Modern Languages
Overview
“You live a new life for every new language you speak. If you know only one language, you live only once.”
All six classes in Years 8, 9 and 10 study French alongside German or Spanish at Ballyclare High School. Throughout this time, pupils are prepared for further study at GCSE and A level.
We aim
- to make language learning an enjoyable, rewarding and intellectually stimulating experience.
- to encourage positive attitudes to foreign language learning and to speakers of foreign languages, and a sympathetic approach towards other cultures and civilisations.
- to provide opportunities for personal and social development; in particular to develop their self-confidence and ability to express themselves.
Curriculum
French
The AS and A2 French courses are designed to help pupils to develop a high level of competence in the language, building on the knowledge and skills acquired at GCSE level. The study of French at AS level provides an insight into another culture and an opportunity to reflect on various aspects of contemporary society, and offers the additional benefits of enhancing employment prospects, facilitating foreign travel and experiencing the enjoyment and motivation of improving linguistic skills.
In French, the courses are as follows:
Year 1: The Advanced Subsidiary GCE
comprises three modules and topics studied include: Relationships (family, influences on young people) and Culture and Lifestyle (health, hobbies, social media and holidays).
Year 2: The A2 section of the Advanced GCE builds upon the foundations of knowledge, understanding and skills developed within the Advanced Subsidiary. The course comprises three modules and topics studied include: Young People in Society (education, employment, careers, European citizenship) and Our Place in a Changing World (poverty at home and abroad, immigration, multicultural society and environmental issues).
Modules
Examination Board: CCEA
AS: 3 modules
Module 1: Speaking Test
Module 2: Listening, Reading,
Translation from French to English and English to French.
Module 3: Extended writing: Essay on literary text.
A2: 3 modules
Module 1: Speaking Test
Module 2: Listening, Reading,
Translation from English into French.
Module 3: Extended writing: Essay on literary text.
Teaching Methods
Assessment Methods
Pupils will be assessed regularly with vocabulary and grammar tests, weekly proses / translations, preparation of speaking test questions, written homeworks in the form of essays for literature, and trial examinations.
Self assessment is also encouraged as pupils take greater responsibility for their learning.
Course Content
The content of the course is organised into three Contexts for Learning. These are outlined in more detail below:
Context 1: Identity, Lifestyle and Culture
- Myself, my family, relationships;
- Social media and new technology;
- Free time, leisure and daily routine;
- Culture, customs, festivals and celebrations.
Context 2: Local, National, International and Global Areas of Interest
- My local area and the wider environment;
- Community involvement;
- Social and global issues;
- Travel and tourism
Context 3: School Life, Studies and the World of Work
- My studies and school life;
- Extra-curricular activities;
- Part-time jobs and money management;
- Future plans and career.
In their classes, pupils take part in activities which will allow them to use the modern language by developing their skills in listening, speaking, reading and writing.
Assessment
The course is assessed through a combination of written papers (listening, reading and writing) and one teacher-facilitated speaking test.
Unit 1: Listening – 25%
Pupils can be entered for either Foundation or Higher tier. Pupils answer 12 questions and responses include: selection; gap-filling; answering questions in English and answering questions in French/German/Spanish.
Unit 2: Speaking – 25%
Pupils will complete one teacher-facilitated and externally marked speaking examination. There is only one tier of entry. The test lasts 7 – 12 minutes. Each test includes: two role plays and a general conversation.
Unit 3: Reading – 25%
Pupils can be entered for either Foundation or Higher tier. Pupils answer 12 questions and responses include: selection; gap-filling; answering questions in English; answering questions in French/German/Spanish and translating short sentences from French/German/Spanish into English.
Unit 4: Writing – 25%
Pupils can be entered for either Foundation or Higher tier. Pupils answer four questions and responses include: a listing and short phrase task in French/German/Spanish (Foundation Tier only); short phrase / sentence responses in French/German/Spanish (both tiers); short responses in French/German/Spanish to one or more pieces of text (Higher Tier); translation of short sentences from English into French/German/Spanish (both tiers) and one structured, extended writing task in French/German/Spanish from a choice of three (both tiers).
All six classes in Years 8, 9 and 10 study French alongside German or Spanish at Ballyclare High School. Throughout this time, pupils are prepared for further study at GCSE level, as well as being provided with useful conversations, language and grammar.
We use the textbook Tricolore Total (books 1 & 2). Independent study is harnessed through the encouragement of continuous use of Modern Language apps and websites.
