Post on 23-Feb-2016
description
‘Cultivating the Languages Curriculum’
Sara VaughanRSA 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 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
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)
Non- statutory
A pathway forprogression
Best practice: renewedfocus on learning rather
than teaching
Rang
e & C
onten
t
Curri
culu
m o
ppor
tuni
ties
Key
Conc
epts
( IC
U)
Know
ledg
e ab
out L
angu
age
Key pr
oces
ses (
LLS)
Listen
ing &
Spea
king Re
adin
g &
Writ
ing
Inte
rcul
tura
l Und
erst
andi
ng
Know
ledg
e ab
out L
angu
age
Lang
uage
Learn
ing St
rateg
ies
New Secondary Curriculum
KS2 & KS3 revisedFramework
Listen
ing &
Speaking
Reading & Writing
Intercultural Understanding
Knowledge about Language
Language Learning Strategies
KS3 revisedFramework
Orac
y
Lite
racy
Inte
rcul
tura
l Und
erst
andi
ng
Know
ledg
e ab
out L
angu
age
Lang
uage
Learn
ing St
rateg
ies
Listen
ing &
Spea
king Re
adin
g &
Writ
ing
Inte
rcul
tura
l Und
erst
andi
ng
Know
ledg
e ab
out L
angu
age
Lang
uage
Learn
ing St
rateg
ies
KS2 Framework
KS3 revisedFramework
http://nationalstrategies.standards.dcsf.gov.uk
Prior learning at KS2
• Statutory provision• Content free • Rooted in Cross-curricular & Primary practice
KS2 Framework
Orac
y
Lite
racy
Inte
rcul
tura
l Und
erst
andi
ng
Know
ledg
e ab
out L
angu
age
Lang
uage
Learn
ing St
rateg
ies
Listen
ing &
Spea
king Re
adin
g &
Writ
ing
Inte
rcul
tura
l Und
erst
andi
ng
Know
ledg
e ab
out L
angu
age
Lang
uage
Learn
ing St
rateg
ies
KS2 Framework
KS3 revisedFramework
• 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?
Rang
e & C
onten
t
Curri
culu
m o
ppor
tuni
ties
Key
Conc
epts
& p
roce
sses
Know
ledg
e ab
out L
angu
age
Interc
ultura
l Und
erstan
ding
Listen
ing &
Spea
king Re
adin
g &
Writ
ing
Interc
ultura
l Und
erstan
ding
Know
ledg
e ab
out L
angu
age
Lang
uage
Lea
rnin
g St
rate
gies
New Secondary Curriculum
KS2 & KS3 revisedFramework
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
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
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....
Lit 6.1: Read and understand the main points and some detail from a short written passage
Guess who it is? Children readshort descriptions of people in the
school, class or famous peopleand identify who they are. Includee.g. likes, dislikes, hair colour, age,
where they live
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
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)
Le TravailtravailleuseFeuille de travail
Heures de travail
Travaillant
Verbes au PasséEtre Avoir
Allé regardé
MOI
eau
http://lps13.free.fr/
Lion Phonics
http://brendenisteaching.com/gen/foldovers
Christian Wörns
BastianSchweinsteiger
AnjaMittag
SebastianDeisler
ArneFriedrich
BirgitPrinz
JenniferZietz
SilkeRottenberg
http://phonetique.free.fr/
Il est Je suis grand
mince de taille moyenne
petit assezcependant maigre
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
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
Names: Date:
Story Plates What is happening?
Names: Date:
Our Story Plate
Names: Date:
Story Elements
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.. (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
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
MARKUS
Familie
Wohnort
Tiere
15 Jahre Alt
Schule
Freizeit/Hobbies
•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.
Together, KS2/3 colleagues need to :
Intercultural understanding: Appreciating the richness and diversity of other
cultures, recognising there are other ways of seeing the World, developing an international
outlook.
• 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?
le navet énorme : MFL Sunderland complete resource
http:// www.bucksgfl.org.uk
http://newsmap.jp
Promenons nous dans les boispendant que le loup n'y est passi le loup y était il nous mangeraitmais comme il n'y est pasil n'nous mangera pasLoup 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 boispendant que le loup n'y est pasSi le loup y était il nous mangeraitmais comme il n'y est pasil n'nous mangera pasLoup y es-tu ? M’entends-tu ? Que fais-tu ?- Me voilà.... me voilàWords taken from Let’s Sing and Dance in French (available to download).
http://platea.pntic.mec.es/~cvera/hotpot/choux.htm
www.teteamodeler.comwww.teteamodeler.com
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
EsIt is
No esIt isn’t
HayThere is
No hayThere isn’t
TieneIt has
No tieneIt hasn’t got
una líneaa lineunas líneas
muyvery
bastantequite
realmentereally
recto/a(s)straight
y
and
rojo/a(s)red
una espirala spiralunas espirales
grande(s)big
negro/a(s)black
una estrellaa starunas estrellas
pequeño/a(s)small
blanco/a(s)white
un círculoa circleunos círculos
fino/a(s)thin, fine
amarillo/a(s)yello
un cuadradoa squareunos cuadrados
grueso/a(s)thick,fat
verde(s)green
un triánguloa triangleunos triángulos
curvo/a(s)curved
azul(es)blue
un puntoa dotunos puntos
enorme(s)enormous
de color rosapink
un óvaloan ovalunos ovalos
minúsculo/a(s)tiny
de color violetapurple
un ojoan eyeunos ojos
ondulado/a(s)wavy
oscuro/adark
un rectánguloa rectangleunos rectángulos
claro/alight
Miró key words
1
2
3
1
2
3Hay formas rojas.
A picture worth 1000 wordsUsing 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.
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 tristefâché(e) inquiet/inquièteexcité(e) fier/fièrepatriote effrayé(e)déprimé(e) déçu(e)honteux/honteuse indifférent(e)incrédule désespéré(e)agité(e) agressif/aggressive
timide nerveux/nerveuse
4 août 1914Ma 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 1914Chère 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 1914Ma 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
ESPOIR
10987654321
DÉSESPOIR
-1-2-3-4-5-6-7-8-9-10
4 août 1914
8 août 1914
12 août1914
2 novembre
1914
12 décembre1914
14 mars 1915
27mars1915
23 mai1915
15juin1915
Paroles de Poilus – Les lettres d’Alexandre Jacqeau
Le seigneur choisit une colline pour y construire son château.
• Avantage
Il peut voir ses ennemis s’approcher pour l’attaquer
La collineLe donjon
Le mur de poutres
Au pied de la motte,les paysans creusent un fossé profond et dressent un mur de poutres
Le fossé
Le mur de poutres
Plan more?Plan different
•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.
Together, KS2/3 colleagues need to :
•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.linksintolanguages.ac.uk/linkedup
www.linksintolanguages.ac.uk
www.all-nsc.org.uk
http://sdvaughan.edublogs.org