SIMON BALLE SCHOOL
Modern Languages Curriculum Initiative 1995-96

DICTIONARY SKILLS

To encourage pupils in all languages to be more independent learners, using reference works with confidence and understanding.

To give pupils practice in class in dictionary skills in an enjoyable way so that they can enhance their GCSE and A Level performance when the new syllabuses come into force.

1. We began creating puzzle sheets and worksheets for KS3 pupils in German and trialled them in selected classes. We then received copies of LCP's "Dictionary Skills French/German" packs. There was so much material here that we bought these packs at once!

2. Much discussion has arisen this year in the department about "suitable" dictionaries to

a) recommend for private purchase

b) buy in for the department

We have not made a final decision yet. More publications are coming on to the market in readiness for 1998 examinations e.g. Malvern Language Guides. We will evaluate them with a view to purchasing class sets, putting some of the remaining grant money towards this.

Prologue:

"There's money available from Mike Short IF......"

Ruth smiled hopefully and shortly afterwards I left dreaming of lottery jackpot, millions of Brownie points ... and clutching an infinitesimally (?) small booklet on "Independent Learning".

Theory & Reality:

Alternately fired by reading about entire classes working cheerfully through independent tasks, using home produced booklets and tapes in adaptable yet reliable surroundings and dampened by assessing our rat race of classes never in the same room twice, I felt that the major decision involved selecting a limited, well defined project with scope for expansion and alteration after trial. The Independent Reading idea seemed the most optimistic avenue to explore.

Choices and Reasons:

Bibliobus and Avantage readers had given Year 7 and 8 pupils opportunities which evaporated in Year 9 and Key Stage 4 when we should perhaps have capitalised on such a useful tool for differentiated and self-motivated study. Older pupils developed a suspicious fear, near aversion, for longer, more difficult passages and A levels were started by those who had never read anything longer than a Higher 2 text! Therefore, I decided to target Year 10 where exam pressure is less pervasive - and to tackle the whole ability range!

Limitations and Compromises:

Space ..... space ..... A library is ideal for reading - comfortable, spacious, quiet, natural yet privileged!? Our library is anything but! However it is different so after liaison with the Librarian and English department I obtained some time for some Year 10 classes - so no idealised free access to books on shelves and taking them home there! So it was boxes ... 2 for Basic, 2 for Higher 1 and 2 for Higher 2 ..... and the privilege of transporting them around the school.

Material .... dear colleagues, if you need to supplement your meagre earnings please consider the huge gap in the market for interesting reading material in Basic language. Patronising, boring, stupid, childish - it was very difficult to find anything stimulating for the less able. However, it was refreshingly rewarding to find material for the more able.

The Scheme in Action:

The assistant and headmaster, a linguist himself, were in support during the implementation in order to "set the tone" of importance, quiet and interest. They were there to talk to the abler pupils in French about what they had read and to monitor the check sheets (see example). The headmaster helped the less able read and the assistant provided alternative activities (games, rôle plays etc.) for those who cannot sustain reading for long periods. They were instrumental in the success of a new venture with pupils of this age.

The first term involved one hour per month but with hindsight this should have been adapted to the nature of the groups and in future the rota will be negotiated a few weeks into Year 10 (at the latest) once a teacher knows how best to use the rota. We also intend to experiment with reading at home on a departmental loan scheme (initially during class time, eventually run at a lunchtime) with Year 11 (and different books to avoid clashes).

Conclusions:

The scheme has been very popular with the upper end of the ability range (and with Ofsted) and we now feel that many pupils have a more relaxed approach to reading and learning new vocabulary. The weaker students do also read more confidently although probably with less pleasure and we are hoping to change some material, and produce some IT/in house sessions to please these users!

Overall the scheme has been seen as a very positive contribution to differentiation, diversity and delegation of learning.

Rosemary Collier
Simon Balle School
July 1996