Pupils will cover the following topics through their three year KS3 journey with French:
Year 8 (Tricolore Total 1)
- Basic introductions: greetings, numbers, French alphabet, classroom objects
- Family: family members, big numbers, pets, preferences and opinions
- The home: house, rooms of a house
- Festivals: events, birthdays, presents
- The weather: temperature, months and seasons
- Free time: sports and family activities
Year 9 (Tricolore Total 1 & 2)
- Town: places, directions, La Rochelle important monuments and attractions,
- Time: ask and tell the time, daily routine, school subjects, find out about Senegal
- Food: meals and mealtimes in France, food and drink, festival foods
- Leisure activities: sport, music, weekend, 24-hour clock
- Town: identify shops and what they sell, shop for food, money and prices
Year 10 (Tricolore Total 2)
- Europe: countries, means of transport, holiday postcards, the Tour de France
- School: facilities, uniform, extra-curricular activities, technology, homework
- Family: descriptions, staying with a French family, talk about past and present
- Cafes in France: drinks, snacks, ice creams, recent meals, order meal in restaurant
- Travel: plans, train journey, air travel, a day out
- A French town: Names, discuss going out, talk about a match, sport in school
German
The AS and A2 German courses are designed to help pupils to develop a high level of competence in the language, building on the knowledge and skills acquired at GCSE level. The study of German at AS level provides an insight into another culture and an opportunity to reflect on various aspects of contemporary society, and offers the additional benefits of enhancing employment prospects, facilitating foreign travel and experiencing the enjoyment and motivation of improving linguistic skills.
In German, the courses are as follows:
Year 1: The Advanced Subsidiary GCE
comprises three modules and topics studied include: Relationships (family, influences on young people) and Culture and Lifestyle (health, hobbies, social media and holidays).
Year 2: The A2 section of the Advanced GCE builds upon the foundations of knowledge, understanding and skills developed within the Advanced Subsidiary. The course comprises three modules and topics studied include: Young People in Society (education, employment, careers, European citizenship) and Our Place in a Changing World (poverty at home and abroad, immigration, multicultural society and environmental issues).
Modules
Examination Board: CCEA
AS: 3 modules
Module 1: Speaking Test
Module 2: Listening, Reading,
Translation from German to English and English to German.
Module 3: Extended writing: Essay on literary text.
A2: 3 modules
Module 1: Speaking Test
Module 2: Listening, Reading,
Translation from English into German.
Module 3: Extended writing: Essay on literary text.
Teaching Methods
Assessment Methods
- Vocabulary and Grammar tests
- End of topic tests
- Trial examinations
- Written homeworks – letters and essays
Course Content
The content of the course is organised into three Contexts for Learning. These are outlined in more detail below:
Context 1: Identity, Lifestyle and Culture
- Myself, my family, relationships;
- Social media and new technology;
- Free time, leisure and daily routine;
- Culture, customs, festivals and celebrations.
Context 2: Local, National, International and Global Areas of Interest
- My local area and the wider environment;
- Community involvement;
- Social and global issues;
- Travel and tourism
Context 3: School Life, Studies and the World of Work
- My studies and school life;
- Extra-curricular activities;
- Part-time jobs and money management;
- Future plans and career.
In their classes, pupils take part in activities which will allow them to use the modern language by developing their skills in listening, speaking, reading and writing.
Assessment
The course is assessed through a combination of written papers (listening, reading and writing) and one teacher-facilitated speaking test.
Unit 1: Listening – 25%
Pupils can be entered for either Foundation or Higher tier. Pupils answer 12 questions and responses include: selection; gap-filling; answering questions in English and answering questions in French/German/Spanish.
Unit 2: Speaking – 25%
Pupils will complete one teacher-facilitated and externally marked speaking examination. There is only one tier of entry. The test lasts 7 – 12 minutes. Each test includes: two role plays and a general conversation.
Unit 3: Reading – 25%
Pupils can be entered for either Foundation or Higher tier. Pupils answer 12 questions and responses include: selection; gap-filling; answering questions in English; answering questions in French/German/Spanish and translating short sentences from French/German/Spanish into English.
Unit 4: Writing – 25%
Pupils can be entered for either Foundation or Higher tier. pupils answer four questions and responses include: a listing and short phrase task in French/German/Spanish (Foundation Tier only); short phrase / sentence responses in French/German/Spanish (both tiers); short responses in French/German/Spanish to one or more pieces of text (Higher Tier); translation of short sentences from English into French/German/Spanish (both tiers) and one structured, extended writing task in French/German/Spanish from a choice of three (both tiers).
Ballyclare High School boasts a thriving German department where 3 classes in each year group have the opportunity to study the language and culture. Lessons are interactive and encourage pupils to practise their new-found skills in a supportive and fun environment.
Topics covered at KS3 all contribute significantly to the foundations of GCSE study, for example: self, family, free time and school are all covered in Year 8. Reading and Writing skills are assessed through homework, alongside regular vocabulary tests. Our current textbook is Zoom, published by Oxford Press.
Opportunities for travel are afforded by the annual Year 8 trip and the longstanding partnership with our Exchange School, Gymnasium Petrinum, Dorsten. Our German assistant plays a key role in bringing a little piece of the country to the classroom.
Spanish
The AS and A2 Spanish courses are designed to help pupils to develop a high level of competence in the language, building on the knowledge and skills acquired at GCSE level. The study of Spanish at AS level provides an insight into another culture and an opportunity to reflect on various aspects of contemporary society, and offers the additional benefits of enhancing employment prospects, facilitating foreign travel and experiencing the enjoyment and motivation of improving linguistic skills.
In Spanish, the courses are as follows:
Year 1: The Advanced Subsidiary GCE
comprises three modules and topics studied include: Relationships (family, influences on young people) and Culture and Lifestyle (health, hobbies, social media and holidays).
