To identify the key issues in teaching works in translation in the light of the developments in this discipline, and to examine and try out methodologies suggested by leading practitioners in the field
To extend our awareness of interesting and successful text choices, and to share and propose rationales for text choice,
To discuss some of the main challenges in teaching works in translation in the Group One programmes, as experienced by participants and perceived by examiners; and to explore effective ways of meeting the assessment criteria relating to these texts, with a focus on more effective reading and writing practices and classroom learning approaches
To reflect on developing and extending our choice and teaching of works in translation in relation to the current and future Group One programmes, and in the light of the best educational research
|30 NOVEMBER, THURSDAY|
|09:00||-||09:30||Welcome coffee and introduction|
|09:30||-||11:00||Session 1 - Approaching Works in Translation/Translation Issues
In this session we look at definitions of ‘translation; identify the main issues in this expanding and significant field, and examine discussions of these issues by leading practitioners
|11:30||-||13:00||Session 2 - Choosing engaging and successful texts
Our choice of text is crucial for the enjoyment of and success in our programmes.
In this session we reflect on and share why we teach the texts we do, and consider alternative rationales, including authors, topics and approaches relevant for our times. We also give thought to the recommendations of teachers, examiners, and academics.
|13:45||-||15:15||Session 3 -
Reading with greater engagement for knowledge, understanding and literary awareness in works of translation
Good reading practices are fundamental to the literature and language programmes, but evidence indicates they are in decline.
In this session we examine ways of promoting individual and independent critical engagement with the text, especially through promoting greater student ownership of the texts, leading to improved performance and greater enjoyment.
|15:30||-||17:00||Session 4 -
Cultural, contextual and literary challenges in approaching works in translation
In this session we look at effective ways of addressing these three challenges in the teaching of Group One programmes, with particular attention to the Reflective Statement and Interactive Oral in Part One of the Literature programme
|1 DECEMBER, FRIDAY|
|09:00||-||10:30||Session 5 - Writing on Works in Translation for Group One Assessment
In this session we consider ways of fostering good writing –in general and specifically for the various written assignments on Works in Translation in Group One. We look at effective use of the Supervised Writing task, and how to improve performance in the Written Assignment process, and in Language Paper Two.
|11:00||-||12:30||Session 6 - Using Poetry in Translation to enrich the programme
In this session we look at the many benefits of using poetry in translation both for Group One work in general, and more widely in the school curricular and extracurricular life. The session aims to inspire those who are diffident about poetry or have students who are diffident about it.
|13:30||-||15:00||Session 7 - Using interdepartmental expertise to teach Works in Translation
|15:15||-||16:45||Session 8 -
Using Works in Translation in TOK and the Extended Essay
|2 DECEMBER, SATURDAY|
|09:00||-||10:30||Session 9 - Participants’ presentations and creative contributions
This often turns out to be the session that has the most lasting impact on the group. In pairs or singly, participants share and demonstrate teaching approaches they have tried with success, or design approaches to address student challenges or to stimulate students’ creativity, etc.
|11:00||-||12:30||Session 10 - Reflecting on our practice/ developing our practice
In this final session participants have the time to reflect and share thoughts on how they might take further their own practice in using works in translation in relation to both current and future programmes. We will consider to what extent the texts and teaching/learning approaches we have discussed will help fulfill the aims and objectives of the new curriculum. We will also review some recent educational research that might benefit the teaching and learning process in works in translation units. Time permitting, we will try out some final teaching methods that illustrate the validity of this research.