Barry Barry Comprehensive Comprehensive

SchoolSchool

Triple Literacy.Triple Literacy.

Friday, 1Friday, 1stst July 2011 July 2011

The AimsThe Aims

MFL, Welsh and English teachers MFL, Welsh and English teachers were keen to share good practice and were keen to share good practice and to then incorporate new strategies to then incorporate new strategies into their lessons (sharing SC, use of into their lessons (sharing SC, use of AFL, Sue Palmer’s text types)AFL, Sue Palmer’s text types)

We were concerned that a variety of We were concerned that a variety of language terminology was being used language terminology was being used and we should all be using the same and we should all be using the same terminology.terminology.

The Process: who to involveThe Process: who to involve

We agreed to focus on year 7 pupils We agreed to focus on year 7 pupils We felt it was important to involve We felt it was important to involve

teachers from MFL, Welsh and English in teachers from MFL, Welsh and English in order to bridge the good practice we order to bridge the good practice we hoped to findhoped to find

We wanted to involve a cross-section of We wanted to involve a cross-section of staff, new and more experiencedstaff, new and more experienced

The Process – the The Process – the observation focusobservation focus::

Clear Lesson Aim/Success Criteria/ ‘Big Clear Lesson Aim/Success Criteria/ ‘Big Picture’Picture’

Questioning – pupils (pair work/group Questioning – pupils (pair work/group work) and teacherswork) and teachers

Frameworks/support for pupils?Frameworks/support for pupils? Terminology – are pupils encouraged to Terminology – are pupils encouraged to

use appropriate language/terminologyuse appropriate language/terminology Other observationsOther observations

All teachers use the term ‘connectives’. All teachers use the term ‘connectives’. Also words such as conjugate, auxiliary, Also words such as conjugate, auxiliary, simile etcsimile etc

English teachers are aware of the English teachers are aware of the positioning of adjectives across the positioning of adjectives across the languages.languages.

Success criteria shared.Success criteria shared. The benefit of working closely with The benefit of working closely with

different teachers. different teachers. TensesTenses

OUTCOMES.OUTCOMES.

French, German and Welsh teachers French, German and Welsh teachers translated the Sue Palmer text types. translated the Sue Palmer text types.

More group and peer assessment More group and peer assessment taking place.taking place.

Involvement in the school Involvement in the school newspaper.newspaper.

Mots de liaison pour écrire une argumentationMots de liaison pour écrire une argumentation

- Un argument opposé est que …- Un argument opposé est que … = a counter = a counter argument is …argument is …

- Autrement…, …ou bien… - Autrement…, …ou bien… = = alternatively…alternatively…- Bien que …(+ subjonctif)- Bien que …(+ subjonctif) = Although…, = Although…,

Though…Though…- Quant à- Quant à = As with … = As with …- En considérant les évènements d’un point de - En considérant les évènements d’un point de

vue différent… vue différent… = from a different = from a different angle/perspective…angle/perspective…

- Cependant…- Cependant… = However = However- Au lieu de …- Au lieu de … = Instead of… = Instead of…- De même- De même… = in the same way…… = in the same way…- Comme…- Comme… = Like … = Like …- Néanmoins …- Néanmoins … = Nevertheless… = Nevertheless…

QuestionnaireQuestionnaire

English/ MFL/Welsh (Please circle the subject you are in)English/ MFL/Welsh (Please circle the subject you are in)

1) Is there a clear aim for this subject? Do you know why you are learning? 1) Is there a clear aim for this subject? Do you know why you are learning? YESYES NONO SOMETIMESSOMETIMES  2) Are you given enough opportunities to talk and question?2) Are you given enough opportunities to talk and question?YESYES NONO SOMETIMESSOMETIMES  3) Are you given enough extra help? (Example: In your planner, on the wall, help 3) Are you given enough extra help? (Example: In your planner, on the wall, help

sheets)sheets)YESYES NONO SOMETIMESSOMETIMES  4) Are you able to use the correct terminology? E.g. Connectives4) Are you able to use the correct terminology? E.g. ConnectivesYESYES NONO SOMETIMESSOMETIMES

5) Do you know what text types are and how to use them?5) Do you know what text types are and how to use them?YESYES NONO SOMETIMESSOMETIMES  6) What is the one thing in the lesson that you would like to change so that you can 6) What is the one thing in the lesson that you would like to change so that you can

understand things more clearly?understand things more clearly?  7) What was the part of the lesson that helped you to understand things more clearly?7) What was the part of the lesson that helped you to understand things more clearly?  8) How will what you have learnt in this lesson help you in at least one other subject?8) How will what you have learnt in this lesson help you in at least one other subject?

Findings from the Findings from the questionnaires:questionnaires:

Pupils enjoyed having support sheets and Pupils enjoyed having support sheets and information on walls/display.information on walls/display.

They like having a clear aim written up They like having a clear aim written up (success criteria) and also writing their own.(success criteria) and also writing their own.

Wanted to work with others, sharing ideas Wanted to work with others, sharing ideas and peer assessment – they want more of and peer assessment – they want more of thisthis

They like the ability to ask as well as answer They like the ability to ask as well as answer questions – talking was important!questions – talking was important!

They soon picked up that MFL, Welsh and They soon picked up that MFL, Welsh and English teachers were working together.English teachers were working together.

More long term actions:More long term actions: Sue Palmer text types to be translated into Sue Palmer text types to be translated into

Italian.Italian. MFL and Welsh interested in Whiteboard MFL and Welsh interested in Whiteboard

Workout, English software that would lend Workout, English software that would lend itself to the teaching of language and itself to the teaching of language and grammar in MFL and Welshgrammar in MFL and Welsh

To develop Triple Literacy bookletsTo develop Triple Literacy booklets To continue observing one another and to To continue observing one another and to

incorporate any new strategies/techniques incorporate any new strategies/techniques into lessons.into lessons.