mfl department handbook...

1

MFL Department

Handbook 2016-2017

2

Table of Contents

Contents Page reference

Shirebrook Academy Aims and Objectives P3

MFL department policy/vision statement P3

MFL department Aims and Objectives P4

Academic targets and GCSE prior attainment P5

Key Stage 3 curriculum overview P6

Key Stage 3 assessment overview P7-8

Key Stage 4 curriculum overview P9

GCSE assessment overview P10

GCSE course structure P11

Staff and responsibilities P12

Rooms and equipment P12-13

Curriculum Development time P13

Displays statement P13

Class lists P14

Staff absence/cover P14

Health and Safety P14

Visits P14

Languages Week P15

Independent Learning statement P16

Assessment and marking statement P16-18

Target language statement P18

Stubbin Wood statement P18

School to school support P18

Staff timetables P19-20

Schemes of Work P20

Rewards and sanctions statement and behaviour policy P21-23

Key skills statement P23-24

Literacy statement P24

Equal opportunities statement P24-25

Meetings P25-26

PL P26

Primary mission P26

Teach First student P26

Schools Direct student P26

PGCE student P26

University statement P27

Reporting to parents P27

Department Improvement Plan P28

Classroom layout P28

Learning walks/Quality Assurance P27-28

Data collection and budget statement P28-29

Learning and Teaching Monitoring Schedule document P30-39

A model lesson at Shirebrook Academy P40

The ‘Outstanding’ lesson model P41

Key department dates 2015-16 P42-43

Read receipt P44

3

Shirebrook Academy Aims & Objectives

The aims of the Academy:

To provide a first rate education for all students whatever their needs and

abilities;

To deliver a healthy, safe and outstanding learning environment in which

students make progress, enjoy learning and achieve high standards;

To bring opportunities for students to participate fully in all areas of Academy

life;

To encourage self-respect, respect for all and a strong sense of identity;

To nurture strong moral values and a sense of active citizenship;

To achieve commitment from all Academy staff, our sponsor and governors

with strong leadership and an emphasis on teamwork and unity.

‘SHIREBROOK ACADEMY IS A PLACE OF LEARNING WHERE LEARNING COMES FIRST’.

MFL department Policy/Vision statement

Languages offer a variety of competences in communication and a knowledge of

other cultures. They develop confidence and motivation towards a brighter future.

*

Les langues offrent une variété de compétences dans la communication et dans la

connaissance d’autres cultures. Elles développent l’inspiration, la confiance et la

motivation pour un futur plus prometteur.

*

Los idiomas ofrecen una variedad de competencias en la comunicación y un

conocimiento de otras culturas. Desarrollan la inspiración, la confianza y la

motivación para un futuro más promisorio

MFL Department Aims & Objectives

4

Aims:

To foster positive attitudes and interest, enthusiasm for languages

To ensure that all students make minimum expected progress from Year 7 to

11 (where applicable)

To offer students a range of activities to explore language including cross-

curricular activities

To give awareness of the cultures of the countries of the languages studied;

To raise awareness of the nature of language and language learning;

To achieve communicative confidence and competence in the language;

To contribute to the school improvement plan in creative

To provide enjoyment and intellectual stimulation, which may encourage

students to continue their study of the language

To encourage students in their whole school career

Objectives:

Provide an MFL curriculum that delivers the National Curriculum in each key

stage

Provide students with the skills they will need in everyday life

Choose learning experiences that build upon previous work and pupils'

present knowledge and understanding

Provide specific opportunities for pupils to take on responsibility for their own

learning by encouraging the development of research, practical and

investigative skills

Provide opportunities for pupils to work independently and as a group.

Provide opportunities for pupils to apply their knowledge, skills and

understanding in a range of situations

Provide students with the opportunity to study two languages

5

Academic Targets

Key Stage Four FRENCH targets for 2016-17

12x students have a target of 7-9

1x student has a target of 6

2x students have a target of 5

5-9: 100%

6-9: 86.6%

7-9: 80%

Key Stage Four SPANISH targets for 2016-17

9x students have a target of 7-9



5-9: 100%

6-9: 73.3%

7-9: 60%

Key Stage 4 prior attainment

GCSE French 2014-15 (A*-C): 91.3% (3LP+: 91.3%, 4LP+: 47.8%, 5LP+: 8.7%)

GCSE Spanish 2014-15 (A*-C): 70.5% (3LP+: 64.7%, 4LP+: 17.6%)

Y10 GCSE French 2015-16 (A*-C): 100% (3LP+: 94.4%, 4LP+: 50%, 5LP+: 5.6%)

Y10 GCSE Spanish 2015-16 (A*-C): 100% (3LP+: 100%, 4LP+: 46.7%, 5LP+: 13.3%)

Y11 GCSE Spanish 2015-16 (A*-A): 100% (5LP+: 100%)

More detailed breakdown of results including trends between groups, sub-groups,

year groups etc. can be found in the department’s exam analysis on the TDrive.

6

Key stage 3 curriculum overview

Year Groupings Time allocation (in

periods) per week

Subject delivered

7

7 groups (mixed ability,

taught in form groups):

7HN, 7JW, 7SD (EAST) and

7CT, 7MS, 7CH, 7MD (WEST)

3 periods

French (5 terms)

Spanish (Final term)

8 Six groups:

8W1 (28), 8W2 (27), 8W3 (24), 8E1

(26), 8E2 (25), 8E3 (19)

4 periods

French and Spanish (2

lessons of each per

week)

9

Nine groups:

9E1 (10), 9E2 (17), 9E3 (20)

9W1(15), 9W2 (21), 9W3 (15)

9N1 (14), 9N2 (21), 9N3 (15)

(there will also be one group of

students who have chosen MFL

as their ‘extra’ option and will

have four timetabled hours

instead of three)

3 periods

French and Spanish (2-1

lesson split, changed

over every half term

Year 7 will follow the Expo 1 course, one module will be delivered each half-term. At

the end of each half-term they will complete assessment activities in either speaking

or reading and writing. These can be found on the T Drive or can be re-created by

staff depending on content covered over time.

Year 8 will follow the Expo 2 course for French and Listos 1 for Spanish. They will

complete modules 1-6 in French and modules 2-6 in Spanish across the year (Module

1 will already have been covered. At the end of each half-term they will complete

assessment activities as outlined above.

