students come from a suburban, residential area, over 30 per cent come from other parts of the City of Newcastle. 17 per cent have English as an additional language and 10 per cent have special educational needs without statements.

The school is a specialist language college with an inclusive philosophy and an ambitious approach to teaching languages, summarised as follows:

“We believe that every student can learn to speak, write and use a modern foreign language. So, except for a very small number of students with special circumstances, every student learns at least two languages to the age of 16. We have challenging international projects and rich partnerships with schools across the globe, and there is widespread use of ICT. This is a multicultural school and we celebrate the richness this diversity brings. Our young people will live and work in a world that requires empathy with people who have different histories, languages and beliefs. They need to be prepared for this. The experience of middle school students in particular is enriched by additional languages provision. Many students gain qualifications in three languages by the age of 16.”

The modern foreign languages entitlement area

On entry to the school in year 9, all students continue the study of French that they have begun in feeder middle schools. They have a free choice of German, Italian or Spanish as their second foreign language. All students continue to study two foreign languages at key stage 4. Students also have the opportunity to study Bengali, Japanese, Latin and Urdu and are encouraged to gain qualifications in other minority languages.

The fast track French course

Close liaison with the three main feeder schools is a priority to ensure that there is smooth progression in language learning. Gifted linguists are identified to form two groups who take GCSE French in year 10. The school has developed a range of carefully chosen criteria, tests and teacher recommendations to identify those students for whom this is appropriate.

Students gifted in modern languages have a strong desire to manipulate the language for themselves, so the study of grammar plays an important part in the course. They learn how to use verb tables and do interactive exercises to practise their grammar. Students are entered for the terminal written examination, in which they score highly. Feedback suggests that students welcome the opportunity to study an examination subject without a coursework requirement. Gifted linguists have excellent aural and oral skills and can cope with rapid streams of spoken language. Students watch French video recordings with speech at normal speed. Their results in the listening component of the examination are impressive.

Gifted linguists show imagination and want to create new language. Boys are especially creative in the speaking examination and are able to produce presentations and responses far beyond those practised in the classroom. Particular efforts are made to identify boys who should be high achievers but who do not perform well in tests and who are not recommended by teachers for the fast-track group. Challenging, authentic materials are regularly accessed via the internet and students have many opportunities for contact with native speakers of French, giving their learning a realistic context.

The post-GCSE enrichment course

Gifted linguists show interest in the cultural features of the language and enjoy content-rich lessons. After the GCSE examination in year 10, the fast-track group follows a programme of study aimed at gaining knowledge of the Francophone world. The school has links with Haïti and Sénégal, and a series of lessons based on the history, geography and culture of the two countries is taught through the medium of French. Students rapidly absorb language skills needed for A level study, for example the ability to understand and discuss statistics related to the economy of a country. Students then choose aspects for further individual research. One boy talented in web design constructed his own French website.

Teachers have tried various models of study for year 11. It is important to continue with the study of French for students who may wish to continue to GCE A level. Some students have completed one unit (speaking) of the AS examination, but in terms of student satisfaction and increased numbers of students continuing to GCE A level, the most successful years have been those when there has been no preparation for an AS unit and when the content of lessons has combined preparation for AS study, including current affairs in the Francophone world, continued grammar work linked to texts and a flexible approach to the course that follows the interests of the students themselves. Almost all of the fast-track students have chosen to study at least one foreign language in the sixth form.

Examples of activities for ongoing motivation and preparation for A level study

• Flexibility of chosen themes and activities, together with varied teaching approaches, is more successful and motivating for these students than following a set scheme of work.
• Students continue to develop listening skills and to deepen their knowledge of current affairs in French-speaking countries through regular exposure to French television, music and films.
• Reading texts downloaded from the Internet, a novel (such as Le Petit Prince) and bandes dessinées extend students’ understanding of French. Some students have written their own cartoon strips in French.
• Linguistic progression is ensured through grammar exercises, some online.
• Students prepare presentations to display and report after researching of a chosen topic.
• Games and quizzes are popular, as is the study of French proverbs and creative writing. For example, students have produced imaginative writing to describe planets after reading Le Petit Prince.
• Students have an e-mail link with a lycée in Bordeaux and regularly exchange mail with their partners in a section européenne.
  

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Page updated: 12 June 2008
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