Sub-Navigation
Teaching gifted pupils: Modern foreign language
Enriching and extending pupils' experiences
Teachers need to plan to:
- develop the breadth and depth of pupils' knowledge and understanding of the modern foreign language being studied, as well as their language and language-learning skills
- ensure linguistic progression, both in terms of skills and structures
- extend and deepen contexts, to maximise the quality of pupils' responses and outcomes.
Some activities in the QCA/DfES schemes of work are designed for high-attaining pupils (these are marked by a ‡). Teachers should aim to include these in their planning in order to cater for gifted pupils.
Pupils need high expectations along with continued and active support to enable them to rise to the challenge. Teachers should have these high expectations and be supportive in all of the following areas:
teachers can choose new and exciting contexts for pupils to learn in, encouraging the transfer of language across contexts. Teachers can revisit language structures and vocabulary on a regular basis, using games and quizzes as warm-up activities. Teachers can encourage pupils to take the initiative and cope with the unpredictable throughout a lesson
teachers should pay particular attention to pupils' accuracy, fluency and pronunciation, suggesting alternative ways of expressing ideas, to widen a pupil's repertoire
teachers need to consider the nature of the tasks set for gifted pupils. Tasks should be challenging and open ended, requiring creativity, application and analysis, not simply 'more of the same', not just 'more work'. Homeworks should include a range of tasks being available to ensure differentiation and to cater for a variety of different learning styles
in their planning, teachers should ensure that they are using a variety of media and teaching approaches designed to motivate gifted pupils and to maximise outputs. These could include:
using everyday classroom events as an opportunity for spontaneous speech; expressing and discussing personal feelings and opinions; using a range of resources, including ICT, games, songs and poems; using the target language imaginatively and creatively, for example, creating newspapers, quizzes and tongue-twisters; listening, reading or viewing for personal enjoyment, as well as for information
in their planning, and after discussion with gifted pupils, teachers should aim to include activities that appeal to each pupil's individual learning style.
Introducing literature in the target language is an enrichment opportunity for the gifted linguist, one that can lead to creative opportunities for pupils' writing as well as reading for pleasure. The choice of works must take account of the pupils' age and experience and be, above all, interesting. Choices can include short stories, short novels, poetry and plays (particularly those that are available on video). Pupils could then retell stories and tape them, producing a simplified version for younger readers. They can also write their own short stories and poetry.
Fairy tales or folk legends written for children in the target language can offer insights into the culture and traditions of that country. Pupils can draw comparisons with their own culture and experience and create versions for younger children to read. One area of interest might be literature that focuses on childhood experiences. This work can provide a model for pupils to write creatively about their own experiences.
The study of literature offers gifted pupils further opportunities to use the target language creatively and imaginatively. They can summarise and redraft their writing to improve its accuracy and presentation; they can write and speak about a wide range of factual and imaginative topics; and they can develop their independent reading and vary the style and scope of their responses.
Managing provision in the general guidance
Matching teaching to pupils' needs in the general guidance