Year 9 will follow the Expo 3 rouge/vert course for French (Modules 1-6) and Listos 2

for Spanish starting with module 6 from Listos 1 followed by 2,3 and 4 from Listos 2 in

Spanish. At the end of each half-term they will complete assessment activities as

outlined above – these must now aim to replicate genuine GCSE assessments where

appropriate. In the final half term, the groups will be split in to those who have

opted to do GCSE and those who have not. The groups who have opted to study

GCSE will cover a module from AQA Studio for GCSE and a module from AQA Viva

for GCSE and begin working towards practice speaking, writing, grammar and

translation tasks

All KS3 SoW were revised last summer for all year groups in preparation for the new

GCSE specification for 2016/17. Changes were not drastic but involved some

amendments to current areas and the inclusion of some new topics in light of the

planned changes – all changes to KS3 SoW were highlighted in green or pink on the

document. The department will also be teaching 9 hours of EAL at KS3 (groups will

be assigned to NR, JW and JE)

7

KS3 assessment:

Y9 exams and listening tracks are made will be made available on the TDrive in

advance of the Y9 exam period. Y7/8 exams are also available on the TDrive prior

to the as yet TBC exam dates during the June exam period. Each half term students

will complete an assessed task – detailed below (subject to change due to

forthcoming changes to the GCSE specification)

Below are the long term French Scheme of Work plans for Key Stage 3 –

complete with assessment dates labelled in yellow. A much more detailed

version of the Scheme of Work can be found on the MFL section of the T

Drive:

8e1, 8e2, 8e3, 8w1,

8w2, 8w3

Module and

assessment date

Famille et domicile

(Speaking

assessment

by w/c 17/10)

Temps Libre

(Reading and

writing assessment

by w/c 12/12)

Les sorties

(Speaking

assessment

by w/c 6/2)

Manger et boire

(Reading/writing

assessment

by w/c 3/4)

Voyages et

vacances

(Speaking

assessment

w/c 22/5)

Les copains

(Reading/writing

assessment

w/c 10/7)

9e1, 9n1, 9w1, 9e2,

9n2, 9w2, 9e3, 9n3,

9w3

Module and

assessment date

Ça t’intéresse

(Speaking

assessment

by w/c 17/10)

L’avenir

(Reaading/writing

assessment

by w/c 12/12)

En bonne santé

(Speaking

assessment

by w/c 6/2)

Il était une fois

(Reading/writing

assessment

by w/c 3/4)

On y va

(Speaking

assessment

w/c 22/5)

Les droits des

jeunes

(Speaking

assessment

w/c 10/7)

8

Below are the long term Spanish Scheme of Work plans for Key Stage 3 –

complete with assessment dates labelled in yellow. A much more detailed

version of the Scheme of Work can be found on the MFL section of the T

Drive:

8W1, 8W2, 8W3, 8E1, 8E2

Module and

assessment date

2: Tú y yo

(Reading and writing

assessment

by w/c 17/10)

3: iVamos al instituto!

(Speaking assessment

w/c 12/12)

4: En casa


assessment

by w/c 06/02)

5. Mi pueblo


w/c 3/4)

6: El tiempo libre


assessment

w/c 23/05)

9e1, 9n1, 9w1, 9e2, 9n2,

9w2

Module and assessment

date

2: La comida


assessment

by w/c 17/10)

3: De compras


w/c 12/12)

4: El turismo


assessment

w/c 06/02)

5: iDiviértete!


by w/c 3/4)

6: La salud


assessment by

w/c 23/05

9

KS4 Curriculum overview

Year Groupings Time allocation (in

periods) per week

Subject delivered

10A/FR1 1 group (15 students) split in

to two small groups

3 periods (2x SoW, 1x

grammar/translation)

French (2x SoW, 1x


10D/SP1 1 group (15 students) 3 periods (2x SoW, 1x


Spanish (2x SoW, 1x


French and Spanish lunchtime revision will also run one day per week – JE/PD/JS/NR will deliver French

on a rota and JW/CB will deliver Spanish – students TBC in September 2016. Tuesday evening will be the

department’s optional revision evening for students – a staffing rota will be drawn up by PD in

September 2016.

The GCSE course is now a two year course (with AQA) divided into four skills areas;

speaking (25%), listening (25%), reading (25%) and writing (25%). Students will be

levelled 9-1 as opposed to the traditional A*-G.

Common everyday survival situations are covered for example in a shop or café,

and much more authentic will be used to teach and examine students. In addition,

students will also have to express opinions on, and talk about issues such as work,

family and leisure at length and in a spontaneous way. ALL four elements of the

course will now be tested with an exam at the end of the course, following the

abolition of controlled assessments. The speaking and writing elements will take the

form of final examinations – the speaking will involve role-play, picture discussions

and conversations (all unprepared) and the writing will involve lengthy pieces on a

range of topics, as well as some translation from English in to Target Language.

There is a course structure which must be followed in order to cover everything by

the end of the two year programme – this will be emailed out and made available

on the TDrive and can also be found below. AQA is the exam board for our new

GCSE French and Spanish. Assessment units are listed below, followed by a more

detailed breakdown overleaf:

PAPER1: Listening (25%) – Final examination (choice of Foundation / Higher tier)

PAPER 2: Speaking (25%) – Final examination (choice of Foundation / Higher tier)

PAPER 3: Writing (25%) – Final examination (choice of Foundation / Higher tier)

PAPER 4: Reading (25%) – Final examination (choice of Foundation / Higher tier)

PLEASE NOTE – students must complete the same tier (higher or foundation) for ALL units.

Students will also be expected to stay after school at different periods throughout the year

for some compulsory Period 7 sessions, aimed at preparing students more effectively for

different strands of the examination period – exact dates TBC.

The dates of exams for the current cohort of Y10 students will not be until the end of Y11 –

and these dates are not yet available to be published (they will appear in next year’s

handbook)

The department will also identify certain students to be entered for GCSE Polish and will work

with Agnes/Dorota to prepare students accordingly.

11

GCSE Course structure 2016-17

WEEK COMMENCING MODULE

05/09/16 Module 1 - recap

12/09/16 Module 1

19/09/16 Module 1

26/09/16 Module 1

03/10/16 Module 1

10/10/16 Module 1

17/10/16 Module 1

24/10/16 Half Term

31/10/16 Mock assessments? Module 2

07/11/16 Module 2

14/11/16 Module 2

21/11/16 Module 2

28/11/16 Module 2

05/12/16 Module 2

12/12/16 Mock assessments? Module 3

19/12/16 Half Term

26/12/16 Half Term

02/01/17 Module 3

09/01/17 Module 3

16/01/17 Module 3

23/01/17 Module 3

30/01/17 Module 3

06/02/17 Module 3- mock assessments

13/02/17 Half Term

20/02/17 Module 4

27/02/17 Module 4

06/03/17 Module 4

13/03/17 Module 4

20/03/17 Module 4

27/03/17 Module 4

03/04/17 Module 4

10/04/17 Half Term

17/04/17 Half Term

24/04/17 Module 4

01/05/17 Module 4

08/05/17 Module 4

15/05/17 Module 4 – mock assessments

22/05/17 Module 5

29/05/17 Half Term

05/06/17 Module 5

12/06/17 Module 5

19/06/17 Module 5

26/06/17 Module 5

03/07/17 Complete module 5

10/07/17 Work Experience

17/07/17 Work Experience

In addition to the assessment periods above, students will also complete mock exams at

stages throughout the year – exact dates TBC. These exams will be marked and results shared

with students.

