La présentation est en train de télécharger. S'il vous plaît, attendez

La présentation est en train de télécharger. S'il vous plaît, attendez

Cultivating the Languages Curriculum Sara Vaughan RSA South East.

Présentations similaires


Présentation au sujet: "Cultivating the Languages Curriculum Sara Vaughan RSA South East."— Transcription de la présentation:

1 Cultivating the Languages Curriculum Sara Vaughan RSA South East

2 htpp://sdvaughan.edublogs.org

3 Objectives Place KS2 & KS3 for MFL in its current context Provide practical ideas for maximising the potential of new MFL curriculum

4 The whole curriculum aims to enable all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society The Aims of New Secondary Curriculum

5 Key Features within it for MFL: More personalisation Less prescription & more innovation Securing essentials skills – including wider skills for life and work Greater engagement and participation

6 How do you feel about your MFL curriculum?

7 Revised KS3 Framework

8 The Framework learning objectives relate to the knowledge, skills and understanding which need to be acquired in order to meet the requirements of the programme of study. (It) concentrates on key concepts and key processes.. shows strands of development which describe progression in learning across Years 7 to 9, and sets out a minimum expectation for the progression in learning of most pupils (http://nationalstrategies.standards.dcsf.gov.uk)

9 Non- statutory A pathway for progression A pathway for progression Best practice: renewed focus on learning rather than teaching Best practice: renewed focus on learning rather than teaching

10 Range & Content Curriculum opportunities Key Concepts ( ICU) Knowledge about Language Key processes (LLS) Listening & Speaking Reading & Writing Intercultural Understanding Knowledge about Language Language Learning Strategies New Secondary Curriculum KS2 & KS3 revised Framework

11 Listening & Speaking Reading & Writing Intercultural Understanding Knowledge about Language Language Learning Strategies KS3 revised Framework

12 Oracy Literacy Intercultural Understanding Knowledge about Language Language Learning Strategies Listening & Speaking Reading & Writing Intercultural Understanding Knowledge about Language Language Learning Strategies KS2 Framework KS3 revised Framework

13

14

15

16 Prior learning at KS2

17 Statutory provision Content free Rooted in Cross-curricular & Primary practice Statutory provision Content free Rooted in Cross-curricular & Primary practice KS2 Framework

18 Oracy Literacy Intercultural Understanding Knowledge about Language Language Learning Strategies Listening & Speaking Reading & Writing Intercultural Understanding Knowledge about Language Language Learning Strategies KS2 Framework KS3 revised Framework

19

20 Complimentary content Great principles to inform creative planning at all levels Opportunities to draw on all of it to produce a relevant, stimulating KS2 & 3 curriculum full of compelling learning Complimentary content Great principles to inform creative planning at all levels Opportunities to draw on all of it to produce a relevant, stimulating KS2 & 3 curriculum full of compelling learning Can we pack it all in?

21 Range & Content Curriculum opportunities Key Concepts & processes Knowledge about Language Intercultural Understanding Listening & Speaking Reading & Writing Intercultural Understanding Knowledge about Language Language Learning Strategies New Secondary Curriculum KS2 & KS3 revised Framework

22 Food types Likes/dislikes Currency/ exchange Quantities Colour & Form Adjectives/ Adjectival ending Bon app! Imperatives Presentation Skills Giving & Justifying opinion Research skills PLTS/ Team work Cultural aspects Writing instructions Transactional Language: Au café, au marché etc Regular verbs Cookery skills Regions & produce

23 Countries & Nationality Directions Places in the town Transports Telling the Time/ Numbers Colour & Form Adjectives/ Adjectival ending Le Grand Prix Tenses Map reading Giving & Justifying opinion Research skills PLTS/ Team work History & Cultural aspects Dealing with problems Transactional Language Verb aller + simple future

24 Literacy 6.1 Y6 Read and understand the main points and some detail from a short written passage Reading and Writing (R & W) Strand 2.1 Y7 Identify the main points and some detail in written passages, stories and poems Year 6 to Year 7 progression....

