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Your search returned 11 results. (Primary/Secondary + Multimedia, film, music and radio)
This guide looks at the ways that technology can raise motivation for learning and provides a genuine context for language use. The first three sections, blogging, wikis and podcasting, deal with fast-growing communication technologies that reach out to and interact with a global audience, taking the classroom experience far beyond the confines of an exercise book. The guide also highlights an array of exciting, free online tools designed to allow creative use of language skills using audio, video and more.
Backstage is based on international film and music festivals. The students research the festival world and then use the target language creatively to promote, organise and star in their own festival.
This project provided opportunities for pupils to develop essential skills through the context of festivals and culture in France and the Canary Islands. Underpinned by strong partnerships with link schools abroad, authentic contexts enabled pupils to engage in investigative, independent and collaborative ways of working.
The project is aimed at easing the transition between primary and secondary languages. By using picture stories we are encouraging pupils to produce creative and independent spoken work. The pupils have received input on how to use dictionaries, verb tables and phrase toolkits successfully in their language learning which has then been applied to the picture stories.
The focus of this project was a Russia Day involving 9 schools, with two sessions held during the day. After a concert from the Hermitage Ensemble, students were taught a Russian song and then took part in 4 activities on Russian business, culture or language.
‘A Mandarin Journey’ provided the opportunity for students from a variety of different schools from across the Wirral to embark on a creative journey of cultural enrichment, by bringing students together to sing and play music from China. This was done through workshops led by experienced practitioners.
‘Links across the pyramid’ is an account of the activities undertaken to examine transition across a 3 tier pyramid. The project team tried to improve communication between teachers and undertook a series of joint activities to promote and celebrate language learning in their schools.
This project uses drama to stimulate real communication, generate spontaneous interaction and increase cultural awareness. Using process drama techniques, pupils and teachers step into someone else’s shoes and ‘become’ someone from another country who does not speak or understand English, with pupils using their imagination to create ‘real life’ scenarios.
With the Mexican festival of ‘The Day of the Dead’ as our inspiration, we created a scheme of work which encouraged language teaching through Social and Emotional Aspects of Learning (SEAL) activities, and championed the Global Citizen agenda through cross-curricular links. Following from this we engaged Key Stage 2 students with Key Stage 3 language learners to work towards bridging the languages transition gap.
This project foregrounds two aspects of learner talk in the target language: planned talk and spontaneous talk, and through the development of new task types engaging with a variety of different contexts and stimuli we aim to improve learners’ confidence and ability in, and creativity with, spoken language.
The project was predominantly aimed at creating a common unit of work which could be used by Year 6 pupils (or Year 5 in some cases) and Year 7. Colleagues looked at standardising assessment within the family. We were interested in how to show evidence of attainment and progression and in how much pupils understand about their achievements.