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Take time to explain the courses and expected levels. It is important
to train the FLA in the role of the questioner for GCSE conversation (their
expectations may otherwise be too high).
Use the FLA to produce authentic letters, oral presentations etc. on
GCSE topics. Why not video/audiotape the assistant to create authentic
comprehension exercises on GCSE topics? This would form the basis of a
bank of resources that can be built up year by year.
Under pressure to deliver examination success, it is understandable that
most MFL departments deploy their FLAs at KS4 and beyond for examination
preparation. This may not, however, prove to be the most effective way
to deploy the FLA.
MFL teachers are very polished at preparing pupils for the demands of
GCSE conversations and role-plays. The role of the FLA in KS4 therefore,
should be to develop pupils' spontaneous speaking skills; helping them
to express themselves more effectively, to 'go beyond' the basic requirements
of the examination. It may be more useful, therefore, to incorporate the
FLA into the scheme of work as a participant in the lesson, rather than
to use them with separate groups to practise exam content.
Remember how challenging the behaviour of groups of year 10 and 11 pupils
can be. Will the FLA (who probably has no educational training) be able
to cope with groups of them in an unsupervised environment? How effective
are these withdrawal sessions with the FLA for most pupils?
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