25 Lit 6.1: Read and understand the main points and some detail from a short written passage Guess who it is? Children read short descriptions of people in the school, class or famous people and identify who they are. Include e.g. likes, dislikes, hair colour, age, where they live

26 1) Pupils answer quiz questions on personal information about resident(s) of target language country(ies). 2) Pupils go to a web pages which provide information relating to the quiz questions. First, they quickly try to identify which section or paragraph seems to address which quiz question. Next, through closer reading, they look for the specific answers to the quiz questions. 3) Using the quiz as a language model they devise a quiz to find out about their classmates Pupils work in mixed-experience groups, sharing expertise as much as possible. Strand 2.1 (Yr7) Identify the main points and some detail in written passages, stories and poems

27 Tell me and I forget. Teach me and I remember. Involve me and I learn. – Benjamin Franklin

28 Progression in the range of language learning skills to enable & reinforce language for real purpose in a solid curriculum content which is compelling and ensures good progress

29 Language Learning Skills & Processes Language Learning Skills & Processes

30

31 Sounds and letters O3.2 Recognise and respond to sound patterns and words L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words O4.3 Listen for sounds, rhyme and rhythm O6.4 Use spoken language confidently to initiate and sustain conversations and to tell stories L6.3 Match sound to sentences and paragraphs Sounds and letters O3.2 Recognise and respond to sound patterns and words L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words O4.3 Listen for sounds, rhyme and rhythm O6.4 Use spoken language confidently to initiate and sustain conversations and to tell stories L6.3 Match sound to sentences and paragraphs

32 T ravailler ( to work) Le Travail travailleuse Feuille de travail Heures de travail Travaillant Verbes au Passé Etre Avoir Alléregardé MOI eau

33 Lion Phonics

34 dovers

35

36 Christian Wörns Bastian Schweinsteiger Anja Mittag Sebastian Deisler Arne Friedrich Birgit Prinz Jennifer Zietz Silke Rottenberg

37

38

39

40 Il est Je suis grand mince de taille moyenne petit assez cependant maigre

41 Il est Je suis grand mince de taille moyenne petit assez cependant maigre Formulate sentences using each word Formulate sentences using words in the same font Formulate sentences using more than one word Formulate sentences using all of the words Replace the featured words with another Use as a starter with key words for the lesson then use in plenary to outline learning

42 Il est Je suis grand mince de taille moyenne petit assez cependant maigre Word selection: Teacher/pupils select around a topic Teacher/pupils selects around a theme/focus Pupils Select at random through a word wall or similar Collect through learning and use as a HW

43

44

45

46

47 Names:Date: Story Plates Story Plates What is happening?

48 Names:Date: Our Story Plate

49 Names:Date: Story Elements

50 Turn a text into…… Storyboard Bullet points Conversation Vocabulary list Do all of this conversely to turn them into a text

51

52

53 Describe where you went.. (how, when, where, with who, for how long, opinion about journey) Pendant les vacances scolaires, je suis parti en vacances avec ma famille. Nous sommes allés en Italie pendant deux semaines. Nous sommes allés en avion. Le vol à été longue mais jai regardé un bon film. Nous sommes partis dans le nord dI talie dans une village à la montagne, et nous sommes restés dans un hôtel magnifique avec les vues panoramiques sur la valle daosta.

54 Describe where you went.. (how, when, where, with who, for how long, opinion about journey) Pendant les vacances scolaires, je suis parti en vacances avec ma famille. Nous sommes allés en Italie pendant deux semaines. Nous sommes allés en avion. Le vol à été longue mais jai regardé un bon film. Nous sommes partis dans le nord dItalie dans une village à la montagne, et nous sommes restés dans un hôtel magnifique avec les vues panoramiques sur la valle daosta. Describe where you went.. (how, when, where, with who, for how long, opinion about journey) Pendant les vacances scolaires, je suis parti en vacances avec ma famille. Nous sommes allés en Italie pendant deux semaines. Nous sommes allés en avion. Le vol à été longue mais jai regardé un bon film. Nous sommes partis dans le nord dItalie dans une village à la montagne, et nous sommes restés dans un hôtel magnifique avec les vues panoramiques sur la valle daosta. Pupils correct deliberate errors such as spelling, tense or structure Pupils summarise information as a summary, flow chart, mind map Pupils complete the same activity in more than one language and spot similarities Pupils read and highlight various linguistic within the text in different colours Pupils replace selected underlined vocabulary with similes or other vocabulary Pupils find and re- use words from a suggested theme in a new context