Year 2: The A2 section of the Advanced GCE builds upon the foundations of knowledge, understanding and skills developed within the Advanced Subsidiary. The course comprises three modules and topics studied include: Young People in Society (education, employment, careers, European citizenship) and Our Place in a Changing World (poverty at home and abroad, immigration, multicultural society and environmental issues).
Modules
Examination Board: CCEA
AS: 3 modules
Module 1: Speaking Test
Module 2: Listening, Reading,
Translation from Spanish to English and English to Spanish.
Module 3: Extended writing: Essay on literary text.
A2: 3 modules
Module 1: Speaking Test
Module 2: Listening, Reading,
Translation from English into Spanish.
Module 3: Extended writing: Essay on literary text.
Teaching Methods
Assessment Methods
Course Content
The content of the course is organised into three Contexts for Learning. These are outlined in more detail below:
Context 1: Identity, Lifestyle and Culture
- Myself, my family, relationships;
- Social media and new technology;
- Free time, leisure and daily routine;
- Culture, customs, festivals and celebrations.
Context 2: Local, National, International and Global Areas of Interest
- My local area and the wider environment;
- Community involvement;
- Social and global issues;
- Travel and tourism
Context 3: School Life, Studies and the World of Work
- My studies and school life;
- Extra-curricular activities;
- Part-time jobs and money management;
- Future plans and career.
In their classes, pupils take part in activities which will allow them to use the modern language by developing their skills in listening, speaking, reading and writing.
Assessment
The course is assessed through a combination of written papers (listening, reading and writing) and one teacher-facilitated speaking test.
Unit 1: Listening – 25%
Pupils can be entered for either Foundation or Higher tier. Pupils answer 12 questions and responses include: selection; gap-filling; answering questions in English and answering questions in French/German/Spanish.
Unit 2: Speaking – 25%
Pupils will complete one teacher-facilitated and externally marked speaking examination. There is only one tier of entry. The test lasts 7 – 12 minutes. Each test includes: two role plays and a general conversation.
Unit 3: Reading – 25%
Pupils can be entered for either Foundation or Higher tier. Pupils answer 12 questions and responses include: selection; gap-filling; answering questions in English; answering questions in French/German/Spanish and translating short sentences from French/German/Spanish into English.
Unit 4: Writing – 25%
Pupils can be entered for either Foundation or Higher tier. Pupils answer four questions and responses include: a listing and short phrase task in French/German/Spanish (Foundation Tier only); short phrase / sentence responses in French/German/Spanish (both tiers); short responses in French/German/Spanish to one or more pieces of text (Higher Tier); translation of short sentences from English into French/German/Spanish (both tiers) and one structured, extended writing task in French/German/Spanish from a choice of three (both tiers).
Three out of six classes in Years 8, 9 and 10 study Spanish alongside French at Ballyclare High School. Throughout this time, pupils are prepared for further study at GCSE level, as well as being provided with useful conversational Spanish, vocabulary and grammar.
We use the modern textbook Mira (books 1-3) and classes often make use of the associated ActivTeach software and audio-visual platform. Independent study is harnessed through the encouragement of continuous use of Modern Language apps and websites.
Pupils will cover the following topics through their three year KS3 journey with the Spanish department:
Year 8 (Mira 1)
- Basic introductions: greetings, numbers, French alphabet, classroom objects
- Family: family members, big numbers, pets, preferences and opinions
- The home: house, rooms of a house
- Festivals: events, birthdays, presents
- The weather: temperature, months and seasons
- Free time: sports and family activities
Year 9 (Mira 2)
- People in society: free time, friendships, celebrities, daily routine, nationalities
- Going out: places in town, asking people out, making excuses
- Holidays: countries, transport & travel, holiday activities & opinions
- Food: meals & mealtimes, shopping for food, at the restaurant, preferences
- Fashion: clothes, styles, school uniform, comparing clothes
- Barcelona: tourism in Barcelona, important monuments and attractions, directions
Year 10 (Mira 3)
- Modern technology & media: computers, TV, films, music, cinema
- School & future plans: subjects, teachers, extra-curricular activities, school rules
- Health: the body, symptoms & remedies, at the pharmacy, healthy lifestyle & diet
- Earning a living: pocket money, household chores, jobs, future aspirations
- Environment: environmental issues & solutions, free trade, working conditions in the Hispanic world.
Facilities
Careers & Further Study
The GCSE course builds on the Key Stage 3 study and prepares pupils for further study. French, German and Spanish can all be studied at Advanced Level.
The study of a language can lead to numerous careers. Those which use languages as a main skill include interpreting, translating and teaching. Careers with languages as a secondary skill include government service, law, travel and tourism, secretarial work, sales and marketing, commerce, finance and industry and the media.
Careers with Modern Languages
Options with your subject: Modern languages
From solicitor to retail buyer, language skills are in demand and can be used in almost any career.
Job options
Jobs directly related to your degree include:
Jobs where your degree would be useful include:
- Broadcast journalist
- Diplomatic Services operational officer
- English as a foreign language teacher
- Event organiser
- Logistics and distribution manager
- Marketing executive
- Patent examiner
- Retail buyer
- Sales executive
- Solicitor
- Tour manager
Remember that many employers accept applications from graduates with any degree subject, so don’t restrict your thinking to the jobs listed here. To find out what jobs would suit you, log in to My Prospects.
