# data[].attributes.headline
NCCA Draft Junior Cycle MFL Specification (2024)

# data[].attributes.subject
NCCA Draft Junior Cycle MFL Specification (2024)

# data[].attributes.attachment_link.title
New! Online course for MFL teachers (Post-Primary)

# data[].attributes.attachment_link.description
Read more about a new short online course on Digital Technology for MFL Teachers (Post-Primary). Developed by Oide Tech in Ed. with PPLI.

# data[].attributes.attachment_link.description
Oide Technology in Education guidance on Artificial Intelligence / AI for primary and post primary schools.

# data[].attributes.attachment_link.description
Equal parts challenging and fun, a school exchange gives you the chance to connect with a different language, culture and community.

# data[].attributes.attachment_link.description
The Foreign Language Assistant Scheme aims to provide additional support to school communities to experience the target language and its culture with a native speaker.

# data[].attributes.headline
Linking JC MFL with Level 2 Learning Programmes

# data[].attributes.subject
Linking JC MFL with Level 2 Learning Programmes

# data[].attributes.headline
Assessment Arrangements for JC and LC 2025

# data[].attributes.subject
Assessment Arrangements for JC and LC 2025

# data[].attributes.attachment_link.title
S88 24 Leaving Certificate Oral Examinations

# data[].attributes.headline
Engaging students in the target language through real-world learning experiences

# data[].attributes.subject
Engaging students in the target language through real-world learning experiences

# data[].attributes.headline
Using film to enrich target language and culture in the MFL Classroom

# data[].attributes.subject
Using film to enrich target language and culture in the MFL Classroom

# data[].attributes.body
You will see three separate columns - Session 1, Session 2 and Session 3

Each column is linked to the three sessions from our professional learning day

To access a resource, simply click directly onto the post. The resource will open in a separate tab

Where there are multiple resources, navigate up or down the scroll bar on the right hand side of that column

# data[].attributes.headline
Fostering student agency through real-world learning experiences

# data[].attributes.subject
Fostering student agency through real-world learning experiences

# data[].attributes.attachment_link.readable_text
Film strategies in mfl

Accessing new worlds and different ways of thinking

film strategies in the mfl classroom

BeFORE viewing activities

while Viewing activities

Afterviewing Activities

BEFORE viewing

Objectives: To increase the students' motivation To raise interest for the film by informing students about the background of the film To find out what students already know about the topic/film or what they think they know To include a personal approach To start discussing and challenging stereotypes

RESponse to the title

Tell the class the title of the film. Ask them to write down on paper strips in big letters a sentence including the title. One after the other, students come to the front of the class, and read their sentences. Then they put them up on the board or pin board. Afterwards the statements can be clustered according to similarity of content.

After having seen the whole film students will compare their initial personal associations with the title and the actual content of the film.

response to a poster

Show the students the advertising for the film, e.g. poster or trailer still. a) The students describe the advertising poster in small groups and discuss what the topic of the film could be. b) Individually or in pairs, students write an imaginary plot for the film.

creativity with the plot

Give the class some but not too many ideas about the film (time, place, main characters. ). You can for example read out part of the summary of the film from the official website or a passage from a review. Students are asked to continue a probable version of the plot of the film. Then they compare their versions in small groups.

thinking about the characters

Show the class photos of the main characters or short sequences that introduce the protagonists without telling their names. Ask the students to give them names, characterize them (in pairs or in small groups) and write a brief summary of a possible plot of the film.

while - viewing

Objectives: To hear, to see, to experience other cultures in an authentic way To develop listening comprehensionTo make students imagination workTo develop students' observation and interpretation skillsTo make students think critically and adopt multiple perspectives.

Preparations: Choose some sequences that deal with intercultural differences in one or several of the following areas: - Body-language/ gestures - Cultural identity - Culture in the street - Code-switching - Celebrations, customs - Family life - Gender issues - Generation gap - Stereotypes, nationalism/racism

viewing and listening

Set previewing questions, then play the scene. Discuss the answers to the questions in the class or in groups. If necessary play the scene again. Extension intercultural tasks for the students: - Try to find reasons why the characters act the way they do. - If the scene deals with gender issues make the students change the perspective: Imagine how a girl or boy, woman or man would have acted in the same scene in your culture. - If the topic of the scene will return in other sequences of the film tell the class to imagine how the story will go on.

silent viewing

This technique can be used especially when focusing on body-language and gestures that are typical for a certain socio cultural context. Before the students are shown a sequence without sound they are asked to pay attention to the situation of the scene keeping the following questions in mind:

Where are the characters?

