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Designing a curriculum for the more able
'Ingredients' for effective MFL
- open-ended tasks
- opportunities to experiment and use initiative
- challenging aims shared with pupils through clear instructions
- encouraging continuous review and evaluation
- more extended or creative written tasks
- writing in response to investigation
- appropriate interactions with the teacher
- relevant use of clubs, competitions and national contests
- developing high order skills, such as those of prediction and hypothesis
- pupils taking responsibility for their own learning /having space to experiment /the chance to fail in a secure environment /the opportunity to take risks in an organised way
- time for adequate reflection
- pupils relating ideas to their own experience
- encouraging pupils to explore, select, practise and consolidate actions
to
improve performance - accessing appropriate sources
- pupils stimulated to operate at the highest technical and analytical levels
of
which they are individually capable; to use grammatical and linguistic
terminology - a purposeful development of knowledge and skills
use of ways of recording which are supportive of pupils at an individual level
e.g. mind maps; words in families, with connections - encountering content in the target language which makes no concessions
to
the needs of the foreign learner - fostering of cross-curricular links; opportunities made for pupils to make and pursue their own links e.g. MFL & English / History / Geography / Science
Page last updated: March 4, 2003