Ashcombe Home Page>Language College> Case Study

Case Study 5:
The Ashcombe School, Language College
Dorking, Surrey, UK: by Helen Myers

This case study aims to illustrate how the issues raised by Graham Davies in the foreword of this module are addressed at The Ashcombe School. We would like to stress that we do not see ‘our way’ as being the only way. We simply hope to give ideas and encourage comments, feedback and advice from colleagues.

Examples of documents to which we refer are downloadable from our website. Rather than put direct links to web pages which may migrate in future, we ask you to go to our home page,(www.ashcombe.surrey.sch.uk) then find the Language College or Curriculum/MFL section to find them. This should save your frustration!

We welcome visitors to our half-termly free presentations, when it is possible to see the results of the ICT management.  You will have the opportunity to and to talk to the people who introduced and manage it (managers, teachers, hardware & software suppliers) – but, more importantly, you will have the opportunity to watch and speak with the pupils who benefit from it!

Please get in touch with us via our website (http://www.ashcombe.surrey.sch.uk), or directly to our Language College Secretary, Alison Owen: ao@ashcombe.surrey.sch.uk.

 

Contents of this section

5.1 What do we manage?

 

5.1.1 What is the school profile like?

The Ashcombe School is a mixed 11-18 LEA maintained comprehensive school.  The ability profile of the school is wide.  The boys' ability profile matches the rest of Surrey, but we have a higher proportion of above-average girls.

We are firmly committed to comprehensive, non-selective education, and decided to apply for Specialist School status in May 1998, when it was clear that the specialist schools had all-party approval, and that they were not expected to be selective.

 

5.1.2 What is the rationale  behind our Language College specialist status?

We decided to apply for language specialist status for the following reasons:

The additional funding secured for specialist status supports many different aspects of development, but our bid focused especially on enhancing the teaching and learning of MFL through the use of ICT, and on promoting language learning throughout the community.

 [Link to Language College]

 

5.1.3 What are our guiding principles with respect to ICT in the school curriculum?

5.1.4 What are the key features of our ICT provision?


 

We do not have:

 

5.1.5 What is our approach to using ICT for language learning?

An essential first step in managing ICT for Language Learning is to ensure that managers, staff and pupils understand the curriculum, teaching and learning potential of technology, and share a common approach.

Language teachers have already developed many imaginative and creative ways of engaging pupils’ interest in language learning in the classroom, and a carefully structured, communicative approach, promotes effective learning as pupils discover meaning and structure and are guided in adapting manipulating the language for their own use.  Much use is made of ‘pair work’ in order to involve as many learners as possible in the learning process. 

So why do we need technology to help us?

As a school, we are very wary of the common response to such a question: ‘it motivates pupils – especially boys’.  Before investing a huge amount of resources into technology, it is essential to have a rationale which proves that it promotes effective learning.  ICT must not be used simply as a ‘colouring-in’ exercise!

We have produced a grid which summarises how at each stage of the language learning process, technology can enhance learning. 

Throughout, the key benefit of technology is to allow the learner to have independent control of access to good ‘models’, rather than having to go with the pace set by the teacher or the class, and to allow the teacher to have an enabling role rather than having to be the only model for language.  We feel that it is important to encourage teachers to exploit the new Teaching and Learning methods available to use of ICT, rather than falling into the trap of trying to replicate what can be done in the classroom (e.g. recording self on tape; requiring pairwork for ‘authentic’ role play; reading and writing exercises). 

We particularly stress the value of frequent independent access to the earliest stages of learning language: the listening and speaking stages of demonstration, comprehension and repetition.  These stages can be the most critical in ensuring a sound basis for future learning, (- fully understanding what the words mean,  getting the right pronunciation,) and they are the stages which can be the most difficult to ‘individualise’ in the classroom.  Yes, we know that the key purpose of language learning is ‘communication’, and we know that a pupil ‘communicating’ with a computer may seem rather artificial, but we recognise that most of the language learning scenarios we set up in the classroom are rather ‘artificial’ (-e.g. ‘guess which card I have chosen’– ‘find out what information your partner has’), and we feel that this is a straightforward, honest way of making the ‘drilling’ aspect of language learning more effective.  Effective language learning is not necessarily achieved by communicating with a person; it is the communicative purpose which engages pupils and helps their learning.

