Way back in September, I decided to re-do my displays in order to make better use of the space which I have at my disposal. As we are a new build, it's unfortunate that I am not able to stick my posters and vocabulary all over the walls, unless I want a slapped wrist. So as a result, I needed to make better use of the available space I had on my display boards. I have always been a believer of shoving as much vocabulary and support on the walls to help pupils use it as a resource for speaking and writing in lesson. As a result, and through trawling the net, blogs and twitter, I came up with my word wall. I used some brilliant resources created by @mlmusings which enables the pupils to create complex opinion, reasons with intensifiers sentences in a variety of tenses. I have trained my pupils to always refer to this and use it religiously to always justify their statements. I have found that it works well, and pupils - not only at KS4, but also KS3 - use it for every piece of work we do in class. The adjectives are much better than the simple and over used 'bon' and 'nul', and help increase the variety in their language.
I have also got connectives, and GCSE phrases as well which give a variety of higher opinion phrases and pupils in both KS3 and KS4 use it as well. Of course there is a section for time phrases/sequences to help pupils narrate their work and add a bit of spice and variety to it, as you all full well know how boring and repetitive some work can be - due to some lack of imagination. These lovely resources were found on: http://www.instantdisplay.co.uk/frenchcorevocab.pdf
Another addition to this was the 'j'ai fini' wall, where pupils who have finished their work have a set of extension tasks. I got the idea and resources from @fergusonmr1, where pupils can choose what extension/plenary task they would like to do - ranging from tweeting about the learning that took place in the lesson (with hashtags of course) all the way to completing a learning triangle. Pupils have been trained to use this, and do so voluntarily in class.
I also have a phonics board which show the French and English equivalents of key sounds in French.
I'm also trialling a masculine and feminine board, where new words are added to the relevant board dependent on their gender. This was something I trialled during my PGCE and research suggests that pupils are spatially aware, and will remember the gender of a noun on its location in class - even when the word has been taken away. Watch this space.
I have also got connectives, and GCSE phrases as well which give a variety of higher opinion phrases and pupils in both KS3 and KS4 use it as well. Of course there is a section for time phrases/sequences to help pupils narrate their work and add a bit of spice and variety to it, as you all full well know how boring and repetitive some work can be - due to some lack of imagination. These lovely resources were found on: http://www.instantdisplay.co.uk/frenchcorevocab.pdf
Another addition to this was the 'j'ai fini' wall, where pupils who have finished their work have a set of extension tasks. I got the idea and resources from @fergusonmr1, where pupils can choose what extension/plenary task they would like to do - ranging from tweeting about the learning that took place in the lesson (with hashtags of course) all the way to completing a learning triangle. Pupils have been trained to use this, and do so voluntarily in class.
I also have a phonics board which show the French and English equivalents of key sounds in French.
I'm also trialling a masculine and feminine board, where new words are added to the relevant board dependent on their gender. This was something I trialled during my PGCE and research suggests that pupils are spatially aware, and will remember the gender of a noun on its location in class - even when the word has been taken away. Watch this space.