05.03.24
ALL London organises webinars for the MFL community and this webinar, held in a Zoom room and also viewable on an unlisted YouTube stream, is open to all MFL teachers. We hope that you will like us and want to join! https://www.all-languages.org.uk/join/
We thank the presenters, who give freely of their time and expertise.
We are very grateful to leaders in the Harris Federation who are willing to share their expertise with the wider community. Teachers currently teaching Year 11 in particular will be keen to pick up ideas in the last push before exams!
This page hosts the recording, presentation, lesson resources, session information, speaker bio and chat for ‘Part 1’ – the receptive skills.
Please follow this link to a page which will host ‘Part 2’ (Thursday 14th March 2024) the productive skills.
Register for Part 2 here.
Recording
Presentation pdf
Many thanks to Mathilde for generously allowing us to have a copy of her presentation. Please credit her if you show it to others. Thank you. KS4 French_Raising attainment at GCSE_Tackling the receptive skills_ALL webinar PDF
Lesson resource
Mathilde is sharing her PowerPoint versions of the lesson resources, as this can be used directly with your classes, with PowerPoint’s click and reveal/hide functions. You will be able to do a ‘save as’ and make more resources using the same techniques. Thank you Mathilde!
French listening and reading: Listening_Reading_Exam Practice_French
Spanish listening and reading: Listening_Reading_Exam Practice_Spanish
Session Information
Session 1 [60 minutes] – Raising attainment at GCSE, tackling the receptive skills (Mathilde Bouquin): this session aims to share AQA’s findings on areas for development in the listening and reading papers as well as sharing key strategies to improve confidence in both skills, build resilience and improve outcomes.
Session Presenter
Part 1: Mathilde Bouquin – Deputy Lead Languages Consultant (French, Spanish & German) Mathilde has been teaching Languages for twelve years. Prior to completing her PGCE at King’s College in 2011, Mathilde completed a MA in French and foreign languages teaching at the University La Sorbonne Nouvelle in Paris, France. She has taught French and Spanish at secondary level across all Key Stages and German at KS3. Mathilde has worked in London schools as Head of Year, Lead Practitioner and Head of department. She has experience in training and mentoring MFL trainees and NQTs and her main areas of expertise are in developing teachers’ planning skills and assessment for learning strategies. Her further interests lie in FL transition from KS2 to KS3 and primary languages teaching.
Chat transcript.
00:22:26 Mike Elliott: ALL Member! Wouldn’t have it any other way!
00:22:26 JMoore: My department has membership
00:22:31 Catherine: I’m a member!!
00:22:35 Sarah Hau: Reacted to “ALL Member! Wouldn’t…” with 🎉
00:26:29 ALL London: Thanks for your introductions and for supporting ALL
00:28:20 ALL London: Good to be reminded of the skills
00:29:51 ALL London: True – so important that pupil know what to expect and do not give up!
00:30:42 Sheryl Anne: Using the first person in response as opposed to 3rd in L and R
00:31:25 Mathilde Bouquin: •https://forms.office.com/e/SeUHb5hnUb
00:32:15 Sarah Hau: Love a QR code!
00:32:58 C Harrison: How do I submit it?
00:33:15 Sarah Hau: Replying to “How do I submit it?”
Scroll down the screen 🙂
00:33:38 C Harrison: Still can’t see it!
00:34:35 Julien Violette: Replying to “Still can’t see it!”
once you have ranked them, if you scroll down, it should offer a submit button
00:35:15 nualas: not sure if my form submitted.
00:38:58 Julien Violette: J’ai arreté / sans / je ne serai jamais
00:39:00 ALL London: they often miss ‘sans’ emploi
00:39:06 C Harrison: j’ain arreté
00:39:13 Helen C: yes, sans often missed
00:39:15 Catherine: ne jamais
00:39:16 eulalia: sans/ ne…jamais
00:40:07 ALL London: Good idea to make them less scared by the experience!
