Modern Language Department

Modern Languages have a distinctive contribution to make to the School Curriculum and our aims are to:

• develop the ability to use language effectively for purposes of practical communication
• form a sound base of the skills, language and attitudes required for further study, work and leisure
• offer insight into the culture and civilisation of the countries where the language is spoken
• develop an awareness of the nature of language and language learning
• provide enjoyment and intellectual stimulation
• encourage positive attitudes to foreign language learning and to speakers of foreign languages and a sympathetic approach to other cultures and civilisations
• promote learning skills of more general application (eg analysis, memorising, drawing of inferences)
• develop students' understanding of themselves and their own culture

The Modern Languages Department at Trinity believes strongly that the learning of a foreign language makes an important contribution to the educational, social and cultural development of young people.

Aims of the Course

Our remit is to enable students of varying abilities the opportunity to achieve a sound GCSE grade which will open doors both to A level and beyond as well as giving them a real advantage in the employment stakes. Not only are students equipped with a good foreign language base, they also acquire a better understanding of other cultures and traditions

Resources

Text books, Internet, Interactive software, Student conferences, Trips

Topics

My World : Friends & family, Environment, School and future, Plans and careers, travel : Tourism and holidays, Transport & communication, Work & Lifestyle : Home life, Healthy living, Work experience, Shopping, Leisure, Society : Social issues & choices, Responsibilities, Relationships

GCSE French and German

….. Just a little bit more about the course itself :

The following skill areas are assessed at GCSE

* Listening * Speaking * Reading* Writing

Each skill area accounts for 25 % of the examination. There is NO coursework. The written assessment is a terminal exam at the end of the course. Unlike other GCSEs where either Foundation OR Higher level is opted for, students can mix and match their level of entry in the different skill areas in accordance with their ability. For example, a student who finds writing difficult could opt to do the Written paper at Foundation level but the other three skill areas at Higher level. This allows a student to maximise potential and achieve the best possible grade.

Some useful websites :

* www.google.de

* www.kindernetz.de

* www.aqa.org.uk (gcse exam board)

* www.edexcel.org.uk (A/AS exam board)

Careers and Languages

There are many exciting and interesting job opportunities which employ language skills - for example, export sales, bilingual business support, finance, tourism and travel, broadcasting and customer relations. In the government, industrial, charity and commercial sectors, people with language skills are always in demand. Language skills are prized as they bring with them a range of other assets—communication skills, cultural awareness and an openness to new challenges.

Find out more : www.connexions-direct.com/jobs4u

Examining Board : AQA

Learning a foreign language clearly brings the tangible benefits of attaining practical communicative skills. It also nurtures a disciplined yet pro-active approach to learning. The language classroom is unique in that it takes most students out of their familiar 'mother-tongue' environment and encourages them to explore the life-style and culture of another country. Coping within another linguistic medium can be liberating, enjoyable, intellectually challenging and often very funny! In a school such as Trinity, where we have a number of overseas students, language learning helps to promote better social interaction and tolerance beyond the classroom as well as respect for different cultures, religions, attitudes and ways of life.

The benefits of language learning in school can be lasting. Language skills are an asset which can be continued or developed and put to positive use both in the work place and in our own personal lives. As a member of an ever-expanding European Union, bi-lingual and multi-lingual employees are in high demand.

As teachers we are the key to motivating and encouraging our students, recognising their strengths and weaknesses and handling them appropriately, apportioning both sanctions and rewards. We continually appraise our own and each other's performance and work on improving standards.

6th FORM

Languages at AS/A2 Level are a quite different learning experience. The bridge from GCSE is without doubt demanding but can also be extremely rewarding. Initiative, independent thought, enthusiasm, intellectual curiosity and motivation are just a few of the qualities you will need if you want to cross that bridge.

Clearly there are the strictures of a specification to conform to and which build on the skills acquired at GCSE. The AS level is very much a skills based course encompassing Listening, Speaking, Reading and Writing. The ways these skills are taught is far more challenging – lessons are for the most part conducted in the Target Language and a broad spectrum of current affairs and social issues are addressed. There is, of course, a text book which caters for some of the more structured delivery but the internet now allows us to conduct up-to-the-minute research on any and every topic. At A2 the work is a much more topic based approach - either through work on Board specified topics (historical, contemporary, political or cultural) and literary texts or through the medium of Coursework which encourages the students to explore their own interests in greater depth. This makes it very much ‘their’ exam and it is here that we want the to stretch their linguistic wings and fly!

The acquisition of a foreign language at A level raises students profile in the employment stakes, helps hugely if they need to learn more or other languages and above all gives insight and knowledge into other cultures, religions and traditions – vital to the development of a tolerant and compassionate society.

Student Comments

‘I have found German at A level very different from GCSE. There is a lot more vocabulary involved and the work involves researching and reading German news and articles. It is a great subject to take and the use of interactive exercises makes the learning easier and more interesting.’

Sophie Choy/ Year 12

‘Taking both French and German at A level is definitely interesting. At AS you study topics in more depth such as the Environment and the Economy as well as expanding the four skill areas. At A2 there is the chance to study literature and topics which can be quite challenging but always fun.’

Ceara Ovens / Year 13

P.S. A sense of humour helps!