For example, I was once told that reading a foreign language newspaper was limited to 50% unless the reader understood aspects of culture. It’s not necessarily rewarded by the traditional GCSE but has provided some of the best MFL classroom discussions ever. Projects give students huge opportunity to explore culture and language.Ĭultural knowledge is deeply linked with language and gives it context. The element of choice really can lead to enhanced interest and therefore intrinsic motivation. I have often attempted to give them choices, such as 'What makes Guadeloupe unique as a French speaking area?' or 'Research the use of the imperfect, then teach that tense to the class'. Project work has always enabled learners to ‘dig a little deeper’, hone their organisational skills and fundamentally have time to really consider something. As a teacher of MFL for 20 years, I know that every year and at every level throughout my career I have set my students project work. The new knowledge and new skills learnt are the true aim of education, alongside the journey that gets there. I will start with the notion that assessment is simply a test to show what you, or a student, already knows and is not actually the end goal. I want to consider them primarily from the perspective of a language learner and how they can be used to support and enhance language studies. ![]() Both are equivalent to half a GCSE: Level 1 covers grades 1–3 and Level 2 grades 4–9. The Level 1 Foundation Project Qualification (FPQ) and Level 2 Higher Project Qualification (HPQ) focus on project-based learning. The acronym MFL is, I hope, obvious to the reader, whereas FPQ and HPQ may be new. There was no shortage of bugs when they started and they’ve helped me find and fix each one (we think).
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