12

Staff and responsibilities:

James Edwards – Head of MFL

Natasha Rouse – Assistant Head of MFL

Cheryl Booth – Assistant Principal, Teacher of MFL

Pauline Dupuis – Teacher of MFL

Jessica Wheeldon – Teacher of MFL

James Sutton – Teacher of MFL (NQT to be mentored by PD)

Nic Lightfoot ([email protected]) – MFL department’s Governor attachment

Safe-house rota (shared between MFL and Computing):

1 2 3 4 5 6

Monday JE BRK. OUT

JW

L3

PD

L2

NR

L3

MFL

OFFICE

CB

E2

Tuesday JS

L1

JE

L1

CB

H1

PD

L2

NR

L3

JE

L1

Wednesday MFL

OFFICE

JW

L2

CB

L1

JE

C1

JW

L1

PD

L2

Thursday JE

L1

MFL

OFFICE

NR

L3

PD

L2

JS

L1

PD

L2

Friday CB

M2

MFL

OFFICE

MFL

OFFICE

MFL

OFFICE

MFL

OFFICE

MFL

OFFICE

Rooms and equipment

The department occupies three classrooms – L1, L2 and L3. The department will also

be making use of the breakout space and ICT/English/Maths/Humanities rooms for

lessons. Rooms must all keep the standard classroom layout and each room should

contain the same equipment. The department has a netbook trolley with 24

mailto:[email protected]

13

netbooks and a laptop trolley with 28 laptops, which is shared with the Computing

department. The netbook and laptop key can be found on the key hook in the MFL

office, and should be returned here once finished with. All laptops and netbooks

must be returned to the correct trolley once finished with – not left on the top of

trolleys – and they must also be plugged in correctly. Both trolleys will be block

booked on the room booking system, and the department should use the manual

booking form in the MFL/ICT office to book. We also have a set of headphones

which will be kept at the back of L1. These should be returned neatly after use and

not be left in other areas to avoid them getting lost or damaged. These headphones

must NOT be leant out to students who come to ask from other departments. The

same applies to laptops/netbooks unless requested in advance to JE.

Equipment such as glue sticks, felt tips, scissors, crayons etc. should also not be lent

out to students who come asking from other departments, and staff in MFL should

take particular care to ensure that students look after equipment appropriately and

return all equipment to the correct place after use.

Curriculum Development time

Every week, the MFL department has an hour of curriculum development time

timetabled which involves JE, NR, CB, PD and JS. JW is teaching at this time. This time

will be used positively to complete marking scrutinies, create new resources and

make forward thinking plans for changes to KS3 and KS4 curricula. It will also be an

opportunity for staff to share good practice with each other and trial new ideas on a

weekly basis. An agenda item ‘sharing good practice’ will also be on the agenda

for each department meeting. One member of staff will also attend TAG meetings in

the local area, where time and funding allows. In terms of CPD delivery, JE will assist

in the delivery of the lesson observation feedback CPD with MS on 20th September,

and all of the department will be involved with the school Direct training days (‘in

the shoes of EAL learner’ sessions)

Displays statement

The department has three classrooms and a breakout space. Each of these areas

have a number of display boards which should be updated regularly throughout the

year. Two displays in the breakout will be dedicated to trips (Paris and Barcelona)

and the other will be split in to three: pen-pal project, wall of pride and students of

the month. The aim of these displays will be to celebrate the fantastic work our

students complete and what they achieve. Each teacher should contribute to the

updating of the Wall of Pride in each classroom, and JE will select the best pieces to

display on the breakout Wall of Pride each half-term. SLT will in-turn select the best

pieces to appear on the SLT Wall of Pride.

14

Class lists

Each member of staff has been provided with lists for each of their teaching groups.

These lists as well as relevant data can also be obtained from SIMS. Registers must

be completed using SIMS at the start of every lesson – this may also be completed

on the ipads provided to staff at the end of the 2015-16 academic year.

Staff Absence/Cover

In the event that a member of staff is absent, staff should call/email JE, email BG

and contact school reception/Julie Stott. Staff are expected to email their work in

to school for the duration of their absence but JE will be responsible in case this isn’t

possible – and will print all work out. Staff should ensure that work set includes an

appropriate objective and an appropriate piece of work for students to complete. If

long periods of absence occur the Head of Department will set work of a suitable

nature for the class. Staff should make sure that if they know they will be absent in

advance (on external training/hospital appointment for example) that the correct

lesson pro-forma sheet is used. A copy of this can be found on the TDrive.

Health and Safety

Staff should take care to ensure that their own working area is a safe learning

environment by ensuring that the space is tidy, clear ground rules are set regarding

behaviour and any concerns should be reported to the site staff immediately.

Health and Safety checks are carried out by site staff and any instructions given to

staff as a result should be followed up immediately.

The break-out space and MFL/ICT office are working areas and these spaces must

be kept tidy – any items left for a long period of time will be removed. The area must

be kept clear when teaching groups are operating in there.

Visits

Where appropriate, visits will be arranged to enhance learning and teaching within

the curriculum. Visits will be arranged by teachers within the department following

the school’s visits policy. The member of staff will be responsible for completing all

risk assessments for the visits and ensuring that these are provided to all the relevant

members of staff. Following the success of last year, the department will be taking a

trip abroad, to Paris in 2017 – 29th March – 2nd April – JE will be leading the trip.

15

Languages Week:

The MFL department is committed to holding a continually growing Languages

Week every year, aimed at opening students’ eyes to a world of new languages

and cultures, with activities ranging from Italian art, French crepe making, Italian

pizza making Spanish dancing, Capoeira and visits from special guests including a

professional French chef and professional footballers from Notts County FC. This

year’s week will take place Monday 24th - Friday 28th April and the department will

be going all out to top last year’s week. An article from a previous newsletter can

be found below.

16

Independent learning statement

In line with the Academy’s new Independent Learning Policy, staff must set

homework to students in Y7-9 on a minimum of a bi-weekly basis, with homework

expected to be set on the following days: Tuesday (Y7), Thursday (Y8), Tuesday (Y9

West), Wednesday (Y9 East and North). In addition to this, homework must be set at

least once a week for Y10 students, on Monday for Option A/D and Thursday for

Option B/C. There will be no time specified for the duration of homework as there is

an expectation that students will complete tasks to their best ability and the time for

this will vary amongst students. Homework should be differentiated in order to

ensure that all students are set tasks which are appropriate and are at the required

level to extend their learning. If students would like to complete additional tasks

outside of school to extend and consolidate their learning every department

publishes links to online learning activities and websites which will offer students

further enrichment. These can be found on the curriculum pages of the school

website. Students working at an elite standard will also be encouraged to undertake

additional cross-curricular enquiry tasks throughout the year as an opportunity to

deepen their thinking and develop independent enquiry skills. Students working at

any standard will have the opportunity to carry out the tasks.

Assessment and Marking statement

Students will be given clear targets and levels at the beginning of the academic

year (via stickers) which will be stuck on the front of their books. These targets will be

revisited and amended where appropriate throughout the year. With OFSTED and

departmental QA focusing heavily on progress over time, the effective marking of

exercise books will be compulsory.

