1. Language Futures

2. Objectives
To ensure participants are clear about
Language Futures approach
• To enable teachers to take elements of
the approach to use in their own teaching
• To explain how to conduct a typical
Language Futures lesson
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3. The Case for making changes
QCA report published in 2007 found that
languages are still pupils’ least favourite
subject and the one perceived as most
difficult
• Numbers taking a GCSE in a language fell
from 61% in 2005 to 44% in 2010 (Ofsted
Jan 2011)
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4. Languages Review 2007
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“This also prompts our first important
conclusion, which is that a one menu suits
all approach to secondary languages is
not working for many of our children, and
we must encourage a more varied
languages offer which suits a range of
requirements for young people.” (page 8)

5. Ofsted 2011 report
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“Secondary schools should:
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Broaden approaches to teaching and learning
to enthuse students and increase their
confidence, competence and ambition in
modern languages” (page 8)

7. Language Futures
Pedagogy

8. “The main difference between teaching
mainstream language lessons and
Language Futures lessons is that my role
is that of a languages teacher, not a
teacher of a specific language”

9. Teacher as font of all
knowledge?
“As I know a lot less than the students about their
chosen language, it completely changes the
position of the teacher in the classroom. I enjoy
learning alongside the students, who enjoy seeing
their teacher have a go at Mandarin pronunciation,
for example! LF lessons remind me of what it was
actually like to learn a language from scratch and
help me to understand the learning processes ….”

10. KS3 Framework for Year 8
Five strands
-Listening and Speaking
-Reading and Writing
-Intercultural Understanding
-Knowledge about Language
-Language Learning Strategies

11. Planning
Theme and
Learning
Objective
Functions
Grammar
Resources
Challenges
Role of
mentor and
assessment

12. Improvements
Planning developed throughout the year
• Clear and manageable learning objectives
• Topical themes e.g. Olympic Games in
summer 2012
• Language Learning Strategies and
Knowledge about Language
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13. Ensuring good models of
language
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Mentors - native or competent speakers of the
chosen languages
Extensive use of websites and other
technologies
Group role plays and speaking tasks
Mentor feedback
Mentor assessment
Peer assessment

14. Involving families and the
community
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Meetings with parents
Parents’ guide produced
Immersion chart
Exploring family links with chosen languages
Recruitment of volunteer mentors from the local
community

15. Assessment
Use of the National Curriculum levels in all
four language skills
• Use of the KS3 Framework for Languages
• Mentor training
• Use of peer and on-going assessment
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16. Using time effectively
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Clear definable tasks
Clear guidance on using websites effectively
Importance of using a range of resources e.g.
textbooks, mentors, dictionaries, immersion
chart
Homework challenges set in line with
homework policy
Pupils encouraged to further their learning at
home

17. Breaking down barriers to
learning
Blurring the boundaries between home
and school learning
• Learning a language should not be
confined to the classroom
• Mentor e-mails
• Immersion chart
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18. Developing independence
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Language Learning Strategies
Lots of peer and group work
Giving more control to the students:
“We control our own learning which I like –
we also control our learning at home”.
Perhaps the more independent students
choose this programme?
“…I didn’t just want to be told how to learn it. I
wanted to be independent and learn how to
learn independently.”

19. How to conduct a typical
Language Futures lesson

20. A typical LF lesson
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Three or four languages in one lesson –
Spanish, Italian, Mandarin, Russian
Community mentors (most lessons)
Computers/laptops/iPads (many lessons)
Multiple role of the teacher
Student ownership of learning
Peer learning
Language learning as a social activity

24. “What do you like about LF
lessons?”
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We enjoy having many different languages in
one classroom
We like learning more independently
We feel more relaxed in lessons
We do more group work
We feel valued and trusted as learners
We control our own learning
We learn from each other

25. Transformed role of teacher
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Languages teacher (i.e. not Spanish/Italian
etc. teacher)
Teacher as learner
Pupils as teachers
Language learning strategies
Using other languages as a model
Links to French lessons

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Clear learning objectives
Series of lessons
Strong links to home learning
Model language in French or another language
Links to French lessons (Year 7 & 8)
Discussion of language learning strategies
Mentor involvement
Monitoring pupil learning
Peer learning
Teachers learning alongside pupils
Learning from other language groups
Sharing learning strategies
Links to National Curriculum levels
Links to homework and home learning
Encouraging learning of key vocabulary

28. Support and resources
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Teacher
Community mentors
Mentor e-mails
Parents
Parents’ booklet
Range of resources
Online resources list

29. Objectives
To ensure participants are clear about
Language Futures approach
• To enable teachers to take elements of
the approach to use in their own teaching
• To explain how to conduct a typical
Language Futures lesson
•