00:41:30 Julien Violette: Don’t hesitate to share vocabulary from the transcripts before a task, even though that is not the experience they will have in the exam. Doing so in lessons will help build resilience with the students so overtime they learn not to give up and realise the usefulness to prepare well
00:41:31 ALL London: Really good idea to show the transcripts – often reassures them that they actually do know the words
00:41:44 Sheryl Anne: Perhaps, after the listening, before revealing the full transcript, give the transcript as a gap fill
00:41:56 Julien Violette: Reacted to “Perhaps, after the l…” with ❤️
00:42:13 Liz: Reacted to “Perhaps, after the l…” with ❤️
00:42:14 C Harrison: I like that Sheryl
00:42:19 Sarah Hau: Reacted to “Perhaps, after the l…” with ❤️
00:44:01 Mike Elliott: Yes!
00:47:32 Mike Elliott: I like the idea of ruling out one answer!
00:47:40 Mike Elliott: Tough question!
00:47:57 ALL London: Yes – excellent idea
00:49:25 Julien Violette: Using the transcript to also make explicit the distractors (negation / wrong tense / wrong person) can also be a useful tool to show students how important listening to the full utterance is important
00:49:57 ALL London: I like this sequence…. prepare / do it /.show transcript to let pupils check / go over answer
00:52:57 Julien Violette: For the synonym task: It can also be done with an additional step for additional scaffolding: first dictation then match the synonym
00:53:30 Anna Bingham: I love dictation tasks
00:55:15 ALL London: Good idea to use exam as a springboard for talking about culture… to often I just use the exam for the final ‘test’
00:58:06 Hannah Burnett: we don’t have exampro but we have seneca
00:58:22 Julien Violette: Reacted to “we don’t have exampr…” with 👍
00:58:44 Sheryl Anne: we use languagenut – they have a range of exam tasks for all skills of varyiing difficulty
00:58:50 Samantha Barratt: We do not currently have exampro but it is budget season, so I would be grateful to hear if people find it useful.
00:59:06 Mike Elliott: Replying to “We do not currently …”
Really rate Exampro!
00:59:21 Sarah Hau: Reacted to “we don’t have exampr…” with 👍
00:59:35 Julien Violette: and they don’t need a login to do so
00:59:39 ALL London: I think Exampro is brilliant … for setting independent work and for designing professional looking exam papers
00:59:41 cphilibert-lockyer: Replying to “We do not currently …”
we use exam pro all the time
00:59:45 Mike Elliott: We host banks of questions with mark schemes and transcripts on department website!
00:59:56 Mike Elliott: Using transcript as reading task also good
00:59:58 Sheryl Anne: Exampro is a great searchable database of current and old spec questions. It’s worth it. See if you can get your exams officer to order
01:00:20 Mike Elliott: Replying to “we use languagenut -…”
Would you recommend Languagenut?
01:00:54 Julien Violette: Many of our academies have subscription for languagenut and they do rate it well as a homework tool
01:00:57 ALL London: a beautiful image
01:08:54 C Harrison: en revanche
01:09:00 Julien Violette: ce n’est pas le cas
01:09:13 C Harrison: sauf
01:09:58 Julien Violette: Reacted to “sauf” with 👍
01:10:02 ALL London: she’s keeping us on our toes!!!
01:10:11 Julien Violette: Reacted to “she’s keeping us on …” with 😂
01:10:15 Daniele Palumbo: Is it possible to provide a similar list for Spanish?
01:10:32 Sheryl Anne: malheureusement
01:10:50 C Harrison: Reacted to “malheureusement” with 👍
01:10:54 Julien Violette: Yes, it is, we have a Spanish version of this training
01:11:27 C Harrison: When is the Spanish for productive skills please? I am not avilable on 14th March
01:11:44 Julien Violette: Next week, I will include both Spanish and French tasks in the training for easier access
01:11:58 C Harrison: Reacted to “Next week, I will …” with 👍
01:12:06 Julien Violette: Replying to “When is the Spanish …”
it will be recorded, so don’t worry if you cannot attend on the day
01:12:58 C Harrison: Reacted to “it will be recorde…” with 😊
01:13:08 ALL London: Really excellent ideas!
