I've just had a wonderful CPD day today. In the morning I attended, albeit virtually, the ALLswmfl conference with great speakers and in the afternoon we had our first Clubhouse MFL discussion organised by Katie Lockett, where we were discussing MFL uptake to GCSE. At some point the question on what an excellent KS3 curriculum looks like popped out, which has inspired me to write this entry. I am not implying our KS3 curriculum is perfect or excellent but it is working very well. By working I mean is enthusing our students and our pupils are enjoying Spanish at KS3, resulting in many choosing this language for GCSE (a MFL is compulsory in my school at this level in most cases).
What are the elements of our Spanish curriculum?
- Adoption of the MARS EARS approach by Gianfranco Conti and the use of Sentence Builders
- Getting away from textbooks (we use Mira/Viva in the background, just to extract listening and reading material to some extent)
- The notion that Less is More: we only teach three big topics in Y7/8 and four in Y9.
- Interleaving of structures and topics. In fact, we dedicate nearly the Summer Term at KS3, to revise all the topics/ Sentence Builders/ Grammar studied since September.
- The identification of some High Impact expressions or Taste of Fluency Expressions/Universals using Gianfranco Conti's nomenclature, which are introduced at Y7 and are recycled thoroughly throughout the whole KS3 journey.
- The identification of High Frequency Words. We obtained these from the NCELP and we have tried to incorporate as many of these to our Sentence Builders.
- Cultural projects clearly embedded and well structured into the curriculum with specific Sentence Builders attached to them, thus, avoiding the use of Google Translate.
Why adopting the MARS EARS approach?
This approach focusses on Lexicogrammar and develops skills in our learners by teaching less content but more functions aiming to achieve fluency in the students. For a whole explanation of this methodology visit The Language Gym Blog or read the book Break the Sound Barrier, which I thoroughly recommend, by Gianfranco Conti and Steve Smith.
The approach has four differentiated stages:
Modelling of chunks or Sentence Builders
Awareness Rising through planned repetition of structures, led by the teacher.
Receptive processing. This means controlled input of the selected chunks via planned listening and reading activities, such as narrow readings or listenings among many others!.
Structured production: pushed output of the selected chunks. This stage will require grammar practice and drilling once the intended chunks have been assimilated and embedded in our students' longer term memory.
Expansion. Automatisation. Routanisation. Spontaneity. This is the last stage of the language journey and difficult to get to, where students learn to use the learned language creatively and spontaneously.
Why does it work?
This approach works because it breaks up the language in affordable chunks which are easier to assimilate by students as they reduce cognitive load in the working memory. It takes less time to retrieve a chunk of language than trying to retrieve words individually and then apply grammatical structures to them, such as verb endings and adjective agreement. Carrying out the second action can be frustrating, breaks fluency, results in inaccuracy and demotivates students to speak. Retrieving chunks, on the other hand, is more efficient from the point of view of working memory. It is the first step to fluency and reflects how we learn our mother tongue. I recommend reading Memory, what every Language Teacher should know by Steve Smith and Gianfranco Conti too, where they explain, beautifully well, the way our memory works and why a lexicogrammar approach is best.
Because our curriculum is designed to deal with one/two pages of Sentence Builders for a whole term, students have a lot of time to embed these into their long term memory, start seeing patterns and, we, the teachers, can dedicate more time to planning spontaneity, via structured production and many, many, many retrieval practice tasks and planned manipulation of the language.
Students feel they are in control, feel motivated as they can start speaking and feel they are making progress! For this to work, we must be FREE which is why my department decided not to use textbooks in the strict sense. Most importantly, the whole department contributed, to certain extent, to this curriculum so we all had ownership of it and shared they same goal: to achieve fluency in our students while making them independent learners in their language language.
This approach allowed us to apply the Just right effect, which I have mentioned in so many other blogposts: the curriculum is not too easy, neither too difficult (as there must be some pain in learning) and allowed us, not the publishers, to decide our own balance of structures and grammar to teach our students.
The interleaving aspect of the approach and embedded retrieval practice are also key to its success!
Our high Impact expressions, including Imperfect Subjunctive structures, are repeated throughout the whole KS3 course and are meant to plant the seed for assimilation of more difficult structures, that traditionally are not learned until GCSE/Alevel. However, why can't a Y7 student say " si pudiera me gustaría cantar como los ángeles" (If I could I would like to sing like the angels. Use of imperfect subjuntive in Spanish and an idiomatic expression) under the topic of Free Time or " me gustaría que mi madre fuera menos estricta" ( I would like my mum to be less strict, which requires the use of impefect subjunctive in Spanish) under the topic of describing personality?
The key here is to recycle such structures in as many different topics as possible! " me gustaría que mi rutina fuera más tranquila" in Y8 or "me gustaría que mi ciudad fuera más moderna" in Y9.
Less ability students love this approach because it gives them a structure and, as Sentence Builders reduce cognitive load and we do not study too much content, they can remember more and have the time to assimilate these chunks well.
High ability pupils fly in this approach because they can start being fluent very quickly and start manipulating the language freely by adapting the key structures. I had a Y9 student who taught himself the imperfect subjunctive as the seed of curiosity was planted in him via the sentence builder and wanted to find out more! High ability pupils will also spot patterns quickly and start applying grammar freely, with our guidance. In other words, for these students, the Sentence Builders constitute a springboard to the wonderful world of grammar and word manipulation.
Project Based learning and Culture
I believe these are an essential intrinsic aspect of the language journey, as they present a great opportunity to develop Autonomy, Competence and Relatedness, in Liam Printer's words, thus motivation! So we must harness this opportunity, but in a planned manner.
Our curriculum allows for some project based learning linked to specific Sentence Builders:
Y7 students complete a project on Miró, where they will study his pictures in English and will learn a Specific Sentence builder to describe these. Students then create their own Miró's inspired pictures and describe them orally or in writing in our own Art Gallery. This allows to learn to express feelings and more abstract language.
Y9 students study Coco for 6 weeks. This allows students to study el Día de los Muertos and talk about family relationships, clothes and festivities using the film as a background, which will spark discussion, albeit in English but we do not mind!. The final project requires students to create a film guide on Coco, explaining the plot, what happens in the film, giving opinions on it and thinking what will happen to the main character in a second part of the film, using the future tense.
Schemes of Work
We do not use weekly SoWs but termly. We decide what to cover in a term, linked to a Sentence Builder page or two pages, then, each teacher, plans how long to spend on each subtopic/ section of the Sentence Builder.
Why? because every teacher is different and most importantly, each class is different! a top set may be quicker at embedding our Sentence Builder and will carry out more creative tasks while a bottom set will need more activities in the Structured Production stage.
I cannot dictate what to cover each week! What happens if the teacher is absent? Panic! It is better to plan in the long term, having, interleaving at the core of such planning. We share resources, yes, but each teacher will need to plan and adapt those resources to the needs of their students. Having said that, all members of the department will follow the MARS EARS approach. The system would not work otherwise!
Our SoWs do not dictate what to do but guide the teachers through the MARS EARS approach and give them a wide range of activities to choose from to carry it out . In other words, our SoW is like a teaching manual with many suggested ideas/tasks to carry out in the classroom, many of which I took out from Breaking the Sound Barrier and the mfltwitterati community.
I don't like giving teachers PPTs to follow but equip them, after reflecting together, with the tools needed to carry out the MARS EARS approach, which has its foundation in a pre agreed set of Sentence Builders.
For an example of our departmental KS3 SoWs in Spanish click here.
A compilation of MARS EARS ideas at a glance:
