MLTA Annual Conference 7 March 2014

Programming for transition: Italian

Penelope Johnstone Oatley Public School

Overview

• Context (State / National)• Australian National Curriculum

Languages: Italian• Oatley Public School• Continuity between primary and

secondary language learning• Engaging students through peer

teaching and learning• Conclusion

Context (State / National)

• Overall decline in student numbers undertaking language study beyond mandatory 100 hours in secondary

• Language courses cut from universities when numbers are adequate and sustainable

• Quality qualified teachers supply• Challenges arising - funding cuts

Planning for K-6

What is the most challenging aspect of planning for K-6?

Making the curriculum relevant for all stages!

Adapting one song to fit K-6

Title: Oggi, Oggi = Today, TodayTheme: The Weather (Il Tempo)Unit: Seasons (Le Stagioni)

Resource: ABC Melody – Sing and Learn Italian!

Music – starting with a song!

Oggi, oggi, fa molto freddo(Fa molto freddo, fa molto freddo)Oggi, oggi, fa molto freddoFa molto freddo a Roma

Oggi, oggi, fa molto caldo(Fa molto caldo, fa molto caldo)Oggi, oggi, fa molto caldoFa molto caldo a Pisa

Oggi, oggi, tira vento(Tira vento, tira vento)Oggi, oggi, tira ventoTira vento a Venezia

Oggi, oggi, piove, piove(piove, piove, piove, piove)Oggi, oggi, piove, piovePiove, piove a Siena

Guarda guarda guarda il cielo!Che tempo fa, che tempo fa?Guarda guarda guarda il cieloNevica sulla città!

Andiamo, andiamo fuori!Andiamo, è Natale!

Resource: ABC Melody – Sing and Learn Italian!

Oggi Oggi / Today Today

Topic: Identifying seasons and related weather conditions

COMMUNICATIVE FUNCTIONS

LANGUAGE STRUCTURES VOCABULARY

TEACHING STRATEGIES

Asking and talking about the weather

Identifying the seasons

Asking and talking about appropriate clothing for different types of weather conditions

CULTURAL COMPONENTSeasons in Italy/AustraliaNorthern hemisphere / Southern hemisphere

Che tempo fa?Fa freddo / Fa caldoPiove / Tira ventoNevica / È nuvolosoC’è il sole / Fa bel/brutto tempo

In che stagione siamo?Siamo in estate / autunno / inverno /

primaveraCosa ti metti in inverno?

Mi metto…

Song ‘Oggi, Oggi’ – Worksheet to identify types of weather conditions /Use of flashcards to identify weather conditions

Role playing using actions for weather words

Students make a poster for Today’s Weather

Match season to weather/types of appropriate clothing

Early Stage 1/Stage 1

Topic: Identifying seasons and related weather conditions

COMMUNICATIVE FUNCTIONS LANGUAGE STRUCTURES VOCABULARY

TEACHING STRATEGIES

Enquiring and commenting on the weather

Identifying the seasons

Identifying and discussing appropriate clothing for varied weather conditions

CULTURAL COMPONENTStarting dates for seasons in Italy/AustraliaMonths / seasons written in lower caseSeasonal food variation / Festivals

Use of verb ‘fare’ for weatherChe tempo fa?Fa freddo / Fa caldoPiove / Tira ventoNevica / È nuvoloso / È nebbioso / C’è il sole / Fa bel/brutto tempo / È sereno / È variabile / C’è il temporale

Le stagioniL’estate / L’autunno / L’inverno / La primavera

La temperatura minima / massima

Song ‘Oggi, Oggi’ – Students locate weather forecasts for Cities mentioned in Song from authentic materials ie. Internet/La Fiamma and La Corriere della Sera

Access online weather forecasts on Rete Italia and SBS Radio

Construct and present a weather report to the class or as an Assembly Item using a map of Italy

Graph recorded weather patterns over term.

Stage 2

Topic: ‘La Moda’ for Fashion shows of the Season

COMMUNICATIVE FUNCTIONS LANGUAGE STRUCTURES VOCABULARY

TEACHING STRATEGIES

Identifying and commenting on appropriate clothing to suit weather conditions/seasons

Identifying seasonal items of clothing and expressing likes and dislikes

Expressing likes and dislikes in types of weather conditions/seasons

CULTURAL COMPONENTVariation in timing for seasonal fashion in Italy/Australia Fashion Designers / labels /‘La sfilata’

Vocabulary for weather and appropriate items of clothingMi piace / Non mi piace

Quando …. fa freddo / fa caldo /piove / tira ventonevica / è nuvoloso / è nebbiosoc’è il sole / fa bel/brutto tempo / è sereno / è variabile / c’è il temporale … mi metto

Prepositions..d’estate / in autunno / d’inverno / in primavera

La temperatura minima / massima

Song ‘Oggi, Oggi’ – Students create their own rap version of weather song for their chosen locations

Search seasonal ‘fashion week’ websites around the world

Develop a short play incorporating a ‘situation relating to clothing’ /fashion parade using target language

Stage 3

Creating ‘La Sfilata’

Students bring to life their newly acquired knowledge and language skills with a ‘Performance’. They take ownership through their creativity. Each student plays an integral role in their own learning.

Performing ‘La Sfilata’

Students engage with the entire process. They acquire new vocabulary in the target language and work cooperatively with peers.

Creating shape with the body

Mirror imaging

Creating Arlecchino

Fostering links with local feeder schools

• Students conduct interviews in classroom activities which promote confidence in using the language and understanding cultural concepts

• They demonstrate their understanding by asking questions out of sequence and respond appropriately testing and assessing each other.

Peer support – strengthening links

• Year 8 students who studied Italian K-6 at Oatley Public School

• Working with these students raises the profile of languages in the primary context as students achieving great results at high school level due to prior knowledge gained in primary school

• Success!!

Multi-modal focus

Objective

Through incorporation of multi-modal digital technology, students develop knowledge, skills and understanding:

• Creating

• Performing

• Appreciating

Visual literacy through pubblicità?

Student sample of short stop motion video created using Ipad app ‘Video Star’

VTS_01_0.IFO

Conclusion

Positive outcomes of learning language using technology such as video conferencing through peer collaboration

• Student engagement

• Development of trust and self-confidence

• Long term retention of vocabulary and sentence structures in target language

Conclusion (Cont’d)

Collaborative activities utilising video technology encourage elementary students to:• think

• feel

• create

• observe

• adapt

• evaluate

• assess

• motivate themselves and others

MLTA Annual Conference 7 March 2014

Programming for transition: Italian

Penelope Johnstone Oatley Public School

penelope.johnstone@det.nsw.edu.au