Work experience
Most modern language degree programmes offer a year abroad (usually the third year). If you choose to undertake a work placement during this year, try and find one in a career you are interested in and take the opportunity to develop your transferable, as well as your language, skills.
Some graduates wanting a long-term career using their language skills choose to take on a short-term role, such as teaching English, while living abroad and perfecting their language skills. Others take short-term roles in the tourism and leisure industry.
Another option is to embark on a career in interpreting or translating. Most of this work is now done on a freelance basis. To get yourself established, it is essential to have some experience behind you, perhaps as a volunteer. Joining an agency may be a good idea. Self-employment requires great contacts and the ability to market yourself. Having an interesting mix of languages will also be attractive to potential clients.
Search for placements and find out more about work experience and internships and self-employment.
Typical employers
Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including:
- teaching and education;
- government and public administration;
- business services;
- museums and libraries;
- hospitality and tourism;
- media and publishing;
- science,engineering and technology;
- transport and logistics;
- charities and voluntary work.
Skills for your CV
Studying a language clearly makes you a communicator, both orally and in writing. Additional skills gained through a language degree include the ability to:
- gather information, assess and interpret it;
- lead and participate in discussions and groups;
- organise your workload and work to deadlines;
- develop opinions and propose ideas;
- read pages of text and pick out the essential points.
Spending a year abroad during your degree helps you develop cultural awareness, adapt to new and changing surroundings, and to work both in a team and independently. These skills have value in a job market that is becoming increasingly global and are appreciated by employers, whatever career you go into.
Further study
Some modern language graduates decide to pursue further study in order to gain a postgraduate qualification in interpreting or translating. Although knowledge and ability are the essential prerequisites, further study is often a real asset for these careers. Some employers prefer candidates with professionally accredited postgraduate qualifications.
You can also choose to specialise in an area of language study that interested you during your undergraduate degree, for example European studies.
Some graduates choose to study abroad in order to increase their chances of getting an international career.
As modern language graduates pursue a wide range of careers, further study or training in subjects such as marketing, finance, business, IT and journalism are also popular, and for some careers, such as law and teaching, essential.
For more information on further study and to find a course that interests you, see postgraduate study in the UK and search courses and research.
What do modern language graduates do?
Almost two-thirds of modern languages graduates enter employment within six months of graduation. Popular areas of work include translating, writing, teaching, advertising and marketing, personnel and HR, and business.
More than a fifth of modern language graduates go on to further study or combine work with further study. Some specialise in a particular area of language, such as translation or interpreting, while others take the opportunity to broaden their options and move into other career areas.
Learning French is also a constructive step towards new career opportunities and professional development.
By learning French, pupils develop a range of transferable skills greatly valued by employers and personal qualities that benefit them beyond school:
- Communication,
- Critical Thinking,
- Problem-Solving,
- Resilience,
- Empathy,
- Emotional Intelligence
- Attention to Detail,
- Originality,
- Adaptability.
but there are so much more...
French is the 5th most widely spoken language in the world, with over 321 million speakers, and 255 million using it daily. There will be 600 million French speakers by 2050 (ODSEF). French is the official language in 26 countries like Canada, Switzerland, Belgium, Monaco, Luxembourg, Congo or Senegal and several international organisations, such as NATO, the United Nations, the European Union or the OECD, also use it on a daily basis as a working language. From solicitor to retail buyer, language skills are in demand and can be used in almost any career.
The jobs directly related to a French degree include:
- Languages (Translator, Interpreter, Teacher …)
- Media and Publishing (Journalist, Broadcaster, Editor, Proof-reader …)
- Government and NGOs (Diplomatic Services, Civil Service, Voluntary and Humanitarian sectors)
- Legal and Business (Marketing executive, Patent examiner, Retail buyer, Sales executive, Logistics and distribution manager, …)
- Hospitality and Tourism (Tour manager, Event organiser, …)
Remember that many employers accept applications from graduates with any degree subject, so don’t restrict your thinking to the jobs listed here.
This means that language graduates work for a huge variety of employers and sectors, including:
- museums and libraries;
- creative and gaming industries;
- science, engineering and technology.
Useful Careers Websites
https://www.qub.ac.uk/schools/nicilt/Languages/AtWork/
https://www.all-languages.org.uk/research-practice/why-study-languages/
https://www.institut-francais.org.uk/education-page/french-a-language-of-opportunities/#/
Club
Language Assistants
At Ballyclare High School, we are very lucky to have three dedicated language assistants working with us each year. We have an assistant for Spanish, German and French. Our assistants work tirelessly to help and encourage our pupils to improve their spoken language. They work primarily with A-level pupils, but often help out our junior classes too. Our local primary schools also benefit from our language assistants, as they visit the primary schools each week to teach Spanish, German and French to younger children too.
Another key role of our Language Assistants is within the Language Club here at BHS. This is a weekly club, designated for Year 8 and 9 pupils. During this time, pupils get to know our Language Assistants, brush up on their studies, play some interactive language games and even try some local cuisine from Spain, Germany and France. It is a great way for Year 8 and 9 pupils to meet new friends, as well as expanding their cultural and linguistic horizons!
