Modern Foreign Languages - Exemplification in subjects - A Coherent Pedagogy for Secondary Schools

Modern Foreign Languages
A Modern Foreign Languages Lesson in Key Stage 3

As pupils come into the classroom the teacher converses with them informally in the target language.

The class register provides a further opportunity for teacher-pupil target language interaction.

The first five minutes are spent on a brisk starter activity to focus the whole class and to promote engagement and challenge.

This could involve informally assessing prior learning or priming pupils for work on a Framework objective later in the lesson.

The teacher introduces the main part of the lesson by telling pupils what they are going to learn, rather than what they are going to do.

This means that (s)he will have identified precise objectives from the Framework as the focal point of the lesson and will have planned an appropriate way of presenting these objectives to the class so they are understood and seen as important, challenging and achievable.

The next part of the lesson involves strong and focused teaching. This could include presenting new language, giving an explanation, modelling a thought process or helping the class to practise intensively and with increasing independence.

All this is supported by targeted and efficient use of resources and equipment, readily accessible and carefully located.

The teacher is the expert, but all the pupils are actively involved in taking the lesson forward by listening and responding both to the teacher and to each other.

Seating arrangements in the classroom support this process. Pupils respect and value the contributions of their peers.

They are confident in themselves and in their teacher because they know that if they make mistakes or reveal misconceptions, these will be addressed constructively and used as a basis for future learning.

Praise from the teacher is used sparingly and selectively. (S)he knows that repetitive and indiscriminate use of praise can be seen by pupils as condescending.

The class is given adequate time to practise and process new language prior to moving on to apply this language in group work, in pair work or through an individual task.

At this stage in the lesson the teacher makes a point of checking informally to see how well the class is learning, possibly by focusing on the work of a representative sample of pupils.

This will enable adjustments to be made if problems arise. The lesson is typified by pace, variety and challenge.

Pupils see the purpose of the activities
they are asked to do and respond positively to the teacher's consistent emphasis on quality and improvement.

They are also helped to reflect on their work, so that they become steadily better at understanding how they learn and how they can improve.

At least the greater part of the lesson is conducted in the target language, with clear signals and purpose given for any use of English.

Pupils are becoming increasingly adept at using the target language as the medium of communication in lessons as they progress through the key stage.This has not happened by accident.

They know how to use techniques and strategies that have been systematically developed by their teacher and are being applied consistently across the department.

Much of the display material in the classroom supports this process and is expertly used by the pupils.

Throughout the lesson there is a focus on assessment for learning, bringing pupils back to the lesson objectives and encouraging them to check their progress against them.

The lesson closes with a plenary session, perhaps in English, in which key learning points are
drawn out. Pupils are actively involved in the plenary and are expected to explain in precise
terms what they have learned.

The teacher helps the class identify links not only with previous learning in their MFL lessons but also with lessons elsewhere in the curriculum,
especially those involving English and literacy.

Regular homework helps individuals to consolidate what they have achieved in the lesson or to prepare for the next one.