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KS3 SLN Woolgrove School / Hitchin Boys’ School

School Nos: 628 & 30

 Wheathampstead Development CentrePage 1 of 3/Good Practice - Case Study
SLN Woolgrove School / Hitchin Boys’ School



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To develop oracy skills at years 6 and 7

Who are we and what have we done?

We are a very small network - three schools in all - one secondary, one primary special school and one primary mainstream who have supported us in a peripheral capacity.

There have been two main activities through which we have attempted to achieve our objective.

For the first, Rose Oliva and her team at Hitchin Boys organised and produced a Christmas extravaganza of songs and sketches, mainly in French but with some German and Spanish items too.

The pupils were closely involved in all aspects of the production, writing many of the sketches themselves and composing and performing the music and songs. This contributed greatly to their ownership of the project and to their sense of achievement.

The pupils gave an afternoon performance for pupils of Hitchin Boys and William Ransom and an evening performance for staff and parents. The show proved to be highly enjoyable - significantly for the boys taking part. Additionally it allowed staff and parents to monitor and appreciate the boys’ accomplishments with some objectivity.

From studying the boy’s own evaluations of the show it is evident that confidence in speaking has greatly increased. 60% of the pupils felt that their speaking skills had improved whilst 80% of pupils found the experience enjoyable – something which will inevitably contribute to their overall engagement with language learning.

The second main activity that we have undertaken as a network is the now traditional ‘speaking’ afternoon between HitchinBoysSchool and Woolgrove.

For several years now the two schools have developed a kind of ‘special relationship’ which has grown and become formalised by the establishment of the Hitchin Network. During these sessions, pupils from Hitchin Boys work with our Year 6 children acting as teachers to the whole group and in 1:1 situations.

The children are encouraged to listen and respond, using structures and vocabulary already covered in class French lessons. This serves to review and consolidate their learning and it allows Woolgrove staff the opportunity to assess our children out of context.

Each time we have been amazed - and proud - at how much the children remember and can apply in an unfamiliar situation. This again is an indication that the learning they have acquired over the year is fully embedded.

Although this session was originally intended as a learning platform for languages, we have found it to have a far greater impact. The boys use their skills to engage and nurture the younger children, whilst our children host with uncharacteristic flair and confidence – at break time inviting their guests to a ride on the train, a game of basketball and even to take a roll down the hill! What is clearly evident, both from the responses at the time and through post evaluation, is that this is a perfect example of mentoring at its finest.

Alongside the intentions for our pupils, there have been a series of visits, observations and meetings to generate ideas, discuss and advise on methodology and review practice - again building on the links we established last year. These have included peer observations across key stages, informal discussions and a visit from a teacher based in Germany.

These have all proved valuable but unfortunately time and workload have not yet allowed for a more thorough evaluation and collation of ideas and materials

What has been the impact of the network on the pupils?

Firstly, confidence has to be a key factor in the development of speaking skills and we have considerable testimonial evidence to suggest that confidence has grown amongst both cohorts of pupils.

At Year 7, there is further evidence to suggest that pupils have a greater awareness of themselves as language learners and of the application of language skills by using them in a variety of contexts.

At Woolgrove we have formalised evidence through our annual summative assessment process that 80% of our children have increased their attainment by at least 1.4 levels and 32% by 2 or more levels.

What has been the impact of the network on staff?

Again, confidence plays a key role. Showered as we are with new initiatives, it’s not always easy to determine whether what we are doing is right and effective. Working in a team which, in teaching terms, covers a very broad spectrum of settings and abilities, we have been able to review and develop our practice and provision from a rich and varied perspective.

What has been the impact overall?

I would like to conclude with the thought shared amongst those in our network - and possibly amongst other groups too - that this has been about so much more than the development of oracy skills.

The key factor to emerge from all the work we have done together, is the value of enjoyment in language learning, not only for our pupils but for those involved in teaching them.

In the current climate of concern over the uptake of MFL at KS4 and beyond, for those pupils still making up their minds - enjoyment has to be at the heart of what we are doing.

Further information:

LizEllis
WoolgroveSpecialSchool

Email:

 Wheathampstead Development CentrePage 1 of 3/Good Practice - Case Study
SLN Woolgrove School / Hitchin Boys’ School