How to promote How to promote languages through languages through

dramadrama

Joint KS3 and KS5 project on Joint KS3 and KS5 project on

““LE PETIT CHAPERON ROUGE”LE PETIT CHAPERON ROUGE”

The content of this presentationThe content of this presentation

1.Introduction:1.Introduction:The aim of this projectThe aim of this project2. 2. How to promote Languages through How to promote Languages through

drama in the KS3drama in the KS3 Step 1: create an MFL drama clubStep 1: create an MFL drama club Step 2: The sessions of the drama club Step 2: The sessions of the drama club a. Opening scenea. Opening scene b. Day dreaming in the forestb. Day dreaming in the forest c. Day dreaming in the forest: the c. Day dreaming in the forest: the

videoingvideoing

The content of this presentationThe content of this presentation

3. How to promote languages through drama at KS5: 3. How to promote languages through drama at KS5: Linking the KS3 MFL Drama clubLinking the KS3 MFL Drama clubwith a vocational coursewith a vocational course

a. The NVQ: A project based learning coursea. The NVQ: A project based learning course b. The classroom as “The work place”b. The classroom as “The work place” c. c. The content of the course (1)The content of the course (1) d. d. The content of the course (2)The content of the course (2) e. The assessment processe. The assessment process 6. Step 3: The meeting between the wolf and “Le petit 6. Step 3: The meeting between the wolf and “Le petit

chaperon rouge (a joint videoing project)chaperon rouge (a joint videoing project) 7. Step 4: The videoing (process; legal requirements and 7. Step 4: The videoing (process; legal requirements and

purpose)purpose) a. Keep the parents informed of your intention to make a. Keep the parents informed of your intention to make

their child part of a videoing projecttheir child part of a videoing project b. Using the video recording as a means to improve the b. Using the video recording as a means to improve the

performanceperformance c. Getting the students’ feelings about their performancec. Getting the students’ feelings about their performance

The content of this presentationThe content of this presentation

Step 5: Getting the students to write and Step 5: Getting the students to write and perform the end of the playperform the end of the play

a.The drama competition as part of the MFL a.The drama competition as part of the MFL class (1)class (1)

b. The drama competition as part of the MFL b. The drama competition as part of the MFL class (2)class (2)

C. The NVQ French project:C. The NVQ French project:Simulation 2- WritingSimulation 2- Writing

Conclusion…Conclusion…

Introduction: the aim of this Introduction: the aim of this projectproject

Linking drama to MFL Linking drama to MFL Making the students feel that they are part of a Making the students feel that they are part of a

community and favour cooperationcommunity and favour cooperation Linking an extra-curricular club with a vocational Linking an extra-curricular club with a vocational

coursecourse Drawing links between various age groupsDrawing links between various age groupsand various ability groupsand various ability groups Use Videoing as an incentive and as a means to Use Videoing as an incentive and as a means to

improve the quality of the performanceimprove the quality of the performance Making the actual sessions more interesting Making the actual sessions more interesting

through the input of our French NVQ studentsthrough the input of our French NVQ students It’s fun!!!!It’s fun!!!!

How to promote Languages How to promote Languages through drama in the KS3through drama in the KS3

Step 1: Create an MFL drama club Step 1: Create an MFL drama club If you are an MFL teacher, you could If you are an MFL teacher, you could

liaise with the drama department in liaise with the drama department in order to have their expertise. It would be order to have their expertise. It would be ideal to run the club with a member of ideal to run the club with a member of the drama department. (It could just as the drama department. (It could just as well be a PGCE student or a GTP well be a PGCE student or a GTP student).student).

A. How to promote A. How to promote Languages through drama Languages through drama

in the KS3in the KS3 Step 1: Create an MFL drama Step 1: Create an MFL drama

club club

Try to have a good mixed ability Try to have a good mixed ability

group in order to have a variety of group in order to have a variety of students with various levels, students with various levels, personality and learning styles.personality and learning styles.

