Modern and International Languages Secondary Sector

This section intends to provide secondary schools with a range of information, guidance, opportunities and resources to support, improve and promote the teaching and learning of languages. If you would like to request a specific section to be added or if you would like to contribute to this section by sharing some your most successful practice, feel free to contact the Global Futures GwE team:

Guide for Governors

Guide for Governors - Resources

Useful booklet and guidance for school Governors to support Languages in the curriculum. Created by RoutesCymru, all documents and more information can also be found on their website.

Promoting Languages

Resources to help schools promote Language and to encourage our learners to opt for Languages at KS4 and 5


Range of video links to use with your classes.

Why French: Institut francais ( 30 seconds- English only)

Routes Cymru promotional video ( 2:56) ( English and Welsh)

BLC: Business Language Communication (English)

GCSE: why continue languages at KS4:

Adobe Spark 1 minute video Ysgol Dyffryn Ogwen examples:

Why study languages: youtube ( 9 minutes/ lot sof ideas on different careers)( English only)

Careers with Languages Webinars Trailer

Contains extracts from all 6 Webinars so far.
13 minutes 16 seconds
Would you like to use/watch the whole webinars? Please contact


Range of resources to inspire/motivate students and show them the importance of languages

Sample of a GCHQ resource/ code-breaking- French
Inspiring and exciting activities created by GCHQ ( Government Communication Headquarters) such as using problem-solving skills, language and research skills to stop drug traffickers – to access the full resources contact
Resources are available in French, Spanish, German.

PIlacs booklets and PPT: Within this pack of posters, postcards and activity booklets, you
will fi nd a pre-designed classroom activity for Year 9 students.

Where Languages take you: Presentation by celebrities who speak how languages help their work or have been important to them and follow up questions.

Careers and Languages: PPT with powerful points about the advantages of studying languages which can be used to create your own promotional video.

Links to interactive websites a free online game that includes nine activities that celebrate the world’s languages, how they borrow from one another but also feature unique, untranslatable words deeply tied to their culture.

MFL Mentoring: Resources KS3+

The team have created a suite of resources are language taster sessions and university tours, designed for KS3 but will be just as applicable to older learners.

University tours:
Language taster:

Curriculum for Wales – Supporting the Reform Journey

Curriculum for Wales- supporting the Reform Journey

We will post here projects, pilots or resources which can be relevant and helpful to your planning for CfW.

The Anthea Bell prize

A new translation competition is launching in Autumn 2021 for students aged 11-18 in Wales. The Anthea Bell Prize for Young Translators is an initiative from the Translation Exchange at The Queen’s College, University of Oxford. The competition will run from French into Welsh for the first time in 2021-2022.

What a great way to inspire and motivate students in using languages creatively and making connections which will enable them to become confident and curious learners!

For more infomation regarding the competition tasks and teaching resources for the Welsh and English strands click on the link provided here.

The Anthea Bell Prize for Young Translators



Find below links to various practical resources and reading materials on multilingualism in the classroom and in the community.

These resources are mainly for secondary schools but some are relevant to the primary sector too.

MFL Mentoring
Multilingual Literacy Project - Ysgol Gyfun Gŵyr - ERW 2015-18

Pilot project developed by Janette Davies, MFL teacher at Ysgol Gyfun Gŵyr ( ERW).

By recognising the common needs of all language learning and at all levels of competence, the project has evolved into a joint venture between all languages departments. It also places the learner at the centre of the process and provides opportunities for developing the four purposes of the new Curriculum for Wales.

This document is a step by step guide to implementing the project into all language departments in a school.

To access all resources, join the Multilingual Literacy ERW Llythrennedd Amlieithog on Hwb.

Promoting Multilingualism in school - Prestatyn High



Short video to show what the school has put in place to raise awareness and promote the benefits of multilingualism following an ERW conference on the subject.
Sharing Experiences of Schools in Scotland - Gillian Campbell-Thow


Sharing Experiences of Schools in Scotland

Gillian Campbell-Thow
Improvement Officer for Modern Languages/ Strategic Lead for Language teaching and learning and Gaelic-medium education.