International Trips and Visits
French Exchange Camille Sée Colmar
On 12th November 2024, Ballyclare High School marked a significant milestone, celebrating the 30th anniversary of its French Exchange programme with a special event in the Senate Chamber at Stormont Parliament Buildings. The programme, which partners Ballyclare High with the Lycée Camille Sée in Colmar, France, has fostered cross-cultural connections and educational exchange for three decades.
The event was attended by guests including local politicians, and staff and pupils from both Ballyclare High and Lycée Camille Sée. Distinguished attendees included Education Minister Paul Givan MLA; Mrs Jill Gallard, CMG, Alumna and former British Ambassador to Portugal and Germany; Mrs Linsey Farrell, Deputy Secretary for
Education Policy and Children’s Services at the Department of Education; and Mrs Amanda O’Brien, School Improvement Professional, Education Authority.
Addressing the pupils from Ballyclare High, Education Minister Paul Givan commended their role as ambassadors, stating, “To the young people from Ballyclare High, thank you so much for what you’re doing. You promote your school on the international stage through these programmes, and you do that very well; the school has an excellent reputation.”
Madam Tchekmeian-Imam, Head of French at Ballyclare High, expressed her gratitude, saying, “I would like to thank Dr Steve Aiken, who has very kindly sponsored us today and allowed this celebration to take place in the Senate Chamber at Stormont Parliament Buildings. I want to extend a particular welcome to Mr Alan Wilson, former Head of Languages at Ballyclare High School, who has been the driving force behind the Exchange. This long-standing partnership is a testament to his unwavering commitment and enthusiasm, for which we owe him every gratitude.
“We are honoured to also welcome Mrs Jill Gallard, CMG, Alumna and former British Ambassador to Portugal and Germany. She is a fabulous role model for all our pupils in terms of her stellar diplomatic career but also her most impressive language skills.”
Over the years, the French Exchange programme has enabled hundreds of pupils to experience each other’s cultures firsthand. Pupils from Ballyclare High have gained valuable language skills, formed lasting friendships, and developed a deeper appreciation for French culture, while pupils from Lycée Camille Sée have embraced opportunities to immerse themselves in Northern Irish life. The anniversary celebration not only highlighted the programme’s ongoing impact on pupils’ lives but also reaffirmed Ballyclare High’s commitment to fostering global citizenship and promoting language learning.
Barcelona Trips
Barcelona – A pupil write-up!
Thursday morning at 1:30am we set off towards Dublin airport. Excitement filled the bus as ‘Vamos a la playa’ played for the first time of many... We arrived at Dublin Airport around 4 in the morning and checked in. Once we got on the other side of security we set off and got our breakfast. The rest of our travelling went smoothly as we landed in Barcelona at 10:30 local time. We then got on our coach at the airport and set off towards the centre of Barcelona – buzzing!
Later that day, we had an exhilarating experience on the Montjuïc Cable Cars taking us higher and higher with giggles on the way up and controversial screams from Mr Nelson...(Low on sleep). Then, we went and had lunch on Las Ramblas; perfect pasta and a delicious chicken dish with garlic potatoes. We received an extremely informative tour of the main attractions. The tour guide had great knowledge of the city and showed us the best parts of the Gothic Quarter. She even taught us some new Spanish vocab! Later, we went to the Sagrada Familia. This is a huge cathedral that is different on all four sides and hasn’t been finished yet. After this we went to the hotel; got checked in and unpacked, and finally went down for a much-needed dinner. Jam-packed first day but enjoyed by all!
Friday morning as the sun came up bright and shining, we were ready for the day...we woke up early at 7:00 to have beautiful buffet breakfast and set off for the Nou Camp tour. Despite the stadium being refurbished we were still able to do the virtual tour and explore the fascinating museum. This was brilliant as it was exciting for everyone including the non-football fans. We then went to the Maremagnum shopping centre where we enjoyed our lunch, and the boys bought each other silly shirts for tapas night later on. We then continued our bustling day by going to the CosmoCaixa Science Museum. This was brilliant! So much to explore including the massive block of ice; the small rainforest full of life; and the entire physics exhibit (Mr Adamson would be proud!). We then returned to the hotel to exchange our shirts and get ready for our big dinner at the tapas restaurant. We had a feast - dishes ranging from Russian Salad to patatas bravas, from mussels to a margarita pizza. There was something for everyone! After our bellies were full, we walked back home and went to sleep ready for another amazing day.
We woke up early on the Thursday morning and had a bite to eat before heading to the Catalan city of Lleida. We noticed a difference in temperature (it was 35°!!) but we conquered the hotness and climbed the hill up to the Seu Vella castle. We climbed over 300 steps to reach the top of the bell tower. This was a great place for photo opportunities! The whole city in the background, and you could see as far as the Pyrenees - it was an experience I’ll never forget! After our photo shoot, we had our lunch in the city centre. There were shops of all types here, and the pizza was absolutely scrumptious, if I say so myself. Whilst in Lleida, we were given a challenging Treasure Hunt task which forced us to speak lots of Spanish to the locals!
After lunch, we headed back to Salou and went to the beach close to our hotel. Mr Nelson and Mr Mannus ended up soaked (a bit of an understatement...by Ethan Lee and Max Scullion.) A trip bowling at night finished off an amazing day!
