Session 7.3 Language World 2010

Embedding language learning in the

curriculum: laying strong foundations

and building for the future.

Aim of this workshop: 1

To explore how to integrate and embed

languages across the primary curriculum

in effective and engaging ways that will

motivate learners and maximise learning.

Languages

learn

create

imagine

think

Languages

What does “embedding” mean?

For me 'embedding languages' means that

languages are integrated into the planning

and delivery of the primary curriculum, not

looked on as a 'bolt-on' extra - if there's

time!

(Spanish and vanish!)

Embedding languages

By embedding languages in the everyday

routines of school life we can:

• make best use of time available

• provide coherent links between the different

subjects of the curriculum

• create learners who can achieve greater

progress

• increase enjoyment of language learning

Where can we embed languages?

• Everywhere!

Embedding!

• Register (more fun – against the clock!); different vocab.

• Wake-up and shake

• Dining-hall – menus; cultural themes

• Signs around the school

• Assemblies

• Show and tell

• Control

• Praise

• Spontaneous use of language

• Celebration cultural times of the year

• Theme days

• Annual Sports’ Day

• Annual Languages’ Day

Essentials for learning and life

• Literacy

• Numeracy

• ICT capability

• Learning and thinking skills

• Personal and emotional skills

• Social skills

The New Primary Curriculum

Consists of 6 areas of learning:

1. Understanding the arts

2. Understanding English, communication and languages

3. Historical, geographical and social understanding

4. Mathematical understanding

5. Understanding physical development, health and wellbeing

6. Scientific and technological understanding

(& a revised non-statutory programme for religious education)

1. Understanding the arts

• Art and design – art, craft and design

• Drama

• Music

• Dance

2. Understanding English, communication

and languages

• English is a major world language and underpins our children’s achievement across the curriculum

• Enables children to engage with other cultures and societies

• Develops understanding of how languages work

• Literature helps children to develop their imagination

• Children learn to communicate effectively

• Key skills

3. Historical, geographical and social

understanding

• Exploring cultures, beliefs, values, human

rights

• Local, national and global contexts

• People, communities, places and

environments

• Visits

4. Mathematical understanding

• Solving problems

• Patterns

• Contributes to understanding of economy,

society and culture

• Strategies

• Logic

• Dates, time, money

5. Understanding physical development,

health and wellbeing

• Nutrition

• Sports, exercise

• Co-operation, interpersonal relationships

• Relationships

• Work

6. Scientific and technological understanding

• New ways to look at the world

• Problem solving

• Forming questions

• Creativity

• Design

Religious education

• Beliefs

• Identity, diversity and belonging

• Meaning, purpose and truth

• Values and commitments

Aim of this workshop: 2

KS2 informs KS3

KS2 language teaching should inform

good practice in the KS3 curriculum;

secondary teachers need to provide a

continuum in effective, enjoyable and

engaging language learning to build on

sound foundations and to continue

building for the future.

Developing your Curriculum

The introduction of the new secondary

curriculum has offered schools a real

opportunity to innovate and to build on

good practice.

Comparison of Frameworks

KS2

Framework

strands

Oracy Literacy Intercultural

understanding

K

A

L

Language

learning

strategies

KS3

Renewed

framework

strands

Listening

and

speaking

Reading

and writing

Intercultural

understanding

K

A

L

Language

learning

strategies

Cross-curricular

A way to sustain the embedding of

languages in the primary school is to do

cross-curricular work in the secondary

school.

What are the cross-curriculum

dimensions?

1. identity and cultural diversity

2. healthy lifestyles

3. community participation

4. enterprise

5. global dimension and sustainable development

6. technology and the media

7. creativity and critical thinking

Key Concepts of MFL

Linguistic Competence

• Developing the skills of listening, speaking,

reading and writing in a range of situations and

contexts.

• Applying linguistic knowledge and skills to

understand and communicate effectively.

Key Concepts of MFL

Knowledge about language

• Understanding how a language works and how

to manipulate it.

• Recognising that languages differ but may share

common grammatical, syntactical or lexical

features.

Key Concepts of MFL

Creativity

• Using familiar language for new purposes and in

new contexts

• Using imagination to express thoughts, ideas,

experiences and feelings

Key Concepts of MFL

Intercultural understanding

• Appreciating the richness and diversity of other

cultures.

• Recognising that there are different ways of

seeing the world and developing an international

outlook.

Language-learning Strategies

• identifying patterns in the target language

• developing memorising techniques

• using knowledge of English or another

language when learning the target language

• using previous knowledge, context and other

clues to work out meanings

• using reference materials such as dictionaries

appropriately and effectively.

Language-learning Strategies

• listening for gist or detail

• skimming and scanning written texts for main details

• responding appropriately to the target language

• using correct pronunciation and intonation

• asking and answering questions

• initiating and sustaining conversations

• writing clearly and coherently

• redrafting writing to improve accuracy and quality

Language-learning Strategies

• re-using language that they have heard or

read in their own speaking and writing

• adapting language they already know in

new contexts for different purposes

• dealing with unfamiliar language,

unexpected responses and unpredictable

situations

Range and Content

• spoken and written forms of the TL

• the relationship between sounds and writing

• grammar and how to apply it

• a range of vocabulary and structures

• learning about different countries and cultures

• comparing pupils’ own experiences and

perspectives with those of people in TL

countries and communities

Curriculum Opportunities

Pupils should be given the opportunity to:

• hear, speak, read and write in the TL

• communicate in the TL individually, in pairs and in

groups

• use an increasing range of more complex language

• make links with English at word, sentence and text level

Curriculum Opportunities

• use a range of resources, including ICT

• use a range of materials, including authentic

materials for personal interest and enjoyment

• use the TL in connection with topics and issues

that are engaging and may be related to other

areas of the curriculum.

Compelling Learning Experiences

• enable autonomy, critical thinking, decision

making, responsibility, risk taking, cooperation

and collaboration

• broaden horizons and raise aspirations, offering

contexts that challenge learners and encourage

them to step outside their comfort zone

• are real and relevant, connecting learning at

school to the world beyond the classroom

Compelling Learning Experiences

• provide contexts that draw together several

aspects of learning: connecting different subject

disciplines, focusing on a specific subject, or

linking learning through cross-curricular

dimensions or the development of personal,

learning and thinking skills

• have clear learning outcomes relating to what

learners need to know and understand, the skills

they will acquire and areas of personal

development.

The Revised Programmes of Study

• Share a common format across all curriculum areas

• Importance statement – why the subject matters

• Key concepts – identifies the big ideas that underpin the subject

• Key processes – identifies the essential skills of the subject

• Range and content – outlines the breadth of subject matter from which teachers should draw to develop knowledge, concepts and skills

• Curriculum opportunities – identifies opportunities to enhance and enrich learning, including making links to the wider curriculum.

ALL you need to know!

One stop shop website!

http://www.all-languages.org.uk

Claire.Dodd@gosforthhigh.newcastle.sch.uk