Cultivating the Languages Curriculum Sara Vaughan RSA South East.

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 the KS3 New Program of Study for MFL in its current context Provide practical ideas for maximising the potential of New 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

5 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

6 How do I feel about our (KS3) curriculum?

7 New Program of StudyRevised KS3 Framework Accreditation & Accelerated KS3 pressures Wider options at KS4 Prior learning at KS2 Content dilemma and change

8 Revised KS3 Framework

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10 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

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

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

16 Prior learning at KS2

17 Statutory provision from September 2010 Content free Links to Literacy Strategy, Numeracy Strategy, & Foundation Curriculum: rooted in cross-curricular & primary practice Progression of skills on the 5 strands: – Oracy (listening and speaking) – Literacy (reading and writing) – Intercultural understanding (ICU) – Knowledge about the language (KAL) – Language Learning Strategies (LLS) Statutory provision from September 2010 Content free Links to Literacy Strategy, Numeracy Strategy, & Foundation Curriculum: rooted in cross-curricular & primary practice Progression of skills on the 5 strands: – Oracy (listening and speaking) – Literacy (reading and writing) – Intercultural understanding (ICU) – Knowledge about the language (KAL) – Language Learning Strategies (LLS) KS2 Framework

18 Statutory Content free Links to Literacy Strategy, Numeracy Strategy, & Foundation Curriculum: rooted in cross-curricular & primary practice Progression of skills in all 5 strands Statutory Content free Links to Literacy Strategy, Numeracy Strategy, & Foundation Curriculum: rooted in cross-curricular & primary practice Progression of skills in all 5 strands PoS & KS3 Framework

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 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 Transition

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22 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

23 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 KS3 curriculum full of compelling learning – packing your passport for successful KS4 Complimentary content Great principles to inform creative planning at all levels Opportunities to draw on all of it to produce a relevant, stimulating KS3 curriculum full of compelling learning – packing your passport for successful KS4

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

25 Creativity in how we deliver a range of skills to reinforce language use for real purpose in how we deliver a curriculum content which is relevant and ensures engagement & progression Language learning Skills & processes Range & content, inter-cultural understanding and cross-curricular development.

26 Language Learning Skills & Processes Language Learning Skills & Processes

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29 Consider giving your vocabulary learning new several and different foci letter strings structures Phonics high frequency similies etc Mind mapped vocabulary Vocabulary books – R.I.P ?

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

31 http://brendenisteaching.com/gen/fol dovers

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

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

35 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

36 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

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39 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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41 http://www.xtranormal.com

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43 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.

44 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

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46 EuroLufthansaSauerkrautTokio HotelFußball- Bundesliga German brands of cars Austrian actor, now governor of California mountain range in the South of Germany, Switzerland, and Austria famous physicist 2 seas that border on Germany Aldi3 October (Day of Reunification) 4.6 million (65% of the population) Ludwig van Beethoven Albert Einstein colours of the German flag German Hollywood actress how many countries share borders with Germany? Lake between Germany, Austria, and Switzerland capital of Germany

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 Ex. 1:Read the text and find the following…. Ex.3: Fill the gaps using the words underneath Ex.2:True or false? Ex.6: Write a letter back to Markus Ex.4: Answer the questions in English Ex.5: Answer the questions in German

48 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

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

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! Compose & add in questions to make a conversation/interview Re-write the information in the 3 rd person Write their own answers to the questions Do the same activities with each others texts (this can be really good AFL).

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 Qs 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 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 :

54 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.

55 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?

56 TAKE THE INSIDE OUT E-Mail, Chat Letter, Exchanges, Trips abroad Out of classroom learning: Visits, Primary Links etc BRING THE OUTSIDE IN HOW OFTEN? Resources FLAs In-house visits Media: TV, Radio etc Internet Cultural Mediums: Music, food, fashion, design. New Technologies Customs & celebrations History Current Affairs HOW OFTEN?

57 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

58 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

59 http://www.in-terre-actif.com/fr/ http://www.in -terre- actif.com/fi ches_pays/ haiti.htm#

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

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63 Create a character Numbers Percentages Fractions Graphs Bar charts Venn Diagrams Sondage Personal description/ Guess Who Clothing E-mail Text/Chat/letter writing. Comparing appearance, clothing etc to a similar photo of their own class Degrees of separation – lots of contexts!

64 www.teteamodeler.com

65 http://newsmap.jp

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

67 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

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71 1 2 3 Hay formas rojas.

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73 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.

74 http://www.storyarts.org

75 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

76 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

77 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 dAlexandre Jacqeau

78 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

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

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81 Plan more? Plan different

82 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 Consider using the Revised KS3 Framework as guidance for progression within a curriculum much more fluid in content Evolve curriculum content slowly and carefully – evaluate and adapt regularly Engage colleagues in wider coherant curriculum development Use guidance creatively so that learners make best progress through compelling learning 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 Consider using the Revised KS3 Framework as guidance for progression within a curriculum much more fluid in content Evolve curriculum content slowly and carefully – evaluate and adapt regularly Engage colleagues in wider coherant curriculum development Use guidance creatively so that learners make best progress through compelling learning

83 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

84 www.linksintolanguages.ac.uk/linkedup www.linksintolanguages.ac.uk www.all-nsc.org.uk http://sdvaughan.edublogs.org