1. Language Futures was originally developed by Linton Village College as part of a Paul Hamlyn Foundation initiative. This PowerPoint was produced as part of funding provided by The Mercers’ Company. When using and/or adapting resources, we would ask you to acknowledge the Language Futures initiative.

2. Mentor Induction Session 18 th July 2016 Tina Rice and Rachel Hawkes Comberton Village College

3. Ice Breaker

4. Language Futures is not a tweak but a radical transformation of the way in which children learn Vivien Corrie-Wing,former Deputy Principal of Linton Village College

5. The Language Futures approach was originally developed by Linton Village College as part of a Paul Hamlyn Foundation Special Initiative. In summer 2015, management of the initiative was transferred to the Association for Language Learning, with legacy grant funding from the Paul Hamlyn Foundation for the next two academic years. ALL, alongside partner Whole Education, will oversee the further development of Language Futures.Association for Language Learning Over the 2015/16 academic year, schools from a range of educational contexts are offering the Language Futures approach both as part of the school curriculum and after school with a total of 16 different languages (Arabic, English, French, German, Irish, Italian, Japanese, Latin, Mandarin, Polish, Portuguese, Russian, Shona, Spanish, Turkish and Urdu) being studied.

6. Promoting linguistic diversity, Broadening provision Key principles: Student choice and agency Teacher as designer and facilitator School as basecamp Support from Mentors Project based learning

7. Project Based Learning refers to students designing, planning and carrying out an extended project that produces a publically exhibited output such as a product, publication or presentation. Projects should grant students independence and could last anything from a week to a whole term. Mentors are an integral part of PBL facilitating independent learning.

9. “We aren’t getting spoon- fed information, we have to find it and learn it for ourselves. We have to keep ourselves on track” “I loved doing my presentation on Penelope Cruz because it was fun to research and speak about something personal and interesting to me. I was really interested in her life, so I was motivated to work hard and show off.” “It is great to learn a language at your own speed and not feel that you are trying to catch up all the time.” “You are more independent in LF, which has made me more independent in my other lessons as well.” “LF lessons are quite relaxed, but you still learn a lot. You control your learning, which i like. You also control your learning at home.”

10. Mentors: building links with the community What is a mentor? – Discuss in pairs

11. Mentoring and Befriending is : ‘A voluntary, mutually beneficial and purposeful relationship in which an individual gives time to support another to enable them to make changes in their life.’ The Mentoring and Befriending Foundation

12. Language Futures - The Role of Mentors The role is 4 fold : Lessons : Mentors support Language Futures lessons working alongside the pupils helping with language investigation, co-construction, pronunciation and role plays. This creates an atmosphere of collaborative enquiry. A minimum of once a fortnight and high use of target language. Clubs : Mentors may run lunchtime clubs in their target language bringing an element of culture and fun to language learning Emails : Subject to parental permission, mentors and pupils are encouraged to email each other (or use an online platform e.g. Edmodo to keep in touch) which again helps to immerse the pupils in their target language as well as giving them an opportunity to ask questions and explore issues independently with their mentor. P:upils may only use their school email. Assessments : Mentors assist with assessments in the four key skills of speaking, listening, reading and writing when applicable/appropriate. Training : Mentors are asked to attend regular training sessions which help them to develop their role

13. A typical LF lesson photo Three or more languages in one lesson – e.g. Spanish (five students), Italian (five students), Mandarin (two students) Community mentors (most lessons) Computers/laptops/IPads (most lessons) Multiple role of the teacher Student ownership of learning Peer learning Language learning as a social activity

14. We enjoy having many languages in one classroom We like learning more independently We feel more relaxed in lessons We do more group work We feel valued and trusted as learners We control our own learning We learn from each other and our mentors “What do you like about LF lessons?”

15. Behaviour Guidance: Expectations - before starting an activity, explaining a new language point, asking students some questions, set out your expectations. Warnings - always “warn” students if you feel their behaviour is not appropriate. Shouting out – explain to students why shouting out is inappropriate. Politeness is expected at all times and students do realise this. Speaking to a student at the end of the lesson about a particular issue is often the best way to address problems. Students should not talk over each other or you. Students should get equipment out quickly. IPads – if you have any concerns regarding pupil iPad use (not using correctly, inappropriate access/viewing), please report to the class teacher as soon as possible during the lesson.

16. Mentoring Best Practice Guidelines: - Only contact students via the school email - Do not exchange mobile numbers - Do not accept any invitations via social media (Facebook etc) - You must not meet students socially outside of school - Ideally you should not be in a room alone with the student. If you must, leave the door open - Please speak to the classroom teacher if you have any concern regarding a pupil’s use of a PC/iPad - You must not ‘keep a confidence’, and must share any concerns you have with the classroom teacher. If a student wants to tell you something, ensure you remind them that you cannot keep secrets, and that you are obliged to share information if you consider it a danger or threat to student welfare

17. Language Futures website

18. Potential scenarios to discuss in pairs.

19. QUESTIONS ?