Step 2: The sessions of the Step 2: The sessions of the drama clubdrama club

a. Opening scenea. Opening scene1.1. Give to the students an adapted script of the Give to the students an adapted script of the

story of “Le petit chaperon rouge” (see story of “Le petit chaperon rouge” (see attachment) and make them practise the attachment) and make them practise the language in turn, language in turn,

2.2. Get the students to practise their part using Get the students to practise their part using various emotions (tired, happy, sad…) various emotions (tired, happy, sad…)

3.3. Make your sessions more active by involving Make your sessions more active by involving the students a lot more in giving suggestions the students a lot more in giving suggestions about how they would perform and make them about how they would perform and make them use the space around them. At the same time, use the space around them. At the same time, get the students to practise their pronunciation.get the students to practise their pronunciation.

b. Day dreaming in the forest 1b. Day dreaming in the forest 1

Split the group in three different groups Split the group in three different groups and get them to practise the language. and get them to practise the language.

The students will find it easier because it is The students will find it easier because it is less threatening. less threatening.

Make the girls act the short sentences that Make the girls act the short sentences that they have to say. They will find it fun they have to say. They will find it fun because once again they can personalise because once again they can personalise their part by adding emotions….their part by adding emotions….

c. Day dreaming in the forest: c. Day dreaming in the forest: the videoing.the videoing.

After practising the scene in small After practising the scene in small groups and then, all together, the groups and then, all together, the students should be a lot more students should be a lot more confident using the language confident using the language

At this stage it should be easy for At this stage it should be easy for them to say their part and act out them to say their part and act out the “actions” at the same time. the “actions” at the same time.

3. How to promote languages at KS5 3. How to promote languages at KS5 through drama: through drama:

linking the KS3 MFL Drama clublinking the KS3 MFL Drama clubwith a vocational coursewith a vocational course

Drama is a wonderful subject because you Drama is a wonderful subject because you can do drama in any language and the can do drama in any language and the NVQ French course is a very flexible NVQ French course is a very flexible course in terms of planning. course in terms of planning.

It gives to the teacher many opportunities It gives to the teacher many opportunities to explore cross-curricular links.to explore cross-curricular links.

a. The NVQa. The NVQA project based learning courseA project based learning course

The NVQ is a National Vocational Course The NVQ is a National Vocational Course enabling less academic students as well as enabling less academic students as well as more academic students to carry on with more academic students to carry on with languages in the Sixth Form. languages in the Sixth Form.

It is also a practical course that allows It is also a practical course that allows students to be more confident and more students to be more confident and more confident in the use of languages and confident in the use of languages and because they are accountable for their because they are accountable for their work, it helps them to mature quicker as work, it helps them to mature quicker as well.well.

b. The classroom as “The work b. The classroom as “The work place”place”

The students must bear in mind when he/ The students must bear in mind when he/ she goes to his/ her NVQ lessons, that he/ she goes to his/ her NVQ lessons, that he/ she is not anymore a student but a that she is not anymore a student but a that he/ she is working as if he/ she were an he/ she is working as if he/ she were an employee in a company/ a business. employee in a company/ a business.

He/ she is accountable for the quality of He/ she is accountable for the quality of his/ her work but he/ she can work at his/ his/ her work but he/ she can work at his/ her own pace so the pressure is less that her own pace so the pressure is less that other courses and it helps students to other courses and it helps students to mature.mature.

c. The content of the course (1)c. The content of the course (1)

The teacher plans lessons in order to cover The teacher plans lessons in order to cover the fours learning skills: Listening; the fours learning skills: Listening; Reading; Speaking and Writing skills. Reading; Speaking and Writing skills.

For each one of these skills, the teacher For each one of these skills, the teacher plans activities based on real life that are plans activities based on real life that are called “simulations”.called “simulations”.

In other words, the teacher and the In other words, the teacher and the student (the candidate) both play the student (the candidate) both play the parts respectively of “the boss” and “the parts respectively of “the boss” and “the employee”.employee”.

d. The content of the course (2)d. The content of the course (2)

For each simulation, the teacher has For each simulation, the teacher has to follow a set of criteria depending to follow a set of criteria depending on the level of the students:on the level of the students:

Level 1 (beginners)Level 1 (beginners) Level 2 (beginners on their 2Level 2 (beginners on their 2ndnd year) year) Level 3 (intermediate)Level 3 (intermediate) Level 4 (advanced)Level 4 (advanced)

e. The assessment process e. The assessment process

Students are assessed on the quality of Students are assessed on the quality of their portfolio both in school by the their portfolio both in school by the Internal Verifier and outside school by the Internal Verifier and outside school by the External Assessor.External Assessor.

