Join hundreds of MFL teachers in the TES MFL group. Find lesson ideas and inspiration, share best practice and get your questions answered by peers. This is also the place to go to debate the latest issues in MFL.
I tried to copy and paste a picture of a bandwagon, but it didn't work. That'll teach me to try and be clever
mind you ---- I am now curious as to what was on offer!
I have delivered an IDENTICALLY PLANNED lesson to 3 groups for Obs [extn and support tasks the same, lesson content the same etc etc etc] and received Outstanding, Good and Satisfactory for it: it is all down to what the students are doing during teh lesson, not what we are doing!
Henriette, that was exactly my thought.
Although having said that, I have planned some lessons over the summer which I'm stupidly excited about teaching
MsFranglais1979Can someone please give me an example of an outstanding lesson plan, so that I can see the elements involved and can use it as a model to help me?
I'd like to recommend to you this blogpost by Michelle Cairns, who has been looking in to that exact same question - http://michellecairnsmfl.wordpress.com/2011/08/22/ideas-for-outstanding-mfl-lessons/
This blogpost is also very useful: http://frenchteachernet.blogspot.com/2011/06/good-to-outstanding.html
You may also want to have a look at the information on this wiki: http://outstanding-lessons.wikispaces.com/What+makes+a+lesson+outstanding%3F
To jump on the bandwagon could I possibly have a copy at email@example.com ?
I begin my Primary MFL PGCE in a little over a week and I am petrified.
jessM87I begin my Primary MFL PGCE in a little over a week and I am petrified.
All this is most helpful and useful, but may I just suggest a word of caution. As was said earlier, the lesson will, to an extent, depend on the kids. And on the time of day, the weather - and any number of chance things.
I don't think that you can achieve an outstanding leson without planning it - I'm very keen on planning (not meticulous detail by the minute, but knowing what you want to do throughout the time and an ace or two up your sleeve for back-up!) - but those lessons where I've come out of the room and thought "Yes! That was ace!" have been thus for reasons that I'm not sure I could either fully identify or often replicate.
They haven't been that frequent, either, I have to say. Maybe two or three a month that I've ben totally satisfied with. That's in a school with average kids and no behavioural issues (in my groups anyway).
I've also dropped in on a few very experienced teachers, and usually seen excellent teaching, but not "outstanding" lessons.
So I suppose I'm saying that I don't think you should get too hung up on the Ofsted "outstanding" stuff.
I think I'm a good teacher - and so do my colleagues and the kids, so I'm very happy and feel fulfilled in my job after 4 years. And I'll always listen to advice and try to improve and learn. But whether anyone - including the loved-and-respected-by-all history teacher who has taught at our place for over 30 years - can regularly produce "outstanding" lessons - that's "outstanding" rather than competent, effective and appropriate - I'd doubt. I'm sure I couldn't.
I would also be interested in this document.If you could send it to me. I would be very grateful. thanks
I would really appreciate a copy of this too please, if possible firstname.lastname@example.org. Thanks in advance!!
you're so right.. but we still want to be better than satisfactory... I got observed by our Deputy Head (who is in charge of all PGCE students etc.) in a primary school.. got outstanding for everything.. same week got observed in high school .. top set.. by HOD.. satisfactory for everything..and apparently I was lucky to get that.. what a joke..
This is all so silly.
What happens in individual lessons is less important than the progress made over the long term. If a lesson consists of nothing but verb drills - and the pupils end up being great at verbs and getting top grades because of it - then that's outstanding.
I never use group work - the idea that should be a part of an outstanding lesson leaves me utterly bemused.
Sorry for sticking my nose in but I would love a copy of the document as well. It's always good to look at other ideas and use it to evaluate my teaching. I take on board what everyone is saying about 'outstanding being special and we should't make it run of the mill' but I still want to make sure that my practise doesn't get stagnant. I have moved into primary teaching after teaching MFL at secondary. As a consequence I don't get a chance to talk with other MFL teachers - even something as simple as catching a glimpse of a fun worksheet or game idea in the photocopier room or chat through ways of differentiating an activity down or up with someone after a touch lesson. So I would love to look at your planning and getting a feel for how to move my lesson planning on. email@example.com
Have you thought about posting it on TES resources and posting the link online. I only suggest it so that it may be easier since I get the feeling lots of people are really interested in it.
A big thanks x
Top of page
TES Editorial © 2012 TSL Education Ltd. All pages of the Website are
reproduce, duplicate, copy, sell, resell or exploit any material on the
Website for any commercial purposes. TSL Education Ltd Registered in England (No 02017289) at 26 Red Lion Square, London, WC1R 4HQ