Modern Languages:
Second level learning Journey
“The Impressionists”
(or other relevant artistic movement)
Capacities
Successful learners, who can show development of knowledge and skills related to this
topic.
Confident individuals, who can work independently on the topic using some target
language.
Effective contributors, who can participate in conversations with others in the target
language.
Responsible citizens, who recognise the contribution this artistic movement has made
in the country to whom it belongs
Principles:
Challenge & Enjoyment: Using expressive arts as a medium for developing target
language.
Progression: Extending and applying vocabulary with colour and shape in another
context.
Depth: Learning more about different artistic techniques and linking this to their
language learning.
Personalisation and choice: Learners select and research an artist or artistic style to
present to others.
Assessment
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Can learners respond appropriately to simple questions about the topic in the
target language?
Are learners able to express preferences, likes and dislikes?
Can learners apply their creative skills to create a more complex piece of work?
Can learners demonstrate an appreciation of cultural identity?
Can learners recognise creativity and skill in the work of others?
Can learners effectively use opportunities to reflect and analyse their work.
Time: 1 term
Whole class study of Impressionism (or similar) including an overview of some general
background of the topic, key themes and artists.
Key focus on selected art works to build opportunities for revision of target language such as
seasons, colours, weather; time; using effective questioning in examining.
http://monetpainting.net/painting_thumbnails/
Depending on the level of ability this could be as the artist or to challenge more able pupils in
the third person.
Introduce relevant geographical features- mountains/ rivers etc.
http://www.tes.co.uk/teachingresources/Unit-16-Impressionism/
Learners work individually or in pairs to select an impressionist or similar and one of their
works to research the artistic technique and the background.
http://theartofed.com
http://youtube.com/watch?=gORdQsPKSA
Learners recreate the art work developing their own art skills and presenting the completed
work in the target language as the artist or in the third person for the more able. Revision and
practice of personal information and preferences target language.
• Pupils respond to the work of artist by analysing and researching technique used by artist
and replicating.
• Pupils are encouraged during the learning to engage with language e.g. using paint colours,
shapes, geographical features
• Key focus on revising/teaching preferences, challenge more able pupils to use connectives
e.g. “because…”
• Pupils work collaboratively to present key data about their artist/ artwork applying their
knowledge of existing language (descriptions / personal info) in a new context.
Skill Development
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Develop knowledge and understanding of the Impressionists or a similar artistic
movement.
Be able to apply their language across all four skills in this context
Be able to make a brief presentation/ a short piece of writing using some target
language to engage an audience.
Recall key vocabulary.
Build their KAL to create more complex sentences using appropriate conjunctions
Experiences and Outcomes:
Literacy
As I listen or watch, I can make notes, organise these under suitable headings and use these to understand ideas and information and create new texts, using my own words as
appropriate. LIT 2-05a
I can select ideas and relevant information organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-06a
To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT2-16a
By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my
audience. LIT 2-26a
Expressive Arts
Inspired by a range of stimuli, I can communicate and express my ideas, thoughts and feelings through activities within art and design. EXA 2-05a
I can respond to the work of artists and designers by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-07a
Modern Languages
Listening and Talking
I can take part effectively in prepared conversations by sharing information about myself and others or interests of my choice, using familiar vocabulary and basic language structures.
MLAN 2-03b
I have worked with others using a variety of media including ICT where appropriate and can contribute successfully to a presentation in English, supported by use of the language I am
learning on an aspect of life in another country where the language I am learning is spoken. MLAN 2-06b
I can use my knowledge about language and pronunciation to ensure that others can understand me when I read aloud or say familiar words, phrases or short texts. MLAN 2-07b
Reading
I can understand how a bi-lingual dictionary works and use it with support. MLAN 2-11a
Writing
I use the support of others and access appropriate reference materials of my choice to help me plan my writing in ways that engage my reader, using ICT when appropriate.
MLAN 2-12a
Gaelic Learners:
Listening and Talking
I can take part effectively in prepared conversations by sharing information about myself, others or interests of my choice, using familiar vocabulary and basic language structures.
LGL 2-03a
I can deliver a brief presentation on a familiar topic using familiar language and phrases. LGL 2-06a
Reading
I have selected and can read on my own and with others, a variety of straight forward texts of different types, which may have been adapted. LGL 2-10a
Writing
I can use familiar language to describe my circumstances and exchange straightforward information. I can make reference to aspects of Gaelic culture and tradition. LGL 2-12a