They have to be assessed for each They have to be assessed for each simulation that they complete so the simulation that they complete so the assessment is on going but not assessment is on going but not pressurizing since the students can draft pressurizing since the students can draft and redraft their work up to until the level and redraft their work up to until the level of their work is satisfactory.of their work is satisfactory.

The assessment processThe assessment process

The students either get The students either get

PASS or FAIL PASS or FAIL

when their portfolio is being assessed but when their portfolio is being assessed but the teachers generally assess their the teachers generally assess their students when they are fully ready and it students when they are fully ready and it is very unlikely that a student will get a is very unlikely that a student will get a FAIL for his/ her portfolio unless the FAIL for his/ her portfolio unless the teacher did not understand the teacher did not understand the requirements from the course.requirements from the course.

Step 3: the meeting between the Step 3: the meeting between the wolf and “Le petit chaperon rouge”:wolf and “Le petit chaperon rouge”:

a joint videoing projecta joint videoing project While the KS3 MFL drama club is While the KS3 MFL drama club is

rehearsing this scene …rehearsing this scene … introduce with your French NVQ students introduce with your French NVQ students

(year 12 students)a new project to do (year 12 students)a new project to do involving the four skills in which the involving the four skills in which the students will get to act out the scene of students will get to act out the scene of the meeting between the wolf and “Le the meeting between the wolf and “Le petit chaperon rouge” petit chaperon rouge”

(see project in attachment)(see project in attachment)

Step 4: Step 4: The videoing (process; legal requirements The videoing (process; legal requirements

and purpose)and purpose) It’s important to video the girls while they are It’s important to video the girls while they are

rehearsing as well as when they are actually rehearsing as well as when they are actually performing for an audience (the people who are performing for an audience (the people who are going to watch the video: family, friends, going to watch the video: family, friends, teachers, students)teachers, students)

The purpose of the video is to allow students to The purpose of the video is to allow students to see the evolution of their work and motivate them see the evolution of their work and motivate them to perform. It gives them the feeling that there is to perform. It gives them the feeling that there is an audience and that they need to perform to the an audience and that they need to perform to the best of their ability at all times. They will love to best of their ability at all times. They will love to be able to actually see their progress concretely. be able to actually see their progress concretely.

a. Keep the parents informed of a. Keep the parents informed of your intention to make their your intention to make their

child part of a videoing project child part of a videoing project Legally, you need to send letters home Legally, you need to send letters home

asking parents if they would not mind their asking parents if they would not mind their son/ daughter to be videoed (see son/ daughter to be videoed (see attachment)attachment)

The response should be extremely positive The response should be extremely positive and the students should feel very and the students should feel very privileged if you stress on the importance privileged if you stress on the importance of this project as a whole school project of this project as a whole school project and the importance of their participationand the importance of their participation

b. Using the video recording as a b. Using the video recording as a means to improve the performancemeans to improve the performance

The video recording should be used as a The video recording should be used as a means to improve the students’ means to improve the students’ performance in the foreign language. The performance in the foreign language. The students become their own audience and students become their own audience and are able to reflect on each other’s are able to reflect on each other’s performance. performance.

Beside, iBeside, it should allow them to reflect on their t should allow them to reflect on their performance in a positive way. Hopefully, they performance in a positive way. Hopefully, they would be able to discuss their strength and would be able to discuss their strength and weaknesses without it being too threatening…weaknesses without it being too threatening…

c. Getting the students’ feelings c. Getting the students’ feelings about their performanceabout their performance

The first step is to get the students to give their The first step is to get the students to give their feedback on the last session when their feedback on the last session when their performance was recorded. performance was recorded.

Then, students watch the video recording of a Then, students watch the video recording of a scene that they have rehearsed and then scene that they have rehearsed and then performed and then, they compare both.performed and then, they compare both.

The students need to jot down comments about The students need to jot down comments about their performance in pairs on a piece of paper, their performance in pairs on a piece of paper, without naming anyone for about 10 minutes.without naming anyone for about 10 minutes.