Planning Differently for CfW – Lessons Learned in Scotland

Gillian Campbell-Thow
Improvement Officer for Modern Languages/ Strategic Lead for Language teaching and learning and Gaelic-medium education


Transition: How to Ensure Continuity and Progress

Gillian Campbell-Thow
Improvement Officer for Modern Languages/ Strategic Lead for Language teaching and learning and Gaelic-medium education
Explicit Knowledge and Meaningful Practice - Rachel Hawkes


Explicit Knowledge and Meaningful Practice

Details: Teaching explicit knowledge levels the playing field and meaningful practice makes the language stick.

Guest speaker: Rachel Hawkes
Co-director NCELP/ Director of International Education and Research for Comberton Academy Trust. 


Guest speaker: Rachel Hawkes
Co-director NCELP/ Director of International Education and Research for Comberton Academy Trust.




Vocabulary: Breadth and Depth

Details: What does it mean to know a word?
Explore activities to develop breadth and depth of word knowledge.
(Some of the aspects of depth of vocabulary knowledge won’t be a part of primary knowledge, but the session will help to understand the bigger picture)

Guest speaker: Rachel Hawkes
Co-director NCELP/ Director of International Education and Research for Comberton Academy Trust.
International languages within the Languages, Literacy & Communication AoLE - Session 1: 11/05/2022
International languages within the Languages, Literacy & Communication AoLE - Session 2: 14/06/2022

Creating Across Languages Project – Planning across the LLC AoLE

Rationale and aims

This project is supported by the Arts and Humanities Research Council AH/T007087/1


This Unit enables learners to discover poetry as a creative means of exploring languages, identities and the world. By reading and writing poetry in different languages, as well as poems in translation, learners will develop thinking skills in a multilingual context and discover how languages connect us.

Learners will:

  • Discover poetry as a source of enjoyment.
  • Develop confidence through exploring identities.
  • Make connections between learning in different languages (Welsh, English and French).
  • Produce and present their own creative texts, adding their voices to literature in a variety of contexts and media.


There is also scope for learners to present this creative work to different audiences, in an Eisteddfod or competition, a poetry festival or an exhibition, to build confidence in the power of creative expression and create a sense of belonging to both local and global communities.

Poetry is a way of exploring language, and exploring the world through language. Rather than the analysis of poetry, this Unit encourages an active approach in which the learner creates new work in dialogue with other texts and languages.


The pilot materials include video poetry workshops made by Welsh poets in both languages, and international poets from France, India, Poland, Algeria and Slovenia.  Each video and linked PowerPoint presents a different way of making a poem step by step, with an emphasis on curiosity about other cultures as well as valuing local cultures and surroundings. The creative exercises are playful and can be approached from all ability levels. The poets also give insights into where they live, and what their different languages mean to them.

The Unit is designed to connect learning experiences in Welsh, English and French. It is built around three key questions related to identity:

  • Who am I?
  • Where am I?
  • What can I change?


The workshops can be used independently from each other and in any order, but offer plenty of scope for collaboration across languages. In Welsh, there is an emphasis on language, place and identity, while in English, poems translated from different languages help learners to see English as a language that travels. In French, the poem can be a fun way to learn about language patterns – but it can also show how a different place creates a new perspective on language and identity. The content, methods and skills of all the workshops are connected, and will encourage learners to develop their own creativity across all three subjects.


For more information and to get support in developing the project in your schools please contact


French resources Samira Negrouche: On a planté un fleuve / We Planted a River

Video in French with English subtitles and companion PPT

Part 1 introduces the Algerian poet Samira Negrouche and her olive trees.

Part 2 explores the use of metaphors, showing how they are connected with culture and identity, and how a metaphor can help us to see something new. There is a reminder about how to use the French pronoun ‘on’.

Part 3 explains how to write a poem about a tree, paying attention to the senses. By focusing on what is around them, students can learn how to feel more connected with the natural world as well as practising observation.

