Modern Languages
Our Lady's Convent High school became a Language College in September 1998. By January 2001, an extensive building programme had increased the size of the school by almost one third, the MFL Dept. moved in a new purpose built Communications suite, including a language multi-media room with 30 computers and interactive white boards. The MFL team received training as professional development. With immediate, easy access to the Internet and generic software, satellite TV and videoconferencing, the MFL team regularly uses new techniques to enhance Teaching and Learning. All languages classrooms have since been equipped with the latest interactive white board technology.
Department aims:
-linguistic and literary:
To enable pupils to understand and use the foreign language for communication.
To give them confidence and competence at levels appropriate to their ability
To help them develop efficient listening and reading skills
To promote enjoyment and awareness in the use of the language
To develop and reinforce the skills of analysis, classification, synthesis, analogy
-human and social:
To offer insights and foster positive attitudes into the culture, customs and civilisation of other countries
To awaken an interest in foreign cultures and life styles, and to foster a willingness to perceive their own in a broader context
To encourage tolerance, a willingness to work together, to understand and accept the familiar
Teaching and learning styles:
The Department shares an electronic file titled 'Sharing good practice', where methodology, ideas & examples of successful teaching and learning are described.
The Department is constantly working on developing a 'house style', and shares strategies during regular forums.
- All classroom routines and instructions are delivered in the target language.
- Students are taught key phrases at the beginning of the year. This is supported by rubric posters in each classroom, in the Languages areas, and reinforced regularly.
- Visuals and non-verbal clues are used regularly instead of translations
- Response to listening and reading exercises are in the target language, listening and reading grids are used to keep the students on task
- The lessons are conducted in the target language; the minimum expectation is that it should predominate.
In every lesson there is:
- A range of activities, which actively engage all students.-A balance of skills where possible, time allowing a well-paced use of the four skills
- An opportunity for every student to speak the target language, through pair /group work, surveys, questions, learning games and activities.
- The lessons are conducted in the target language; the minimum expectation is that it should predominate.
There are regular opportunities for:
- There must be regular opportunities for:-Role plays /dialogues /drama, improvised or rehearsed.
- Language games.
- Surveys and investigations.
- Information gap activities.
- Redrafting and word processing.
- Use of ICT, software, the INTERNET.
- Reading in the language for personal interest.
- Use of bilingual dictionaries.
- Learning rhymes, tongue twisters, songs, poems.
(Download Department Poetry Anthology in pdf format: poetry_anthology.pdf)
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