Meeting the Needs of Your Most Able Pupils in MFL (The Gifted and Talented Series)

156 Pages·2008·1.44 MB·English

by  INGRAM

MFL (MOST ABLE) ALL TEXT.qxp:RAY Q7.3 8/2/08 13:21 Page i
Meeting the Needs
of Your Most Able Pupils:
MODERN FOREIGN
LANGUAGES
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Other titles in the series
Meeting the Needs of Your Most Able Pupils: Art
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Meeting the Needs of Your Most Able Pupils: Design and Technology
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Meeting the Needs of Your Most Able Pupils: English
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Meeting the Needs of Your Most Able Pupils: History
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Meeting the Needs of Your Most Able Pupils: Mathematics
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Meeting the Needs of Your Most Able Pupils: Music
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Meeting the Needs of Your Most Able Pupils: Physical Education and Sport
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Meeting the Needs of Your Most Able Pupils: Religious Education
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MFL (MOST ABLE) ALL TEXT.qxp:RAY Q7.3 8/2/08 13:21 Page iii
Meeting the Needs
of Your Most Able Pupils:
MODERN FOREIGN
LANGUAGES
Gretchen Ingram
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First published 2008 by
Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada by
Routledge
270 Madison Ave, New York, NY 10016
This edition published in the Taylor & Francis e-Library, 2008.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
Routledge is an imprint of Taylor & Francis, an informa business
Copyright © Gretchen Ingram 2008
British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record has been requested
ISBN 0-203-93231-5 Master e-book ISBN
ISBN 13: 978 1 84312 332 3 (pbk)
ISBN 13: 978 0 203 93231 5 (ebk)
ISBN 10: 1 84312 332 0 (pbk)
ISBN 10: 0 203 93231 5 (ebk)
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
form or by any electronic, mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Every effort has been made to contact copyright holders for their permission. The publishers
would be grateful to hear from any copyright holder who is not acknowledged here and will
undertake to rectify any omissions in future editions of the book. Crown Copyright material
is reproduced with the permission of the Controller of HMSO and the Queen’s Printer for
Scotland.
Series production editors: Sarah Fish and Andrew Welsh
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To Robert and all my family, for their love and support.
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Contents
Acknowledgements x
Contributors to the series xi
Online content on the Routledge website xiv
Introduction 1
1. Our more able pupils – the national scene 3
Making good provision for the most able – what’s in it for schools? 4
National initiatives since 1997 5
Every Child Matters: Change for Childrenand the Children Act 2004 10
Higher Standards, Better Schools for All(Education White Paper,
October 2005) 11
Self-evaluation and inspection 14
Resources for teachers and parents of more able pupils 15
Summary 16
2. Departmental policy and approach 17
The role of the subject leader 17
Making a start: auditing provision for the most able pupils in
MFL at Key Stage 3/4 21
Formulating departmental policy 21
Grouping policy, acceleration and collaborative learning 26
Allocation of resources 30
Liaison with other departments 31
Monitoring and assessment 32
INSET activities for the department 33
Summary 39
3. Recognising high ability and potential 40
What are the characteristics of the most able MFL pupils? 40
Learning styles, multiple intelligences and collaborative learning 44
Creativity and ‘task commitment’ 48
Summary 50
4. Classroom provision 51
Planning – the theory 52
Enrichment – the concept 56
Differentiation – the concept 58
Differentiation – the practice 59
Lesson beginnings and endings 60
Skills needed by the most able and ways of developing them 62
vii
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Meeting the Needs of Your Most Able Pupils: MODERN FOREIGN LANGUAGES
S Higher order skills 65
E
G
A Asking questions 66
U
G Homework 68
N
A Recording and assessment for multiple intelligences 69
L
N
Endnote 70
G
REI Summary 71
O
F
N
R 5. Supporting the learning of more able pupils 72
E
D
O Support for more able pupils with learning difficulties 72
M
s: Working with the SENCO 73
pil Case study: an able linguist with visual impairment 73
u
P
e Case study: an able linguist with cerebral palsy (CP) 74
bl
A Case studies: able linguists with special educational needs 75
t
s
o Case study: an able pupil with ADHD 77
M
r Case study: an able pupil with Asperger syndrome 79
u
o
Y Providing support in school: teaching assistants 81
f
o
s Liaising with the pastoral team 82
d
e
e Study support outside school hours 83
N
e Mentors – who are they and what is their role? 84
h
t
g Case study: an exceptionally gifted and talented pupil 86
n
ti The school library/resource and learning centre 87
e
e
M Links with parents/carers 88
Liaising with external agencies 88
Summary 89
6. Beyond the classroom 90
Visits 90
Residentials 91
Competitions and language festivals 92
Summer schools 93
Masterclasses 94
Links with universities, business and other organisations 94
Distance learning 95
Experts 95
Endnote 95
Summary 96
Appendices 97
1.1 Institutional quality standards in gifted and talented
education 98
2.1 MFL departmental audit of provision for the most able pupils 104
2.2 Departmental action plan for improving provision for the
most able 107
2.3 Acceleration checklist 108
4.1 Planning for challenge: a worked example based on Year 8
Unit 11 topic A la mode 109
viii
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Contents
4.2 Year 8 Unit 11 topic A la mode– example of one lesson s
t
n
within this sequence: demonstrative adjectives 111 e
t
n
4.3 Lesson to revise past tense formation – notes 116 Co
4.4 Lesson to revise past tense formation 117
4.5 Lesson to build listening skills – notes 121
4.6 Lesson to build listening skills, while also using higher order
thinking skills 122
4.7 Listening log for home study in MFL and pupil’s sheet 127
4.8 Planning grid: developing excellent reading skills 129
4.9 Managing a group project – notes 130
4.10 Managing a group project – pupil’s sheet 131
4.11 Revision mind map on ‘my region’ in Spanish 133
4.12 Revision mind map on ‘food’ in Italian 134
5.1 Role of the foreign language assistant 135
References 137
Further information 139
ix