For another perspective on the natural world in English, Polish poet Julia Fiedorczuk suggests taking on the point of view of an animal to write a poem.



French resources: Frédéric Forte: Les règles du jeu / Rules of the Game

Video in French with English subtitles and companion PPT

Part 1 introduces the rules that structure place names, such as the positioning of the colour adjective at the end in Welsh. We meet French poet Frédéric Forte, who explains why he invents his own rules for writing poems. There is a brief introduction to the Oulipo group of which he is a member, with examples of their unusual writing rules and games.

Part 2 shows how to write a poem in a form that Frédéric has invented, the ‘pocket quennet’, with some examples in French and English. These short poems encourage exploration of place and attention to surroundings. By writing in one language and then translating into another, students can discover how their sense of identity changes.

Part 3 includes a reminder of the rules for using adjectives in French, and an explanation of the structure to follow. The final example demonstrates the French writing technique  on a railway platform in Wales, and shows how it can be further adapted.

Jacques Roubaud is also a member of the Oulipo, and the video about his poem demonstrates another writing rule, as well as focusing on place names and observation.

In English, this exercise would complement Jonathan Edwards’ video based on observing the language used in public spaces and on place names.

By contrast to the Oulipo emphasis on rules, Slovenian Gregor Podlogar says he has learned from Tomaž Šalamun that there are no rules in poetry. Sampurna Chattarji says that a poem can go where it wants. A closer look will show that Šalamun’s poem does follow the rule of a list. Sampurna Chattarji follows her own rule of paying more attention to the sound than the sense of words. The pocket quennet follows one set of rules but breaks others, for example the typical use of sentences.




French resources Aurélia Lassaque: Sur une mer lointaine / On a far away sea

Video in French with English subtitles and companion PPT

Part 1 (0.49) 

Occitan poet Aurélia Lassaque introduces her language and talks about writing bilingual poems that mix Occitan and French, because she thinks differently in each language.  

Part 2 (3.44) Aurélia reads an example of Occitan poetry and talks about bridges between languages. An exercise (with pause point for participation) invites learners to guess the meaning of Occitan words by comparing them with French. Aurélia reads her poem in Occitan and French, line by line. This is followed by a table of key words in the poem in Occitan, French, Welsh and English, to show similarities and differences across all four languages, and to show that knowing more languages creates more ways of connecting meanings. 

Part 3 (11.37) A writing exercise invites learners to write their own poem in Welsh or English by guessing or inventing a context for a word they know on each line of Aurélia’s poem. This creative translation can then be translated into French, or partly translated to make a multilingual poem. 

Part 4 (15.25) Aurélia reads her poem in French, followed by the English translation. She comments on the ideas behind the poem, and the importance of reading a poem aloud to see if it needs further editing. 


French resources Roubaud: L’heure - C’est le moment / Time - It is the time to…

Trilingual Video and 2 companion PPTs

Video: Roubaud: L’heure: C’est le moment Porthaethwy – Trilingual:

An exploration of Porthaethwy / Menai Bridge in three languages, inspired by Jacques Roubaud’s poem ‘L’heure’. Many of the street names in the town are not translations of each other – and one of the street names is not on any maps because it is part of the set of Rownd a Rownd.



English Resources Jonathan Edwards – LaLa Land - Street writing

Video in English with companion PPT

Part 1 introduces Jonathan, who reads his poem ‘Lala Land’ in Newport town centre and then shows some of the written language to be found there.

Part 2 explains how to go for a walk to gather language from signs and public places to make a poem, and shows what it might look like in a notebook. If a walk is not possible, the technique can be adapted to an internet search.

Part 3 shows how to rearrange text to make a poem, thinking about sound and rhythm, and how to give feedback on each other’s poems.

This could connect with the poems of Jacques Roubaud or Frédéric Forte in French, as it uses a particular method to focus on language while exploring place. Like Sampurna Chattarji and Ifor ap Glyn, Jonathan shows how to use words from different languages in a poem.



