‘Cultivating the Languages Curriculum’ Sara Vaughan RSA South East

htpp://sdvaughan.edublogs.org

Objectives Place KS2 & KS3 for MFL in it’s current context Provide practical ideas for maximising the potential of new MFL curriculum

The Aims of New Secondary Curriculum 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

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

How do you feel about your MFL curriculum?

Revised KS3 Framework

“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)

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

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

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

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

http://nationalstrategies.standards.dcsf.gov.uk

Prior learning at KS2

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

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

Can we pack it all in? 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

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

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

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

Year 6 to Year 7 progression.... 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

Guess who it is? Children read 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

written passages, stories and poems Strand 2.1 (Yr7) Identify the main points and some detail in written passages, stories and poems 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.

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

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

Language Learning Skills & Processes

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

Travailler ( to work) MOI eau Le Travail travailleuse Feuille de travail Heures de travail Travaillant MOI Verbes au Passé Etre Avoir Allé regardé eau

http://lps13.free.fr/ Lion Phonics

http://brendenisteaching.com/gen/foldovers

eu/oeu ou au/eau/o

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

http://phonetique.free.fr/

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

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

Story Plates What is happening? Names: Date:

Our Story Plate Names: Date:

Story Elements Names: Date:

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

http://www.xtranormal.com

Describe where you went 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 j’ai regardé un bon film. Nous sommes partis dans le nord d’Italie dans une village à la montagne, et nous sommes restés dans un hôtel magnifique avec les vues panoramiques sur la valle d’aosta.

Pupils find and re-use words from a suggested theme in a new context 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 j’ai regardé un bon film. Nous sommes partis dans le nord d’Italie dans une village à la montagne, et nous sommes restés dans un hôtel magnifique avec les vues panoramiques sur la valle d’aosta. Pupils find and re-use words from a suggested theme in a new context Pupils correct deliberate errors such as spelling, tense or structure Pupils replace selected underlined vocabulary with similes or other vocabulary Pupils summarise information as a summary, flow chart, mind map Pupils read and highlight various linguistic within the text in different colours Pupils complete the same activity in more than one language and spot similarities

Do all of this conversely to turn them into a text 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

Tiere 15 Jahre Alt Familie MARKUS Wohnort Freizeit/ Hobbies Schule

Together, KS2/3 colleagues need to : agree common standards arrange opportunities to teach and/or observe practice in each other’s 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.

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

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

le navet énorme : MFL Sunderland complete resource http:// www.bucksgfl.org.uk

http://newsmap.jp

- Je mets mes chaussettes. - Je mets mes chaussures. 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 ? M’entends-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 ? M’entends-tu ? Que fais-tu ? - Me voilà.... me voilà Words taken from Let’s Sing and Dance in French (available to download).

http://platea.pntic.mec.es/~cvera/hotpot/choux.htm

www.teteamodeler.com www.teteamodeler.com

Develops reading and writing skills in a range of contexts- identifying main points, using context to work out gist. Encourages creativity as pupils are meeting familiar language in new contexts Celebrating cultural dversity in comparing children around the world. Pupils likely to be more motivated if they are looking at stimulus material for a real reason, not just for language acquisition. Opportunities for Higher order thinking skills- eg compare the lives of pupils in different countries. What would your daily routine be like if you lived in Burkina Faso?

http://www.in-terre-actif.com/fr/ http://www.in-terre-actif.com/fiches_pays/haiti.htm#

un círculo un punto un triángulo una línea un cuadrado una estrella un rectángulo una espiral un óvalo un ojo Introduce the colours with the shapes so that students realise the difference in position. They know the first 3 colours from earlier in the lesson, introduce the other colours after that. 73

muy very bastante quite realmente really Es It is No es It isn’t Hay There is No hay There isn’t Tiene It has No tiene It hasn’t 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 When they have told you which are adjectives, ask them to tell you what’s different between adjectives in Spanish and English. You’ll see what they have noticed implicitly from work done so far (hopefully quite a lot by this time!) 74

1

2

3

2 3 Hay formas rojas. 1

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. Painting by Giovanni Gagliardi, 1901: John Baptist DE LA SALLE distributing bread to the poor of Reims during the terrible winter of 1684-85. This classical painting of very careful composition highlights in the center the gesture of giving, underlined by the movement of the hands. Village Market - Emmanuel Dostaly Village Market Painting Artwork: #4 of 12 by Emmanuel Dostaly Previous Next View All   Village Market Painting by Emmanuel Dostaly

http://www.storyarts.org

Regarde les images sur l’écran et écoute la musique. Comment tu te sens? Souligne les mots qui conviennent le plus: heureux/heureuse triste fâché(e) inquiet/inquiète excité(e) fier/fière patriote effrayé(e) déprimé(e) déçu(e) honteux/honteuse indifférent(e) incrédule désespéré(e) agité(e) agressif/aggressive timide nerveux/nerveuse

  4 août 1914 Ma chère Suzanne, J’ai 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 s’agitaient ! Cette guerre va être dure et longue mais tant qu’il y aura un Allemand en France nous devons nous battre. Au revoir, ma chère femme, Alexandre 8 août 1914 Chère Suzanne, J’ai passé la première nuit à Laon dans une église sur une botte de paille. J’ai dormi pendant six heures et quand je me suis réveillé j’ai vu que j’avais dormi sous un crucifix, sous la protection du Christ. J’ai pensé à toi Suzanne, certain que tu en serais heureuse ; espérons que cette protection ne me quittera pas et que c’est de bon augure. J’ai foi en Dieu. Ne te décourage pas. 12 août 1914 Que de serrements de cœur quand je pense à tous ceux que j’aime tant. Je pars ce soir pour une direction inconnue. Le moment du départ va être difficile parce que je sais qu’enfin l’heure 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 j’aurai de tes nouvelles ? C’est ça le plus dur.

Paroles de Poilus – Les lettres d’Alexandre Jacqeau 10 9 8 7 6 5 4 3 2 1 D É -1 -2 -3 -4 -5 -6 -7 -8 -9 -10 août 1914 12 novembre 12 décembre 14 mars 1915 27 23 mai 15 juin The sheet of adjectives is used to establish an emotional response - pupils watch a loop of WW1 art (Otto Dix and Paul Nash war paintings) while listening to "Mars - the Bringer of War" from the "Planets" suite by Gustav Holst. They then go on to work through the letters in groups, constructing the living graph as they go. Each group presents their graph to the rest of the class, and the debrief consists of metacognition and bridging into other subject areas.

Le seigneur choisit une colline pour y construire son château. Le donjon Avantage Il peut voir ses ennemis s’approcher pour l’attaquer La colline Le mur de poutres

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

Plan different Plan more?

Together, KS2/3 colleagues need to : agree common standards arrange opportunities to teach and/or observe practice in each other’s 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.

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

Isn’t 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 SharpeR.L. Sharpe R.L. Sharpe

www.all-nsc.org.uk www.linksintolanguages.ac.uk http://sdvaughan.edublogs.org www.all-nsc.org.uk www.linksintolanguages.ac.uk www.all-nsc.org.uk is ALL’s ‘one stop shop’ for the new curriculum, with case studies, planning tools, links and updates Links into Languages is running some excellent CPD on the KS3 Framework, creative learning and curriculum planning. Their website also has details of other CPD events The LinkedUp award scheme is run by ALL – next deadline 15th December – see next slide www.linksintolanguages.ac.uk/linkedup