All staff should mark in GREEN pen and any peer assessment may be done in PURPLE

pen. Marking must include active and continuous use of pink and green highlighters

to show a clear DIALOGUE between staff and students – questions must be asked by

staff and highlighted in pink, with student response (optional purple pen) highlighted

in green – this should be common practice whenever staff mark books in order to

show evidence of progress over time.

Verbal feedback stamps must also be used regularly, with staff/students writing a

one or two word comment of what the feedback involved.

Each half-term all members of staff will deliver an assessed task which they will be

expected to mark. At Y7/8/9 students will complete speaking and reading/writing

assessed tasks, and these will alternate each half term. For Y8 and Y9 sets who study

French AND Spanish, HT1 will be speaking in French, reading/writing in Spanish, and

this will again alternate each half term. Dates for assessments can be found in the

key dates section at the end of the handbook. The speaking task will be in the style

of a role-play or picture discussion, and the reading/writing task will include some

17

reading activities, some translation activities and a piece of writing, which are in line

with the expected changes to the GCSE specifications. These tasks have been

prepared and saved on the T Drive and will be ‘unseen’ to students and done in

exam conditions – at specified times each half term – in light of the unpredictable

nature of the new GCSE specification, this has to be the way forward. Staff may

amend the tasks at their discretion, should they feel it necessary. In conjunction with

the assessed task, a literacy focus task must also be completed and marked with

comments on what students have done well/still need to improve on (on pink

paper). This will form part of the formal assessment task. Following completion of the

tasks, a Learning Log must be completed by staff, and stuck in to books next to the

assessment. It must include students’ strengths, as well as areas for development. This

process is not optional and MUST be completed for each group at the same stage

during EACH half term – dates below. For speaking assessments which are in the

style of a role-play, this will be carried out between teacher (4 questions) and

student (1 question) – role-plays will last for a maximum of 1.5 minutes and should be

levelled accordingly including strengths and areas for development. Picture

discussion could be done as a paired activity and should last 2 minutes for Y7, 2.5

minutes for Y8 and 3 minutes for Y9. Students will have two minutes to prepare for

their assessment but this should ONLY take place when the previous student/pair is

being assessed. This process will be re-capped at the first department meeting in

September 2016. For the reading/writing assessments, the Literacy Focus task will

have a set number of marks available, and will not be levelled – similar to the

translation activities. The reading activities (True/False and questions in English) will

no longer be levelled – rather marked, with strengths and areas for development

shared, as too with the writing piece. Reference may be made to relevant

‘Shirebrook Standards’ for these assessments, where appropriate.

Marking of books should be positive and should give students information on how to

progress to the next ‘Shirebrook Standard’ or stage/how to improve. Students should

be aware of the ‘Shirebrook Standard’ at and towards which they are working and

be able to assess their own performance against this. Where possible, work marked

should make reference to the relevant ‘Shirebrook Standard’ with the Academy

now working towards ‘life after levels’. Wherever possible students will be involved in

self and peer assessment – this may be evidenced in purple pen

At KS4 exercise books may be used more for practice tasks that do not require

marking but if this is the case students should have a folder with final pieces of work

which have evidence of marking.

Marking scrutiny will be conducted each half-term by JE/NR every half term as part

of the Academy’s new Learning and Teaching Monitoring Schedule. A random

sample of 6 books across all year groups will be scrutinised, and these will be

selected at random by the person conducting the scrutiny. The Marking and

Independent Learning Scrutiny document will be typed and shared with individuals,

followed by a ‘Positives and Actions’ sheet which will be shared with SLT. In addition

to the formal marking scrutiny, the Head of Department/Assistant Head of

Department will also carry out some random, unannounced drop-in marking scrutiny

18

in order to get a regular overview of marking within the department. Feedback

should highlight areas of consistency and areas for development across the

department. Feedback for all members of the department will be shared on one

document following completion. Staff will be expected to show evidence of a

translation task (on green paper), an ‘authentic’ task (on blue paper) and a ‘literary’

task (on pink paper) each half term.

The formal marking scrutiny dates will be as follows and will take the following

pattern: Half Term 1 – Tuesday 20/9, Tuesday 11/10; Half Term 2 – Tuesday 15/11,

Tuesday 6/12; Half Term 3 – Tuesday 17/1; Half Term 4 – Tuesday 7/3, Tuesday 28/3;

Half Term 5 – Tuesday 9/5; Half Term 6 – Tuesday 20/6. In addition, SLT will also be

conducting whole school marking scrutiny each half-term – dates detailed below.

Learning walks and student voice must also be completed – dates detailed at the

end of the handbook in the Learning and Teaching Monitoring Schedule document.

When the time comes for students to move on to a new book, the old book must be

stuck to the new one using a glue stick, in order to show that marking and student

progress remains consistent over time. If students reach a third book, they may take

their previous two home.

Target Language statement:

Target Language must be used regularly by staff in MFL during every lesson – in Y7

and Y8/9 high achievers groups, Target Language must be the majority language

spoken by staff in order to set standards to students and develop aural skills. Target

language should be used for all basic instructions and greetings, including

introducing all activities in a lesson. For lower ability groups it should be at the

teacher’s discretion how much Target Language to use, but if we start strongly in Y7,

moving forward we should be able to maintain high standards throughout. Students

from Y7 will be encouraged to use Target Language and staff are encouraged to

include regular speaking opportunities in class – students should be made to use

target language for basic greetings as well as asking and answering questions in

class – which will be a key requirement of the new GCSE. A Target Language sticker

will be provided for all students in each year group and regular use should be made

of this, with opportunities to add to it throughout the year.

Stubbin Wood statement

The department is committed to forging links in the community and across other

schools. The link we have with Stubbin Wood will be used this year to create cross-

school projects/teaching opportunities – a meeting will be scheduled in the winter

term to create such plans.

School to school support

The department is committed to providing support to other schools across the local

network as and when required throughout the year. Provisional plans are in place for

some school-to-school support with Aston Academy in Rotherham. Plans are also in

place with CB/JE to support Swanwick Hall with delivering a session on whole-school

EAL strategies in the autumn term.