English Resources Julia Fiedorczuk: Other Lives other bodies

Video in English

 Part 1 introduces the Polish poet Julia Fiedorczuk and the idea of writing poems that are not just about humans but also other beings. There is a discussion of how translation changes the poem ‘Bio’, which leads to a discussion of how a poem can mean different things at the same time.

Part 2 shows how can we use the senses to imagine being another creature. This is followed by a preparation activity of writing notes to prepare for a poem.

Part 3 gives another example of a poem that uses the senses to describe what it is like to be alive, whether beetle or human. How can we use scientific language in a poem? What would it feel like to inhabit a different body? This leads to writing a poem.

Julia’s focus on what it feels like to be a non-human being links with Samira Negrouche’s poems about trees.


English Resources Tomaž Šalamun - Who’s who?

Video in English

Part 1 introduces the country of Slovenia, and Gregor Podlogar who reads a poem by the Slovenian poet Tomaž Šalamun. This leads to the activity of students reading the poem to each other, changing the name to the person addressed.

Part 2 describes and models the process of creating a poem in the form of a list, using repetitive sound without rhyming. There is discussion of how to use images and irony in a poem where anything is allowed.

The repetitive list structure links with the poem by Jacques Roubaud. Gregor says he has learned from Tomaž Šalamun that there are no rules in poetry, whereas Roubaud uses rules to spark ideas.

The suggestion of using Biblical or scientific language in the poem connects with Julia Fiedorczuk’s interest in different vocabularies.


English Resources Sampurna Chattarji - Swapping Words

Video in English 

Part 1 introduces the Indian poet Sampurna Chattarji and explains the process of writing she developed with the Welsh poet Eurig Salisbury, in which they swapped words from each other’s languages without knowing the meaning. She explains how to build up a collection of words from different languages, real or invented.

Part 2 demonstrates the process of writing a poem through the sounds and associations of particular words, especially those where the same sound can produce different meanings depending on the language and context.

Part 3 shows how to write a poem and use subtle internal rhyme to give it a shape and musical sound, rather than obvious end-rhymes.

The exercise is similar to the one suggested by Ifor ap Glyn. Like Frédéric Forte, Sampurna focuses on language as material to play with, and on writing as a kind of game.


Welsh Resources Gwenno Saunders

Video in Welsh with companion PPT

Interview with the Cardiff singer and songwriter who sings not only in Welsh but also in Cornish.

Activity: This is your chance to create a pop song. Bearing in mind that you’ll need to think of melody as well as words, but we ask that you concentrate on crafting the words in the first place. Consider the following points:

  • How does the area where you live and go to school connect with you?
  • Do you know about its history, traditions, celebrities and legends?
  • There are many ways you can write a song about your area
  • You can gather place names together and delight in and play with the sound of those words
  • Focus on one story, story or legend that is important to your area
  • Portraying the people of the area, as do songs like ‘Penny Lane’ by the Beatles (go listen!).
  • Are there things that could be improved about your area? Why not imagine a better future for the place where you live?


This video connects with those of Samira Negrouche and Aurélia Lassaque, who are also bilingual. As with Jonathan Edwards’ video, it encourages a focus on locality.



Welsh Resources Ifor ap Glyn

Video in Welsh with companion PPT

Discussion about Ifor’s life and why translation is important.

Activity: Here are five words from the Czech language. Use them in imaginative ways, giving these words your own meaning. Then, in your poem, include the word at the end, allowing all the meanings in the poem to contribute to giving  the reader an idea of the meaning of the word in your own mind.

This is a similar exercise to the one presented by Sampurna Chattarji in English.



Welsh Resources Grug Muse Pacio

Video in Welsh with companion PPT

Interview with poet, editor and academic, Grug Muse.


  • Opportunities to travel around the world have been scarce over the past year. So why not remember a trip you went to where you went outside your area?
  • Using memories, try to compose a poem that brings a far away place to life for the reader. Make a mind map before you start writing to remind yourself of the particular location.


You can give a taste of the distant setting of the poem by referring to specific words of a different language, names of foods, traditions or places that create a mood in the poem. You can also choose whether or not to describe the journey across to the place that is central to the poem.



