Pamela Tosh, Curriculum LeaderBroughton High School

Edinburgh

LANGUAGES FOR LIFE AND WORK

Friday 27th March, 2015

• Explain briefly the content of the award• Describe Broughton’s experience of offering the award

in 2 languages• Demonstrate progression to include LLW in Mandarin• Describe our project with our business partner, Hilton

Edinburgh Airport• Describe impact on learners

Aims

Languages for Life and Work Award

Relatively new language award with integrated employability skills

Cluster of 3 units:• Mandarin (or other language of choice) for Life• Mandarin (or other language of choice) for Work

Purposes

• Building Own Employability Skills (can be delivered solely

in English or include a language element)

Can be taughtseparately or together

Languages for Life: 2 performances, 1 in talking, 1 in listeningLanguages for Work Purposes: 2 performances, 1 in talking, 1 in listening. (For SCQF level 4: 1 in talking, 1 in reading).Building Own Employability Skills: Using at least two sources of information to find out about jobs that are available

Practising at least two of the skills needed to apply for a job, for example contacting an employer to enquire about a job, filling in a job application, preparing a Curriculum Vitae, preparing for or participating in an interview.

Assessment

• Lower ability learners in the senior phase S4-6

• Groups of learners in S3• Beginners in a language

Who is it suitable for?

• Small group of disengaged students in S3• Beginners Mandarin group in S3• Lower ability learners in S5/6

Who does it at Broughton and why?

French and Spanish

The award in 2 languages

Created a unit around my students, their interests and personalities

Languages for Life – FrenchJune - August

If you could do a project on one of these topics which one would it be:

Sport

Cinema

Music

Fashion

TV

Books

Places

Food

Customs

Describe yourself in fewer than 50 words. I am:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

What are you good at (not just at school)? e.g.

Playing football

Cooking

Which of these skills would you like to learn? Tick the ones which interest you:

•Learning how to use job search websites

•Learning how to apply for a job

•Learning how to write a CV

•Learning how to present yourself for an interview

•Doing an interview

Are there any other skills related to the world of work which you would like to learn?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………

How do you like to learn?

Listening

Speaking

Reading and writing

Playing games

Making things

Using a computer or ipad

Visiting places

Other:

Modern Languages For Life Unit – SCQF level 3/4Aims: To provide learners with the opportunity to develop skills in listening and talking within the contexts of culture and everyday life in countries where that modern language is used.

Skills

Literacy

Numeracy

Working with others

Communication

Leadership

Citizenship

Thinking Skills

Applying

ICT

Research

Topic Areas (including

personalisation and choice)

Leisure:Music

Cinema

Sport

Language/Structures

Tu préfères quel genre de musique/films?

J’aimeJ’adore etcJe détesteJe n’aime pas etcLa musique pop/rap/etcLes comédies/les thrillers etc

A mon avis c’est….*Je trouve que c’est…..*Nul/affreux

Les effets sont incroyables*Le son est superLes acteurs sont fantastiquesC’est artistique

J’ai vu……………Les acteurs étaient………..

Quels sports est-ce que tu pratiques ?Je joue au………. …………….fois par semaine avec….

*Level 4

Grammar

Present tense – 1st, 2nd, 3rd person

Gender

Definite article

Perfect Tense – sound pattern - 1st, 2nd, 3rd person

Simple adjectival agreement

Assessment

1. At least 1 conversation related to topic(s):

Beginning and ending the conversationResponding to requests for informationAsking relevant questionsUsing appropriate structures and vocabulary Demonstrating sufficiently accurate pronunciation to convey meaning to a sympathetic listener

2. Understanding at least 1 spoken activity identifying the main details.

Resources

Text books

Access/Intermediate 1 resources

DVD

Video clips

Websites

Magazines

Practical tasks e.g. making …….

Boards Games

Ipads

You Tube

I can …

1.…say the names of different types of music

2...say the names of different types of movies

3…say the names of different types of sports

4. ...give my opinion of music/movies/sport

5....say when I do these things

6.…say who I do them with

7…talk about my favourite music/movies/sport

Speaking – games, role-play, conversations, presentation

Reading – books, magazines, websites

Listening – teacher, CDs, Video Clips (cinema and music), watching a French film

Writing – film review, about favourite things, presentation

Making – presentation, poster, comic strip

ICT – You Tube, internet research, ipads

Co-operative learning – social skills development

How We Learned

Assessment

1 speaking – conversation with a partner on free-time (music or cinema). Recorded and retained.

1 listening – teacher described 5 movies and gave opinions. Students had to recognise for each:

• Type of movie• Opinion given• Any other details

Assessment

Spanish Starter UnitSeptember – October/November

Modern Languages For Work Purposes – SCQF level 3/4 (could be combined with Building Own Employability Skills)Aims: To provide learners with the opportunity to develop skills in talking and listening needed to communicate in any vocational context using the language studied (language studied could be different from that learned in other units).