19

Staff timetables

CB

P1 P2 P3 P4 P5 P6

Mon SUP/COV

(10D/SP1)

MFL3

SPANISH

SUP/COV

(10D/SP1)

MFL3

SPANISH

8W/MF3

EN1

SPANISH

9N/MF1

EN2

SPANISH

Tue 7W/MF1

MA1

FRENCH

8W/MF1

HU1

FRENCH

SUP/COV

(10D/SP1)

MFL3

SPANISH

ISO ISO

Wed SLT

SLT 9N/MF1

MFL1

SPANISH

8W/MF3

MFL1

SPANISH

PPA 7W/MF1

MA2

FRENCH

Thu

CD OC 7W/MF1

MFL3

FRENCH

8W/MF1

MFL3

FRENCH

Fri 9N/MF1

MA2

FRENCH

OC

PD

P1 P2 P3 P4 P5 P6

Mon 9W/MF1

MFL2

SPANISH

8E/MF2

MFL2

SPANISH

9E/MF2

MFL2

SPANISH

(FRENCH)

SUP/COV

(10A/FR1)

MFL1

FRENCH

SUP/COV

(10A/FR1)

MFL1

FRENCH

Tue 7W/MF3

MFL2

FRENCH

MENTOR

JS

SUP/COV

(10A/FR1)

MFL1

FRENCH

9W/MF1

MFL2

SPANISH

9E/MF2

MFL2

SPANISH

(FRENCH)

8E/MF3

MFL2

FRENCH

Wed PRIMARY PRIMARY

PPA 9W/MF1

SC5

FRENCH

9E/MF2

MFL2

FRENCH

(SPANISH)

7W/MF3

MFL2

FRENCH

Thu 8E/MF3

MFL2

FRENCH

CD PPA

9YN/MF1

MFL3

FRENCH

7W/MF3

MFL2

FRENCH

8E/MF2

MFL2

SPANISH

Fri 7MS/HU

MFL2

STREET

7MS/HU

MFL2

STREET

7MS/HU

MFL2

STREET

8PD

EN2

PSHE

7MS/HU

MFL2

STREET

7MS/HU

MFL2

STREET

JE

P1 P2 P3 P4 P5 P6

Mon EAL

ICTB

9W/MF2

MFL1

SPANISH

(FRENCH)

8E/MF3

MFL1

SPANISH

9E/MF3

MFL1

FRENCH

10A/FR1

MFL1

FRENCH

10A/FR1

MFL1

FRENCH

Tue EAL

ICTB

7E/MF1

MFL1

FRENCH

10A/FR1

MFL1

FRENCH

9W/MF2

MFL1

SPANISH

(FRENCH)

9E/MF3

MFL1

FRENCH

8E/MF1

MFL1

SPANISH

Wed OC

7E/MF1

MFL1

FRENCH

SUP/COV

(9N/MF3 JS)

MFL3

FRENCH

9W/MF2

SC6

FRENCH

(SPANISH)

9E/MF3

ICT3

FRENCH

PPA

Thu 8E/MF1

MFL1

SPANISH

CD 7E/MF1

MFL1

FRENCH

OC 8E/MF3

HU2

SPANISH

Fri 8EW/EN1

EN2

ENGLISH

EAL

ICTB

PPA

NR

P1 P2 P3 P4 P5 P6

Mon 7E/TE4

PL

TE1

TECHNOLOGY

7E/TE4

PL

TE1

TECHNOLOGY

8W/MF2

MFL3

FRENCH

9E/MF1

MFL3

SPANISH

SUP/COV

(TA/FR1)

MFL1

FRENCH

SUP/COV

(TA/FR1)

MFL1

FRENCH

Tue 7W/MF2

MFL3

FRENCH

7E/MF3

MFL3

FRENCH

8W/MF3

MFL3

FRENCH

EAL

ICTB

9E/MF1

MFL3

SPANISH

OC

Wed PPA 7E/MF3 EAL 8W/MF2 9E/MF1 7W/MF2

20

MFL3

FRENCH

ICTB MFL3

FRENCH

MFL3

FRENCH

MFL3

FRENCH

Thu EAL

ICTB

CD 7E/MF3

MFL3

FRENCH

9YN/MF2

MFL3

FRENCH

7W/MF2

HU1

FRENCH

8W/MF3

HU1

FRENCH

Fri 7MD/HU

STREET

HU3

7MD/HU

STREET

HU3

7MD/HU

STREET

HU3

PPA

JS

P1 P2 P3 P4 P5 P6

Mon PPA

9W/MF3

SC5

FRENCH

8E/MF1

EN2

FRENCH

9N/MF3

MFL2

FRENCH

Tue 7W/MF4

MFL1

FRENCH

MENTOR

PD

SUP/COV

(TA/FR1)

MFL1

FRENCH

9W/MF3

MA1

FRENCH

8E/MF2

MFL3

FRENCH

Wed PRIMARY PRIMARY

9N/MF3

MFL3

FRENCH

9W/MF3

MFL2

FRENCH

PPA 7W/MF4

EN1

FRENCH

Thu 8E/MF2

MFL3

FRENCH

CD

PRIMARY PRIMARY 7W/MF4

MFL1

FRENCH

8E/MF1

MFL1

FRENCH

Fri 9N/MF3

HU2

FRENCH

7CH/HU

HU2

STREET

7CH/HU

HU2

STREET

7CH/HU

HU2

STREET

7CH/HU

HU2

STREET

7CH/HU

HU2

STREET

JW

P1 P2 P3 P4 P5 P6

Mon 10D/SP1

MFL3

SPANISH

10D/SP1

MFL3

SPANISH

8W/MF1

EN3

SPANISH

PPA 9N/MF2

MFL3

SPANISH

(FRENCH)

Tue PPA 7E/MF2

MFL2

FRENCH

8W/MF2

MFL2

SPANISH

10D/SP1

MFL3

SPANISH

SUP/COV

(9E/MF3 JE)

MFL1

FRENCH

9YN/EN7

EN6

ENGLISH

Wed 7W/TE5

PL

TE3

TECHNOLOGY

7E/MF2

MFL2

FRENCH

9N/MF2

MFL2

SPANISH

(FRENCH)

8W/MF1

ICT1

SPANISH

10C/EAL

MFL1

10C/EAL

MFL1

Thu PPA 10C/EAL

MFL1

7E/MF2

MFL2

FRENCH

SUP/COV

(9YN/MF2 NR)

MFL3

FRENCH

SUP/COV

(7W/MF3 PD)

MFL2

FRENCH

8W/MF2

SC6

SPANISH

Fri 9N/MF2

AR5

FRENCH

(SPANISH)

7NF/HU

AR5

STREET

7NF/HU

AR5

STREET

7NF/HU

AR5

STREET

7NF/HU

AR5

STREET

7NF/HU

AR5

STREET

Schemes of work

Schemes of work for KS3 and KS4 can all be found on the Tdrive, as well as GCSE

schedules which will now be different with the new course material to be used over

the two year course. In terms of the new GCSE specification for 2016/17, the KS3

SoW amendments including new topics, key tasks etc. must be adhered to, in

addition to seeking regular opportunities to stretch and challenge students. All

changes to KS3 SoW have been highlighted in green or pink on the document.

21

Rewards and Sanctions statement

The MFL department endeavours to work within the Academy’s discipline and

behaviour policy at all times.

Rewards

Students should receive praise in the classroom for good contribution to

lessons

When marking books positive comments should be written where appropriate

as well as using praise stickers, stamps etc.

The department will be required to elect students to receive awards at

various points throughout the year.

Staff should send postcards home to at least three students per half term,

praising them for their efforts/achievements in MFL. Staff must write these

cards, address them using SIMS and pass to JE for posting – a list of students

will then be collated.

