TY Modules Booklet Polish - Flipbook - Page 3
tymodule
Guidelines
3. Teaching and learning
During the teaching of this course, we encourage teachers and students to use the Target Language as much as
possible. Using language mats and having visuals displayed in the classroom will help students to keep on target.
From a culturally inclusive point of view, it is important to try to refer to as many different countries where the
target language is spoken as possible during activities. Intercultural awareness can be developed by helping
students to reflect on their own culture when appropriate and by completing the tasks suggested at the end of
the module. We advise you include at least one task from the introductory module and a concluding task to help
students reflect on their learning.
If you are already teaching the language to beginners, you will be able to use resources which you currently use
with other year groups or within the MFL department such as placemats, visual supports, digital technology tools
and other resources to support and encourage the learning. Each module includes a task which entails the use of
digital tools.
Students will easily engage with this course as it is task-based and they will be given the language necessary to
progress through the tasks in class. Accomplishing the different tasks will give students a great sense of
achievement.
Remember that a Transition Year course for beginners aims at giving students an opportunity to explore and
enjoy a new language. Students are not working toward a Leaving Certificate qualification but are instead
encouraged to acquire useful and simple language which will enable them to carry out the suggested tasks and
which they can use on a holiday or in basic exchanges with speakers of the language. The course will also
introduce them to some elements of the culture of the country/ies where the language is spoken.
4. Students’ progress
Can-do descriptors are included with each task and can be used for student self-assessment. Teachers could
encourage students to track their progress in terms of their level of confidence in the language, for example: ‘I
can complete this task a) on my own, b) with some help, or c) with a lot of help’. These can be reviewed as
students make progress in the language. They also could record their learning in a portfolio, set further learning
goals for themselves and include reflections on their learning. Students will also be able to record and share their
progress by exhibiting their work in the classroom (on TY graduation night for example). The learning
accomplished during the course can be presented in many formats such as posters, recordings, videos, etc.
Acknowledgments
The Post-Primary Languages Initiative would like to acknowledge and thank the following teachers for their work
and contribution to the development of these modules:
Salvo Cacciato
Monika Kostka
Catherine McAuliffe
Bryan O’Dowd
Ruth Robinson
ppli.ie
