This section contains some initial resources such as leaflets, presentations, and videos which may help you in getting to know the new specification
This section contains the flag stickers we use as name tags during our CPD days. They were printed onto stickers of 3.81cm height.and 6.4cm width.
Our webinar explores "Working with Learning Outcomes". Below you will find the various sections of the webinar and the materials which you may find useful. A document containing FAQs from the night will follow in due course.
The student language portfolio will include a broad range of items, such as written texts, projects, audio-visual materials, learning logs, student reflections and learning goals. It is recognised that in this context the student’s created texts may be presented in different formats—handwritten, digital, multi-modal, and so on. Students learn a lot from the process of language acquisition when they are taught how to use a portfolio to document and reflect on their learning. They need to develop confidence in interaction and an awareness of the process of language acquisition. (Junior Cycle Modern Foreign Languages: Curriculum Specification, 2016)
This section of our website aims to support teachers in using a language portfolio in the MFL classroom.
This section contains a number of sample learning units which were used during previous CPD events. Each unit was planned with First-year students in mind and includes a "Learning Unit Plan" as well as a number of suggested resources. The planning template and resources are not prescriptive and can be adapted to suit your context. You will find further planning support here.
This Learning Unit is designed for First Year students and aims to develop students' capacity to apply their language learning to date to creative activities such as producing poems/ songs and/or drama. The materials are suggestions and can be adapted to suit your individual context and students' needs.
This unit of learning is designed for First-year students who have been exposed to the target language ( TL) for a number of months. It aims to develop their oral production and oral interaction skills. It is intended as a suggestion and can be adapted to your individual context and students' needs.
This section provides links to a number of websites and documents related to the CEFR.
This section contains supports which you may find useful for the design and use of games in the MFL classroom. The templates have been created as Word Documents so that you and/or your students can edit them and create their own language games. Please download the editable documents to a Microsoft laptop or desktop. They may not display properly as Google Docs or when opened from MacBooks but will download correclty as Microsoft Word documents. If you require assistance please email us at firstname.lastname@example.org.
The digital story should demonstrate rich use of the target language ( French / German / Italian / Spanish), creativity and digital skills, to engage the audience and to tell a story. As part of the adjudication process, consideration will be given to the students' stage of language development. We look forward to seeing a range of digital stories from all year groups in junior cycle.
Please complete this form to submit your entry.
Closing date for submissions is March 28th, 2020.
In this interview Professor Little shares his perspective on a number of topics. Below you will find the interview in nine parts. Each video clip is followed by a prompt for discussion / reflection. This resource is intended to be used as a prompt for discussion and/or individual reflection on language learning and teaching.