Cultivating the Languages Curriculum Sara Vaughan RSA South East.
84
‘Cultivating the Languages Curriculum’ Sara Vaughan RSA South East
-
Upload
albain-faure -
Category
Documents
-
view
102 -
download
0
Transcript of Cultivating the Languages Curriculum Sara Vaughan RSA South East.
‘Cultivating the Languages Curriculum’
Sara VaughanRSA South East
htpp://sdvaughan.edublogs.org
Objectives
•Place the KS3 New Program of Study for MFL in it’s current context •Provide practical ideas for maximising the potential of New 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
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
How do I feel about our (KS3)
curriculum?
New Program of Study
Revised KS3 Framework
Accreditation & Accelerated KS3
pressuresWider options at
KS4
Prior learning at KS2
Content dilemma and change
Revised KS3 Framework
Non- statutory
A pathway forprogression
Best practice: renewedfocus on learning rather
than teaching
• “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)
Listen
ing &
Speakin
gReading & Writi
ng
Intercultural Understanding
Knowledge about Language
Language Learning Strategies
KS3 revisedFramework
http://nationalstrategies.standards.dcsf.gov.uk
Prior learning at KS2
• 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
• 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
Orac
y
Lite
racy
Inte
rcul
tura
l Und
erst
andi
ng
Kno
wle
dge
abou
t Lan
guag
e
Lang
uage
Lea
rnin
g St
rate
gies
List
enin
g &
Spea
king
Rea
ding
& W
ritin
g
Inte
rcul
tura
l Und
erst
andi
ng
Kno
wle
dge
abou
t Lan
guag
e
Lang
uage
Lea
rnin
g St
rate
gies
KS2 Framework
KS3 revisedFramework
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
Rang
e &
Cont
ent
Cur
ricul
um o
ppor
tuni
ties
Key
Con
cept
s &
pro
cess
es
Kno
wle
dge
abou
t Lan
guag
e
Inte
rcul
tura
l Und
erst
andi
ng List
enin
g &
Spea
king
Rea
ding
& W
ritin
g
Inte
rcul
tura
l Und
erst
andi
ng
Kno
wle
dge
abou
t Lan
guag
e
Lang
uage
Lea
rnin
g St
rate
gies
New Secondary Curriculum
KS2 & KS3 revisedFramework
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”
Tell me and I forget.Teach me and I remember.Involve me and I learn.
– Benjamin Franklin
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.
Language Learning
Skills & Processes
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 ?
Travailler ( to work)
Le Travail
travailleuse
Feuille de travail
Heures de travail
Travaillant
Verbes au Passé
Etre Avoir
Allé regardé
MOI
http://brendenisteaching.com/gen/foldovers
Christian Wörns
BastianSchweinsteiger
AnjaMittag
SebastianDeisler
ArneFriedrich
BirgitPrinz
JenniferZietz
SilkeRottenberg
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
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?
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
Euro Lufthansa Sauerkraut Tokio Hotel Fußball-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
Aldi 3 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
Freiburg, den 12 März
Liebe MandyVielen 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 baldMarkus
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
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
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 3rd
person
• Write their own answers to the questions
• Do the same activities with each others texts (this can be really good
AFL).
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 class4. Stick Q’s in books5. 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
Turn a text into……
Storyboard • Bullet points• Conversation• Vocabulary list
Do all of this conversely to turn them into a text
•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?
TAKE THE INSIDE OUT
E-Mail, Chat Letter,Exchanges, Trips abroadOut of classroom learning: Visits, Primary Links etc
BRING THE OUTSIDE IN
HOW OFTEN?
ResourcesFLA’sIn-house visitsMedia: TV, Radio etcInternetCultural Mediums: Music, food, fashion, design. New TechnologiesCustoms & celebrationsHistoryCurrent Affairs
HOW OFTEN?
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
http://www.in-terre-actif.com/fr/
http://www.in-terre-actif.com/fiches_pays/haiti.htm#
le navet énorme : MFL Sunderland complete resource
http:// www.bucksgfl.org.uk
Create a character
NumbersPercentagesFractions
GraphsBar charts
Venn DiagramsSondage
Personal description/ Guess Who
Clothing
E-mailText/Chat/letter
writing.
Comparing appearance, clothing etc to a similar photo of their own class
Degrees of separation – lots of contexts!
www.teteamodeler.comwww.teteamodeler.com
http://newsmap.jp
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 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 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
•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
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