Skills

Employability and enterprise

Literacy Numeracy

Working with others

Communication

Presentation skills

Leadership

Citizenship

Thinking Skills

Applying

Research

ICT

Topic Areas (including

personalisation

Types of jobs

Places of work

Discussion of skills and tasks related to specific jobs

Future employment plans

Job interviews (linked to Building Own Employability Skills Unit)

Language/Structures

Quiero ser……..Quiero trabajar en…

Voy a + infinitive

Es…..Me interesa……….*Tiene buen sueldo.......*Hay variedad…………*Se puede promocionarse* etc

Que hace un mecánico?

Tiene que + infinitivee.g. hablar con clientes

* Level 4

Grammar

Infinitives

Ir a + infinitive for future

Tener que + infinitive

Forming questions

Querer in present tense

Assessment

Level 3 and 4:

Demonstrating understanding of at least one vocational text, identifying the main details

Taking part in at least 1 job-related discussion related to topics:Beginning and concluding the discussion using appropriate formal conventionsResponding* to request for information/exchanging informationRequesting information*Demonstrating pronunciation and accent* which are comprehensible to a sympathetic listener .

Resources

Text books

Access/Intermediate 1 resources

DVD

Video clips

Websites

Magazines

Practical tasks e.g. interview

Mobile phones and other digital technology

Interview senior students about work experience

ipads

Assessment - speaking

• Telephone interview with recruitment agency• Pupils answered questions giving personal details and interests

• Included greeting and leave taking• Asked 2 questions• Assessments recorded and retained

Assessment - Listening

Students had learned about types of jobs, the different roles

involved in the jobs and places of work.

They listened to different people talking about their jobs

Part 1 – they were asked to listen and understand the role and

identify the job

Part 2 – they were asked to listen and understand the job and

role and identify the place of work

Building Own Employability Skills – SCQF level 3/4Aims: To provide learners with the opportunity to develop skills in talking and listening needed to communicate in any vocational context using the language studied (language studied could be different from that learned in other units).

Skills

Employability and enterpriseLiteracy NumeracyWorking with othersCommunicationPresentation skillsLeadershipCitizenshipThinking SkillsApplyingResearch ICT

Topic Areas (including

personalisation and choice)

Job Related Skills and Tasks:Researching jobs availableChoosing jobsContacting employersCV writingApplication formsPreparing for job interviewPhoning to book interviewBeing an intervieweePersonal presentation

Language/Structures

Language and structures will be dependent upon choice of activities

Grammar

Grammar content will be dependent upon choice of activities

Assessment

Level 3:1. At least 2 activities to find information about suitable job opportunitiese.g. finding a job from

a employment website

understanding job adverts through a reading comprehension

understanding job adverts in a newspaper

2. Practising at least 2 of the skills needed to apply for a job.

Level 4:1. At least 2 activities

to find information about suitable job opportunities (see above)

2. Practising at least 2 of the skills needed to apply for a job (see job related skills).

Resources

Resources Text appropriate to students

Examples :

BooksHigher still resources (Access/Intermediate 1)DVDVideo clipsWebsitesMagazinesNewspapersPractical tasks e.g. interviewMobile phones and other digital technology

Building Own Employability Skills March - May

Finding out about jobs:• On-line in English• On-line in Spanish• Using advert sections in papers - English

Skills needed to apply for a job:• Covering letter – English• CV – English and Spanish• Phone to book interview – Spanish• Discuss interview skills – English• Have an interview - Spanish

• 16 students chose to study Mandarin in S3 after S2 taster course.

• Broughton offers students the chance to gain the LLW award in S3 and progress to Nationals in S4.

• Structure as in previous years but more focus on practical employability skills.

2013-2015 Single Language Award

Business Language Champions (SCILT) – Hilton Edinburgh Airport

Launch Event – 27th October

• Carousel of employability activities: Hotel tour, Business Etiquette (SCILT)/How to present oneself/CV writing

• Language workshops with Broughton pupils teaching Hilton staff basic Mandarin phrases which would relate to their role in the hotel

Welcome Pack

Broughton students used the Mandarin they have been learning to produce a welcome pack for the Hilton

• Reception• C+E ops• Restaurant and bar• Health Club

Interview Skills

Hilton staff will come to Broughton to help pupils develop their interview skills

Confucius Hub

• Based in Leith Academy

• Tuesday/Thursday classes

• Resources

• Activities

• Immersion course in China – 2011, 2013, 2014

Strengths of this award

• Can adapt to suit your context e.g. can be used in S3• Related to employability – business link• Practical• Assessment manageable• Progression to other courses. In my school:

Most @ National 3

A few @ national 4

Strengths of this award – teacher perspective

• I can do this…………..• Enjoy the practical aspects • Tangible reward at the end• Develops employability skills• Business link hugely enjoyable and beneficial

Impact on Learners – pupil feedback

What did the pupils say?

pam.tosh@broughton.edin.sch.uk