Welsh Resources Rhys Trimble

Video in Welsh with companion PPT

Torrydd  / Cut-Up Poem


Aneirin Karadog talks to Rhys Trimble about how he began to create poetry, including the influences of 1990s Welsh rap and Welsh medieval poetry accompanied by the rhythm of the ‘pastwn’ or staff. He explains how he arrived at his own performance approach, which includes improvising from fragments of texts that already exist. 

Activity: Cut-Up Poem / Torrydd 

Rhys demonstrates two ways to make a cut-up poem, inspired by William Burroughs. 

The first technique is to select text online and paste it into the online cut-up machine From the randomly generated text, he selects the phrases that work best and arranges them into a poem. 

The second technique is to take print magazines, scissors and glue, and physically arrange fragments of text into a visual poem. This approach can work within one language, or with texts in different languages to make a multilingual poem. Rhys demonstrates a mixture of Welsh and English. 


Sample of learners’ work - Aberconwy / Llangefni Year 8 2021-2022

Pilot schools- experimented with the project and produced display with learners’ work to go on display in Pontio, Bangor July 2022


Sample of learners’ work - HUMAN AND BEYOND: TREES AND THEIR LANGUAGES - Ysgol Friars year 9 - 11 November 2022 - Pontio


How do trees connect us with places? How can they help us to think across different languages?

A group of Ysgol Friars pupils from Year 9 were invited to explore the poetry of trees in French, Welsh and English. This event was created and led by Professor Zoë Skoulding as part as the Being Human Festival, a UK-wide festival of the humanities hosted in Bangor University. It was supported by Global Futures GwE and the UKRI Arts and Humanities Research Council.

The 27 pupils spent a full day in Pontio and attended a series of innovative workshops in French, English and Welsh.  These included discussing a Turkish poem in translation by Nâzim Hikmet, written from the point of view of a tree in Istanbul, a creative writing workshop by video from Algerian poet Samira Negrouche, featuring the olive trees in her village, and a walk in the surrounding grounds to observe and reflect on the trees around us. The students also took part in a lively interactive series of collage and performance activities presented and led by Welsh poet Rhys Trimble.

The final activity was to write poems or texts on real leaves, which will be displayed at the Pontio Arts and Innovation Centre (Opens in new window) for the Tree Sense exhibition in March 2023.

Students’ feedback was overwhelmingly positive and clearly demonstrated their deeper understanding of the connections between the languages and their appetite for such new and experimental approaches to using languages, making and applying these connections in order to be more independent and creative themselves. Throughout the day, their confidence in using all languages creatively and having fun with it increased significantly, as they were building on and developing on the strong foundations set in school.

The end result was astonishing for such young learners. This is a very good example of the sort of  learning experiences which supports the Curriculum for Wales and contributes to the realisation of its four purposes for all learners. The Creating Across Languages project would enable schools to provide similar experiences in their classrooms and beyond.

Photos of the activities and extracts from students’ comments are captured in the document included here.

Sample of learners’ work - Friars year 8 2022-2023

Professional Development Opportunities


GF GwE:30th Nov 2020: making every MFL lesson count: Challenge in MFL ( NQT and non-specialists):

25th Jan 2021: GCSE Speaking Exam preparation 2021

CSC: Blended learning


Other links

TILT webinars

Joe dale Youtube channel and webinars



Useful language institutes

The Global Futures GwE team is working in partnership with a range of partners.
The different institutes offer all kinds of training opportunities and access to resources. You can sign up to their newsletters to make sure you are kept informed of the latest events.

