Interdisciplinary Project 2009/2010

Vicki Simpson, St Kentigern’s Academy, West Lothianvicki.simpson@wled.org.uk

1 pupil met Baccalaureate criteria

S5 gained Higher French, Higher Italian, Higher English

S6 Advanced Higher English & Advanced Higher Italian

Pupil had a column in which to work on IP

Teacher met with pupil during non-contact periods.

Idea for proposal came from pupil’s future career aspiration- journalism and a departmental ‘need’ e-Twinning.

Fulfilled requirements of IP:Ability to use Target languagesLinks with outside agenciesPotential to develop all skills

Clear timeline negotiated with pupil at this stage.

Proposal and Plan presented to panel as part of internal verification process.

Cross checked against IP Criteria for both stages

Aims: To twin with a school in Italy and France through British

Council e-Twinning programme

To create and exchange cultural e-magazine with each school

Work with younger pupils to provide opportunity to write for a ‘real’ purpose and read for enjoyment (CfE)

Promote Citizenship and the value of learning languages within the school

Virtual Environments: British Council e-Twinning site Magazine Factory site

‘Real’ People/ Agencies: Teacher in Verona French teacher in Annecy Journalists News Agency

School contacts outside Languages Faculty: School Magazine co-ordinator School website manager

Italian & French E-mail contact with teachers in Italy &

France Producing packs for classes to aid with

writing articles Editing articles written by pupils

English Presentations at Proposal/Plan stage Final Presentation of project to panel

Teacher as pupil ‘mentor’

Cross checked all stages with PTC who also attended some meetings and also counter-signed all documentation.

Proposal and Plan presented to panel of 4.

Project findings/ Final presentation presented to panel of 6, PTC, DHT, HT, EO, Science Teacher and myself

Panel commented on SQA criteria and have been included in assessor’s notes for each stage.

Difficulty in securing link for journalism aspect.

Surprisingly hard to make contact with a French school.

Negotiating time to meet with student.

Stepping back and trusting student to be independent.

Start proposal stage before summer holidays.

Push for teacher time as well as pupil time.

Network with other departments in school- share the load, not just for Language/English Teachers.

Negotiate clear timelines at beginning of project but be prepared to be flexible.

Project should come from pupil passion/ career aspiration.

Don’t worry!

I myself have noticed that whereas previously I tended to ask for help as soon as I encountered any problem, now I am more likely to independently find a logical solution.

Feedback from presentations has always been very positive and I have broadened by skills by presenting in a more formal manner to different audiences.

My report writing and use of specific subject has become more sophisticated in English and Modern Studies. Also, my vocabulary and understanding of grammar has increased in both written and spoken Italian.

According to many of my teachers there has been a noticeable difference in my ability to use different research techniques (focus groups, questionnaires, ICT support and in literature).

Due to the nature of the project and the circumstances of my studying Adv. Higher Italian I have an increased ability to work independently and demonstrate leadership skills working in groups and with younger yeargroups.

Vicki Simpson, St Kentigern’s Academy, West Lothianvicki.simpson@wled.org.uk