School European Professional Development
Date du début: 1 juin 2015,
Date de fin: 31 mai 2017
'Increasing MFL confidence and proficiency in third European language'
Priory School has a need to develop a wider range of language courses to cater for higher ability children who would like to study languages at an advanced level. It also needs to offer all children the opportunity to study German, French and Spanish in Year 7, 8 and 9 at school in order to promote the pan-European dimension which is a key element of the school ethos. To be able to do this successfully, all MFL teachers need to be able to teach at least two of those languages to GCSE and A Level. H
The project will comprise 9 members of staff from Priory School completing 2 periods of language training in the October half-term holidays in 2015 and 2016. All staff have an excellent track record of achieving outstanding results at GCSE as shown in government data (raise On-Line). OFSTED inspectors have also commented on the very strong teaching that is visible in all areas of the MFL department, thereby demonstrating the proactive and committed nature of the MFL team. The 9 MFL teachers share a clear vision of language teaching for the school and are keen to raise and improve the aspirations, opportunities and success for all children.
Through two week-long programmes, MFL teachers will participate in bespoke language training combined with a series of cultural activities. The knowledge and expertise acquired from the first week (October 2015) will allow MFL staff to begin to teach their third language with support and basic knowledge. The second week (October 2016) will be invaluable in allowing MFL teachers to identify weaknesses and areas for improvement before securing, consolidating and embedding language skills for use in the classroom with children.
The potential long-term benefits are exciting and many! These include the acquisition of language skills and cultural knowledge which can be immediately taught in GCSE and A Level courses. The different pedagogies experienced by staff will be discussed and shared both within and outside of the school with primary teachers and trainee teachers in higher education.
In addition, the experience and sharing of general learning and teaching pedagogy in France, Spain and Germany is motivating and developmental for all colleagues and students in the project. The further development of the established link between European schools will help to identify inter-european opportunities for all teaching staff, support staff and students.
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