All staff should choose ONE student of the month and send the student to JW

to photograph for producing posters which should be displayed on the

display board in the breakout space. These will also be passed to Brett

Nussey to display on the department’s digital display board. Students will

receive a badge as a prize

The department will also commit to the whole school ‘Shirebrook Stars’

program and record praise on Sims Learning Gateway at regular intervals

throughout the year

Behaviour policy (full version can be found on the T Drive)

24

Key Skills Statement

The department will endeavour to support the whole school focus on literacy,

numeracy and ICT. On lesson plans any links to key skills should be highlighted in the

relevant section.

The department has an academic word list where key words have been highlighted

for our department; we will try to make use of these words during lessons to

contribute to the Academy’s focus on developing literacy.

The department tries to incorporate number sequences, graphs and puzzles when

learning numbers in French / Spanish.

The department uses a large amount of ICT to aid learning and teaching with

subscriptions to software specific to MFL (Linguascope, Expo, Listos) as well as

encouraging the use of Microsoft office through various tasks set, and online

programmes such as ‘Mi Vida Loca’ and iPad apps such as Kahoot.

The Academy is lucky to have access to a number of iPads and mini iPads – these

are available through the room booking system and members of the department

should endeavour to use these at least three times throughout the year in order to

support the department’s target of maximising students’ use of target language

Literacy statement

Any stickers relating to the whole school Literacy foci must be displayed clearly in

students’ exercise books.

As detailed above, each half-term all students must complete a literacy focus task

(pink paper) which must be completed and marked with comments on what

students have done well/still need to improve on – this may be done as peer

assessment (in optional purple). This should be stuck in books on pink paper.

The department has also invested in some reading books and Target Language

magazines which can be used in conjunction with high achievers groups (specifics

TBC). The department has requested a book-shelf/stand for any authentic

resources/realia to display for easy access and use in the break-out space. We also

have a new ‘Enable Table’ which should be used to offer extension tasks to students,

offering the opportunity to work with authentic material.

Equal opportunities statement

The department tries hard to ensure that every student has the opportunity to reach

their potential.

We have had the opportunity to set groups at KS3 which enables some students to

be challenged further and some students will be able to receive more support,

especially at Y9 where students now have the opportunity to study BOTH French

AND Spanish – which means they can choose both at GCSE moving forward. A small

25

group of Y9 students have also chosen MFL as their ‘extra’ option, allowing us to

create smaller groups, which will allow students to make progress quicker via tailored

support and a more focused provision.

All members of the department use a seating plan for each class, and notes are

made on here regarding Pupil Premium students and what is done to support them.

The department will continue to facilitate EAL students in the Academy in achieving

a qualification in their own language. The MFL department has 12 hours of EAL

timetabled – and these will be split between JE (4), JW (4) and NR (4)

The department has been lucky to be able to split the GCSE groups in to two,

allowing all members of staff to have some GCSE teaching time. The Spanish group

will stay as one group of 15, with JW and CB sharing the teaching commitment,

while the French group will split in to a group of 8 and 7, with PD (2) and NR (1)

attached to one group, and JE (2) and JS (1) attached to the other. It is envisaged

that the member of staff with 2 hours will deliver the SoW and the member of staff

with one hour will deliver a lesson based around grammar, translation and oral

efficiency.

Meetings

The department meets regularly to discuss school and department issues. These

meetings take place in directed time. The agenda for these meetings will be set by

the Head of Department and emailed out in advance. Agenda items may include:

Reviewing the curriculum

Evaluating new initiatives

Identifying department development needs

Reviewing resources

Setting tasks and deadlines for work delegated

General administration

Report back/discussion of whole school issues arising from cross-curricular

meeting groups

Discussion of feedback from department monitoring

Sharing of best practice

Assertive mentoring

Literacy

Monitoring of GCSE groups

Planning for whole-school/department events (open evenings, languages

week, winter wonderland, Paris trip etc.)

Quality Assurance

The department works together as a team – informal meetings are always taking

place within the area. In addition to department meetings staff will be expected to

attend the relevant year team meetings and any other directed time meetings as

directed on the school calendar.

When a department meeting takes place and JE has another meeting to attend,

NR will take on the role of setting an agenda and taking minutes. If both are

unavailable, CB will take on this responsibility. If three or more members of the

26

department are out at other meetings, the department meeting will either be

rearranged or Head of Department will delegate a number of curriculum

development based tasks. In addition to department meetings, Thursday P2 will be

timetabled Curriculum Development time – all members of the department have

this timetabled except JW who is teaching at this time.

PL

Across the year a number of compulsory PL sessions will be timetabled after school,

which all members of the department must attend. In addition, some members of

the department may be expected to deliver PL sessions – the calendar will be issued

in September and staff should check this carefully. Although it is not essential to

attend all voluntary PL sessions, special recognition is given to departments who

have attended the most at the end of the year.

Primary mission

PD/JS will continue to forge links with local primary schools, and will be out of the

Academy for six hours every week (PD for 4 and JS for 2) delivering lessons to primary

students at feeder schools. In addition to this, the department will continue to offer a

Primary session for Y6 students as part of the whole school transition programme in

July.

The Y5/6 open evening will take place in September and members of the

department will be expected to take part in this as appropriate – it usually involves

food and dressing up.

Teach First student

The department will not be making themselves available to receive a Teach First

student this year, as the department is already over-staffed. JS will complete the

second year of his Teach First programme as a NQT.

Schools Direct student

A Schools-Direct student will complete their second placement from February to

Easter with us. Fiona Kellaway was inducted in July 2016 ready for her placement

from February.

PGCE student

The department will not be making themselves available to receive a PGCE student

this year, as the department is already over-staffed.

27

University statement

The department has made strong links with the University of Nottingham over the last

few years, with five of the department being Nottingham graduates! This

relationship will continue via mentor meetings and LERG group meetings at regular

intervals throughout the year – these meetings are optional but are often useful in

terms of curriculum development and moving forward. They will be offered to all

members of the department as and when dates are sent through via email.

At some point through the year, some staff may be given the opportunity to sit in on

a PGCE interview session at university – if cover allows.

JE will also continue to attend termly TAG meetings in the local area, which provides

a valuable opportunity to discuss all things MFL related with other local Heads of

Department.

Reporting to parents

Parents are informed of the progress of their son/daughter through whole-school

target review days. This includes information on homework, effort, target levels and

current levels. The new whole-school Sims Gateway will also be used regularly to

inform parents of positive/negative achievements/behaviour points – this will be

readily accessible by parents.

Staff should send at least three praise postcards each half-term to parents to inform

them of their son’s/daughter’s achievements, effort or improvement in MFL. Staff

must write these cards, address them using SIMS and pass to JE for posting – a list of

students will then be collated. The parents of any student underachieving are also

notified via letter or phone call. In cases of persistent poor behaviour, the Head of

Department will contact parents to arrange a Period 7 detention. In all cases

parents are invited to contact the department to discuss any matter affecting their

child’s MFL education. Where it is felt appropriate parents may be contacted by

telephone and invited to meet the member of staff.