Sunday was the day we were all waiting for! We woke up, grabbed a quick breakfast and headed straight to Port Aventura theme park. We got there nice and early so queues were short. We all went on the Rapids water ride to get the thrills started and were then allowed to explore the whole park in groups of friends. When you pay the money to go to Barcelona, you have to make the most of it! So, we tried to experience all the rides. From Huracan Condor to Dragon Khan, there is nothing better than getting your blood pressure to the red zone. We had lunch here…and thankfully it stayed down. We explored all the different locations of the world in one place from Chinatown to the Wild West to Mexico. Later that night, we headed back to the hotel for another surprise visit to the beach filled with football in the sand and even more shopping. Hair was braided; and bracelets were bought; and funky t shirts were worn. After a fun filled night, everyone walked back to the hotel to do the thing we dreaded most...Packing! Tucked up in bed, we fell asleep dreaming about the last crazy days we had spent together which would all become the happiest of memories!
Lyla Shortall, Carys Carlisle & Jamie Lutton (Year 12)
British Council International School Award
Ballyclare High School has been awarded the British Council’s prestigious International School Award in recognition of its work to bring the world into the classroom for an unprecedented 8th time.
The International School Award celebrates the achievements of schools that do exceptional work in international education. Fostering an international dimension in the curriculum is at the heart of the British Council’s work with schools, so that young people gain the cultural understanding and skills they need for life work in today’s world.
Ballyclare High’s international work includes a range of activities and overseas partnerships which enable our pupils to enhance mutual understanding of other cultures and to create lifelong friendships. Annual exchange trips to Germany and France, alongside an array of international sporting and cultural projects afford our pupils invaluable experiences worldwide. For example, the COP26 Forum enabled our pupils to debate with pupils from the British Columbia Canadian International School in El Sharouk, Egypt, via Zoom. All these projects encapsulate the whole school approach to our international dimension at Ballyclare High.
On hearing the news that Ballyclare High had received the award, Mr. J Nelson, International Coordinator, commented that ‘The International dimension is at the heart of both our teaching and wide extra-curricular programme. Pupils and staff alike work hard to develop our own opportunities, as well as providing others in our local community with international links. I am extremely proud to see our school win this award for a record-breaking 8th occasion, thus highlighting our commitment to internationalism.’
Scott McDonald, Chief Executive of the British Council, said: ‘The school has earned this prestigious award through its inspirational international work and links with schools abroad. The International School Award is a chance for schools to be recognised for their important work bringing the world into their classrooms. This is especially commendable when schools have been deeply affected by the global pandemic. The desire to build on their international work shines through and it is with upmost pride that we celebrate their achievements.
By embedding an international dimension in children’s education, these schools are preparing their pupils for successful lives in the UK or further afield, empowering them to be global citizens, and are creating vital
European Day of Languages
As part of our ever-expanding international work at Ballyclare High, we celebrate the European Day of Languages in September each year, and this year was certainly no exception. When the annual celebration took place pupils of all ages were involved in fun and engaging activities throughout the day. Our keen Sixth Form pupils spent the morning at Fairview Primary School where they taught a number of different language lessons in Spanish, German and French to primary pupils at all levels. It goes without saying that after seeing some of our pupils engaging so well with younger learners, we have a few budding teachers in the making!Our Year 8 pupils were at the heart of the action all day as they battled against each other in the Flip Cam Challenge. Each Year 8 class were given a Flip Cam and were tasked with filming as many staff members and Senior pupils as possible saying ‘Hello’ in a number of different European languages. Our Year 8 pupils engaged very well with the task in hand and were surprised at the linguistic talent (or lack of!) shown by our staff and older pupils.
On a culinary note, a number of delicious delicacies teased our taste buds last Friday. Sixth Form pupils were treated to authentic Italian pizzas in the thriving Sixth Form Servery and pupils were keener than ever to get to our canteen at Break to participate in the European Continental Breakfast. Staff were also treated to a sumptuous European-style lunch, which went down a treat!
Numerous member of staff commented that there was a real ‘buzz’ throughout the day in school and the continued level of commitment shown by both pupils and staff alike is yet another example of our enthusiasm towards all things international. Bring on next year!
French Exchange Camille Sée Colmar
German Exchange Partnership
Ballyclare High School is proudly linked with Gymnasium Petrinum, a grammar school in Dorsten, Germany. Our partnership with Dorsten has existed for twenty five years, making this one of the longest running German exchanges in the province. Each year, groups of pupils and staff from both schools visit each other and participate in a range of cultural and linguistic activities. Many lifelong friendships have been formed and to this end we place great emphasis on international travel as a means of developing pupils as individuals; part of our school ethos.
On a typical exchange, which lasts for one week, pupils from Ballyclare have the opportunity to see the daily life of a German family, spend a day in a German school and take part in activities which promote language skills. Visiting teachers also use the exchange as an opportunity to share good practice and look at developments in language teaching in both schools.
