Barry Comprehensive School Triple Literacy. Friday, 1 st July 2011

The Aims  MFL, Welsh and English teachers were keen to share good practice and to then incorporate new strategies into their lessons (sharing SC, use of AFL, Sue Palmer’s text types)  We were concerned that a variety of language terminology was being used and we should all be using the same terminology.

The Process: who to involve  We agreed to focus on year 7 pupils  We felt it was important to involve teachers from MFL, Welsh and English in order to bridge the good practice we hoped to find  We wanted to involve a cross-section of staff, new and more experienced

The Process – the observation focus :  Clear Lesson Aim/Success Criteria/ ‘Big Picture’  Questioning – pupils (pair work/group work) and teachers  Frameworks/support for pupils?  Terminology – are pupils encouraged to use appropriate language/terminology  Other observations

 All teachers use the term ‘connectives’. Also words such as conjugate, auxiliary, simile etc  English teachers are aware of the positioning of adjectives across the languages.  Success criteria shared.  The benefit of working closely with different teachers.  Tenses OUTCOMES.

 French, German and Welsh teachers translated the Sue Palmer text types.  More group and peer assessment taking place.  Involvement in the school newspaper.

Mots de liaison pour écrire une argumentation - Un argument opposé est que … = a counter argument is … - Autrement…, …ou bien… = alternatively… - Bien que …(+ subjonctif) = Although…, Though… - Quant à = As with … - En considérant les évènements d’un point de vue différent… = from a different angle/perspective… - Cependant… = However - Au lieu de … = Instead of… - De même… = in the same way… - Comme… = Like … - Néanmoins … = Nevertheless…

Questionnaire 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? YESNOSOMETIMES 2) Are you given enough opportunities to talk and question? YESNOSOMETIMES 3) Are you given enough extra help? (Example: In your planner, on the wall, help sheets) YESNOSOMETIMES 4) Are you able to use the correct terminology? E.g. Connectives YESNOSOMETIMES 5) Do you know what text types are and how to use them? YESNOSOMETIMES 6) What is the one thing in the lesson that you would like to change so that you can 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?

Findings from the questionnaires:  Pupils enjoyed having support sheets and information on walls/display.  They like having a clear aim written up (success criteria) and also writing their own.  Wanted to work with others, sharing ideas and peer assessment – they want more of this  They like the ability to ask as well as answer questions – talking was important!  They soon picked up that MFL, Welsh and English teachers were working together.

More long term actions:  Sue Palmer text types to be translated into Italian.  MFL and Welsh interested in Whiteboard Workout, English software that would lend itself to the teaching of language and grammar in MFL and Welsh  To develop Triple Literacy booklets  To continue observing one another and to incorporate any new strategies/techniques into lessons.