Then, the pieces of paper are being collected and Then, the pieces of paper are being collected and redistributed to all students. Each student reads redistributed to all students. Each student reads aloud each one of the comments. (Teacher to aloud each one of the comments. (Teacher to check first whether all comments are acceptable check first whether all comments are acceptable or not).or not).

Step 5: Getting the students to Step 5: Getting the students to write and perform the end of the write and perform the end of the

playplay KS3 MFL drama clubKS3 MFL drama club During a session, ask the students to write During a session, ask the students to write

the end of the play and to make original. the end of the play and to make original. Give them some examples. It might be Give them some examples. It might be useful to get the contribution of the useful to get the contribution of the Foreign Language assistant in your schoolForeign Language assistant in your school

Ask the students to bring the script back in Ask the students to bring the script back in their MFL class and ask them to suggest to their MFL class and ask them to suggest to their MFL teacher to organise a drama their MFL teacher to organise a drama competition.competition.

a. The drama competition as part of a. The drama competition as part of the MFL class (1)the MFL class (1)

Using drama in the MFL class always helps to motivate Using drama in the MFL class always helps to motivate students.students.

Lesson 1: (The preparation)Lesson 1: (The preparation) The teacher could first introduce the MFL drama club and The teacher could first introduce the MFL drama club and

explain all the work that they have done so far and what explain all the work that they have done so far and what they have been working on.they have been working on.

Depending on the level of the students, the MFL teacher Depending on the level of the students, the MFL teacher could give them the script and work out with them the could give them the script and work out with them the meaning of the text. meaning of the text.

Then, the MFL teacher could divide the class in small Then, the MFL teacher could divide the class in small groups and ask each group to rehearse.groups and ask each group to rehearse.

In order to ensure that each group is doing well, it would be In order to ensure that each group is doing well, it would be useful to ask the contribution of the Foreign Language useful to ask the contribution of the Foreign Language Assistant for this lesson so that the teacher and the FLA Assistant for this lesson so that the teacher and the FLA could support each student in a better way.could support each student in a better way.

b. The drama competition as part of b. The drama competition as part of the MFL class (2)the MFL class (2)

Lesson 2: the performance and the voteLesson 2: the performance and the vote The teacher would introduce again the aim of the lessonThe teacher would introduce again the aim of the lesson The students would then get 10 minutes to rehearse in The students would then get 10 minutes to rehearse in

groups.groups. After 10 minutes, the students are being asked to be quiet: After 10 minutes, the students are being asked to be quiet:

“It’s time to perform”“It’s time to perform” Each group would perform in front of the class and give a Each group would perform in front of the class and give a

mark from 1-10 for “La prononciation” and “La qualitmark from 1-10 for “La prononciation” and “La qualité du é du jeu”jeu”

At the end of the lesson, the students are awarded a prize At the end of the lesson, the students are awarded a prize and the best group will perform in front of the drama club and the best group will perform in front of the drama club and be video recorded. (Make sure that you have got the and be video recorded. (Make sure that you have got the consent from parents- see letter attached)consent from parents- see letter attached)

c. The NVQ French project:c. The NVQ French project:Simulation 2- WritingSimulation 2- Writing

As part of their NVQ French project on “Le As part of their NVQ French project on “Le petit chaperon rouge”, students have to petit chaperon rouge”, students have to complete their last simulation about complete their last simulation about creating their own ending to the famous creating their own ending to the famous story of “Le petit chaperon rouge”. story of “Le petit chaperon rouge”.

In order to give them an idea of what they In order to give them an idea of what they have to produce, the students have to have to produce, the students have to watch the video of the students who have watch the video of the students who have been selected as “the best actors from the been selected as “the best actors from the MFL class”. This should make the MFL class”. This should make the simulation interesting.simulation interesting.

Conclusion:Conclusion:

This project draws links between KS3 This project draws links between KS3 and KS5. and KS5.

It’s also a good way to bring extra-It’s also a good way to bring extra-curricular work into the day-to-day curricular work into the day-to-day lesson and make it more exciting.lesson and make it more exciting.

It boosts the confidence of both It boosts the confidence of both lower and higher achievers.lower and higher achievers.

It will give to the participants of this It will give to the participants of this project a real sense of achievement!project a real sense of achievement!