The grid focuses especially on the use of ICT to enhance the speaking, listening and to a lesser extent, reading skills.  There are many text-based activities which can enhance the development of reading and writing skills, but these do not exploit the power of the multimedia machine, and could be done on ‘standard’ computers and without high quality audio and visual capabilities.  We feel that the most efficient and effective use the multimedia rooms is to exploit the fantastic capability to present and reinforce listening and speaking.  When every pupil has 100% access to a computer at any time, we will push the writing element more …!  As long as access is limited to 1:6 lessons, we shall insist on using the computers primarily for listening, speaking and mixed skill tasks.

 

The Grid
How do we use the facilities to teach languages?
Technology can enhance each stage of learning a language

 

Stage

Non-ICT

ICT-enhanced

PRESENTATION

    

Demonstration of language

Presentation to whole class: frequency and repetition controlled by teacher.

  • Teacher presents language through speaking & indication of context (e.g. Flash Cards)
  • Audio cassette provides presentation & indication of context through picture in text book or questions which set context
  • Video clip presents language

Presentation to individuals: frequency and repetition controlled by learners.

  • CD-ROM presents role play - context given through choice of pictures,  Target Language  text, English text,
  • Video clip presents language
  • Audio cassette

Comprehension of language

Teacher asks closed questions to check comprehension - e.g. yes/no, true/false/ who...

Either whole class responds in chorus or individuals respond.

Quality pictures and video clips make comprehension easier.

Learners demonstrate comprehension individually by playing games (e.g. click on the picture of the word heard; do a timed listening comprehension test; fill in a gapped text of a video transcript).

Learners may have easy access to translation of language.

PRACTICE

    

Reproduction

Teacher leads drill of choral repetition of phrases.

Teacher devises activities where pupils repeat language in pairs/groups.

Learners record themselves onto machine, playback, compare against original, rectify. 

 

Teacher listens to individuals while supervising the whole class.

Teacher can hear pupils practise; teacher can listen to recorded sections while rest of class continue to practise independently.

Production

Teacher asks open-ended questions; teacher gives activities  (preferably to pairs/groups) where pupils have to adapt the language heard and use it for communication (e.g. information gap).

Teacher checks production through listening to each pupil in class as they perform it.

Productive stage built in to packages used e.g. pictures substituted in role-plays.

Teacher checks individuals by listening to recorded end-product which pupil has been able to perfect.
 

Pupils work at the same stage; all usually engaged at repetition stage at the same time and productive stage at the same time.

(Possible to do group work, through use of rotation and individual cassettes, but not easy to manage!)

Teacher has 1:1 pupil when others engaged on task which needs minimum supervision - usually reading  or writing task

Pupils can move on to the productive stage when ready (others may still be at the 'repetition' stage).

Teacher can individualise productive language by having a 1:1 conversation with the pupil; other pupils in the class can still be at other stages of listening and speaking practice and need minimum supervision.
 

'Real audiences' sometimes used by encouraging correspondence with penpals or writing to companies, tourist offices etc. Replies may take a few weeks.

E-mail, the Internet and video conferencing will offer easy access to 'real audiences' and a greater likelihood of quick response. Great satisfaction for pupils and teachers.

The above examples focus on the teaching of listening and speaking.

Reading and writing can also be considerably enhanced by technology, allowing for individuals to be engaged and to get instant feedback on their comprehension and accuracy.  Below is a summary of ways in which reading and writing can be enhanced by use of ICT.  However, these suggestions come with the following reservations:

Most of these activities can be done effectively in normal classrooms, the only difference being the lack of immediate feedback and the more untidy method of ‘editing’ text (using an eraser or Tippex!).

Resources available on the Internet can be good, but there is a danger that access to them is unreliable, and pupils may stray into other areas.  The most efficient practice would be to capture the site and transfer it to the Intranet, but this requires preparation, and could be done as a paper exercise. Our language teaching time is precious, and we cannot afford to waste it!

Stage

Non-ICT

ICT-enhanced

Reading: demonstration

Teacher reads aloud from OHT / flashcards.  Pictures / mime / translation gives meaning.

Pupils read and hear words simultaneously on screen.  On-screen dictionaries or glossaries check meaning.

