Oral Communication in Junior Cycle MFL:
Sharing learning from classroom experience & supporting our students towards
Classroom-Based Assessment 1
Learning Intentions
This evening, we will:
Explore fellow teachers' practice in fostering oral communication skills in students
Enhance our understanding of the integrated nature of oral communication skills and successful outcomes for students in CBA 1.
Our Panel
Aoife Connell Carey, Holy Family Secondary School, Co. Kildare.
Chiara Biondi, Alexandra College, Co. Dublin.
Sallie Ennis, Stepaside Educate Together Secondary School, Dublin 18.
Aims of the Junior Cycle MFL Specification
Communicate effectively and confidently in the target language in familiar contexts through a range of media.
Enjoy a language-learning experience that will facilitate and encourage them to continue learning languages in future.
(Junior Cycle MFL Specification, p. 6)
Purpose of Classroom-Based Assessment 1
To further develop confidence and proficiency in oral communication ... While the Classroom-Based Assessment is summative, it has a formative value and should be used as a tool to provide feedback to students, parents and teachers on student progress and learning.
(MFL Guidelines for Classroom-Based Assessment and Assessment Task, p. 9)
Chatterbox is an interactive booklet containing strategies and tools for supporting oral communication in the physically distanced junior cycle MFL classroom.
Building Oral Competencies with Students
What strategies do you use to build spoken competencies with students?
How do you integrate this into classroom practice?
Front ending assessment.mp4Supporting Student Learning
How does planning for assessment have an effect on how we plan for student learning?
Formative Assessment
Supporting Oral Communication in the Modern Foreign Languages Classroom
Shared understanding.mp4Setting Students up for Success
How can our learning from the CBA 1 process be utilised to further support planning for learning?
Reflecting on Claire Wyatt Smith's comments here on 'setting students up for success in their learning', what steps do/can we take to prepare students for success in CBA 1?
Features of Quality.pdfFeatures of Quality
How can the features of quality support us in evaluating the quality of students' work?
How might the SLAR meeting experience support our planning for student learning?
Breakout Room
Building on prior learning, how might I develop learning with my students to ensure they are well placed to achieve success in Classroom-Based Assessment 1?
Supporting Documents
Classroom-Based Assessment 1: Starting off with Students
Introducing CBA 1 to your students
CBA 1_overview.pdfOverview of Classroom-Based Assessment 1
CBA1 Student Parent_Q&A.pdfClassroom-Based Assessment 1: Information for Students and Parents / Guardians
FAQs Webinar on the Oral Communication.pdfFAQs for Classroom-Based Assessment 1: Oral Communication
CEFR Qualitative Features.pdfCEFR Qualitative Features
CEFR Self Assessment Grid.pdf