OFSTED linked document – good practise guide – Elaine Taylor
Video from Chenderit school’s website
Judith’s presentation from the event
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I have always been a fan of cross-curricular work. As an unqualified lecturer in FE I was teaching sport and ICT (amongst many other things) and I always believed that when learning was for a purpose (other than meeting the lesson objectives on the board) the students were always more engaged and took more ownership of their own learning.
It had been my dream since I started teaching MFL in 2011 to start a project like this, developing MFL through other curriculum subjects, and to be in a school which believed in languages enough to enable it to happen. Judith’s school taught Geography and PHSE in French to Y7 students and the results were excellent as across the curriculum the students had improved in many other subjects as a result.
As languages in my new school are with the school’s specialism of Business and Enterprise (and the head of specialism has an AS level in French) I am hoping that we can mirror some of this success through teaching business through MFL to Y8 with at lesson one ‘European’ strand. Whilst it is early days for me given I don’t officially start there until a week tomorrow, I am keen to continue my research into this area as I believe this is how languages should move forward in the UK as they have in mainland Europe.
Judith’s .ppt was extremely informative and for that reason my notes are limited from this session. I’m pleased that it was put on the website straight away.
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Even though your language may not be perfect, you are still communicating
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Deliver training of the visual techniques (something I would need)
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Visual learning – see on .ppt
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Strip the concepts down to one really well done activity with lots of visual clues and able cover it once
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Listening cards, authentic video material have to emphasise the visual to lead up to a big piece of work e.g, podcast etc no vocab lists but keep repeating key vocabulary – graphs and charts, low linguistic vocab and is clear
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At the start, put the words on the board as well as saying them
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Using scaffolding tables and help support students to justify their responses using recycled vocabulary
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Use authentic videos…
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Vrai ou faux with images on both sides of the phrase describing the situation
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Dominos, explanations match up
The key thing I picked up on from the video was that students had a lot of visual aids, which as you could imagine they would need, and they didn’t seem to appear to be phased by the amount of TL taking place. I’m really looking forward to getting my teeth stuck into a project like this!
RELATED LINKS
WHAT CAN WE LEARN FROM THE PUPILS? TRANSITION FROM KS2 – KS3: KATE RICHARDSON
DOES LANGUAGES UNLOCK THOUGHT: LIZ BLACK
LANGUAGE WORLD 2012
LW2012: SEN in the Mainstream Classroom With John Connor
LW2012: Improving Memory With Wendy Adeniji
LW2012: Reflecting on ‘Conversation in the Classroom’ with Steven Fawkes
LW2012 – Future perfect: A panel debate on the challenge ahead for language education
LW2012: Motivating Themes for Controlled Assessments
LW2012 – Getting the most out of OFSTED
LANGUAGE WORLD 2011
Lighting fires not filling pots – Language World 2011
LW2011 – Cross-curricular contexts and authentic resources: Martine Pillette
LW2011 – Olympic Values and Intercultural Understanding: Isabelle Jones
