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Modern Foreign Languages
Your most frequently asked questions!
Which modern languages are studied at MTS?
We offer French, German and Spanish.
Is there a choice?
Not regarding French. This is started in Year 7 and is a compulsory and valued core subject at GCSE, even though this is no longer the case in State schools. However, in Year 8, pupils have the chance to drop Latin if they wish and try Spanish instead. A further choice is offered in Year 9, when the boys may take up German or Greek.
So can my son take three modern foreign languages at GCSE?
In theory this is a possibility, but it would be difficult to timetable and in practice we would strongly advise against it. Our boys are encouraged to keep their options open with a curriculum which is as broad and balanced as is viable at GCSE.
How big are the classes?
French is currently taught in form groups during Years 7 and 8, moving to four or five sets in Years 9 - 11 (depending on size of intake). This means that pre-GCSE they are working in classes of 23 or 24 on average. When pupils begin to work in sets their numbers are reduced, usually to about twenty - lower sets will have fewer members (the bottom set in Year 9 usually numbers about 16). AS classes are not generally more than ten to twelve boys and A2 pupils have the luxury of individual attention in groups of fewer than ten.
The other languages start off in classes of twenty or more but are reduced in a similar manner once the GCSE choices have been made. At AS and A2 level there is also some joint teaching with our sister girls' school, which enriches the classroom environment and generates mature debate and fresh ideas.
At the moment exchanges are not available, though we plan to assess this again at a later date. In the past they have proved difficult during term time (which is when European schoolchildren prefer to visit!), because we have comparatively short terms and therefore pupil and teacher absence can be very disruptive to the work and extracurricular commitments of the school.
However, there is an annual trip for Year 7, taking place during or just after the spring term, and we have recently experimented with a new venture: an Action Adventure holiday at a château in Normandy. The pupils, who have the opportunity to try new sports and activities as well as immersing themselves in French language and culture, react with tremendous enthusiasm.
Naturally, the History, Geography, Classics and Sports departments also run European trips and the annual ski trip to France is popular with staff and boys alike. We work in close partnership with these departments.
What about extracurricular activities?
We believe in getting children as involved as possible as early as possible. A theatre group recently came to present a French workshop, and we are always on the lookout for similar exciting and stimulating experiences for the boys. In the past we have, for instance, taken part in a European Commission project, which partnered us with French, Spanish and Norwegian schools. Over the three years of our participation we created an excellent photographic exhibition, collaborated on joint magazines (this improved pupil and staff ICT skills considerably) and produced an exciting joint concert in which we performed in an unforgettable, fully funded visit to Norway.
How often do they get to use the Language Lab?
Ideally, every pupil should have one weekly lesson in each of his languages in the Lab. Where timetable restraints make this impossible, we make arrangements with colleagues to allow access to all, even if on a less frequent basis. Examination classes have priority, of course, and Sixth Formers have double Lab periods for intensive listening and computer work.
Do you have setting or banding for languages?
Yes, we set from year 9 upwards on the basis chiefly of exam results, but taking term rankings into account as well. Students tend to be more motivated and positive when working at their own pace and making clear progress. We feel that all boys benefit from a setting policy.
How many staff do you have and which languages do they teach?
Our eight-strong MFL staff incorporates three part-timers, two of whom are native speakers. Six of us teach French, three German and two Spanish. One of our number is also now teaching basic French in the Junior School. We are very involved elsewhere in the school, notably with year group pastoral responsibilities and games, but members of our department also run the Voluntary Service Unit and Careers. Obviously this gives us a lot of useful extracurricular contact with our pupils.
What teaching methods do you employ?
There is a tremendous amount of experience and skill in the department and a huge variety of teaching styles which we share with one another. The stimulating teacher-led lessons typically comprise traditional grammar, authentic material, OHP, data projector and flashcard visuals, games, songs, audio and video cassettes and DVDs - although not simultaneously! Pupils are also expected to work independently in pairs or groups and to research their topics on the Net. Homework ranges from regular revision for testing of vocabulary to substantial written language and grammar exercises, and boys are assisted in the use of dictionaries and taught useful strategies for memorising new words. Small groups are able to take advantage of the Lab PCs for private study. In the immediate future, we would hope to incorporate more ICT and up-to-date resources in our work, but not at the expense of traditional grammar teaching.
What are the demands of the GCSE course?
The four linguistic skills of listening, speaking, reading and writing are given equal weighting in the final examination result. Listening and reading are straightforward examinations and the boys are provided with as much practice as possible. Oral work is challenging, as it involves preparing a presentation and discussion as well as normal conversation and role-play. Staff will often give up spare time to help and guide individual students through this section of the examination.
At present the written part of the exam is being tackled as coursework. Three pieces of written work concentrating on different topic areas must be assessed according to their communication, variety and accuracy.
Does it make a difference if boys have done French at primary school?
It does make a significant difference initially. We find notwithstanding that boys with experience almost invariably assist and convey their interest to those who are new to the subject, and enable us all to progress quite rapidly. Their good accents, enthusiasm and vocabulary knowledge are valuable in class. However, boys with no prior knowledge are not disadvantaged in the long run, and by the end of the first two terms boys are usually on a level playing field.
Please feel free to contact us at any time if you have further questions. Our committed and dedicated staff will be delighted to welcome your son to Merchant Taylors' and we very much look forward to teaching him in our department.
2 i/c Modern Foreign Languages