Project Brief >> Idiolect
Project Name:
Idiolect
Point(s) of contact:
CMa/RPr/DKn
Subjects:
English and Geography
Project summary:
Students will investigate words and phrases from their own idiolect, discover where they come from and why
they use them. Using their findings, students will create a product that will display and represent their chosen
idiolect words/phrases. They will also design a physical map of the origin and destination of these
words/phrases and demonstrate Geography skills by showing this journey using four or six-figure grid
referencing.
Product(s):
 An object in the style of a piece of merchandise showing a range of geographic information
 A selection of scaled maps displayed on a speech bubble-shaped backing board
Essential questions:
• What is idiolect?
• What are the words that make up my idiolect?
• How would you represent your accent?
• Where did your dialect come from?
Rigorous:
Engaging:
Authentic:
Learning:
Students are demonstrating a RIGOROUS understanding for the depth of subject knowledge by
undertaking a detailed and personalised investigation that links idiolect, dialect, accent with
geographical context.
Students are ENGAGING with their learning because the task is personalised to their family
history and personal geographic situation.
The evidence that students are behaving in an AUTHENTIC role as a linguistic researcher is that
the products will be based on and reflect their individual findings.
Students are making links between content and skills they LEARNED by creating two products
through individual research that show their learning of English research skills and
communicating this through Geography content.
Hour
Activities
Student outcomes
Resources
1
Introduction and launch: show model
of excellence made by the teacher.
Investigating and choosing idiolect
words/phrases that are personal to
the student.
A clear understanding of a beautiful
outcome.
A mind map of possible choices of
word/phrase in exercise books.
A chosen word/phrase highlighted in
book.
‘Phonetic flutter’ (spelling of
word/phrase using phonetic alphabet)
in their exercise books.
Research outcomes written in exercise
books. (origin/destination/phonetics)
Model of excellence by
teacher.
iPads for research.
Discussions at home.
(Set for hmk task if no
iPads, or book resources).
Print out of phonetic
alphabet.
2
Optional
30mins
Phonetic alphabet teaching
3
Investigating origin and destination of
idiolect words/phrases (including a
‘phonetic flutter’!) Write all findings in
their books.
Maps:
Draft and critique maps to be used for
origin/destination of the word/phrase.
Recap on map reading skills.
4, 5 & 6
7&8
Definition and Map data:
Draft and critique maps/definition and
data to be used for origin/destination
Drafts and critique notes in books
Final products – Maps
Definition and map data written neatly/
printed and ready to place on speech
bubble.
iPads for research.
Discussions at home.
(Set for hmk task if no
iPads, or book resources).
Googlemaps (print screen
for map).
Recap on map reading
skills – RPr resources.
Rulers/pencils etc.
Critique questions.
Various coloured paper
etc.
Project Brief >> Idiolect
of the word/phrase.
9 & 10
11 & 12
13 & 14
15 & 16
Assembly:
Temporary placement of all elements
on speech bubble.
Design ideas for speech bubble:
colours/shapes/fonts/materials to suit
the word /phrase/ phonology/
destination/ origin etc. in exercise
books with reasons why they have
chosen their design.
Critique of design ideas. Redraft.
Create design of speech bubble, and
mount maps and all other elements
onto speech bubble.
Share finished products with each
other and create exhibition.
Temporary arrangement of final speech
bubble and elements.
Design ideas in exercise books.
All elements for speech
bubble.
Critiqued design ideas.
Final product – finished speech bubble.
Critique questions.
Various paint/paper etc.
and access to workroom.