Modern Languages:
Second level learning Journey
“Our School”
Capacities
Successful learners, who can demonstrate development of knowledge and
understanding related to this topic in the target language.
Confident individuals, who can work present their knowledge about this topic in the
target language individually or as part of a group.
Effective contributors, who can communicate with others in different ways in the
target language in this context.
Responsible citizens, who demonstrate the ability to work constructively in
collaborative and/or individual activities.
Principles:
Challenge & Enjoyment: Using knowledge and understanding to create environmental
print in the target language around the school to include playground games.
Progression: Extending and applying previous knowledge and understanding of numbers
within another context such as telling the time.
Depth: building on from prior learning on other topics to achieve greater understanding of
language in a new context.
Relevance & Coherence: Appropriate links to other curricular areas as appropriate and
stimulating activities for age and stage, with clear focus for learners on skill development.
Personalisation and Choice: Learners can select topics and the method of delivery of
information to an appropriate audience.
Assessment
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Can learners work collaboratively to plan, share learning intentions and success
criteria using some aspects of the target language?
Can learners self and peer assess aspects of written work using appropriate
support to reach judgements? (e.g. two stars and a wish)
Can learners respond verbally or non-verbally in games and activities?
Can learners give oral feedback to peers on presentations and group skills
Time: 1 term
Key Activities and Resources
Places in the school
• Introduce vocabulary in target language using electronic images.
• 5 min challenge. Display the written words for the places and ask the children to work with
a talk partner to decide what they think each word means.
• Throughout week refer to places in school with their name in the target language.
• Label or make signs for rooms in the school in target language
• Play ‘Which one is missing?’ on PowerPoint
• Draw a plan of the school and label the rooms then present plans to class using key
phrases which may include introducing self and ‘this is…’.
School Uniform
• Introducing vocabulary for clothes in target language
• Playing game with mini-flashcards to match words to pictures
• Producing diagram of our school uniform and label clothes correctly then produce display
• Writing a few simple, structured sentences about our school uniform – I wear… etc.
Time
• Introducing time to o’clock
• Read/ match pictures of clocks with times, games with mini flashcards
• Read a short text of a primary school day (focussing on times to the hour) and
demonstrate understanding
• Games – what’s the time Mr Wolf?
• Compare our school day, week and term with a school in a country which speaks the
target language.
School Subjects
• Use vocabulary associated with school and school subjects and talk about likes and dislikes
http://www.bbc.co.uk/schools/primarylanguages/
• Take part in simple structured conversations about likes and dislikes at school, with
support.
Skill Development
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Use appropriate strategies to demonstrate understanding of key vocabulary in
phrases and short texts.
Write short phrases or sentences accurately in the target language in this context.
Use the target language to achieve communication in asking for and exchanging
information using appropriate language conventions and structures.
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
Health and Wellbeing
I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 2-01a
I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. HWB 2-11a
Modern Languages
Listening and Talking
I can participate in familiar collaborative activities including games paired speaking and short role plays. MLAN 2-05b
I can deliver a brief presentation on a familiar topic using familiar language and phrases. MLAN2-06a
Reading
I can read and demonstrate understanding of words, signs and phrases and simple texts containing mainly familiar language. MLAN 2-08b
Writing
I have opportunities to express myself in writing, exploring and experimenting with words and phrases using resources to ensure my writing makes sense. MLAN 2-13a
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