How to help dyslexic DSD through French GCSE?

[PontyMython]

Options time is fast approaching, DSD is 13 and in yr9. I am under the impression languages went through a non-compulsory phase but are now mandatory at GCSE again? Either way she has been told she must do it.

She can barely write in English let alone read or write French :(

She's accepted that she will not be acing this subject and she knows that we will be over the moon whatever she gets. We have agreed that she needs to only 'get through' and to mainly focus on other subjects - but obviously we know a U would devastate her. She puts so much effort into everything, she is never lazy. She keeps trying despite being constantly told she isn't good enough (including on occasion by her mother, but that's another thread ). She proudly showed me her test paper today... "I was the worst in the class, but it was still the best I've ever done" I was happy for her obviously but very sad it has to be like this.

So. I am looking for any tips or resources to help her through this. School are not being at all forthcoming (the extent of help for dyslexia was... ... handwriting practise ). And of course there is the extra barrier that she doesn't live with us, so despite her really wanting the help from us (well, me, as DH and his ex can't do French) there is not that much time for it, especially as she needs to do her other subjects here too (no help at her house, her mum takes no interest) and spend time with her little siblings.

I don't know, I'm thinking along the lines of focusing on the main verbs/adjectives/key phrases that she will need. We've done successful versions of card games for maths so I'm wondering about making up some games to learn key words? Other than that, I'm stumped.

Any ideas will be gratefully considered.

they are breaking a number of laws on inclusion / discrimination.
Really?

Also what do you mean by the school getting their ebac, I thought the baccalaureate was something individual pupils did at some schools?

She isn't entirely sure how many choices she will actually get - sounds like hardly any. Obviously there will be the core subjects (triple science I think as she is in a high set), though she's been told she can drop English literature and do media studies instead. She wants to do photography too.

She's also heard they have to do a humanities subject (goodness knows why, the school's teaching of it is dreadful, and they only offer history or geography anyway, not RE!) - presumably geography would be better as IIRC the exam has some short questions and it's not all essays? Or should we ask for exemption if DSD wants?

Oh, and they have to do PE apparently, as it's a sports college. Not DD's strong point either sadly. Loving the BSL idea though.

So barely any choice... They don't get their options form for a few months but maybe we could obtain a list of available subjects somehow. I am really dreading decision time as I know her mum will weigh in and make her do what she wants... DH won't get a look in, let alone DSD herself.

Languages are not compulsory at KS4. But some schools insist that they have to do one. As a languages teacher, I'm glad that our school don't - there is nothing more soul-destroying than being faced with a class who don't want to learn your subject and who are being forced to do it. Have you thought at looking at other schools which are not so worried about the Ebacc and who don't insist on a language at KS4?

I wonder how aware schools and language teachers are generally of the difficulties students with dyslexia may well face in studying languages ?

DDs school have recognised her dyslexia and I've discussed it with the special needs department there, but I do wonder how well her difficulties are shared with teachers throughout the school, especially as they are fortunately fairly mild. She is taking part in some research into dyslexia by Cambridge University though, so her dyslexic tendencies definitely exist !

Wondering if my dd would find continuing with Latin any easier than French - perhaps spelling is more phonetic with Latin and I know she'd enjoy the history aspect ? General school rule though is that they all have to do a modern foreign language at GCSE.

I thought it was a 'legal' requirement again Tinuviel, in the same way it was before, because there had been such a massive drop in uptake and the govt panicked? I must have misunderstood that.

I dont think so - our school doesn't make students do a language at KS4. The Ebacc has made it advisable (and probably essential for the clever ones with no SEN). I can't see, though, why someone predicted a E or G and with SEN causing the prediction would be encouraged to do it. The Ebacc % only credits those getting C or better.

We actively encourage all our pupils to go for courses/qualifications that suit them - so as well as GCSEs, there are a variety of BTEC and similar courses in Business Studies/Retail etc to cater for the different needs of our pupils. If a set 5 or 6 pupil came and asked if they should do a language, I would give them an idea of what would be expected and they would then rapidly change their minds. We do sometimes have set 4 pupils opting but it's just the odd one.

As Kez says, getting a low grade (E-G) in a language is of no value to them or to the school (and sadly we do have to think about how the results reflect on the school). We have less than 80 pupils studying a language out of a cohort of 270.

Being picky here with Kez - You said "the clever ones with no SEN" well my dd is a clever one with SEN. And I don't just mean she's "gifted and talented" I mean she has mild (in her case) dyslexia. Many other children can be bright with special educational needs ! Everyone's different !

Indeed. Clever with SEN are all different so one can't say for them if ebac is advisable or essential. It will be on an individual student basis.

However, clever with no SEN, ebac is likely to be advisable or even essential (bit early to tell at moment).

Thanks Kez

I find it quite sad that many schools do not allow dyslexic children to access the full curriculum, and to give them such low expectations that they are relieved at this.

But dyslexic children will have a different set of strengths and weaknesses compared to a group of NT children. So a good curriculum for them (though worked out individually) may well look different to what is recommended/ advisable without the complications of dyslexic tendencies.