Further to this teachers will be asked regularly to nominate someone from their

classes to receive a whole school certificate for effort, achievement or progress.

Staff should maintain informal contact with parents (especially those of GCSE

students) via the Academy’s text message service which is accessed via Julie

MacDonald or Cheryl Greveson in admin. Parents should be informed regarding

revision sessions and Controlled Assessment deadlines in order to push students to

remain focused on their studies.

If a student is removed to the safe-house, parents should be informed either by text

message or phone call, and Head of Department/Assistant Head of Department will

take on this responsibility if On-call is needed.

28

Department Improvement plan

The Department Improvement Plan is located on the TDrive and will link in many

areas to the Whole School Improvement Plan and MFL QA targets.

Classroom layout

All classrooms in the department should have the same layout, with seats facing

forward, textbooks easily accessible, and resources such as crayons, rulers, glue,

scissors etc. visible and in full supply. Students’ exercise books should also be stored

neatly at the front or back of the room in book boxes, clearly labelled with sets on

the front. The breakout space will also be able to accommodate classes of up to 18

– because of this, the break-out area must be kept neat and tidy.

Learning walks/quality assurance

Informal and relatively unannounced learning walks will be carried out at random by

Head of Department/Assistant Head of Department, with a focus on teaching,

learning, behaviour and marking. Findings of these may be shared with member of

staff via email and/or the Academy’s official pro-forma, and will be carried out

purely on a developmental basis.

In line with the Academy’s QA process, two formal QA observations (with lesson

plans typed up using the new proforma) will take place with Head of Department

and MC/NS – one in Autumn and one in Spring (dates TBC). There will also be

scheduled learning walks requested by LW as part of the drive on L&T across the

school.

The first round of QA is as follows:

Wednesday 5th October 2016 – P6 – NR (JE/NS)

Tuesday 11th October 2016 – P4 – JS (JE/NS)

Wednesday 12th October 2016 – P3 – CB (JE/MC)

Thursday 13th October 2016 – P3 – JE (NS/MC)

Monday 17th October 2016 – P6 – JW (JE/MC)

Data collection

During each half term staff will be expected to input data on to SIMS about the

classes they teach. This will be used to fuel department meetings, line management

meetings and Target Review Days. Where groups are shared this should be done by

the member of staff who has the majority – and where Y8 and Y9 have French and

Spanish, data should be filled in based on French attainment.

Budget statement:

MFL:

Budget holder: JE

Budget amount: £1302

Budget code: D6080 (MFL)

If anything needs ordering for the department, this should be run by JE who will

assess whether funds are sufficient to fulfil the request.

29

EAL:

Budget holder: JE

Budget amount: £400

Budget code: D6085 (EAL)

If anything needs ordering for the department, this should be run by CB/JE who will

assess whether funds are sufficient to fulfil the request.

30

Half Term 1 Wednesday 7 September- Friday 21 October 2016

Dates Learning and Teaching

Monitoring By Whom Action

Week 1 7-9

September

Behaviour and Settling of students

Teachers

HoD

Teachers meet and greet students at door/on corridor

Teachers explain Shirebrook Standard to students and classroom expectations

Seating plans in place

Teachers inform HoD of any students whose behaviour has not been to standard on first week, record on SIMs Learning Gateway and contact home

Teachers inform HoD of any students who have made an outstanding start, record on SIMs Learning gateway and contact home

Week 2 12-16

September

Learning Walk of Key Stage 4

HoD/Seconds in Department

Learning Walk Proforma completed-copy for HoD and Teacher

Individual ‘Positives and Actions’ section on Learning Walk Proforma shared and discussed by HoDs/Seconds in Department with teachers.

Department ‘Positives and Actions’ sheet completed by HoD/Seconds in Department and shared with department, SLT Line Manager and LW

Week 3 19-23

September

Marking and Independent Learning

Scrutiny


HoD/Seconds in Department look at a random sample of 6 books per member of staff-must cover all Year groups

Marking and Independent Learning Scrutiny document completed and shared with individual teachers

Department Marking and Independent Learning ‘Positives and Actions’ sheet completed by HoD/Seconds in Department and shared with department, SLT Line Manager and LW

Week 4 26-30

September


Whole School Marking

Scrutiny


SLT


Individual ‘Positives and Actions’ on Learning Walk proforma sheet shared and discussed by HoDs/Seconds in Department with teachers.

Department ‘Positives and Actions’ sheet completed by HoD/Seconds in Department and shared with department, SLT Line Manager and LW.

SLT scrutinise a sample of work taken from a specific Sub Group. LW to complete a Whole school Marking and Independent Learning ‘Positives and Actions’ sheet and share with HoDs and SLT

Link Manager.

Week 5 3-7 October

Line Management Meeting 1

SLT Link Manager SLT Link Manager/HoD to discuss outcomes of Learning and Teaching Monitoring for half term 1-department and individuals

Week 6 10-14 October


Scrutiny



Marking and Independent Learning Scrutiny document completed and shared with individuals

Whole Department Marking and Independent Learning ‘Positives and Actions’ sheet completed by HoD/Seconds in Department and shared with all and SLT Line Manager

Week 7 17-21 October

Student Voice


Survey Monkey Student Voice with a sample of 25-30 students from various Year groups and Sub Groups. HoD/Seconds in Department share Whole Department Student Voice ‘Positives and Action’ outcomes with department.

31

Groups’ Student Voice

Review of Half Term

Learning and Teaching

LW/MC

HoD

LW/MC meet with students from Group whose work has been scrutinised LW to feedback outcomes to Heads of Department via Whole School Student Voice ‘Positives and Actions’ sheet.

Half Term Review ‘Positives and Actions’ sheet for next half term completed and shared with department, SLT Line Manager and LW.

32

Half Term 2 Monday 31 October-16 December 2016



Week 1 31 October-4

November


Teachers

HoD



Week 2 7-11

November






Week 3 14-18

November


Scrutiny





Week 4 21-25

November


Whole School Marking

Scrutiny


SLT





Link Manager.

Week 5 28 November-

2 December



Week 6 5-9 December


Scrutiny





Week 7 12-16

December

Student Voice



LW/MC meet with students from Group whose work has been scrutinised

33


Review of Half Term Learning and Teaching

LW/MC

HoD

LW to feedback outcomes to Heads of Department via Whole School Student Voice ‘Positives and Actions’ sheet. Half Term Review ‘Positives and Actions’ sheet for next half term completed and shared with department, SLT Line Manager and

LW.

34

Half Term 3 Tuesday 3 January-Friday 10 February 2017



Week 1 3-6 January


Teachers

HoD



Week 2 9-13 January






Week 3 16-20 January


Scrutiny


HoD/Seconds in Department look at a random sample of 6 books/exam papers per member of staff-must cover all Year groups



Week 4 23-27 January


Whole School Marking Scrutiny


SLT





Link Manager.

