We have a cultural of entitlement and opportunity and take the view that all pupils regardless of back ground can derive some benefit and enjoyment from the study of a second language.
Additional Departmental Strategies implemented through curriculum planning and the intended impact for students:
Strategy
Introduction of vocabulary in chunks
Intent
to ease cognitive load
Expected impact
Increased identification in (reading/listening) and retrieval (writing/speaking
Strategy
Multi-sensory strategies with cards for match ups, sentence structuring
Intent
To avoid prioritising one skill and to provide opportunities to revisit vocabulary regularly
Expected impact
Increased identification in (reading/listening) and retrieval (writing/speaking
Strategy
Instructions – orally and written on the board / broken down
To be judicious in the use of target language instructions
Intent
To always provide model examples from which can adapt.
Expected impact
All pupils able to access any task at at a least a basic level
Strategy
To provide Writing frames / sentence starters and use of open book assessments
Intent
to lessen anxiety and burden of handwriting and to avoid copying for its own sake
Expected impact
Pupils writing is better because they have the scaffolding.
Books are better kept because pupils see how bookwork feeds into assessments
Working memory:
poor memory for what they see or hear in the short term and cannot hold onto information presented visually/orally long enough to process it and commit it to long term memory
MFL specific strategies:
Difficulties with reading:
poor word recognition and this combined with poor memory can result in comprehension difficulties
MFL specific:
Writing:
students will avoid words they cannot spell when writing this affects the quality of the written work and can result in poor or simplified expression of ideas. Omission of punctuation and function words will further distort the quality of written work in exam situations
MFL specific strategies:
Spelling:
If the spelling is very poor it will mask the meaning.
MFL specific strategies :
Handwriting:
Poor handwriting, immature letter formation, uneven letter size and inappropriate use of capital letters
MFL specific strategies
Speech:
Some students with dyslexia experience minor speech difficulties which can cause distress when reading aloud,
Mispronouncing multi-syllabic words
Substituting a word for a similar sounding words
Spoonerisms, swopping the first consonant of two words e.g. Gill Bates instead of Bill Gates
MFL specific strategies:
Low self-esteem:
Some students will feel frustrated when they perceive that others in the class are making more progress
MFL specific stategies:
Teaching and learning focus—Strategies
At Sidmouth College, every department uses 7 key strategies to support our disadvantaged learners.
We a focus on providing our disadvantaged learners with equity, to be able to address any barriers they might face in the classroom.
Bespoke provision - Identification and awareness of students.
Relentless high expectations - College culture, challenging stereotypes.
High quality teaching - Staff CPD, live marking, RAG and MWB – priority, keeping resources/books in class.
Literacy focus - DEAR, Live marking, exposure to a range of vocabulary.
Time to listen - developing positive relationships.
Experiences & opportunities - target and invite. Regular praise/recognition/leadership opportunities.
Home engagement - emails, phone calls, parents’ evenings, looking for opportunities to share success.
Additional Departmental Strategies implemented through curriculum planning and the intended impact for students:
Intent
To remove embarrassment and awkwardness when talking or writing about holidays, houses, family etc
Implementation
Establish idea that we assume a second identity-we don’t have to say the truth in a foreign language
Impact
Pupils are more willing to speak or write on the understanding that it is the French or German and not the content, which matter.
Intent
To avoid any assumption that it is normal to visit foreign countries and to promote instead that it is a privilege. Promote the idea that foreign travel is a real privilege and not the norm.
Implementation
Promote the idea that travel to other countries and knowledge of another language are desirable for the future. Bring the country into the classroom.
Impact
Pupils are curious about the target language countries and an aspect of it that doesn’t require travel.
Intent
To promote the benefits in terms of working memory, literacy, enjoyment of music and film
Implementation
Through constant reiteration of the idea that there are more benefits to MFL than travel.
We accentuate the benefits of a second language in terms of it enriching our own vocabulary
Impact
Pupils recognise that some of the benefits are immediately attainable.
Spiritual
Links with own language
Develop Confidence in Literacy
Oracy
Encourage use of imagination and creativity in their learning
Willingness to reflect on their learning through PIT Stops
Academic rigour
Growth mindset
We develop the skills needed to learn language.
Learning to learn
Raising ambitions and aspirations
We foster an enjoyment in words
French Poetry
Moral
Throughout stereotypes and intolerance are challenged
Responsible use of technology
different types of family situation
are themes we cover
Social
At a level commensurate with the pupils’ linguistic ability we cover the following topics in both KS3 and KS4
Healthy Eating
Choices-Drugs and alcohol
Fairtrade
Homelessness
Charity Work
Cultural
Continued comparisons made between France and Germany
Raise awareness of the use of idioms
Forms of address
Exposure to Customs and festivals especially those particular to France or Germany.
Set films to study are only those from the country of cultural merit
Au revoir les enfants Yr9
Les choristes Yr 9
Wilkommen bei den Hartmanns
Good Bye Lenin yr10
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