Transcript of Welcome to the MFL@ISP Coffee Morning Thursday 6 th February 2014.
- Slide 1
- Welcome to the MFL@ISP Coffee Morning Thursday 6 th February
2014
- Slide 2
- Languages Offered Mandarin* Reception-IGCSE Bahasa Melayu
Reception-IGCSE Spanish Year 5-IGCSE French CCA (IGCSE from 2014**)
German CCA with Miss Antoinette * Offered only as a Foreign
Language (First and Foreign Language from Year 7) ** Planned to
become a full subject from September 2015
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- IGCSE Results 2013 (Malay) GRADE No of Students% A*633% A950%
B317% Total18100% A* - C100% A* - A83%
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- Time Allocation NB: Students who are Malaysian passport holders
are required by the Ministry of Education to study Bahasa Malaysian
as one of their languages until they achieve a recognised
qualification.
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- The aims and values of the MFL Department To reflect and value
the host languages of Bahasa Malaysia and Mandarin To encourage
students to respect the diversity of the international setting in
which they learn To inspire children to learn more about the
country than just the language To develop a childs ability to learn
a language To teach students consistency and resilience are
important - as learning another language is hard To reflect the ISP
Core Values and Learning Habits
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- End of Early Years Goals Listening and Responding Be able to
understand simple classroom commands, short statements and
questions. Be able to understand short passages made up of very
familiar language spoken at a slow speed without interference.
Speaking Be able to give simple responses to what they see and
hear. Be able to demonstrate ability to understand short, simple
spoken language. Reading and Responding Be able to understand
single words presented in clear script in a familiar context, with
clues given. Be able to demonstrate ability to read short phrases
in a familiar context. Writing Be able to copy familiar short
phrases correctly/trace characters. Be able to label items and
select appropriate words to complete short phrases or
sentences.
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- End of Primary Goals Listening and Responding Be able to
understand short passages made up of familiar, simple language that
is spoken at near normal speed without interference. Be able to
identify and note main points and some details, but may need some
items to be repeated. Speaking Be able to give simple responses to
what they see and hear. Be able to take part in brief prepared
tasks of at least two or three exchanges, using visual or other
cues to help them initiate and respond. Be able to use their
knowledge of grammar to adapt and substitute single words and
phrases. Reading and Responding Be able to understand short phrases
presented in a familiar context. Be able to understand short texts
and dialogues, made up of familiar language, printed in books or
word processed. Writing Be able to copy familiar short phrases in
Bahasa Melayu/ Han Yu Pin Yin/Spanish correctly. Be able to write
short phrases from memory and their spelling is readily
understandable. Be able to write individual paragraphs of about
three or four simple sentences, drawing largely on memorised
language.
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- Primary Years We follow the IPC curriculum whilst also using
the National Curriculum Levels and Level Descriptors All students
have a copy of the Level Descriptors in student speak in their
exercise books Copies are available on the MFL Haiku page
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- End of Secondary Goals To achieve as high a grade as possible
in IGCSE (A*-U) Cambridge IGCSE Course French/Spanish/Mandarin
Foreign Language 3/4 papers Bahasa Melayu 2/3 papers Mandarin First
Language 2 papers
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- Secondary Years Students follow the British National Curriculum
and are assessed using the levels across the 4 skills. All students
have a copy of the Level Descriptors in student speak in their
exercise books and continual assessment trackers.
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- Department Development 2013/14 MFL Specific ICT Training (June
2013 and ongoing) Setting introduced from Year 3 (September 2013)
National Curriculum Level Training (September 2013) Native and
Non-Native have been discarded (September 2013) All students
joining the school sit age-appropriate baseline tests (September
2013) Trackers in students exercise books across the languages
(September 2013) Resources are shared across languages
standardising learning for year groups (September 2013) Haiku
vocabulary for Early Years and Primary students (October 2013)
Ongoing peer and MFL Coordinator observations (from October 2013)
Bahasa Melayu and Mandarin department have weekly meetings with LT
support (December 2013-ongoing) Standardised Schemes of Work
(January 2014-ongoing reviewed annually) Vocabulary Books for
Primary students (January 2014) Behaviour Management Training
(January 2014) Published Curriculum plans (January 2014) Regular
formal assessment across the 4 skills (January 2014) Areas for
development have been identified and acted upon by Leadership Team
(2013-14) Liaising with Primary class teachers to organise seating
plans to help with behaviour management (January 2014) Traffic
lights, thumbs up/thumbs down used regularly In lessons (February
2014)
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- Teaching Strategies Sponge activities Games Interactive
ICT-based resources Vocabulary and grammar tests Age-appropriate
resources Topic-based learning supported with formative and
summative assessments Mixture of target language and English used
in class
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- Teaching Development Peer observations Leadership Team
observations MFL Coordinator observations Department Meetings
sharing good practice ISP R&D Process AFL Training Whole Staff
Training
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- Resources A range of text books Subscribed websites
www.linguascope.com www.linguascope.com www.chineasy.org
www.chineasy.org http://online.eurotalk.com/lms
http://online.eurotalk.com/lms www.betterchinese.com
www.betterchinese.com
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- MFL Haiku Page
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- How can parents help? Encourage your child to use the language
every nightlistening, speaking, reading and writing it. Label
household items in the foreign language iPad apps some suggestions
are on the Haiku page Make flash cards with your child If possible,
introduce them to some native speakers even a basic hello, how are
you etc makes it real Encourage your child to look at target
language websites, read magazines, listen to songs For younger
students use nursery rhymes, single words etc. If you are fluent in
the language, dont be overly critical of your childs efforts. Focus
on what they do well Encourage the use of dictionaries discourage
use of translators Value the language!
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- Q&A
- Slide 19
- Next Coffee Morning Thursday 20 th February 2014 Learning in
the Early Years Tracy Lewis