Week 5 30 January-3

February



Week 6 6 February-10

February

Student Voice




LW/MC

HoD



Half Term Review ‘Positives and Actions’ sheet for next half term completed and shared with department, SLT Line Manager and

LW.

36

Half Term 4 Monday 20 February-Friday 7 April 2017



Week 1 20-24

February


Teachers

HoD



Week 2 27 February-

03 March






Week 3 06-10 March


Scrutiny





Week 4 13-17 March




SLT





Link Manager.

Week 5 20-24 March



Week 6 27 March-31

March


Scrutiny


HoD/Seconds in Department look at a random sample of 6 books/exam papers per member of staff-must cover all Year groups



Week 7 3-7 April

Student Voice



LW/MC



37


HoD

Half Term Review ‘Positives and Actions’ sheet for next half term completed and shared with department, SLT Line Manager and

LW.

38

Half Term 5 Monday 24 April-26 May 2017



Week 1 24-28 April


Teachers

HoD



Week 2 2-5 May






Week 3 8-12 May


Scrutiny


HoD/Seconds in Department look at a random sample of 6 exam papers/books per member of staff-must cover all Year groups



Week 4 15-19 May



HoD/Seconds in

Department

SLT




SLT scrutinise a sample of exam papers taken from a specific Sub Group. LW to complete a Whole school Marking and Independent Learning ‘Positives and Actions’ sheet and share with HoDs and SLT

Link Manager.

Week 5 22-26 May


Student Voice



SLT Link Manager HoD/Seconds in

Department

LW/MC

HoD

SLT Link Manager/HoD to discuss outcomes of Learning and Teaching Monitoring for half term 1-department and individuals SurveyMonkey Student Voice with a sample of 25-30 students from various Year groups and Sub Groups.

HoD/Seconds in Department share Whole Department Student Voice ‘Positives and Action’ outcomes with department. LW/MC meet with students from Group whose work has been scrutinised

LW to feedback outcomes to Heads of Department via Whole School Student Voice ‘Positives and Actions’ sheet. Half Term Review ‘Positives and Actions’ sheet for next half term completed and shared with department, SLT Line Manager and

LW

39

Half Term 6 Monday 12 June-Friday 21 July 2017



Week 1 5-9 June


Teachers

HoD



Week 2 12-16 June






Week 3 19-23 June


Scrutiny





Week 4 26-30 June




SLT





Link Manager.

Week 5 3-7 July



Week 6 10-14 July

Student Voice



LW/MC


LW/MC meet with students from Group whose work has been scrutinised

Week 7 17-21 July


HoD Half Term Review ‘Positives and Actions’ sheet for next half term completed and shared with department, SLT Line Manager and

LW

40

A model lesson at Shirebrook Academy

Before the lesson

The classroom is tidy

Resources for the lesson are organized

At the start of the lesson

A lesson plan is available

The teacher meets the students outside the classroom

Students line up quietly and then enter once instructed

Students settle quickly, take coats off and get out necessary equipment

The register is taken

Students write down learning objectives and complete a starter activity

The diamond shaped lesson

Establish links to previous lesson

Outline the learning objectives to the students.

Initial scene setting activity

Main activity (designed to meet the learning objectives)

Summarise and draw together what has been learned

Assessment/evaluation of the lesson (have objectives been achieved?)

Establish the link to the next lesson

Homework is set and recorded on board, in homework diaries and in teacher

planners (allow plenty of time for students to record homework)

Adults in the room should complete any student reports during the lesson

At the end of the lesson

Students ensure the room is left tidy

Students dismissed when silent and in stages

Teacher accompanies students on to corridor to help supervise lesson

changeover

42

Key department dates 2016-17

Wednesday 7th September – Department meeting

W/C Monday 12th September – Data 1 meeting

Tuesday 20th September – MFL marking scrutiny

Thursday 22nd September – Y5-6 Open Evening

W/C Monday 26th September – SLT marking scrutiny

Wednesday 28th September – Department meeting

Tuesday 11th October – MFL marking scrutiny

Tuesday 18th October – Celebration of Success Evening

Wednesday 2nd November – HoD/Department meeting

Monday 7th November – Data 2 open

Wednesday 9th November – Department meeting

W/C Monday 21st November – SLT marking scrutiny

Tuesday 15th November – MFL marking scrutiny

Monday 21st November – Data 2 meeting

Wednesday 30th November – Department meeting

Saturday 3rd December – Winter Wonderland

Tuesday 6th December – Marking scrutiny

Wednesday 7th December – HoD/Department meeting

W/C Monday 2nd January – Start of Compulsory P7

W/C Monday 9th January – Mock exam week

Monday 16th January – Data 3 open

Tuesday 17th January – MFL marking scrutiny

Wednesday 18th January – HoD /Department meeting

W/C Monday 23rd January – SLT marking scrutiny

Friday 27th January – Mock results giving

Monday 30th January – Data 3 meeting

Wednesday 1st February – Y10 parents’ evening

Tuesday 21st February – Paris parents’ meeting

Wednesday 22nd February – Department meeting

Monday 27th February – Data 4 open

W/C Monday 6th March – Mock exam week

Tuesday 7th March – MFL marking scrutiny

Wednesday 8th March – Y9 options evening

W/C Monday 13th March – SLT scrutiny

Monday 13th March – Data 4 meeting

Wednesday 22nd March – Department meeting

Friday 24th March – Mock exam giving

W/C Monday 27th March – Start of Compulsory P7 (5 weeks)

Tuesday 28th March – MFL marking scrutiny

Wednesday 29th March – HoD/Department meeting

Wednesday 29th March – Sunday 2nd April – Paris trip

Monday 3rd April – Data 5 open

W/C Monday 24th April – Y7/Y8 exams start

W/C Monday 24th April – Languages Week

W/C Monday 24th April – Start of Compulsory P7

Wednesday 26th April – Department meeting

Tuesday 2nd May – Data 5 meeting

Wednesday 3rd May – HoD/Department meeting

W/C Monday 8th May – Mock exam week

43

W/C Monday 8th May – Y9 exams start

Tuesday 9th May – MFL marking scrutiny

W/C Monday 15th May – SLT scrutiny

Thursday 18th May – CASA Hotel event for new teachers

Friday 26th May – Mock results giving

Wednesday 7th June – Department meeting

Monday 12th June – Data 6 opens

Wednesday 14th June – HoD/Department meeting

Tuesday 20th June – MFL marking scrutiny

W/C Monday 26th June – SLT marking scrutiny

Monday 26th June – Data 6 meeting

Wednesday 28th June – Department meeting

Saturday 1st July – Family Fun Day

Wednesday 12th July – Y6 early transition starts

Blue = stories and photos to be shared on the MFL section of the website by PD/JW

and in the Academy newsletter by JS

44

I confirm that I have read the 2016-17 MFL department handbook. Please pass any

feedback to JE ASAP during the first week back.

Name:

Signed:

Date:

mfl department handbook...

Documents