55 Turn a text into…… Mind map Flow diagram Storyboard Chart Key word plan Venn diagram Graph Bullet points Conversation Vocabulary list Do all of this conversely to turn them into a text

56 MARKUS Familie Wohnort Tiere 15 Jahre Alt Schule Freizeit/ Hobbies

57 agree common standards arrange opportunities to teach and/or observe practice in each others schools. develop joint bridging projects track pupil progress and provide feedback about progress Use (test) materials to explore the (expected) attainment of pupils at and after transfer consider ability groupings into Yr7 consider progression in relation to schemes of work discuss common textbooks/materials used on both sides of transition. Together, KS2/3 colleagues need to :

58 Intercultural understanding: Appreciating the richness and diversity of other cultures, recognising there are other ways of seeing the World, developing an international outlook. Intercultural understanding: Appreciating the richness and diversity of other cultures, recognising there are other ways of seeing the World, developing an international outlook.

59 Moving away from the text book Moving away from Europe Moving away from MFL Embracing Global and cross-curricular dimensions in our planning How can we develop intercultural understanding?

60 le navet énorme : MFL Sunderland complete resource

61

62

63

64

65 Promenons nous dans les bois pendant que le loup n'y est pas si le loup y était il nous mangerait mais comme il n'y est pas il n'nous mangera pas Loup y es-tu ? Mentends-tu ? Que fais-tu ? - Je mets ma culotte. - Je mets mon pantalon. - Je mets mes chaussettes. - Je mets mes chaussures. - Je mets mon manteau. - Je mets mon bonnet. Promenons nous dans les bois pendant que le loup n'y est pas Si le loup y était il nous mangerait mais comme il n'y est pas il n'nous mangera pas Loup y es-tu ? Mentends-tu ? Que fais-tu ? - Me voilà.... me voilà Words taken from Lets Sing and Dance in French (available to download).

66

67

68

69

70

71 -terre- actif.com/fi ches_pays/ haiti.htm#

72

73 un círculoun punto un triángulo una línea un cuadrado una estrella un rectángulo una espiral un óvaloun ojo

74 Es It is No es It isnt Hay There is No hay There isnt Tiene It has No tiene It hasnt got una línea a line unas líneas muy very bastante quite realmente really recto/a(s) straight y and rojo/a(s) red una espiral a spiral unas espirales grande(s) big negro/a(s) black una estrella a star unas estrellas pequeño/a(s) small blanco/a(s) white un círculo a circle unos círculos fino/a(s) thin, fine amarillo/a(s) yello un cuadrado a square unos cuadrados grueso/a(s) thick,fat verde(s) green un triángulo a triangle unos triángulos curvo/a(s) curved azul(es) blue un punto a dot unos puntos enorme(s) enormous de color rosa pink un óvalo an oval unos ovalos minúsculo/a(s) tiny de color violeta purple un ojo an eye unos ojos ondulado/a(s) wavy oscuro/a dark un rectángulo a rectangle unos rectángulos claro/a light Miró key words

75 1

76 2

77 3

78 1 2 3 Hay formas rojas.

79

80 A picture worth 1000 words Using a painting for inspiration, the class constructs the first few sentences of a tale through group discussion and suggestion. The paragraph is passed to another class who adds another. The process is repeated including as many classes as possible until the tale seems finished. All the classes then gather to hear the result of their group effort read out loud and to see the painting, that inspired the story.

