A creative approach to MFL teaching and learning Introducing two highly replicable creative cross- curricular projects involving French, drama and art and a discussion of the outcomes for both students and teachers Hilary Meadowcroft Lymm High School

CLASS programme phase 1 February - April 2005 Specialist Schools Trust and Creative Partnerships Creative Learning Lead Practitioner appointed in each of 10 specialist subjects

CLASS aims To develop teachers’ understanding of and expertise in facilitating creative learning To enable pupils to become more imaginative and independent learners To explore and encourage teachers’ own creativity To embed creative learning in subject departments in a sustainable way

CLASS aims To draw on experience of skilled practitioners in Specialist Schools and Creative Partnerships To foster sustainable partnerships between schools and the widest range of cultural and creative professionals To deliver high quality creative opportunities for pupils

Your mission ……. 5 months collaborative curriculum project Implement associate school project Develop creativity in own classroom/ department Work with an external partner from the cultural or creative sectors

“ Êtes -vous Sequence of creative lessons based on “Le Petit Prince” Independent learning Ability to make choices and innovate Experiment with language, recombine, put into new contexts Express own ideas, wishes, thoughts, interests mouton, serpent, ou renard ? ”

At a glance …….. Number of pupils involved 60 Timescale Feb - Apr 2005 School Lymm High School Number of teachers 4 Number of sessions 14 Hours per participant 7

Activities included Visit 6 planets - who do you meet and what have they got to hide? Think about differences between child and adult Design your own contemporary planet and describe who lives there Create and act out a dialogue Write a poem in French to describe le petit prince

Task Discuss with a partner 5 characteristics of children and share them with the group Think about why the author would prefer to dedicate his novel to a child rather than to an adult

Working with an artist Focus on a simple concept to visualise “ Visible things are only shells that hint at the real worth hidden inside” Make a shell or pod-like form which comments about a character in the novel or expresses the idea of an inner life or truth Two workshops

Images of creative learning

Pupil outcomes Increased enjoyment, enthusiasm and motivation Enhanced learning through cross-curricular approach New skills acquired and applied, linguistic and artistic Learning shared with teacher as co-learner Independent learning developed in evolving language setting

And now....

Dramatic verbs and irregular drama Explore the nature of learning in MFL and drama Develop new teaching and learning approaches Combine both areas through project on bullying Work with theatre company

At a glance …….. Number of pupils involved 60 Timescale Feb - Apr 2005 School Bridgewater High School Number of teachers 10 Number of sessions 20 Hours per participant 20

Activities included Reciprocal lesson observations Drama techniques trialled in MFL lessons to enable pupils to memorise and retain language structures Demonstration of Maketon, use of tone, posture, gesture to communicate Pupils perform play which showcases new methods of learning, new language structures, new drama techniques

Working with a theatre group Active Drama Company Play based on anti-bullying Citizenship crossing subject boundaries Workshop exploring theme involving pupils using a variety of dramatic and musical techniques

Dramatic verbs, irregular drama

Pupil Outcomes Increased motivation, enthusiasm and enjoyment through cross-curricular approach New language, drama and performance techniques acquired and applied Ability to transfer knowledge and skills Increased confidence to perform and take risks More cohesion within the group Citizenship focus crosses subject boundaries

Teacher outcomes Development of creativity, working as a co-learner Professional development through collaboration with colleagues and external partner Increased enjoyment and motivation Creativity woven into schemes of work

Insights arising A creative approach gets pupils... To think as well as to repeat To make language work for their own purposes To express their own ideas, thoughts, wishes, interests in an evolving situation To acquire and put into practice new skills To make choices To discover new possibilities

Extracts from the CLASS diary Adults and children think differently We worked in a more visual, active way Working with friends makes it more informal We read between the lines to understand the characters’ feelings Can we do the project again ? Sophia’s origami birds make the display

Extracts from the CLASS diary It’s hard to paint stockings I have learnt to look at people’s personalities instead of judging them by their looks I’ve learnt to understand French better than I thought I could I have learnt more about myself and that I am turning into an adult I’ve learnt things I can use in other subjects ? More subjects should do this - it boosts learning

Challenges What is creative learning? What is difficult about that? What are we asking pupils / teachers to draw upon? What outcomes are we looking for? How can we embed creativity into SOW?