Modern Languages:
Second level learning Journey
“Environment, pollution and recycling”
Capacities
Successful learners, who can consolidate their prior learning in other curricular areas
such as science and technology through use of ICT and some target language.
Confident individuals, who can work successfully independently and with others in a
variety of tasks using aspects of the target language.
Effective contributors, who can communicate through a variety media using the target
language to share ideas and opinions on some aspects of the environment.
Responsible citizens, who can explore and show understanding of different issues
related to the environment using some target language
Principles:
Challenge & Enjoyment: Learners use a variety of resources to research different
areas and countries, where the target language is spoken, some of which maybe aimed at
native speakers.
Breadth: Learners explore and research a wide variety of issues related to the
environment, building on prior learning across the four skills.
Progression: Extending and applying vocabulary with in another context.
Depth: Learners read and decode a range of texts with increasing complexity, some of
which may be aimed at native speakers.
Relevance: Learners understand links to prior learning and to real-life issues on the
environment through the medium of the target language.
Skill Development
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Learners can demonstrate knowledge and understanding of basic key issues related
to the topic, such as Dos and Don’ts relating to pollution and recycling using
appropriate vocabulary in the target language.
Learners can apply different strategies show understanding of written and
audio/video texts and create short pieces of writing of the topic across all four
skills.
Use resources to support accuracy in understanding in the target language in a
science context
Time: 1 term
Key Activities/ Resources:
* Pupils work collaboratively to create a frieze /advert or information leaflet/ magazine in
target language, highlighting key basic problems & solutions to environmental issues:
Pollution causes/ promote recycling. What we MUST & MUST NOT do to/ for the environment
* Pupils work in task groups to work towards creating a televised/ recorded broadcast or
podcast, talking about main causes of pollution, and basic ideas of what we can do to stop
polluting, demonstrating that they can talk about key basic environmental issues; pollution/
recycling etc.
German
http://www.umwelt-im-unterricht.de/
http://www.bmub-kids.de/
https://www.youtube.com/watch?v=KCztBCEl_0g
Spanish
http://www.guiainfantil.com/articulos/educacion/medio-ambiente/decalogo-para-que-losninos-puedan-cuidar-el-medio-ambiente/
http://www.guiainfantil.com/articulos/educacion/medio-ambiente/decalogo-para-que-losninos-puedan-cuidar-el-medio-ambiente/
https://www.youtube.com/watch?v=KCztBCEl_0g
Italian
http://www.filastrocche.it/feste/speciale-ecologia-imparare-giocando-il-rispettodellambiente-e-delle-risorse/
http://www.nonsprecare.it/come-insegnare-bambini-rispetto-ambiente
French
http://www.youtube.com/watch?v=92eutA8hQFs
http://annuaire-enfants.kidadoweb.com/sites-pour-enfants/svt/environnement/index.html
http://www.teteamodeler.com/ecologie/ecologie-geste/index.asp- see also separate
document for songs and links
Assessment
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Can learners collaborate to create a display or poster highlighting key basic problems
/ solutions to promote recycling etc. in the target language and present this to
peers?
Can learners respond appropriately to simple questions about the topic in the target
language in pairs or groups?
Can learners demonstrate understanding of key language from this topic in the
target language?
Experiences and Outcomes:
Literacy
As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a
Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources. LIT 2-14a
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
Science
By considering examples where energy is conserved, I can identify the energy source, how it is transferred and ways of reducing wasted energy. SCN 2-04a
Through exploring non-renewable energy sources, I can describe how they are used in Scotland today and express an informed view on the implications for their future use .SCN 2-04b.
Technologies
I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond. TCH 2-02b
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 language I am
learning on an aspect of life in another country where the language I am learning is spoken. MLAN 2-06b
Reading
I can work on my own or with others to understand text using appropriate resources, demonstrating my understanding by matching written words to pictures and by reconstructing the
text in a logical sequence for example. MLAN 2-08a
I can understand how a bi-lingual dictionary works and use it with support. MLAN 2-11a
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 worked on my own and with others to read and discuss Gaelic texts. I can share simple facts about life in some of the countries where Gaelic and related languages are spoken. LGL
2-09a
Writing
I have used my knowledge about language and success criteria to help me, and I can check that I have written familiar words and phrases accurately. LGL 2-12a