01

Name

Mrs Victoria Lopez

Specialisation

Modern Foreign Languages

Role

Director of Modern Foreign Languages

School

Etone College

Areas of Support

  • Succeeding with MFL GCSEs
  • Expanding from GCSE into A level.
  • Lesson planning and observations for new teachers and experienced practitioners

Mrs Victoria Lopez | Director of Modern Foreign Languages

I am an experienced and enthusiastic practitioner, with a love of my subject (MFL).

I have held my current role as Director of Modern Foreign Languages at Etone College since June 2015. Prior to this I was the Second in Department from September 2013 and Head of Spanish from 2010 at Barr Beacon School.

Before qualifying as a teacher I worked in the tourism industry as a qualified translator and interpreter and I have an interest in the use of foreign languages in the workplace. My native language specialism is Spanish; however I am fully aware of the requirements of successful languages teaching. I also believe in the positive impact of technology and the use of video, music and social media to enhance language learning and have a large range of multi-media resources to share.

Since qualifying as a teacher in 2009 I have held a succession of senior teaching and head of department posts and I am keen to share my experience and knowledge with others.

Impact

As a successful head of department, I have significantly improved the language GCSE results in two large secondary schools.

During my time at Barr Beacon the Spanish language consistently achieved 100% A-C at GCSE and improved their retention of languages students to Post 16 courses. At Etone, as Director of Languages we have improved results in the area to well above national average not only for A-C grading but also for A-A* achievement. MFL learners in the Sixth Form have more than doubled in 2 years.

I have been able to achieve these sustainable results by focusing on the quality of teaching; modelling outstanding teaching practice and coaching other teachers. I have set strict routine patterns of behaviour as well as set up clear and transparent data monitoring to help staff to target their efforts.

Importantly by improving overall outcomes we have made languages much more visible within the school and shown that pupils from all backgrounds – including disadvantaged children – can achieve high levels of proficiency and progress to higher education. As well as a stretching academic exercise, language learning should be a rich cultural experience and add real depth to a child’s education.