Why are they there?

What are they doing?

After having shared their ideas in small groups, the sequence will be played again. The viewing task this time is to concentrate on the character's facial expression, body-language and gestures. The students discuss in small groups what these non-verbal forms of expression might mean in this concrete context.
role plays

Freeze some of the character's movements and imagine an internal monologue for each state. One student takes the position of the character and another says what the character is thinking. Role-play the scene improvising a dialogue. The first previewing task is to describe the situation. After the second show students are asked to predict according to the situation or the body-language. Finally, the sequence will be played with sound. Students check their predictions.

viewing, describing, listening

This technique is especially useful for scenes that deal with culture. If the sound doesn't carry any important information you can turn it off. The students pair off. Student A is sitting with his/her back to the TV screen. Student B can see the film. B describes to A what he/she sees focusing especially on the culture in the street. Afterwards, both A and B view the scene once again, paying attention to as many details as possible. After that, the class tries to find differences between the culture presented in the film and the conditions in their own country in pairs or as a whole class discussion. Finally, students could give reasons why they would prefer to live in one or the other culture.

post-viewing

It is of great importance to follow-up a viewing activity with one or two tasks that help students discuss and evaluate the experience. Here are some ideas to help this process.

four-corners discussion

Students share personal opinion about the film. The four corners of the classroom are marked with papers with the following symbols + + stands for I really liked the film a lot + I liked the film - I didn't like the film - - I didn't like the film at all Tasks: a) Go to the corner of the room that represents your opinion about the film. b) Discuss in your group what you liked and disliked. c) One representative of the group reports your statements to the class in the final discussion.

film summary

a) Depending on their level of proficiency the students write a summary of the film individually, in pairs or as a whole class activity on the board with the teacher's help. b) They compare it to their summary of the previewing activity and discuss in small groups what the differences are and why. c) Then they are given the summary of the film from the official homepage of the film and summaries in other languages they speak. They are asked to read and compare what different aspects of the film are stressed in which language.

Topics oF a Film

Tasks: a) Make a list with the central topics of the film. b) Find a provocative or stereotypical statement about each of the topics and write it on a sheet of paper.

final discussion

Room arrangement: Chairs arranged in two concentric circles Activity: Discuss in pairs the provocative statements mentioned under film topics. Tasks: a) Position the chairs in the classroom into two circles, so that the chairs of the inner circle are facing the chairs of the outer circle. b) Each pair will get a provocative statement about the content of the film: Discuss the statement with your partner. c) Every 2 minutes, there will be a signal. All the students move to the seat on their right leaving the paper strip with the statement on the chair. The newly formed pairs discuss the next statement.

creative writing

Ask your students to write:- a diary entry of the main character - a letter of a main character to another one - a newspaper article about an incident that happened in the film - a film review - a short story based on the film - the screen-play for another scene to be acted out - part two of the film or just a summary of what could happen after the last scene of the film they just viewed - the script for and act out an interview with the actors or actresses.

film adaptation

Ask your students to imagine the story had taken place in their own country. - write an imaginary plot for an adapted version film appropriate for their own culture.- rewrite concrete scenes taken from the film adapting them to the students' own cultural context'.

movie talk

The teacher plays and pauses a video clip, while narrating the scenes, paraphrasing any dialogue, and asking questions with short answers in order to check for comprehension. Students can enjoy the richness of the frames, seeing things unnoticeable at full speed. The teacher describes the picture in a way that is comprehensible to the students (pointing, gesturing, drawing, etc.). Play first without interruption, then replay the video and narrate with the volume lowered or pausing the video to narrate. (Some teachers show the entire clip f irst, without saying anything, just to give the students background knowledge. )There are three main rules that students follow during a MovieTalk: 1) The students must only speak in the target language. 2) The students must keep their eyes on the teacher and on the screen. 3) All students must respond to questions or else signal they don't understand.

references

Adapted from:Incorporating Intercultural Communication Training in Language Teacher Education (ICCinTE), ECML

Herrero, C. and I. Vanderschelden [eds.)(2019). Using Film and Media in the Language Classroom: Reflections on Research-led Teaching. Bristol: Multilingual Matters.

