Description

ABOUT THIS COURSE

This course is specifically targeted and designed for all teachers new to teaching 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 A-Level teaching.

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 A-Level French course? (Speaking/Listening/Reading/Writing)
• 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 writing
• Paper 2: Writing
• Paper 3: Speaking

Morning break

10.40 – 11.00am

Paper 1: Teaching approaches to Listening, reading and writing

11.00 – 12.00pm

• Practical strategies to layer the learning of subject content to assessment of receptive skills. E.g. spotting distractors and reading and listening to the end of utterances.
• Ways to develop the skills students need to demonstrate for top grades in receptive skills.
• Analysing how passages might contain different question demands. For example, Je viens de passer une nuit dans les rues avec les SDF et c’était une expérience que je n’oublierai jamais, dit Rémy qui fait du travail bénévole.
• What might excellent teaching of grammar look like to develop students’ skills in the synonym task? E.g. what type of word should students use to fill gaps like these: On a — la peine de mort. Une justice qui risque des — judiciaires.
• Strategies to support students using complex structures (such as the subjunctive) realistically, and ensuring accuracy in language, avoiding costly ‘serious errors’

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 the Written Examination

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 themes and character. How to answer questions such as: Analysez comment la structure de L’étranger contribue à son succès or Dans quelle mesure est-ce que l’assertion « jusqu’ici tout va bien » est une phrase appropriée en considérant le déroulement du scénario de La Haine?
• Differentiated approaches to encourage learning and using grammar skills for the written paper.

Teaching Paper 3: The Speaking Paper

2.45 – 3.45pm

• How to approach the teaching of answering and asking questions: effective, strategies, methods and techniques
• Teaching ideas with associated questions and resources
• Making complicated topic areas easy.
• What are the key points for examination success in Paper 3?