I'm sure I have some dyslexic or attention deficit tendencies myself (ie. am NNT) and I certainly found languages much harder than any other subject. It's crazy with hindsight that I did two language O levels (out of 8) and failed French (really confused in final year by having to try and learn grammar tables compared to the more natural approach we'd taken up to then) - when I could have really enjoyed another subject such as history instead.

DS (dyslexic type SLD) has taken german for gcse, what he really struggles with is the style of exam. Basically nowadays it's about learning passages then regurgitating it either orally or on paper. DS just can't memorise long passages like that.

He is taking his mocks this week and has finally got extra time for exams but not sure how this is going to help with german. He will be lucky if he gets a C even though his target is A.

He took a language because he thought he needed it for university, but it might be the very thing that may stop him getting in the university he wants.

I still got to a good University even though I failed my French. (Was years ago though, when no-one was expected to speak anything but English )

Good luck to your DS bruffin - hopefully A levels will be more important ?

Unfortunately with all the A and A around nowadays they look at gcses as well to differenciate. He is year 11 so early days but some of the courses call for 7 A/A at gcse etc
DS will be taking maths, chemistry physics and biology for A level so hopefully these will be strong enough for him to go down the route he wants.

I would strongly recommend geography over history. I avoided history GCSE because it pretty much involved learning a giant list of dates before you could actually do any independent thinking and that made me panic so much. Geography I found less interesting than history, but I know I couldn't have coped in the history exam and so my decision was made.

Where in the country are you? If your parents' lodger leaves/is too shy I'm happy to help out if I can (for free - I'm applying for a PCGE so just happy for experience). I'm in London if that's any use. One of the things my school did was to make a "verb card" which they laminated. It had all the key verbs conjugated on it so that for written work you could use it as a reference tool. You have to be careful not to rely on it too much (I think the theory was we'd absorb the verbs without realising, but that didn't work for everyone) but it's a really reassuring thing to have throughout the year.

A great website to have up your sleeve is Verb2Verbe where you can enter any English or French verb and it shows you all the conjugations and if you hover over it then you get the translation. I found it invaluable for A level French coursework, and had I known about it my GCSE revision would have been a lot more watertight, as I was constantly worrying if I was right or not.

DS is doing history and i don't think it involves much date learning nowadays.

It does presumably still involve a lot of essay writing though? Which DSD would really struggle with. She is fascinated by weather ATM so I think geography would be more appropriate. She does like history, but more ancient civilisations which I don't think is covered at GCSE?

She is a bright girl, she loves finding out and as I said above she is pretty good at science. But unfortunately her literacy struggles are now even affecting her achievement in that. I think she sees it as a given that she will do A levels like everyone else, but I do agree something more vocational may be better.

I don't think the gcse is so much essay writing, there are longer questions in the exam. DS is quite good a being precise and to the point, but he blanched when they mentioned 3000 word essays for Alevel and won't be taking any of the humanities because of that, whichi is a shame because he is very good at history/re/philosphy etc
The history he has covered has been more 20th century such as the russian revolution and the great depression.

Is it generally agreed that people with dyslexia find it hard to remember lots of facts ?
I'm interested both for myself and for dd.
Can anyone on here recommend any good books for understanding dyslexia better, especially regarding typical strengths and weaknesses and how to work with/ around them ?
I'm interested in attention deficit too, and how it might be related/ co-exist with dyslexia in some people too.
I've read "The gift of dyslexia" but it didn't entirely answer my questions.
Any other good ones ?

I think I'd have been helped by doing slightly more vocational things at a slightly earlier stage. For example a 4 year teaching degree might have been better for me than an academic subject degree followed by a PGCE - but good luck with yours PastGrace

I'd like to squeeze in cookery or domestic science, or whatever it's called, for dd if we can as I feel it's such an important life skill and something she enjoys so much

'I find it quite sad that many schools do not allow dyslexic children to access the full curriculum, and to give them such low expectations that they are relieved at this.'

MindtheGapp, I don't think anyone is saying this - all children have access to the full curriculum, and up to the end of KS3 they all do the same subjects (although not all pupils have access to a 2nd MFL). It's about providing a variety of options for them at KS4 - some of which are more suitable than a language, if they are struggling to master it. We do not put children into sets according to their special needs but rather on how well they are doing in our subject. If they are in set 4, it is because they find French very difficult and are unlikely to get a grade C or above.

I don't get why dyslexic students are discouraged (at best) from doing a MFL. We don't have that problem in our school. But, then, we don't let dyslexia fester. We deal with it. We don't use it as an excuse.

Living with dyslexia is an on-going thing for people though MTG.
I'm not sure it can be "dealt with" in such a once and for all sort of way.
Understanding ourselves, whatever our make-up, can take a life-time too.
I don't think it's about looking for excuses.

MindtheGapp, I appreciate that ther term 'dyslexia' covers a wide range of difficulties (and degree of difficulty) but how on earth do you deal with dyslexia and not let it fester (as you put it)?