Our German exchange has helped us to maintain a strong, bustling German department in a period when German has lost ground in popularity in other similar schools in the province. The German exchange with Dorsten creates a sense of purpose and achievement within pupils of all ages in Ballyclare High School, especially given that many pupils participate in the exchange on a number of occasions throughout their school career. Providing pupils as young as thirteen with the opportunity to fully immerse themselves in German language and culture, while staying with a German family for an entire week, allows young people to contextualise the material they study during language classes, whilst gaining a sense of independence and, of course, having fun in doing so!
International Dimension
Ballyclare High School places great emphasis on developing international contacts. We were the first school in Northern Ireland to be awarded the prestigious British Council International School Award and have gone on to win the accolade on six consecutive occasions.
We are proud to have a strong international ethos embedded throughout the school. On joining us, all pupils learn two Modern Languages; French and German or French and Spanish. Pupils will then continue to study two Modern Languages until the end of Year 10. Pupils then have the option to continue studying one or both of their Modern Languages at GCSE. Many pupils study two languages at GCSE and continue their studies into A level.
In our teaching and learning activities in all subjects, we collaborate with schools across Europe to ensure our pedagogical practice is in keeping with our neighbours. Increasing use is made of video-conferencing to bring the wider world in to the classroom. Our pupils have numerous opportunities to visit foreign countries and practise their language skills. In addition to ski trips and field trips, we offer annual exchange trips to Dorsten in Germany and Colmar in France and a Year 11 cultural visit to Barcelona. Year 8 pupils are lucky to have the opportunity to travel to either France or Germany at the end of their first year with us.
In terms of extracurricular involvement with regards to Internationalism, we run a weekly Languages Club for Key Stage 3 pupils, offer a Language Leaders Award Scheme for Year 10 and 13 pupils and senior pupils regularly take part in the Northern Ireland A-level French and German Debating Competitions and other external competitions such as Juvenes Translatores.
Language Club
At Ballyclare High School, we are very lucky to have three dedicated language assistants working with us each year. We have an assistant for Spanish, German and French. Our assistants work tirelessly to help and encourage our pupils to improve their spoken language. They work primarily with A-level pupils, but often help out our junior classes too. Our local primary schools also benefit from our language assistants, as they visit the primary schools each week to teach Spanish, German and French to younger children too.
Another key role of our Language Assistants is within the Language Club here at BHS. This is a weekly club, designated for Year 8 and 9 pupils. During this time, pupils get to know our Language Assistants, brush up on their studies, play some interactive language games and even try some local cuisine from Spain, Germany and France. It is a great way for Year 8 and 9 pupils to meet new friends, as well as expanding their cultural and linguistic horizons!
Language Leaders Award Scheme
At Ballyclare High School, we currently offer pupils in Yrs 13 and 14 as part of our Sixth Form Enrichment programme the opportunity to participate in the Language Leaders Award Scheme. The award aims to teach young people how to lead others through basic languages activities (for example teaching the colours or days of the week) by working to develop their communication, organisation and motivational skills.
The programme involves pupils developing their planning, teaching and analysis skills and involves several visits to a local primary school to teach languages. Participants study different aspects of communication and leadership, alongside developing the necessary skills to plan and deliver successful lessons in modern languages to younger pupils. They also research cultural identity in the country of their chosen language and have the opportunity to impart some of this knowledge during their lessons.
This year, over 25 Sixth Form pupils are participating in the Language Leaders project. We are so lucky to work with a range of primary schools in the local area who collaborate with us annually, allowing our Language Leaders to deliver interactive language lessons to primary pupils. Schools such as Fairview PS, Ballyclare PS, Doagh PS, Thompson PS & Ballynure PS have participated in the project in recent years.
Portuguese Medallion Tour 2015/16
DAY 1
MMC: We made our departure from George Avenue early on Thursday morning buzzing with anticipation and wondering what the next 4 days would bring. The journey to Dublin went quicker for lots of the squad who enjoyed a 2 hour rest on the way there. After offloading our baggage and despite the loss of Ewan Wasson’s (E Wassi) hair products at security we still had time to scrum down at Burger King.
DoR: I think you had plenty amongst yourselves to stock up boots for a month anyway, so I am sure he got by…
MMC: Yeah true… well we touched down in Portugal saw us welcomed by excellent weather and Karen our guide. After a quick check in and lunch at the hotel we were off to our first match against local side Argonomia U16, unfortunately we lost narrowly. Our defeat was quickly forgotten about by our Norn Iron sing song on the way back to the hotel.
DoR: This was an excellently competitive match for the boys, we were able to use the full squad and the experience of playing in a different venue, atmosphere, country was excellent and as for the singing it did become a ritual that as soon as they had bums on seats that singing would start… however the singing was a better option to the music tunes that had been blaring from the back of the bus. Certainly not the Andre Bocelli that Mr Campbell is used to in his drives to and from school.
DAY 2
MMC: Friday was the day we got to train on a 3G pitch for the first time and it was excellent session also the weather stayed on side. After this session we tackled our food in the beach bar and some members even went into the rough waves.
DoR: We gave the boys time to choose an acivity here on the beach and they set up a touch rugby compeitition and some football.
MMC: Yeah then we moved on to do some shopping in the town centre and then we ate a healthy pre-tournament meal of burger and chips.
DoR: From the past experience of tours, it is best to feed the good and bad food at the right times to keep a happy camp.
