‘Cultivating the New Secondary Curriculum: keeping the seeds of change alive…’   .   Sara Vaughan Regional Schools Advisor NSC htpp://sdvaughan.edublogs.org

htpp://sdvaughan.edublogs.org

Objectives Place the New Program of Study for MFL in it’s current context Provide practical ideas for maximising the potential of New Curriculum

The New Secondary Curriculum for MFL : challenges and perspectives

The Aims 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: More space for personalisation Less prescription – more innovation Securing essentials skills – including wider skills for life and work Greater engagement and participation

New Secondary Curriculum PoS Wider KS4 options Revised KS3 Framework KS2 Prior experience Accreditation & Accelerated KS3 pressures

PERSPECTIVES? CHALLENGES?

Implementing/managing changes Changing/returning methods Dilemmas Time constraints Creativity Content impact

Working hand in hand with the revised KS3 Framework & KS2

“The Key Stage 3 Framework for languages underscores the vital importance of giving all pupils the tools to make direct and personal contact with other people and their cultures.” “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)

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

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

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

KS2 Content free Progression of skills Links to Literacy Strategy, Numeracy Strategy, Foundation Curriculum

The KS2 framework is rooted in primary practice Designed to sit alongside other curriculum areas and feel part of the teaching and learning experience of the primary school A wide variety of models of delivery KS2 Framework written with primary class teacher in mind If opportunity to learn a language is to be offered to all children in Key Stage 2 by 2009/2010, realistically it is likely to be primary teachers who will take on major responsibility so must be a document they feel comfortable with.

CURRICULUM TIME Expectation – no less than 1 hour per week for MFL, Of which 20 mins x-curricular Full implementation in 2009 – 2010

The ‘X’ factor Literacy Develop speaking and listening skills Storytelling and Drama Knowledge about language Maths: Numbers and counting Money and currency Days of the week, months, time Geography Locate places on a map Compare and contrast different localities Music: Perform songs and dances PSHE Recognise and challenge stereotypes RE Know about religious customs, including festivals and celebrations in other cultures

STRANDS Oracy (listening and speaking) Literacy (reading and writing) Intercultural understanding Knowledge about the language (KAL) Language Learning Strategies (LLS)

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

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

www.0to5.com.au/templates/key.htm

Can we pack it all in? Complimentary content Great principles to inform your planning all levels Draw on all of it to produce a relevant, stimulating KS3 curriculum full of compelling learning – “packing your passport for successful KS4”

Practical ideas for the classroom

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

Renewed KS3 Framework: strands NSC strands KS2 Framework: strands Renewed KS3 Framework: strands Key concepts : Linguistic competence, Knowledge about language, Creativity, Intercultural understanding Key processes: Language Learning strategies, Developing Language skills Range & Content Curriculum Opportunities Oracy Literacy Knowledge about language Language learning strategies Listening and Speaking Reading and writing

Renewed KS3 Framework: strands NSC strands KS2 Framework: strands Renewed KS3 Framework: strands Key concepts : Linguistic competence, Knowledge about language, Creativity, Intercultural understanding Key processes: Language Learning strategies, Developing Language skills Range & Content Curriculum Opportunities Oracy Literacy Knowledge about language Language learning strategies Listening and Speaking Reading and writing

Renewed KS3 Framework: strands NSC strands KS2 Framework: strands Renewed KS3 Framework: strands Key concepts : Linguistic competence, Knowledge about language, Creativity, Intercultural understanding Key processes: Language Learning strategies, Developing Language skills Range & Content Curriculum Opportunities Oracy Literacy Knowledge about language Language learning strategies Listening and Speaking Reading and writing

Renewed KS3 Framework: strands NSC strands KS2 Framework: strands Renewed KS3 Framework: strands Key concepts : Linguistic competence, Knowledge about language, Creativity, Intercultural understanding Key processes: Language Learning strategies, Developing Language skills Range & Content Curriculum Opportunities Oracy Literacy Knowledge about language Language learning strategies Listening and Speaking Reading and writing

Renewed KS3 Framework: strands NSC strands KS2 Framework: strands Renewed KS3 Framework: strands Key concepts : Linguistic competence, Knowledge about language, Creativity, Intercultural understanding Key processes: Language Learning strategies, Developing Language skills Range & Content Curriculum Opportunities Oracy Literacy Knowledge about language Language learning strategies Listening and Speaking Reading and writing Language Learning Strategies

Knowledge about Language & Language Learning Strategies Understanding how language works and how to manipulate it, recognising that different languages may share common grammatical, syntactical or lexical features,

Sounds and Letters Books – instead of vocabulary lists of nouns… Sounds and Letters Books – instead of vocabulary lists of nouns….give your vocabulary learning new and different foci: letter strings, structures, phonics, high frequency, similies etc

Story Title: What is your story going to be about? Who was there? Where did it happen? What happened at the start? Who was in your story? Include your character you created and other characters Where does your story take place? Describe where your story takes place. What happens at the beginning of your story? Events or Problems? What happened next? What happened at the end? What happens after the problem? Does your character fix the problem? How would they do this? Is there a problem or an event in your story? These are sometimes called twists What happens to your character? What happens at the end of your story? How do the characters feel?

