Gifted & Talented Provision in MFL
Department Most Able and Aspiring Policy
In the MFL faculty, we believe that all pupils are entitled to an education that will enable them to develop their full potential, be that intellectual, physical, aesthetic, creative, emotional, spiritual or social. We also believe that pupils should also be able to live and develop as well-adjusted, autonomous and valued members of society. All pupils have particular and individual needs, which must be met if these goals are to be achieved. Therefore it is important that as far as possible, the education of every pupil should be individually planned.
The department is committed to providing a sufficiently challenging curriculum for all its pupils, regardless of ability. However, we are also committed to providing opportunities to identify, and in turn nurture, those who are gifted.
The Languages department has a designated G & T representative. The current representative is Alex Davies (ADA)
MFL faculty definition of Gifted and Talented
According to the definition offered by the Qualifications and Curriculum Authority, pupils who are gifted in MFL are likely to:
- Have a strong desire to put language together themselves.
- Show creativity and imagination when using language.
- Have a natural feel for languages.
- Pick up new language and structures quickly.
- Make connections and classify words and structures to help them learn more effectively.
- Seek solutions and ask further questions.
- Have an insight into their own learning style and preference.
- Show an intense interest in the cultural features of the language being studied.
MFL faculty identification of Gifted and Talented students
The following assessment data are used to identify gifted MFL pupils:
- Year 7 rotation performance in both French and Spanish
- KS3 assessments – both interim and End of Year
- FFT(type D) data
- KS4 Assessment performance and progress data
- In class performance
- Engagement with and contribution to extra-curricular activities
- Teacher assessment and recommendation
A register of Gifted and Talented pupils will be provided to every teacher at the start of each academic year. This register will also be available on the central resource library. If a teacher identifies a gifted pupil using the above criteria, their name should be passed on to the gifted and talented representative for addition to the register. The register is a fluid document and can be edited at any time of the year. The languages department will also keep its own register in order to monitor any gifted and talented pupils, particularly those in KS3 tiered groups.
Strategies to help realise the potential of Gifted and Talented students
a) Teaching and Learning
Schemes of work have been written to consider the abilities of all students. The revised curriculum at both KS3 and 4 has in built success criteria and transferable language to help to cater for the most able members of the cohort, and scaffold up accordingly.
Weekly recall work is now structured in a way which offers stretch to the most able, with a degree of freedom and flexibility built into this recall work.
Targeted questioning of students identified as the most able in their classes should also be evident within lessons to encourage greater depth of understanding and more mature thinking and ideas, as well as (where appropriate) embedded cultural understanding.
In addition to enriched and extended medium term plans and accompanying resources to assist teachers in providing consistent stretch and challenge, the following strategies are used to help realise the potential of gifted languages students:
- The regular monitoring and reporting of individual student performance as part of normal departmental procedures, with performance of the most able discussed in depth and on an individual student level.
- Accelerated learning at KS3 is possible with AD (or HT) groups, with curriculum changes reflecting this.
- Targeted invites to all in school and after school enrichment activities, as well as events and trips.
- Recognition, celebration and rewarding of achievement of all pupils within the department via a recognised reward system – Star of the Week letters, the Wall of Fame and in school reward schemes.
- Continuing professional development of staff which addresses the implications of gifted and talented pupils in teaching and learning, with designated CPD slots on the department calendar to reflect this.
Challenge for students
To really learn a language takes time and commitment. Consistency is by far the most important factor. Remember that language is first and foremost oral communication. Try to develop a "good ear" for the language. An easy and fun way to do this is by listening to music in the target language, watching films in the target language, or listening to the news in the target language. The more time you spend immersed in the language the more successful you will be at learning th language.
Bring in a song in the target language, an article in the target language, a blog post you read in the target language, a tweet in the target language, or even simply a new word to your languages lesson each week. Share it with your teacher and the class in order that together the whole class might find some new vocabulary to improve their written and spoken language.