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

Présentation au sujet: "‘Cultivating the New Secondary Curriculum: keeping the seeds of change alive…’. Sara Vaughan Regional Schools Advisor NSC htpp://sdvaughan.edublogs.org."— Transcription de la présentation:

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

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

4 The New Secondary Curriculum for MFL : challenges and perspectives

5 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

6 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

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

9 PERSPECTIVES? CHALLENGES?

10 Working hand in hand with the revised KS3 Framework & KS2

11 “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)

12 Non- statutory A pathway for progression Best practice

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

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

15 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 The Framework is rooted in primary practice

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

17 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

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

19 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

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

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

22 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”

23 Practical ideas for the classroom

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

26 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 Intercultural understanding Knowledge about language Language learning strategies Listening and Speaking Reading and writing Intercultural understanding Knowledge about language Language learning strategies

27 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 Intercultural understanding Knowledge about language Language learning strategies Listening and Speaking Reading and writing Intercultural understanding Knowledge about language Language learning strategies

28 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 Intercultural understanding Knowledge about language Language learning strategies Listening and Speaking Reading and writing Intercultural understanding Knowledge about language Language learning strategies

29 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 Intercultural understanding Knowledge about language Language learning strategies Listening and Speaking Reading and writing Intercultural understanding Knowledge about language Language learning strategies

30 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 Intercultural understanding Knowledge about language Language learning strategies Listening and Speaking Reading and writing Intercultural understanding Knowledge about language Language Learning Strategies

31 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,

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34 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

35 Who was there?Where did it happen? What happened at the start? Events or Problems?What happened next?What happened at the end? Story Title: What is your story going to be about? 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? Is there a problem or an event in your story? These are sometimes called twists What happens to your character? What happens after the problem? Does your character fix the problem? How would they do this? What happens at the end of your story? How do the characters feel?

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37 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’I talie dans une village à la montagne, et nous sommes restés dans un hôtel magnifique avec les vues panoramiques sur la valle d’aosta.

38 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. 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 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

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

40 1.deuxième travail 2.documents de travail 3.du bon travail (faire) 4.du travail social (spécialiste) 5.espace de travail 6.faire un travail 7.feuille de travail 8.fête du travail 9.force de travail 10.groupe de travail 11.horaire de travail hebdomadaire 12.hypothèse de travail 13.inspecteur du travail 14.jour de travail 15.journée de travail 16.lieu de travail 17.Ministère du travail 18.marché du travail DEVINEZ en anglais

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

43 IDENTIFY THE LETTER STRINGS IN EACH OF THE FOLLOWING WORDS chaudchaussurenichebrioche Fou douleur nuile huile Piednier àns à maigreaiguillepréfereprénom foisnoisettesècheardèche

44 Now pronounce each word – correctly! CHauD CHauSSURE nIchebrioche Fou Douleur nuile huile PieDNieR àns à MaiGRE aiguilleprÉfereprÉ nom FoiS Noisettesècheardèche

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46 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

47 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

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

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

50 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 3 rd Person Write their own answers and do the same thing with each others texts.

51 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 ! You will need: Glue Scissors Pen Copy of sample conversation mixed up 1.Cut up and put in correct order 2.Read conversation in pairs & discuss meaning: Pick out key elements as requested by teacher 3.Exploit text as a whole class 4.Stick Q’s in books 5.Turn over answers & write own answers on reverse, changing underlined text as a minimum. Stick in or use as prompts 6.Practice and perform new conversation

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

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

54 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

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

56 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

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58 2

59 3

60 1 2 3

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

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63 1.Dibuja un círculo o un óvalo. 2.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. 7. Colorea cada parte de la cara.

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

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

66 www.jedessine.com

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

68 www.teteamodeler.com

69 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 Regarde les images sur l’écran et écoute la musique. Comment tu te sens? Souligne les mots qui conviennent le plus:

70 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. Alexandre 12 août 1914 Ma chère Suzanne, 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. Alexandre

71 ESPOIRESPOIR 10 9 8 7 6 5 4 3 2 1 DÉSESPOIRDÉSESPOIR -2 -3 -4 -5 -6 -7 -8 -9 -10 4 août 1914 8 août 1914 12 août 1914 2 novembre 1914 12 décembre 1914 14 mars 1915 27 mars 1915 23 mai 1915 15 juin 1915 Paroles de Poilus – Les lettres d’Alexandre Jacqeau

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73 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

74 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

75 Plan more? Plan different

76 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

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

78 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 Sharpe R.L. Sharpe R.L. Sharpe

79 Reflective Practice Innovative Practice Effective practice Reflective Practice Innovative Practice Effective practice

80 www.newsecondarycurriculum.org www.all-nsc.org.uk http://nationalstrategies.standards.dcsf.gov.uk http://rachelhawkes.typepad.com http://sdvaughan.edublogs.org Please fill in and leave your evaluation sheet