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

TRAVAILLER ( vb) Travaillant – workING Travailleur - workER Travailleuse Travaillez! – imperative Travaille Travailles Travaillons Travaillez travaillent Travaille -past Travallerai- fut Travaillerait - cond Travaillait - imp Le travail Un travail Un travailleur Du travail

deuxième travail documents de travail du bon travail (faire) du travail social (spécialiste) espace de travail faire un travail feuille de travail fête du travail force de travail groupe de travail horaire de travail hebdomadaire hypothèse de travail inspecteur du travail jour de travail journée de travail lieu de travail Ministère du travail marché du travail DEVINEZ en anglais

eu/oeu ou au/eau/o

Bastian Schweinsteiger Christian Wörns Bastian Schweinsteiger Sebastian Deisler Arne Friedrich Anja Mittag Birgit Prinz Jennifer Zietz Silke Rottenberg 44

IDENTIFY THE LETTER STRINGS IN EACH OF THE FOLLOWING WORDS chaud chaussure niche brioche Fou douleur nuile huile Pied nier àns à maigre aiguille préfere prénom fois noisette sèche ardèche

Now pronounce each word – correctly! CHauD CHauSSURE nIche brioche Fou Douleur nuile huile PieD NieR àns à MaiGRE aiguille prÉfere prÉ nom FoiS Noisette sèche ardèche

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

Freiburg, den 12 März Liebe Mandy Vielen Dank für deinen netten Brief. Ich habe mich darüber sehr gefreut. Ich bin fünfzehn Jahre alt und wohne in Freiburg. Das ist eine schöne, alte Stadt in Südwestdeutschland. Ich habe zwei Brüder. Martin, mein älterer Bruder, ist zwei Jahre älter als ich und Peter, mein anderer Bruder, ist zehn Jahre alt. Martin ist manchmal ungeduldig und auch sehr laut. Peter ist lieb und immer gut gelaunt. Haustiere habe ich auch! Meine Katze heisst Mitzi und ist schwarz und weiss und mein Meerschweinchen heisst Rudi. Meine Eltern müssen lange arbeiten. Mein Vater ist Bankangestellter und meine Mutter ist Zahnärztin. Ich weiss noch nicht, was ich später werden möchte. Meine Schule ist eine Gesamtschule und liegt ganz in der Stadtmitte. Meine Lieblingsfächer sind Englisch und Französisch. Mathe finde ich ziemlich schwierig! Heute abend gehe ich ins Kino. Ich sehe sehr gern Gruselfilme! Was machst du gern in deiner Freizeit? Schreib bald Markus

Tiere 15 Jahre Alt Familie MARKUS Wohnort Freizeit/ Hobbies Schule

Details de Voyage Destination Activites MES VACANCES Positifs/negatifs Le temps

Writing in the 3rd Person Wo Wohnst du? Ich bin fünfzehn Jahre alt und wohne in Freiburg. Wie ist es? Wohnst du gern dahin? Das ist eine schöne, alte Stadt in Südwestdeutschland. Hast du Geschwister? Ich habe zwei Brüder. Martin, mein älterer Bruder, ist zwei Jahre älter als ich und Peter, mein anderer Bruder, ist zehn Jahre alt. Verstehen Sie gut ? Martin ist manchmal ungeduldig und auch sehr laut. Peter ist lieb und immer gut gelaunt. Hast du Tiere? Haustiere habe ich auch! Meine Katze heisst Mitzi und ist schwarz und weiss und mein Meerschweinchen heisst Rudi. Beschrib mir Deine Eltern? Meine Eltern müssen lange arbeiten. Mein Vater ist Bankangestellter und meine Mutter ist Zahnärztin. Ich weiss noch nicht, was ich später werden möchte. Was lernst du gern in die Schule? Meine Schule ist eine Gesamtschule und liegt ganz in der Stadtmitte. Meine Lieblingsfächer sind Englisch und Französisch. Mathe finde ich ziemlich schwierig! Writing in the 3rd Person Write their own answers and do the same thing with each others texts.

