The Linguist is a languages magazine for professional linguists, translators, interpreters, language professionals, language teachers, trainers, students and academics with articles on translation, interpreting, business, government, technology
Issue link: https://thelinguist.uberflip.com/i/271849
Vol/52 No/1 2013 FEBRUARY/MARCH The Linguist 27 FEATURES to look at developing a creative curriculum. We had a discussion-based activity in the classroom. We talked to pupils about changes to teaching and the impact it would have on them. They were really keen to have language that they could use in a real-life situation. It is encouraging that pupils are already thinking about the purpose of their learning and that they are getting such enjoyment out of the subject. What we aim for is to provide a sense of continuity and security to what they are learning. Making sure we have the right people on board, and that everyone has a good understanding of what we plan to achieve and by when, has been a challenge. Being realistic and keeping up enthusiasm is key – being sensitive to the fact that others are already managing overloaded schedules and finding ways to move forward, eg, through contributions by email. Thanks to the Language Improvement project for primary teachers, teachers who would not have dreamt of speaking Spanish out aloud are now developing their own Spanish activities. We tried to make the sessions informative yet informal, with plenty of opportunities for sharing ideas and even enjoying tapas together. It is wonderful to see it all being implemented. Working with our mentor and staff at CfBT has given me great focus. We had fantastic training, great events and speakers, as well as the opportunity to talk with others and help getting a national picture of what is going on in languages. It feels like we've started the ball rolling and it's going to carry on.' Belinda King coordinates the Languages Support Programme at two Teaching School Alliances in the Bath area. The Academy Teacher: David Spence 'We started by carrying out an initial audit within our TSA. We then tried to match the results with the existing Ofsted Languages report to see where any similarities were – issues that we could tackle through our projects. Our audit showed that students needed help to learn strategies for decoding text, which would make their reading experience more valuable. I see communication as central to my role. Meeting every six weeks to get an update on progress, establish contacts via email, evaluate the success of different activities and coordinate people's work to ensure everything is on track. You are working to a fast rhythm but you get to see the rewards first hand, as your pupils' understanding and interest in languages grows. Some of our kids have been reading materials, such as articles about wrestling in Senegal, which really met their interests. These have had a positive effect on language learning and kids are generally much more enthusiastic in the longer term. We've had very positive feedback and are delighted with their progress and our involvement in the programme. David Spence is Subject Leader in Education for Languages at the Cabot Learning Federation, a 'family' of academies educating more than 5,000 students. To find out more, visit the Languages Education Team (CfBT Education Trust) stand at the Language World Conference in Nottingham, 22-23 March, or see www.cfbt.com/support/languages supportprogramme.aspx. need to build arrangements with primaries. We are doing some really great work on transition modules, using storytelling to help students develop their reading and writing skills. One school is using the Harry Potter stories. Another is using an Amnesty International themed story, which has echoes of the Holocaust. Students reading this story have been able to link it to other aspects of the curriculum, such as Anti-Bullying Week. Another really exciting and innovative strand is our work in assessment, which has seen a group of primary teachers work on developing an EBook to aid pupils' self-assessment.' Bridget Smith is a CfBT mentor working with four Teaching School Alliances in the South East area. The Primary Teacher: Belinda King 'Our Head was committed to developing languages across the school. They took me on as a Primary Language specialist two years ago and staff wanted to get more involved with the subject. Our mentor is so enthusiastic and motivational, and she is always on hand to answer questions. She's been instrumental in keeping the momentum going, keeping us informed about meetings and resources, putting us in contact with other schools running similar projects. This has resulted in a visit to another school to discuss different approaches to similar projects, and what we can learn from each other's experience. We are currently in the early stages of mapping out the Y5 to Y8 curriculum with our partner school, which should make transition smoother for pupils. We work on things such as avoiding repetition of vocabulary and content, which could mean students get bored and switch off. Instead, what we want is LEARNING EXPERIENCE Carolyn Robson, Headteacher at Rushey Mead School, shares a joke with pupils