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![Page 1: A creative approach to MFL teaching and learning Introducing two highly replicable creative cross- curricular projects involving French, drama and art.](https://reader035.fdocuments.in/reader035/viewer/2022062421/56649dc35503460f94ab50fc/html5/thumbnails/1.jpg)
A creative approach to A creative approach to MFL teaching and learningMFL teaching and learning
Introducing two highly replicable creative Introducing two highly replicable creative cross-curricular projects involving French, cross-curricular projects involving French,
drama and art and a discussion of the drama and art and a discussion of the outcomes for both students and teachersoutcomes for both students and teachers
Hilary MeadowcroftHilary Meadowcroft
Lymm High SchoolLymm High School
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CLASS programme phase 1CLASS programme phase 1
February - April 2005
Specialist Schools Trust and Creative Partnerships
Creative Learning Lead Practitioner appointed in each of 10 specialist subjects
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CLASS aimsCLASS aims To develop teachers’ understanding of and expertise in
facilitating creative learning
To enable pupils to become more imaginative and independent learners
To explore and encourage teachers’ own creativity
To embed creative learning in subject departments in a sustainable way
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CLASS aimsCLASS aims
To draw on experience of skilled practitioners in Specialist Schools and Creative Partnerships
To foster sustainable partnerships between schools and the widest range of cultural and creative professionals
To deliver high quality creative opportunities for pupils
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Your mission…….Your mission…….
5 months collaborative curriculum project
Implement associate school project
Develop creativity in own classroom/ department
Work with an external partner from the cultural or creative sectors
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““Êtes -vousÊtes -vous
Sequence of creative lessons based on “Le Petit Prince”
Independent learning Ability to make choices and innovate Experiment with language, recombine,
put into new contexts Express own ideas, wishes, thoughts,
interests
mouton,mouton,serpent,serpent, ou renard ? ”ou renard ? ”
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At a glance……..At a glance……..
Number of pupils involved 60 Timescale Feb - Apr 2005 School Lymm High School Number of teachers 4 Number of sessions 14 Hours per participant 7
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Activities includedActivities included
Visit 6 planets - who do you meet and what have they got to hide?
Think about differences between child and adult Design your own contemporary planet and
describe who lives there Create and act out a dialogue Write a poem in French to describe le petit prince
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TaskTask Discuss with a partner 5
characteristics of children and share them with the group
Think about why the author would prefer to dedicate his novel to a child rather than to an adult
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Working with an artistWorking with an artist Focus on a simple concept to visualise
“ Visible things are only shells that hint at the real worth hidden inside”
Make a shell or pod-like form which comments about a character in the novel or expresses the idea of an inner life or truth
Two workshops
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Images of creative Images of creative learninglearning
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Pupil outcomesPupil outcomes
Increased enjoyment, enthusiasm and motivation Enhanced learning through cross-curricular
approach New skills acquired and applied, linguistic and
artistic Learning shared with teacher as co-learner Independent learning developed in evolving
language setting
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And now....And now....
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Dramatic verbs and irregular Dramatic verbs and irregular dramadrama
Explore the nature of learning in MFL and drama
Develop new teaching and learning approaches
Combine both areas through project on bullying
Work with theatre company
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At a glance……..At a glance……..
Number of pupils involved 60 Timescale Feb - Apr 2005 School Bridgewater High School Number of teachers 10 Number of sessions 20 Hours per participant 20
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Activities includedActivities included
Reciprocal lesson observations Drama techniques trialled in MFL lessons to
enable pupils to memorise and retain language structures
Demonstration of Maketon, use of tone, posture, gesture to communicate
Pupils perform play which showcases new methods of learning, new language structures, new drama techniques
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Working with a theatre groupWorking with a theatre group
Active Drama Company
Play based on anti-bullying
Citizenship crossing subject boundaries
Workshop exploring theme involving pupils using a variety of dramatic and musical techniques
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Dramatic verbs, irregular Dramatic verbs, irregular dramadrama
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Pupil OutcomesPupil Outcomes
Increased motivation, enthusiasm and enjoyment through cross-curricular approach
New language, drama and performance techniques acquired and applied
Ability to transfer knowledge and skills Increased confidence to perform and take risks More cohesion within the group Citizenship focus crosses subject boundaries
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Teacher outcomesTeacher outcomes
Development of creativity, working as a co-learner
Professional development through collaboration with colleagues and external partner
Increased enjoyment and motivation
Creativity woven into schemes of work
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Insights arisingInsights arising
A creative approach gets pupils... To think as well as to repeat To make language work for their own purposes To express their own ideas, thoughts, wishes,
interests in an evolving situation To acquire and put into practice new skills To make choices To discover new possibilities
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Extracts from the CLASS diaryExtracts from the CLASS diary
Adults and children
think differently
We worked in a more
visual, active way
Working with friends
makes it more
informal
We read between the lines to
understand the characters’
feelings
Can we do the project
again ?
Sophia’s origami birds make the display
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Extracts from the CLASS diaryExtracts from the CLASS diary
It’s hard to paint
stockings
I have learnt to look at people’s
personalities instead of judging
them by their looks
I’ve learnt to understand
French better than I thought I
could
I have learnt more about
myself and that I am turning into
an adult
I’ve learnt things I can use in other subjects ?
More subjects
should do this - it boosts
learning
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ChallengesChallenges
What is creative learning?What is difficult about that?What are we asking pupils / teachers to
draw upon?What outcomes are we looking for?How can we embed creativity into SOW?