CREATIVITY

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CREATIVITY
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Sense of cultural understanding
Personalised learning
Experimentation / new combination of language
Variety of sources (poems, songs, ICT)
Engagement / stimulating imaginations, emotions
and personal responses
Taken from KS3 Learning Unit (Nugget) on
Creativity, sections on Good Practice and
Developing your Practice
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MFL learning unit CreativityPossible pitfalls
to avoid
1b. Over-ambitious experimentation in the use of
language ... a possible solution strategy Give
learners, particularly younger learners, clear
guidance so that they understand the parameters.
Plan the creative activity as an integral part
of the lesson planning process so that learning
objectives, learning outcomes and the literacy
features are clear. Example Year 7 learners can
adapt a poem or the words of a song, by making
appropriate substitutions.

• 1a. Over-ambitious experimentation in the use of
  language
• Example
• Learners are so enthused by the task itself, e.g.
  to write a poem and discuss its merits with other
  learners, that they forget to adapt the language
  that they know and instead, resort to translating
  complex chunks of English, with disastrous
  linguistic results.
• Possible outcomes
• Learners are unable to express themselves as
  independently as they want, so they lose
  confidence and lack enthusiasm for subsequent
  creative tasks.
• The teacher plays safe and is discouraged from
  experimenting again.

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MFL learning unit CreativityPossible pitfalls
to avoid
2b. Lack of curriculum time ... a possible
solution strategy The MFL Framework of objectives
is content free, so your department can decide
how much content to deliver. You know that it is
more important to encourage effective linguistic
progression, as outlined in the framework, than
to offer an indigestible, content heavy, scheme
of work. Example In the MFL Framework
documentation, you will find reference to the
clustering of objectives. The six themes
developed there show how lessons can achieve more
than one objective. The clustering of objectives
can save valuable curriculum time, creating space
for creative approaches to learning. Reference
should also be made to the e-Learning unit Using
the Framework, where the clustering of objectives
is explained and practical MFL illustrations
given.

• 2a. Lack of curriculum time
• MFL teachers sometimes feel that there is
  insufficient time for their language. They often
  feel that they are under so much pressure to 'get
  through' the scheme of work at Key Stage 3 that
  there is no time for more creative activities.
• Possible outcomes
• Some, but not all learners, will recognise the
  lack of flair and creativity in lessons, as
  compared to other subject lessons in their
  curriculum. Dull, predictable lessons or lessons
  that lack a sense of culture, gained when
  language learners communicate in a conversational
  style about everyday topics, are going to
  disillusion learners. The level of learners'
  motivation suffers.

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la publicité
Projet en Français tu dois créer ta propre
publicité !
Luzet

• Instructions
• Think of a product (a car, a mobile phone,
  toothpaste, washing powder, a can of soup, a tin
  of beans, a cake, a pair of glasses) that will
  be called after you.
• Find how to say it in French and give it your
  name.
• Example le yaourt Luzet.
• Find a picture of your product on the Internet
  or clipart and write a few catchy phrases to sell
  it.
• Here are some suggestions

AIR LUZET
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• CORE IDEA
• un produit publicitaire en français !
• Sorte de produit
• Nom du produit
• Slogan

PERIPHERAL IDEAS Une campagne de publicité pour
promouvoir ton produit
Un poster (basic writing)
Un spot télévisé (speaking and performing)
Un spot pour la radio (speaking)
Un article de journal (advanced writing)
May lead to formal / informal assessment
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Framework objectives addressed
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Mon animal imaginaire
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SLN 2 Our Challenges

• To share ideas and good practice in the field of
  creativity.
• To develop creative activities which are linked
  to KS3 Strategy objectives.
• To build up on Target Language skills acquired
  last year.
• To stimulate higher order thinking skills in a
  stimulating and imaginative learning context.
• To develop the use of coaching as a collaborative
  method.