Group Talk
- 1. Faculty Meeting, 19th October 2009
- 3. 80 75 70 66 66 60 63 GRADE 59 C 50 47 46 45 44 40 37 30 20 10 Foundation 0 Higher L S R W All
- 4. Pupils learn to participate more spontaneously and extensively in conversations and discussions about classroom matters, their work and themes studied in class. Construct and generate initiate and participate in make extended and/or language, using a stock of unrehearsed pupil-teacher frequent contributions to words, phrases and and pupil-pupil exchanges classroom talk sentences for social communication and to talk about their work Y7 make effective use of simple Y8 plan and carry out Y9 deal effectively with verbal or visual prompts in unscripted conversations unexpected responses in order to take part in and discussions, taking into order to sustain conversations and account the conversations and discussions views, preferences and ideas discussions of each group member
- 5. By the end weaknesses inprecisestudents Common of Key Stage 3 most provision for Features that were often missing from SOWs were: sound-spelling linksgiven less However, they are secondary modern languages included feedback on speaking. This feedback doesrange of could usually understand a not often speaking beyond the topic A insufficient and engagedother skills tenses opportunities to develop the use of hindrance to speaking their further readingthey could improvefluently focus on how to stimulate in basic creative speaking does not links not been pronunciation and skills or independent good writing was that sound-spelling encourage them conversations with peers or their the use from memory quicklyStudents’ to work of ICT inand writing.toenough, which speaking taughtpronunciation was different ways raise teachers, but their well. achievement there are an area of particular speaking skills were times when the most means that accurate and they were the use of not often authentic materials able weakness innot challenged enough. students arewhen speaking. hesitant both key stages. assessment. July 2008
- 6. Personal independent enquirers creative thinkers Learning and team workers self-managers Thinking effective participators reflective learners. Skills
- 7. But equally important seems to be the task of looking ahead from Year 9 into KS4 and working to ensure that what learners experience is really 'joined up'. I've talked to a lot of teachers who are fired up but what they are now teaching at KS3 but concerned that they will need to return to something much more conservative and less interesting at KS4. So are we resigned to it being a case of our KS3 learners being 'all linguistically challenged and highly motivated with nowhere to go' at KS4? Or can we make suitable links between the learning to join both key stages together (without risking a dip in the all too important performance indicators)?
- 8. Teach pupils how to: Think Suppose Estimate
- 9. 46 34 83 vielleicht = perhaps; ungefähr = about; älter als/jünger als = older/younger than;
- 10. Opportunitiesfor MFL pupil talk can be limiting in scope and inherently finite. Theemphasis can often be misplaced on the completion of a mundane task where only specific language structures seem valid. Transactionalrole playing can build a false perception of language in pupils’ minds.
- 11. Only the target language is spoken Interaction between a small group of pupils Tasks demand opinion, conjecture and debate Language is often colloquial Responses are spontaneous There is no set finishing line
- 12. Give pupils the linguistic skills and regular opportunities to use: the language of conjecture disputational talk (arguments!) Plan for speaking activities in small groups as well as pairs Choose speaking stimuli which will engage and provoke spontaneous responses (avoid transactional tasks) All of this will be achieved by implementing the Group Talk project in your classroom and department
- 13. Ich mag (Deutsch) (Deutsch) ist cool Was denkst du? Nein, das stimmt Ja, das stimmt! nicht Du spinnst! Ich denke …