01:16:20 Julien Violette: Being economical about the receptive tasks and planning more around them can really help increasing deeper comprehension – all listening can become reading task with the transcripts …
01:17:28 Sarah Hau: Higher is 1 hour – 60 marks
01:17:31 Julien Violette: Higher: 60min /60marks
01:17:32 eulalia: higher 1h00
01:17:32 Mike Elliott: Higher 60 minutes / 60 marks
01:17:46 nualas: 1 hour 60marks
01:17:58 Mike Elliott: 9?
01:18:00 Sarah Hau: 9 marks
01:18:00 eulalia: 12
01:18:00 Sheryl Anne: 9
01:18:01 nualas: 9
01:18:01 Julien Violette: 9marks
01:18:04 Nassira: 9
01:18:21 C Harrison: I tell them to start with it
01:18:29 Sarah Hau: Reacted to “I tell them to start…” with 👍
01:18:37 Julien Violette: Reacted to “I tell them to start…” with ❤️
01:19:29 Julien Violette: It’s interesting that foundation students can less time per question/section than higher students
01:19:47 Nassira: I ask them to start with it just in case they are stuck with a word/phrase and they could find it in the reading tasks….
01:19:58 Julien Violette: Reacted to “I ask them to start …” with ❤️
01:20:01 Nassira: Reacted to “I tell them to start…” with 👍
01:24:08 Sally Hendley: Reading first
01:24:09 nualas: Yes, L before R
01:24:10 cphilibert-lockyer: Replying to “We do not currently …”
reading first
01:24:13 Hannah Burnett: listening then reading
01:24:16 Sheryl Anne: L THEN R
01:24:17 Sarah Hau: Reacted to “L THEN R” with 👍
01:24:17 Sarah Parris: Listening before reading
01:24:19 Mike Elliott: Listening on its own…
01:24:19 ALL London: Listening then reading
01:24:29 Julien Violette: Reacted to “Listening on its own…” with ❤️
01:24:46 Pilar Navarro: We do reading first.
01:24:56 cphilibert-lockyer: reading first here
01:24:58 Julien Violette: Replying to “Listening on its own…”
I wish for the next gcse specs, the exams could be split on different days, it is too challenging for students to do both without a break
01:25:08 Julien Violette: Reacted to “reading first here” with ❤️
01:25:11 Julien Violette: Reacted to “We do reading first.” with ❤️
01:25:20 Julien Violette: Reacted to “Listening then readi…” with ❤️
01:25:26 Julien Violette: Reacted to “Listening before rea…” with ❤️
01:25:30 Pilar Navarro: Exactly. That’s what we think. That’s why we do reading first.
01:25:30 Julien Violette: Reacted to “L THEN R” with 👍
01:25:33 Julien Violette: Reacted to “listening then readi…” with ❤️
01:25:40 Julien Violette: Reacted to “Exactly. That’s what…” with ❤️
01:25:54 eulalia: thanks so much!
01:25:55 Hannah Burnett: thank you!
01:26:00 Samantha Barratt: So helpful, thank you so much!
01:26:01 Sarah Parris: Thank you, super ideas
01:26:02 Anna Bingham: Thank you
01:26:03 Sheryl Anne: merci bien
01:26:03 Fiona Cochrane: Some amazing ideas, many thanks Mathilde!
01:26:05 nualas: Thank you. This has been really useful.
01:26:06 Mike Elliott: Thank you
01:26:07 Kinga Vajsz: Thanks
01:26:07 Sarah Hau: merci!
01:26:13 Sally Hendley: Thank you
01:26:13 cphilibert-lockyer: merci, great ideas
01:26:13 Pilar Navarro: Many thanks
01:26:14 christos delitzeoglou: Really useful, thank you very much
01:26:16 Brigitte Boyeldieu: Merci beaucoup.
01:26:21 Paula: Thank you!
01:26:27 Nassira: Thank you. I look forward to receive the recording as I missed big part of this presentation.
01:26:27 Mike Elliott: 👏
01:26:30 Daniele Palumbo: Thank you, very useful
01:26:51 Nassira: Thank you a lot. 👍👍
01:27:32 nualas: Where can we access the Spanish equivalent?
01:28:08 Pilar Navarro: Amazing. Thanks for
01:28:28 Nassira: Great!! Thanks a lot.