81

82 Regarde les images sur lécran et écoute la musique. Comment tu te sens? Souligne les mots qui conviennent le plus: heureux/heureusetriste fâché(e)inquiet/inquiète excité(e)fier/fière patrioteeffrayé(e) déprimé(e)déçu(e) honteux/honteuseindifférent(e) incréduledésespéré(e) agité(e)agressif/aggressive timidenerveux/nerveuse

83 4 août 1914 Ma chère Suzanne, Jai rencontré André à la Gare du Nord à 3 heures et demie ; nous avions le cœur gros et nous étions heureux de partir ensemble. Nous avons embarqué à 4 heures dans des fourgons à bestiaux, nous sommes partis à 7 heures de Paris et sommes arrivés ici à Laon à 11 heures et demie. Ah, ce départ ! Les gens sur les quais et les mouchoirs qui sagitaient ! Cette guerre va être dure et longue mais tant quil y aura un Allemand en France nous devons nous battre. Au revoir, ma chère femme, Alexandre 8 août 1914 Chère Suzanne, Jai passé la première nuit à Laon dans une église sur une botte de paille. Jai dormi pendant six heures et quand je me suis réveillé jai vu que javais dormi sous un crucifix, sous la protection du Christ. Jai pensé à toi Suzanne, certain que tu en serais heureuse ; espérons que cette protection ne me quittera pas et que cest de bon augure. Jai foi en Dieu. Ne te décourage pas. Alexandre 12 août 1914 Ma chère Suzanne, Que de serrements de cœur quand je pense à tous ceux que jaime tant. Je pars ce soir pour une direction inconnue. Le moment du départ va être difficile parce que je sais quenfin lheure des épreuves est venue. Ne te tourmente pas inutilement. Embrasse bien mes petits pour moi et dis-leur que je les aime beaucoup. Pense souvent à moi, qui pense souvent à toi, et surtout sois forte. Quand est-ce que jaurai de tes nouvelles ? Cest ça le plus dur. Alexandre

84 ESPOIRESPOIR DÉSESPOIRDÉSESPOIR août août août novembre décembre mars mars mai juin 1915 Paroles de Poilus – Les lettres dAlexandre Jacqeau

85 Le seigneur choisit une colline pour y construire son château. Avantage Il peut voir ses ennemis sapprocher pour lattaquer La colline Le donjon Le mur de poutres

86 Au pied de la motte,les paysans creusent un fossé profond et dressent un mur de poutres Le fossé Le mur de poutres

87

88 Plan more? Plan different

89 agree common standards arrange opportunities to teach and/or observe practice in each others schools. develop joint bridging projects track pupil progress and provide feedback about progress Use (test) materials to explore the (expected) attainment of pupils at and after transfer consider ability groupings into Yr7 consider progression in relation to schemes of work discuss common textbooks/materials used on both sides of transition. agree common standards arrange opportunities to teach and/or observe practice in each others schools. develop joint bridging projects track pupil progress and provide feedback about progress Use (test) materials to explore the (expected) attainment of pupils at and after transfer consider ability groupings into Yr7 consider progression in relation to schemes of work discuss common textbooks/materials used on both sides of transition. Together, KS2/3 colleagues need to :

90 Use frameworks as guidance for progression within a curriculum much more fluid in content Evolve curriculum content slowly and carefully – evaluate and adapt regularly Use guidance creatively so that learners make best progress through compelling learning Use frameworks as guidance for progression within a curriculum much more fluid in content Evolve curriculum content slowly and carefully – evaluate and adapt regularly Use guidance creatively so that learners make best progress through compelling learning

91 Isnt it strange how princes and kings, And clowns that caper in sawdust rings, And ordinary folk like you and me, Are builders of eternity? To each is given a bag of tools, An hour glass and a book of rules, And ere we build as the time has flown, A stumbling block or a stepping stone. R.L Sharpe R.L. Sharpe R.L. Sharpe

92


Télécharger ppt "Cultivating the Languages Curriculum Sara Vaughan RSA South East."

Présentations similaires


Annonces Google