MMC: After dinner it as all downhill as we had the punishments came from Tour Entertainment Manager Jordan (Massey) McKinstry, after some of his woeful singing as well as great covers of Sweet Caroline and Wonderwall we went back to our fancy hotel. Later on, we had our mini track to the supermarket was unsuccessful as we had seemed to have turned the whole supermarket against us by accidently dropping 6 glass bottles of chocolate milk as well as Richard Whyte nearly destroying a horse riding simulator outside. This was the only horse play on tour.
Day 3 – competition day
MMC: Today we had a tournament to look forward to as we lined out on the same pitches we had faced Argonomia in our opening game. Our group was made up our new friends Argonomia and Lusitanos who went on to the win the tournament. We lost both games narrowly to both older and bigger sides and this resulted in many injuries like the destroyed calf of soupy, broken nose of Thomas Ferguson and fractured femur of Matthew McCullough.
DoR: The rugby was very competition and worthwhile from a development point of view and the injuries were minimal apart from the injury to you Matthew, which was manageable and not as bad as first thought but the assistance we had on hand to us was excellent. Think we even have a great selfie of you in an ambulance…
MMC: Then after the tournament we spent a few hours playing football on a small pitch and socialising with the Argonomia players and even exchanging a few songs with them. Then we went back to the hotel for some group competitions which was great craic and the victorious team was “Mr. McKeevers One /Direction” just edging it over “Mr. Millikens farmers” and “Massey Massive” with “Mr.Campbells SPF50” coming last.
Day 4
DoR: Day 4 and it seemed like day 14 with the chants from every bus trip getting louder and to top it off we got “light drizzle” for the whole day… that wasn’t going to stop “Mr Milliken Tours” and we had the boys taken around the main must sees in Lisbon.
MMC: Yeah we were given a showing of the city during this we passed sporting Lisbons ground and this resulted in a new chant of “ULSTER, SPORTING, ULSTERRRR,SPPORRRRTTINGGGG!”
DoR: Yes… the driver really appreciated that one…
MMC: Yeah hahaha anyway, the tour took it out of us and we popped into a McDonalds and ended up wiping out the chicken nugget supply. As the weather conditions weren’t on side we ventured to the an U20s European rugby qualifier and in the pouring rain we made a group decision to go to the shopping centre instead this resulted in most of the squad buying 20 euros worth of sweets. Our bus journey back to Lisbon Airport left many of us trying to remember our best parts of the tour and worst parts. As we landed back in Dublin all you seemed to hear for a 2 hour bus journey was song after song after song and when we finally approached the mighty Rashee Road we had a final blast of our newly adopted chant “Everywhere we go!”
Great trip guys,
Matthew McCullough
Award
Foreign Language Leader Award
Under the auspices of Sports Leaders UK, Ballyclare High School is the first school in Northern Ireland to offer the Foreign Language Leader Award for pupils in Year 10.
The award programme, provided as part of our extensive extra-curricular provision in Modern Languages, allows pupils to develop their leadership, communication and motivational skills. Pupils work together with teachers and language assistants to learn new languages, teach languages to younger pupils in our school and to connect with our community by teaching basic French, German and Spanish to pupils in local primary schools. In addition, pupils must organise a European festival for the whole school community.
On successful completion of the award, pupils receive recognition from Sports Leaders UK. They become Language Ambassadors and promote the importance of French, German and Spanish throughout the school.
British Council International School Award
British Council International School Award record success for
Ballyclare High School
Ballyclare High School has been awarded the British Council’s prestigious International School Award in recognition of its work to bring the world into the classroom for an unprecedented 8th time.
The International School Award celebrates the achievements of schools that do exceptional work in international education. Fostering an international dimension in the curriculum is at the heart of the British Council’s work with schools, so that young people gain the cultural understanding and skills they need for life work in today’s world.
Ballyclare High’s international work includes a range of activities and overseas partnerships which enable our pupils to enhance mutual understanding of other cultures and to create lifelong friendships. Annual exchange trips to Germany and France, alongside an array of international sporting and cultural projects afford our pupils invaluable experiences worldwide. For example, the COP26 Forum enabled our pupils to debate with pupils from the British Columbia Canadian International School in El Sharouk, Egypt, via Zoom. All these projects encapsulate the whole school approach to our international dimension at Ballyclare High.
On hearing the news that Ballyclare High had received the award, Mr. J Nelson, International Coordinator, commented that ‘The International dimension is at the heart of both our teaching and wide extra-curricular programme. Pupils and staff alike work hard to develop our own opportunities, as well as providing others in our local community with international links. I am extremely proud to see our school win this award for a record-breaking 8th occasion, thus highlighting our commitment to internationalism.’
Scott McDonald, Chief Executive of the British Council, said: ‘The school has earned this prestigious award through its inspirational international work and links with schools abroad. The International School Award is a chance for schools to be recognised for their important work bringing the world into their classrooms. This is especially commendable when schools have been deeply affected by the global pandemic. The desire to build on their international work shines through and it is with upmost pride that we celebrate their achievements.
By embedding an international dimension in children’s education, these schools are preparing their pupils for successful lives in the UK or further afield, empowering them to be global citizens, and are creating vital opportunities in an increasingly global economy.’