Hastings, A.J. (2012), MovieTalk, Global Language Education Sevices

Hastings, A. 1997. Movies and listening comprehension in FOCAL SKILLS programs. http://www.focalskills. info/articles/moviesfs.html Hastings, A. and Murphy, B. 2006. Making movies more comprehensible: the narrative/paraphrase approach. International Journal of Foreign Language Teaching 2 (1): 25-27. http://www.tprstories.com/ijflt/ IJFLTFall06.pdf

# data[].attributes.attachment_link.description
View the interactive image by Junior Cycle

# data[].attributes.headline
Oide Technology in Education - Online Courses

# data[].attributes.subject
Oide Technology in Education - Online Courses

# data[].attributes.attachment_link.description
View, enrol in and access free online term time courses for teachers from Oide Technology in Education below.

# data[].attributes.attachment_link.description
Participate in our current consultations here.

# data[].attributes.body
15 Resources to support teachers using AI in the MFL classroom.

# data[].attributes.attachment_link.description
Official education portal of the Department of Education and Skills in Ireland. Curriculum focused resources and support for primary and post primary teachers.

# data[].attributes.attachment_link.readable_text
Steve AI isn't just Text to Video, it's Text to (Any Type Of) Video.

Create Videos with AI

The only AI Video Maker you need to communicate better with a global audience.

The #1 AI Video Generator

Go from Prompt to Video, Script to Video, and Audio to Video with this patented AI tool to generate 7+ video output styles including Animations, GenAI, and Live training videos.

Text to GenAI Video

This AI video making tool is powered by a custom Image generation technology to convert your thoughts into captivating educational videos. Explore multiple script categories to multiple video styles.

AI Voice to Video

Convert any audio files or voice-overs into mesmerizing long and short videos. Reach wider audiences with Text Animation Effects and Podcast-friendly Templates.

Leave behind the limited Human-like Avatars and explore billions of unique characters.

Global L&D teams use Steve AI animated character builder to create diverse Avatars beyond reality. From easy AI video creation to multiple customizations, make your courses fun and accessible.

Steve AI app offers millions of large human-created premium libraries and AI-generated assets including stock videos, animations, background music, properties, and more.

40+ Video Editing tools

Other AI

Poor Acurracy

Limited Assets

1 Video Styles

Poor Data Training

Great to start a Video

Steve AI

95% Accuracy

Largest Assets

8+ Video Styles

3+ Yrs Data Training

Great to Complete

Dive deep into Animaker's ecosystem of AI Products

All the security you will ever need

Who is it for?

Who is it for?

Communicate better with videos and make learning fun and interactive while also catering to the global teams at scale.

Make employee advocacy a norm with swift onboarding and policy training videos your employees would love to share. With Steve AI by your side, you can get your performance metrics off the roof.

Make your audiences come back for more with bite-sized videos for any social media platform. Get your followers growing by adding the AI spin to your content.

Educational Professionals

Nurture digitally enabled leaders by converting complex concepts into easily digestible videos. Steve AI's suite of classroom solutions will facilitate a two-way exchange of knowledge.

This AI movie maker lets you make a birthday wish, a wedding invite, or even a personal resume. Create anything you want, just the way you want!

Awards,Accolades & Happy Customers

Consecutive AI Application of the Year Since Launch

Steve AI Aiding TomJoy School's Mission to Create Digitally Enabled Leaders

# data[].attributes.attachment_link.title
Steve.AI | AI Video Generator Tool to create videos using Text

# data[].attributes.attachment_link.description
Create Videos and Animations in seconds for free using the power of the World's fastest AI software in the Video making space.

# data[].attributes.attachment_link.title
Turn ideas into videos | AI video creator | invideo AI

# data[].attributes.attachment_link.description
Make videos easily by giving a prompt to invideo AI. Ideal for content creators, YouTubers and marketers, invideo AI offers a seamless way to turn your ideas into publish-ready videos with AI.

# data[].attributes.body
page 18

# data[].attributes.attachment_link.description
Vocaroo is a quick and easy way to share voice messages over the interwebs.

# data[].attributes.attachment_link.title
Digital Tools for Modern Foreign Languages (MFL)

# data[].attributes.attachment_link.description
Teacher Vicky Bouché from Christ King Girls’ School outlines how she uses digital tools to engage students in their learning in her French language class, its use in teacher assessment and providing feedback to students. More >>

# data[].attributes.attachment_link.title
Turn ideas into videos | AI video creator | invideo AI

# data[].attributes.attachment_link.description
Make videos easily by giving a prompt to invideo AI. Ideal for content creators, YouTubers and marketers, invideo AI offers a seamless way to turn your ideas into publish-ready videos with AI.