Description

ABOUT THIS COURSE

This course is specifically targeted and designed for all teachers new to teaching Pearson A-Level French. The sessions are designed to ensure their students have the best opportunity to maximise their potential grades and improve teachers’ understanding of the Pearson A-Level.

Teachers will receive new teaching approaches and techniques, ideas, as well as key guidance in how to develop with advice on the standards of A-Level and best ways to prepare students with the exam as the endgame. Practical strategies will be demonstrated for teaching across a broad range of student A-Level abilities.

BENEFITS OF ATTENDING

• Gain top teaching tips and realistic practical advice from an experienced practitioner
• Take away effective strategies on how to teach the course to maximise student potential
• Find out about the core concepts, key challenges, levels of the specification and ways to structure your course for successful end result outcomes
• Examine lots of ideas to stimulate classroom delivery and performance
• Discuss examples of student work and how to prepare students to get the maximise possible marks

PROGRAMME

Subject content of the specification

10.00 – 10.40am

• What’s involved in the Pearson A-Level French course? (Listening/Reading/Translation/Writing/Speaking)
• Where can I streamline?
• What are the standards in each component?
• Exploring the key challenge spots, and ways to structure your teaching to give time to the most demanding sections
• Paper 1: Listening, reading and translation
• Paper 2: Written response to works and translation
• Paper 3: Speaking

Morning break

10.40 – 11.00am

Paper 1: Teaching approaches to Listening, reading and translation

11.00 – 12.00pm

• Practical strategies to layer the learning of subject content linking to assessment of listening and reading
• Ways to develop the skills students need to demonstrate for Section A: Listening
• What might excellent teaching of Section B: Reading look like to develop students’ open-response skills?
• Strategies to support students using unseen French texts, and ensuring accuracy in language, avoiding translation errors into English

Lunch

12.00 – 1.00pm

Assessing pupils’ readiness for Paper 1

1.00 – 2.00pm

• How do I know when a student has reached the top of the assessment bands?
• Teaching lower and higher ability students to ensure success
• Gain understanding of the ways and means that students may listen and respond and how to plan for this
• Effective methods to assess progress and attainment in reading and listening

Afternoon Break

2.00 – 2.15pm

Tackling Paper 2: Written response to works and translation

2.15 – 2.45pm

• Why is the written paper challenging for many students?
• Types of examination questions – what to expect and how to achieve good marks
• Looking at the prescribed literary texts and films, focusing on justifying points of view
• Differentiated approaches to encourage learning and using critical and analytical skills for the written response and translation

Teaching Paper 3: The Speaking Paper

2.45 – 3.45pm

• How to approach the teaching of the discussion: effective, strategies, methods and techniques for each of the four themes
• Teaching ideas with associated questions and resources for the independent research presentation
• Making complicated topic areas easy.
• What are the key points for examination success in the discussion on independent research?

Depart

3.45pm