Barry Comprehensive School

1
Barry Comprehensive School

• CILT Project 2006-2007
• Phase 2!

2
The Aims

• All teachers to incorporate the new strategies
  into their lessons
• Using the same terminology
• Introducing success criteria to pupils
• Use of Assessment for Learning strategies
• Use of Sue Palmers 6 text types
• New round of observations to focus on the changes
• Pupil Questionnaires

3
The Process who was involved?

• We continued to focus on year 7 pupils
• We hoped to continue the good practise within the
  faculty (new Communications Faculty)
• We asked 8 people 2 Welsh teachers 3 MFL and 3
  English teachers

4
The Observation Focus

• Clear Lesson Aim/Success Criteria/ Big Picture?
• Questioning pupils (pair work/group work) and
  teachers?
• Frameworks/support for pupils?
• Terminology are pupils encouraged to use
  appropriate language/terminology?
• Other observations

5
What the observations found

• French and German teachers translated Sue
  Palmers Text Types
• All using the same terminology (teachers and
  pupils) e.g. connectives, conjugate, auxiliary,
  metaphor, simile, onomatopoeia
• Triple literacy booklets had been given out by
  English teachers but werent being used
• Success Criteria being used to differing degrees
• Working between MFL and English on a Cadre
  project, really benefited what we were doing with
  CILT
• Languages could use Whiteboard Workout

6

• Mots de liaison pour écrire une argumentation
• - Un argument opposé est que a counter
  argument is
• - Autrement, ou bien alternatively
• - Bien que ( subjonctif) Although, Though
• - Quant à As with
• - En considérant les évènements dun point de vue
  différent from a different angle/perspective
• - Cependant However
• - Au lieu de Instead of
• - De même in the same way
• - Comme Like
• - Néanmoins Nevertheless

7

• CILT stands for Centre for Information and
  Language teaching and research. This
  organisation helps teachers in MFL, Welsh and
  English work more closely together for your
  learning to be better.
• English/ MFL/Welsh (Please circle the subject
  you are in)
• 1) Is there a clear aim for this subject? Do you
  know why you are learning? 
• YES NO SOMETIMES
•  
• 2) Are you given enough opportunities to talk and
  question?
• YES NO SOMETIMES
•  
• 3) Are you given enough extra help? (Example In
  your planner, on the wall, help sheets)
• YES NO SOMETIMES
•  
• 4) Are you able to use the correct terminology?
  E.g. Connectives
• YES NO SOMETIMES
• 5) Do you know what text types are and how to use
  them?
• YES NO SOMETIMES
•  

8
Findings from the questionnaires

• Pupils enjoyed having support sheets
• They like having a clear aim written up (success
  criteria)
• Wanted to work with others, sharing ideas and
  peer assessment they want more of this
• They like the ability to ask as well as answer
  questions talking was important!

9
Phase 3 What Next?

• Next time to focus on year 8/9
• Consistency in using Success Criteria across all
  3 departments
• Welsh to give out/manage Triple Literacy booklets
• Group and pair work using peer assessment (AFL
  strategies)
• Welsh department to translate the Sue Palmer Text
  Types
• Incorporate language articles/activties into
  school newspaper
• Continue to reinforce good practise