A creative approach to MFL teaching and learning Introducing two highly replicable creative cross- curricular projects involving French, drama and art.

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

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

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

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

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

““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 ? ”

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

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

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

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

Images of creative Images of creative learninglearning

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

And now....And now....

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

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

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

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

Dramatic verbs, irregular Dramatic verbs, irregular dramadrama

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

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

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

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

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

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?