Comprehension practice

Teacher devises staged activities to promote comprehension: true/false – find the French – matching to pictures / translations

Programs devise ‘game-type’ activities e.g. Fun with Texts, Hot Potatoes, Quia, PowerPoint presentations

Extensive reading

Teacher provides chosen resources.

Pupil can select preferred resources by surfing on the net. 

Writing: copying practice

Teacher devises activities to make copying more ‘authentic’ or enjoyable e.g. labelling, – cloze exercises – unjumble sentences

Same activities can be done on screen.  Advantage = ease of editing / amending

Commercial programs available to support this stage (e.g. Heinemann ICT Pack)

Writing: productive

Teacher devises tasks where pupils supply own sentences in an increasingly autonomous way – starting with adapting from a template – moving to answering closed questions, open questions, and finally ‘free-flow’.

Same activities can be done on screen.  Advantage = ease of editing / amending

Teacher can use ‘authoring’ programs to devise on-screen activities which allow for instant feedback and correction. (e.g. Fun with Texts, Quia, Mediator, Hot Potatoes.)

Grammar

Teacher presents models and draws grammatical inference from pupils when they are ready for it.  Pupils then apply the grammatical element to exercises.

Teacher may not give immediate feedback, but can give individual explanation for any mistakes made.

Programs (e.g. French Grammar Studio) give explanations, examples, and practice exercises.

Pupils get immediate feedback on whether they have completed the exercises correctly.  They do not necessarily have an individual explanation for why their response is incorrect (although some programs can be authored to give feedback on most common errors – e.g. Hot Potatoes).

 

5.2 How do we manage?

 

5.2.1 How do we manage overall curriculum planning?

ICT is used to enhance the core curriculum and give extra opportunities.  We made no change to the curriculum structure in order to accommodate Language College Status and use of ICT.

Core curriculum:

We have gone through several stages before evolving a provisional template for embedding ICT opportunities into schemes of work.  The process described below is typical of the way the school introduces change: ty it out first, share good practice, then embed it in policy and procedures – which are often entitled ‘provisional / draft’!  Don’t start with the paperwork and the policy.  Expect constant change and evolution, especially in the ICT field.  The important thing is the process of ‘training up’ staff to feel confident and competent in teaching, so that they feel able to apply strategies to any new resource.  A curriculum plan cannot predict all eventualities!

Stage 1: Teachers were encouraged to ‘try out’ new software with classes, regardless of whether the learning fitted in exactly with existing schemes of work.  This helped to build up confidence and expertise.  It was important to get away from a concern to ‘stick to the scheme of work’ or ‘follow the book’.  Fortunately, language learning can be more flexible than most other NC subjects; one of the objectives is still to promote enjoyment of language learning.  The same resource can be used for a broad range of learners for differentiated outcomes.

Stage 2: Teachers wrote ‘guides’ for software available, sharing learning objectives, vocabulary, structures, tasks and recommended levels.  These could then be referred to by teachers writing schemes of work or planning for their lessons.  Overviews of contents were displayed on walls.

Stage 3:  Teachers added a sheet to Schemes of work detailing resources and opportunities for enhancing the learning objectives, grouped under the main ICT resources: CD-ROMs; Video; E-mail; Internet.  While doing this, they identified ‘gaps’ and commissioned or researched resources to fill the gaps.

Stage 4: Schemes of work incorporated a column giving ICT resources which support the stated learning objective.

Reflection point:

Schemes of work are unlikely to be ‘fixed’ as resources are constantly being added, amended and improved.  We are working on more ‘individualised’ assignments for pupils which collect a variety of tasks.  We have decided not to use the ICT facility for formal ‘assessments’ currently as we feel that this is not the most efficient and effective use of the facility.  However, we are open to ideas!!

Extra opportunities offered through use of ICT: Mandarin Chinese for lunchtime club and 6th form entitlement; Swahili for students participating in Tanzanian exchange programme; Spanish to top-up the reduced allocation on timetable; Italian ICT resources used to enhance International Business Week.

 

5.2.2 How do we manage staff skills of planning, teaching and classroom management?

 

5.2.2.1 Planning:

5.2.2.2 Teaching:

 

5.2.2.3 Classroom management:

The model first lesson includes a step-by-step guide to classroom management for the multimedia room. [see document list].

