POSITIVE MESSENGERS – CLASSROOM RESOURCES FROM GOLDSMITHS UNIVERSITY OF LONDON

A Positive Messengers set of classroom resources from the 2018 PGCE MFL cohort

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The teacher training team at Goldsmiths worked with their 2018 PGCE cohort and partner schools to develop this set of classroom activities inspired by Positive Messengers.

These resources are for MFL at various levels from KS2 to KS5. These resources are in French but can be repurposed to other languages. They were tested in classrooms in South London schools, feedback from the teachers and students has been very positive.

The resources are free to download (links below).
Each set of resources comes with a PDF introduction from the authors to guide teachers.


1) KS2-KS4
Chiman Audi – A Refugee’s Story. French, KS2-KS4.
An excellent oral comprehension and reading activity and very moving. This is the real story of Chiman, who came to the UK as an asylum seeker from Lebanon and is now about to embark on her career as an MFL teacher in the UK.


2) KS3
Hamed Traore – What Is A Migrant? French, KS3.
Fun, interactive video & matching game activity, which really gets the students talking. This resource is easy to adapt to a wide variety of activities.


3) KS3-4
Farah Farouk et al – Family Migration. French, KS3-4.
This is a fantastic interactive board game exercise which gets students generating grammatically correct sentences.

AWAITING FILES!


4) KS5
Mouna Gouma & Sam Bartrop – Migration. French, KS5.
An excellent set of activities for older students which pushes them to understand issues surrounding why people migrate, to explore, discuss and celebrate the migration history of the class, and to understand key terms related to the topic of migration. Challenging, fun and creative, adaptable to different levels of attainment

AS TIME GOES BY...

A message from The Languages Company.

After 14 years we have regretfully decided to cut back our activities.

The website will remain live, but untended, until the end of 2022 should you wish to download some of the historic and we think useful documents it contains.

As well as the outcomes of projects such as LUCIDE and Positive Messengers there may be some interest in the reviews of the past, and our thinking on Pedagogy, in particular in the light of current developments.

We would have wished to withdraw on a high note, with many of the challenges of the last decades resolved. Sadly this is not the case.

It will, however, be for a new generation to take up the struggle for greater language capability and the dream of languages for all in a world of mutual respect.