Building Schools’ Capacity Resources
These resources have been designed to support and advise schools delivering, or preparing to deliver, the Language Futures approach. Resources include;
- role of the Language Futures Co-ordinator
- guidance for parents
- teacher planning
- role of the mentor
- launching Language Futures
- rewarding student involvement.
Steps to launching Language Futures
Explore our step by step guide to launching Language Futures.
Role of the Language Futures Co-ordinator
The role of the Co-ordinator is key to the success of the approach. Explore the Co-ordinator Handbook to understand the role further including how to recruit and support students.
In order to ensure a consistent approach to levels of difficulty across all languages, teachers need to support mentors in developing assessment activities. Explore the Language Futures exemplar Speaking Assessment, Listening Assessment, Reading Assessment and Writing Assessment, and the Peer Assessment Grid.
Elements that need to be included are:
- an emphasis on Language Learning Strategies and Knowledge About Language to encourage independence;
- time to develop enquiry-based learning and thinking skills;
- opportunities for students to learn in language groups as well as across the languages;
- quick gains in speaking to build up students’ confidence;
- role of mentors clearly identified;
- co-construction of learning (i.e. the partnership between teaching staff, pupils and mentors to develop and deliver learning together;
- time to work on extended projects (project-based learning) and flexibility in the projects to reflect students’ interests;
- challenges to be set which require research and investigation outside of the classroom;
- resource lists to be identified.
Explore the Yearly Overview, First Half Term Plan, and Themes and Lesson Outlines exemplar documents. The Language Futures Toolkit is also designed to support teacher planning. We have also started to develop resources specifically for primary. Explore the Yearly Overview of Themes Primary, Autumn Term Plan Primary and Spring Term Plan.
The role of mentoring
Mentors are an integral part of the Language Futures approach. Mentors are volunteers from the local community who are expert linguists in the target languages that students are studying. They may be native speakers or people who are fluent due to an extended period of study, or time spent abroad.
A Step by step guide to establishing mentoring has been produced as well as a case study on Mentoring at Linton Village College. Other resources that have been developed to support schools developing the role of the mentor include:
- Role of the Mentor
- Role of the Mentor PowerPoint
- Checklist for Mentoring
- Best Practice Guidelines for Mentors
- Mentor Handbook
- Mentor Application Form
- Mentor Interview Form
- Mentor Induction Process
- Behaviour Guidance
- Mentor Reference Request Form
- Mentor Reference Request
- Thank You Letter
- Mentor Advert
- Call for Parent Mentors Letter
- Mentor Induction PowerPoint
- Mentee Questionnaire
- Mentor Questionnaire
Launching Language Futures
Explore the Launch PowerPoint for Pupils and the sample letters to parents for the In-Curriculum model and After School/Enrichment model for ideas on how to launch the Language Futures approach in your school. We have also developed resources specifically for primary. Explore the Launch PowerPoint for Primary Pupils, the Launch PowerPoint for Primary Teachers and the sample Launch Letter to Parents Primary Pupils. There is also a Questionnaire for Primary.
The Staff Bulletin article gives an overview of the Language Futures approach and The Big Idea article explores the benefits of encouraging students to take control of their learning. A Student Acceptance Letter and a Student Unsuccessful Letter have also been developed for use after the student recruitment process.
Our CPD sessions delivered at Language World 2017 will support you to promote the Language Futures approach to your school or group of schools: the Major talk Linguistic autonomy the secondary session Developing after school languages provision and the primary session Opening the classroom door to parents and the community. The Research Poster also offers an overview of research to date.
“The success of the programme has been the introduction of the mentors. I have three mentors who are enthusiastic and very supportive of their students. They have marked work, set challenges and chivvied students along as well as researching websites, creating games and giving rewards.”Language Futures teacher
“What I like most about LF lessons is having the mentors. It is inspiring to be helped by people who have an insight into the culture of the language and the countries where it’s spoken”.Language Futures pupil
“The mentors are fantastic! I feel comfortable asking any question, even if it might sound silly.”Language Futures pupil
”Mentoring was the best aspect of language futures for me, because I got to meet and spend time with people who had experienced life in Spain and Latin America, which motivated me to learn faster and more thoroughly.”Language Futures pupil