Key elements for successful management are as follows:

 

5.2.3 How do we manage monitoring, assessment, recording and  reporting?

A whole-school system is used by staff to record what is done in lessons and homework, and to record pupils’ attainment.  Records are submitted to curriculum post-holders on a half-termly basis.  This will include activities covered in the ICT room.

In addition, for the multimedia rooms, teachers fill in a brief overview of the activities done, and the pupil response.  This is useful as a quick feedback to other staff who enter details and see what others have written on ‘what works’.

The record of pupils’ activities and attainment specifically in the ICT room is kept by pupils themselves, entering their activities, evaluation for ease, interest and progress made, and attainment onto cards kept within their own individual folder stored in the ICT room. We do not require teachers to transfer this into their records, and we do not formally assess learning in the ICT room per se.  We feel that learning outcomes can be assessed just as well in the classroom, and we feel that teacher time is better spent supporting pupils’ learning in the multimedia rooms rather than recording what they have done.  Pupils do not record what they have done electronically.  Teachers prefer to see ‘hard copies’ of their tasks rather than having to access files from the network.

Reflection point:

I would like to institute some form of ‘active research’ to formally validate what we know is happening in the ICT room! Has anyone carried out this kind of research?

 

5.2.4 How do we manage accountabilities?

As across the whole school, the Head of Department is primarily responsible for the subject’s curriculum and resourcing.  The HOD meets weekly with the Senior Manager Contact in a timetabled slot to discuss on-going management accountabilities.  The HOD writes a yearly ‘examination analysis’ drawing on NC, GCSE, AL and AS data prepared in the school (including comparison against target and average grades), and comparative data across the county.  National statistics are not referred to as a means of calling to account; without the value-added data, they are meaningless.  We do not place any value on the number of A-C passes gained by a department.  We place value on the performance of individual students relative to prior attainment when compared to similar schools.

There is an overall co-ordination of ICT across the curriculum, managed strategically by Senior Managers.  This means that the Head of MFL should not be over-burdened with concerns about the maintenance of the Multimedia rooms, and can concentrate primarily on effective teaching and learning.

As a Language College, there are additional accountabilities for ensuring that the action plan is carried out and that good practice is shared.  We made a fundamental decision not to appoint an additional person such as a ‘Language College Director’ because of concerns that this would cut across the tight accountabilities and strong management already established at the school.  Instead, we gave additional time to key staff (such as HOD (4 hours per week) – Senior Managers (4 hours per week)) so as to give them opportunities to do greater size of task.  This included nominating ‘lead teachers’ who had extra non-contact time (extra 3 hours per week) to experiment/pilot/train others.  Also, development points are available across the school to develop schemes of work and teaching and learning strategies.  There is a clear recognition amongst all staff in the school that 1 hour 10 minutes of non-contact time costs the school as much as 1 management allowance point.

Reflection / Action point:

As part of our current development plan, we are investigating ways of formally evaluating the impact of ICT on pupils’ MFL attainment.  This is an accountability for the Senior Manager overseeing the Language College targets as they relate to MFL and ICT.

 

5.2.5 How do we manage the resources (accommodation, technical support, hardware, software, Internet)?

All matters relating to resources are carefully budgeted by the Senior Deputy Head who has a whole-school strategic overview of curriculum, staffing and finance.  He makes the strategic decisions relating to resources, and oversees the appropriate ‘line managers’ for each of the aspects.

Key features with respect to managing the ICT resources are listed below headings relating to the ‘type’ of resource.

  1. Accommodation
  2. Technical support
  3. Hardware
  4. Software
  5. Internet

i. Accommodation (Line manager: HOD)

The Deputy Head liaises with staff before decisions are made about the layout of the room.

Overall management is the responsibility of the Deputy Head, but day-to-day management is done by the HOD, as for any classrooms.

Particular features which we have found useful:

ii. Technical Support (Line Manager: Senior Curriculum Manager)

iii. Hardware.  (Directly managed by Senior Deputy Head)

iv. Software (Line Manager: Senior Curriculum Manager)

Strong recommendation to use CD-ROMs: reliable, comparatively cheap when compared to exercise books and when considering the considerable amount of money spent on hardware and teachers

v.     Internet (Direct management by Senior Deputy Head)

 

Useful cross-references and addresses