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Transcript of ‘Cultivating the New Secondary Curriculum: keeping the seeds of change alive…’ .
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‘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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htpp://sdvaughan.edublogs.org
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Objectives
•Place the New Program of Study for MFL in it’s current context •Provide practical ideas for maximising the potential of New Curriculum
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The New Secondary Curriculum for MFL : challenges and perspectives
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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
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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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PERSPECTIVES?
CHALLENGES?
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• Implementing/managing changes
• Changing/returning methods
• Dilemmas
• Time constraints
• Creativity
• Content
• impact
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Working hand in hand with the revised KS3 Framework & KS2
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• “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)
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Non- statutory
A pathway forprogression
Best practice: renewed
focus on learning rather
than teaching
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Listen
ing &
Speakin
g
Reading & Writi
ng
Intercultural Understanding
Knowledge about Language
Language Learning Strategies
KS3 revisedFramework
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http://nationalstrategies.standards.dcsf.gov.uk
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KS2KS2
• Content free
• Progression of skills
• Links to Literacy Strategy, Numeracy Strategy, Foundation Curriculum
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• 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 KS2 framework is rooted in The KS2 framework is rooted in primary practiceprimary practice
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CURRICULUM TIMECURRICULUM TIME
• Expectation – no less than 1 hour per week for MFL,
• Of which 20 mins x-curricular
• Full implementation in 2009 – 2010
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The ‘X’ factorThe ‘X’ factorLiteracy• Develop speaking and listening skills• Storytelling and Drama• Knowledge about languageMaths:• Numbers and counting• Money and currency• Days of the week, months, timeGeography• Locate places on a map• Compare and contrast different localitiesMusic:• Perform songs and dancesPSHE• Recognise and challenge stereotypesRE• Know about religious customs, including festivals and celebrations in
other cultures
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STRANDSSTRANDS• Oracy (listening and speaking)• Literacy (reading and writing) • Intercultural understanding• Knowledge about the language (KAL)• Language Learning Strategies (LLS)
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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
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Rang
e &
Cont
ent
Cur
ricul
um o
ppor
tuni
ties
Key
Con
cept
s
Kno
wle
dge
abou
t Lan
guag
eKey
pro
cess
es 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
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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”
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Practical ideas
for the classroom
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Tell me and I forget.
Teach me and I remember.
Involve me and I learn.
– Benjamin Franklin
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NSC strands
KS2 Framework: strands
Renewed KS3 Framework:
strandsKey concepts : Linguistic competence, Knowledge about language, Creativity, Intercultural understanding
Key processes: Language Learning strategies, Developing Language skills
Range & Content
Curriculum Opportunities
OracyLiteracyIntercultural understandingKnowledge about language
Language learning strategies
Listening and SpeakingReading and writingIntercultural understandingKnowledge about language
Language learning strategies
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NSC strands
KS2 Framework: strands
Renewed KS3 Framework:
strandsKey concepts : Linguistic competence, Knowledge about language, Creativity, Intercultural understanding
Key processes: Language Learning strategies, Developing Language skills
Range & Content
Curriculum Opportunities
OracyLiteracyIntercultural understandingKnowledge about language
Language learning strategies
Listening and SpeakingReading and writingIntercultural understandingKnowledge about language
Language learning strategies
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NSC strands
KS2 Framework: strands
Renewed KS3 Framework:
strandsKey concepts : Linguistic competence, Knowledge about language, Creativity, Intercultural understanding
Key processes: Language Learning strategies, Developing Language skills
Range & Content
Curriculum Opportunities
OracyLiteracyIntercultural understandingKnowledge about language
Language learning strategies
Listening and SpeakingReading and writingIntercultural understandingKnowledge about language
Language learning strategies
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NSC strands
KS2 Framework: strands
Renewed KS3 Framework:
strandsKey concepts : Linguistic competence, Knowledge about language, Creativity, Intercultural understanding
Key processes: Language Learning strategies, Developing Language skills
Range & Content
Curriculum Opportunities
OracyLiteracyIntercultural understandingKnowledge about language
Language learning strategies
Listening and SpeakingReading and writingIntercultural understandingKnowledge about language
Language learning strategies
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NSC strands
KS2 Framework: strands
Renewed KS3 Framework:
strandsKey concepts : Linguistic competence,
Knowledge about language, Creativity, Intercultural understanding
Key processes: Language Learning strategies, Developing Language skills
Range & Content
Curriculum Opportunities
OracyLiteracy
Intercultural understandingKnowledge about language
Language learning strategies
Listening and SpeakingReading and writing
Intercultural understandingKnowledge about languageLanguage Learning Strategies
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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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• 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
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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:Story Title: What is your story going to be about? 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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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.