Copy of sample conversation mixed up You will need: Glue Scissors Pen Copy of sample conversation mixed up Cut up and put in correct order Read conversation in pairs & discuss meaning: Pick out key elements as requested by teacher Exploit text as a whole class Stick Q’s in books Turn over answers & write own answers on reverse, changing underlined text as a minimum. Stick in or use as prompts Practice and perform new conversation Wo Wohnst du? Ich bin fünfzehn Jahre alt und wohne in Freiburg. Wie ist es? Wohnst du gern dahin? Das ist eine schöne, alte Stadt in Südwestdeutschland. Hast du Geschwister? Ich habe zwei Brüder. Martin, mein älterer Bruder, ist zwei Jahre älter als ich und Peter, mein anderer Bruder, ist zehn Jahre alt. Verstehen Sie gut ? Martin ist manchmal ungeduldig und auch sehr laut. Peter ist lieb und immer gut gelaunt. Hast du Tiere? Haustiere habe ich auch! Meine Katze heisst Mitzi und ist schwarz und weiss und mein Meerschweinchen heisst Rudi. Was machen deine Eltern von Beruf? Meine Eltern müssen lange arbeiten. Mein Vater ist Bankangestellter und meine Mutter ist Zahnärztin. Was lernst du gern in die Schule? Meine Schule ist eine Gesamtschule und liegt ganz in der Stadtmitte. Meine Lieblingsfächer sind Englisch und Französisch. Mathe finde ich ziemlich schwierig! Activity

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://brendenisteaching.com/gen/foldovers

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

Culture translates well! Music: Spanglovision, Opera, www.goethe.de/ins/gb/lon/prj/pop/enindex.html Fashion: Clothing, Form, Colour, comparison, opinion www.modeaparis.com Literature: La Oruga muy hambrienta Food: taste, texture, science, ‘Eating tours’ Art : Portraiture for opinion and personality

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. 58

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!) 59

1

2

3

2 3 1

1. Hay una luna. 1 & 3 2. Hay unos círculos. 1 & 2 & 3 3. Hay formas rojas. 1 & 2 & 3 4. Hay unos triángulos. 2 & 3 1 & 3 5. Hay una persona. 2 & 3 6. Hay una estrella. 2 & 3 7. Hay unas líneas negras. 1 8. Hay una luna verde. 1 9. Hay varias formas blancas. 2 & 3 10. No tiene un fondo negro.

Dibuja un círculo o un óvalo. Dibuja un ojo de enfrente. 3. Dibuja el otro ojo de profil. 4. Añade la boca y la nariz. 5. Dibuja el pelo (extraño y cada pelo individualmente) 6. Delinea cada carácterística en negro. Creative task - the students are shown Picasso's painting, The Girl Before the Mirror. The students are directed to the faces in the painting and to see how Picasso changed the faces from natural looking faces to abstract faces. The teacher then demonstrates how to draw a ‘picasso-style abstract face’ as follows: Draw a circle/oval for a face Draw a profile down the face. Draw the front view of an eye and a side view of an eye. You can place one eye in a different place. Draw the mouth. Make crazy hairstyles. Draw each hair. Outline every single line with a black pastel. Color all parts. Color each side a different color. 7. Colorea cada parte de la cara. 66

http://www.fingerstrings.co.uk/

le navet énorme : MFL Sunderland complete resource http://wsgfl.westsussex.gov.uk

www.teteamodeler.com

http://www.csdraveurs.qc.ca/musique/noel/calendrier/default.htm

www.jedessine.com

http://newsmap.jp

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.

The Diary of Anne Frank: Harwich School. Context of the diary/Research skills Key personal and historical events (time lines) Birthdays/celebrations/memorable gifts Description – characteristics/comparisons/superlatives Laws concerning Jews – modal verbs Description – Annexe Daily life/rules/routines – Religion/Christmas/Hanukkah in hiding Discovery/Collaboration Legacy of the diary – global and historical impact Anne Frank Day – Assembly summer term

Wie groß waren Annes Zimmer und die anderen Räume im Hinterhaus? Das Zimmer von Anne Frank und Fritz Pfeffer ist: 5.05 m lang x 2.09 m breit, 2.83 m hoch Das Zimmer von Otto, Edith und Margot Frank ist: 5.03 m lang x 3.13 mm breit, 2.83 m hoch Das gemeinsame Wohnzimmer und zugleich das Schlafzimmer von Hermann und Auguste van Pels ist: 5.68 m lang x 5.14 m breit, 2.63 m hoch Das Zimmer von Peter van Pels ist: 3.91 m lang x 2.11 m breit, 2.63 m hoch Der Dachboden ist: 7.30 m lang x 5.68 m breit

Plan different Plan more?

Be familiar with and open to the good practice going on in KS2 - draw on it! Build on pupil knowledge & experience by planning Yr 7 with as an extension of KS2 By taking advantage of the flexible nature of the new curriculum we can plan a ‘springboard start’ to Languages for every year group Use the Revised KS3 Framework as guidance for progression within a curriculum much more fluid in content Use guidance creatively so that learners make best progress through compelling learning Evolve curriculum content slowly and carefully – evaluate and adapt regularly Engage colleagues in wider coherant curriculum development

One idea from today I will use : How will I develop this further? One Primary idea I will adapt and use : One element of the NSC I will focus on : When will I evaluate the impact of this focus?

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

Reflective Practice Innovative Practice Effective practice

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