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What's your school doing re. MFL (the White Paper..)?

Discussion in 'Headteachers' started by Linguista, Dec 2, 2010.

  1. I'm just wondering how schools are responding to the shake-up the White Paper has given to MFL (sections 4.22 and 4.23). Whereas up to now it was the marginal "capricho" of few, from now it will have to be taught on a much wider scale, which will raise issues of:
    • Finding new ways to motivate kids who up to now were uninterested in languages
    • Redesigning the curriculum
    • Building up a strong MFL department (non-specialists who just happen to know a little French won't do any more)
    As part of my role I work for CEDUC (www.ceduc.co.uk) and we get requests from schools to help train teachers and do motivation workshops and Fluency-Focus training. I would be interested in what your school is doing? Or planning to do? (And BTW this is <u>not</u> a marketing call, I am just genuinely interested. :) )
    Ling&uuml;ista.Es (www.linguista.es)
     
  2. There's some talk of restructuring MFL and possibly another room will be added to their dept. At least this is what I've heard (we're a comp). We don't have a German spacialist, so possibly that's in the plan, too. Others?
     
  3. florian gassmann

    florian gassmann Star commenter

    Please excuse a retired HoD intruding, but I wonder what HTs think the impact of the Eng Bac on small-entry GCSE subjects such as music might be. In many schools, the numbers are only just viable (sometimes even not) to keep the subject running at KS4.
    There are clearly timetabling considerations for schools that wish to encourage the maximum number of students to enter for the five Eng Bac subjects. These could, for instance, see music pitted against popular but non-EB subjects such as art and drama, whereas in many schools it might at the moment be timetabled against subjects that are currently small-entry, such as history or MFL.
    For me, as a musician, I'm worried about a drop in entry for music (a subject whose numbers have escalated in many schools over the last two decades), as it could easily lead to numbers being unviable in smaller schools, and would have a terrible knock-on effect at A-level, where many schools can already not offer a course because of low numbers.
    This, in turn, can have a terrible effect on the musical life of a school, as without A-level (and perhaps GCSE) musicians, there is often no central corps of musicians to encourage everyone else in co-curricular activities.
    Am I worrying unnecessarily, or will the drive to reinvigorate "traditional" subjects through the baccalaureate, actually result in the marginalisation of subjects which, however small in terms of GCSE entry, are actually central to the provision of a rich curriculum?
    Any thoughts welcome, of course!
     

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