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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
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TRAVAILLER ( vb)
TravailleTravailles
TravaillonsTravailleztravaillent
Travaillez! – imperative
Travailleur - workERTravailleuse
Travaille -pastTravallerai- fut
Travaillerait - condTravaillait - imp
Le travail Un travail
Un travailleurDu travail
Travaillant – workING
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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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Christian Wörns
BastianSchweinsteiger
AnjaMittag
SebastianDeisler
ArneFriedrich
BirgitPrinz
JenniferZietz
SilkeRottenberg
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IDENTIFY THE LETTER STRINGS IN EACH OF THE FOLLOWING WORDS
chaud chaussure niche brioche
Fou douleur nuile huile
Pied nier àns à
maigre aiguille préfere prénom
fois noisette sèche ardèche
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Now pronounce each word – correctly!
CHauD CHauSSURE
nIche brioche
Fou Douleur nuile huile
PieD NieR àns à
MaiGRE aiguille prÉfere prÉ nom
FoiS Noisette sèche ardèche
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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
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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
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MARKUS
Familie
Wohnort
Tiere
15 Jahre Alt
Schule
Freizeit/Hobbies
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MES VACANCES
Details de Voyage
Activites
Positifs/negatifs
Destination
Le temps
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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 3rd Person•Write their own answers and do the same thing with each
others texts.
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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 order2.Read conversation in pairs & discuss meaning: Pick out key elements as requested by teacher3.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
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Turn a text into……
Storyboard • Bullet points
• Conversation
• Vocabulary list
Do all of this conversely to turn them into a text
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http://brendenisteaching.com/gen/
foldovers
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Intercultural understanding: Appreciating the richness and diversity of other cultures,
recognising there are other ways of seeing the World, developing an international outlook.
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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
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un círculo un punto
un triángulo
una línea
un cuadrado
una estrella
un rectángulo
una espiral
un óvalo un ojo
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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 cuadrado
a squareunos cuadrados
grueso/a(s)thick,fat
verde(s)green
un triángulo
a 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)
tinyde color violeta
purple
un ojoan eyeunos ojos
ondulado/a(s)wavy
oscuro/adark
un rectángulo
a rectangleunos rectángulos
claro/alight
Miró
key
wor
ds
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1
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2
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3
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1
2
3
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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
1 & 2 & 3
2 & 3
1 & 3
2 & 3
2 & 3
1
1
2 & 3
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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.
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http://www.fingerstrings.co.uk/
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le navet énorme : MFL Sunderland complete resource
http://wsgfl.westsussex.gov.uk
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www.teteamodeler.com
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http://www.csdraveurs.qc.ca/musique/noel/calendrier/default.htm
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www.jedessine.com
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http://newsmap.jp
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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
Regarde les images sur l’écran et écoute la musique. Comment tu te sens?
Souligne les mots qui conviennent le plus:
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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
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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
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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
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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
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Plan more?Plan
different
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•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
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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?
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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
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Reflective Practice
Innovative Practice
Effective practice
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www.newsecondarycurriculum.org
www.all-nsc.org.uk
http://nationalstrategies.standards.dcsf.gov.uk
http://rachelhawkes.typepad.com
http://sdvaughan.edublogs.org
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