Routes Into Languages Cymru

Institut Français

Goethe Institute

Conserejía Española

Confucius Institute

The British Council


Association for Language Learning

Training materials

Over the last few years, we invited Guest speakers to deliver training sessions during insets and conferences to Secondary teachers in GwE. You can find their presentations and materials on our Hwb GwE MFL. ( Greg Horton, Wendi Adeniji, Juliet Park, Martine Pillette, Liz Black, Jennifer Wozniak…)


Webinar: Developing Speaking Confidence at AS


AS Level: Strategies and resources to raise pupils’ confidence for the speaking examination- French

Provider: Ariane Laumonier (Institut Français and Cardiff University)

EAS PL- Webinar 7.3.22

Retrieval, Interleaving and Spacing in the MFL Classroom: Jennifer Wozniak


We all know what retrieval practice, interleaving and spacing are but what does that look like in practice in our day to day lessons and in our schemes of learning? Rationale for incorporated retrieval, interleaving and spacing as well as a range of practical examples will be shared in this talk. Presented by Jennifer Wozniak-Rush, Assistant Headteacher for Teaching and Learning and Specialist Leader of Education in T&L and MFL at The Hollins in Lancashire, who has a wide experience of teaching French from KS1 to KS4.

Let's Talk: Jennifer Wozniak


If a language is meant to be spoken first, how do you encourage pupils to speak as much as possible in the target language, build confidence and make pupils realise that it is okay to make mistakes? This session will present a range of engaging strategies that encourage pupils to speak spontaneously in the target language not only with the teacher but also between peers. Presented by Jennifer Wozniak-Rush, Assistant Headteacher for Teaching and Learning and Specialist Leader of Education in T&L and MFL at The Hollins in Lancashire, who has a wide experience of teaching French from KS1 to KS4.


GwE MFL Hwb Network

Join the Hwb GwE MFL network where you will find some useful resources for Secondary.

GwE MFL Hwb Network

The Global Futures GwE Team

Global Futures Team GwE

Global Futures is a Welsh Government programme and commitment to expand the teaching of International Languages in schools Wales. Its vision is that Wales becomes a truly multilingual nation. The Curriculum for Wales will revolutionise our education system and provide exciting opportunities for language learning across all our schools and settings.

The programme aims to ensure that all learners experience the range of benefits from learning International Languages including broadening their horizons by learning about other people and cultures and equipping them with the language skills to compete in the global economy. In doing so, we can support them as they develop as ambitious, capable learners ready to be citizens of Wales and the world.

The main strategy is to provide our time, knowledge and expertise to our schools and teachers to support all learners in their progress with language learning, as well as to realise the four purposes of the Curriculum for Wales.

The new three year plan 2022-2025 outlines three strategic aims:

  • support the development and delivery of meaningful international language provision in Wales
  • provide our practitioners with the skills, knowledge and experiences to plan and deliver international languages provision
  • challenge the misconceptions around language learning


It is my privilege to continue in my role as the Global Futures and International Languages Lead for the GwE Consortium for this exciting new phase.

Here in North Wales, our MFL teachers and our colleagues in the primary sector are dedicated and extremely talented practitioners, always striving to give the best learning experience to their students.

That is why I am confident that, together, we can and will continue to develop our work to promote and provide the very best language learning experiences for learners.

I am very fortunate to be surrounded by an astounding team of practitioners in both the secondary and primary sectors. Together with our partners at Global Futures, we can provide a wide range and rich programme of support and opportunities for learners, practitioners and school settings.

From professional learning to bespoke school to school support, our work contributes towards Curriculum for Wales developments.

The GwE Support Centre, half-termly newsletters, messages via emails, the GwE bulletin and Twitter should provide you with most information of the new developments for International Languages in GwE.

But please, do not hesitate to contact me and the Global Futures GwE Team at any time for more detail or for any question. We will always be happy help.

With my very best wishes,

Stephanie Ellis-Williams: Global Futures Gwe MFL/International Languages Lead


The Global Futures GwE team issues a newsletter every half-term. The newsletters are issued on the GwE Bulletin and the MFL page of the GwE website. If you would like the Newsletter to be sent to you directly, contact


Global futures partners

The Global Futures GwE team is working in partnership with a range of partners.
The different institutes offer all kinds of training opportunities and access to resources. You can sign up to their newsletters to make sure you are kept informed of the latest events.

Routes Into Languages Cymru

Institut Français

Goethe Institute

Conserejía Española

Confucius Institute

The British Council


Association for Language Learning

MFL Mentoring