Marston Vale Middle School, Bedfordshire (French)

The French Department has access to fourteen-multimedia PC's, plus printer, in the computer suite. The Department works on a carousel system. Each class is divided into two groups, each group spending half an hour per week (the equivalent of half a lesson per week) on the computers in a rotation of activities. All groups in Year 7 and Year 8 use the computers regardless of ability. It is envisaged that a Year 8 tutoring system will be established to help with initial trials with first time users in Year 6.

Each pupil is allocated a group and specific machine to work with. This was primarily to encourage good behaviour and care of equipment. It also helps to focus the pupils' concentration if they are not in immediate contact with friends.

When not working on the computers, pupils work on a range of activities such as role-plays, reading or writing exercises to reinforce class work.

After initial training the pupils are now able to work completely independently, thereby allowing the class teacher to spend time with individual pupils or small groups.

For each topic pupils are allocated a work plan to include learning from the sections on vocabulary, phrases and scenarios. The use of the management system makes this a simple process of allocation of work to individuals. Depending on the ability of the individual or group, a time span of three/four weeks is usually given for completion of a work plan. Target scores are set for vocabulary tests depending on the ability of the pupil. It has been deemed necessary to increase original mark boundaries due to the enthusiasm and commitment of pupils in obtaining their individual goals. Able students have been able to achieve a score of 100%, whilst others have plateaued at 75% - 80%. Emphasis therefore is placed on achieving 'personal bests' and the system in this instance is encouraging negotiation of targets for achievement levels and time scales, i.e. both individual review and action planning.

Since there is a comprehensive dictionary facility and the opportunity within the programme to build up individual lists of appropriate vocabulary, which can be printed out, further differentiation at the bottom end of the ability range is achieved by including personal dictionary activities and skills. Use of the Grammar section and other language activities is at the discretion of pupil/teacher. Class reports are printed off each half term to monitor progress although results are accessible whenever necessary. Copies of these results are used as immediate feedback to the pupils and are often an incentive to improve. The immediate availability of certificates to reflect 100% success has had an astonishing effect on motivation and determination. The target score for receiving certificates was original set at 70%. It did not take long to see that the upper level boundaries would have to be renegotiated! Teacher intervention is used where necessary to achieve effective integration of the software into classroom activities and schemes of work.

• Instant feedback about achievement and progress
• Increased self-esteem of pupils related to positive reinforcement
• Privacy to learn and either achieve or fail and try again without peer pressure
• A quiet, calm learning environment
• Work which can be adapted to suit individual pupils ability
• Involvement in and increased responsibility for their own learning
• Increased concentration levels
• Increased motivation and willingness to have another try to improve scores
• Intensified working time
• Learning material which is colourful, attractive and animated
• Learning material which is varied in demonstration method, task and assessment
• Choice of text or pictorial explanation to aid poorer readers
• Facility to tailor work plans to the need of the individual
• Assessment, recording and reporting facilities
• Status of French as a subject has been elevated

Some pupils found the concept of computer aided learning easier to grasp than others, although I feel that this was due more to change in learning styles than the software.

Lessons where the ILS Global French programme has been in use have been observed by Chris Gill, Modern Language Advisor for Bedfordshire. Mrs McKenzie, previous Head of Wootton Upper School, accompanied the Modern Languages Ofsted Inspector on a visit to the French Department at Marston Vale. Both parties were extremely impressed with the enthusiasm and standards of achievement so obviously displayed in the classroom.

Targets for September 99 include the use of ILS as part of a lunchtime language club, a Year 8 tutoring group to introduce Year 6 to the system, and as part of future development planning, possible access to a second foreign language.

Contact: Mr Jim Godfrey - Headteacher
Telephone: 01234 768224

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