Modern Languages
Life in Another Country
Access 1/2
7115
June 2000
HIGHER STILL
Modern
Languages
Life in Another Country
Access 1/2
Support Materials
Preface
This pack is based on work done in a Special School in the lead up to the implementation
year of Higher Still.
The school worked with draft copies of the Life in another Country unit specification and
National Assessment Bank pack in order to gauge whether well tried and tested student
activities could be certificated using this Access 2 unit.
The student materials included in the pack do not have the original illustrations, as this would
have led to copyright issues.
The co-operation of Highland Region and in particular Drummond School, Inverness is
gratefully acknowledged.
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INTRODUCTION
MODERN LANGUAGES
LEVEL: Access 1 and 2
UNIT: Life in Another Country (free-standing)
EXEMPLIFICATION: “Life in Greece”
PREFACE
1. What does this package offer?
This package represents the first step in the development of a special school’s programme of
study leading to the award of the Unit “Life in Another Country”, one of the four Modern
Language Units available at Access 2. It is incomplete in terms of the choices which will
ultimately be available to students, but contains all the elements which are necessary for the
first students to start working towards the unit credit at Access 2 or, if that level is
unattainable by some students in the group, at Access 1. Both learning outcomes are covered,
but only one ‘aspect of life’ – TWO aspects need to be covered to complete the course. An
outline for a second aspect is included, but the corresponding Topic Booklet has not yet been
produced.
Eventually the course will consist of the following:
Induction (¥ LQFOXGHG LQ WKH 7HDFKHU *XLGH UHSURGXFHG KHUH
Topic 1: Food and drink (¥ 7RSLF 2XWOLQH DQG 7RSLF %RRNOHW LQFOXGHG KHUH
Topic 2: Travel and tourism (¥ 7RSLF 2XWOLQH RQO\ LQFOXGHG LQ 7HDFKHU *XLGH
Topic 3: Sport and leisure
Topic 4: Family life
Topic 5: Shopping
Evaluation: (¥ LQFOXGHG LQ 7HDFKHU *XLGH
What this package offers, therefore, is the blueprint for the complete course the school plans
to offer. So far, only part of the blueprint has been drawn in detail. It has been issued at this
time as a means of demonstrating the process in action, rather than as an ‘off the shelf’
resource. It is expected that, at this level, schools will develop detailed courses to suit the
needs and interests of students following the course in a particular year, the skills and
experience of the teacher/lecturer leading the course, and the resources available (including
local community resources).
Note on assessment
To fulfil the SQA requirements students will need to study TWO of these Topics (or ‘aspects
of life’) and be assessed in both learning outcomes each time. It is important to note that the
Topic booklet “Food and Drink” contains five Tasks, any of which could provide sufficient
evidence to satisfy the assessment requirements of both learning outcomes. This means that
the student has, potentially, five chances to be assessed. (See 4, below)
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Note on the use of this unit as a free-standing unit
The other three units which make up the modern languages cluster at this level may be
studied only in French, German, Spanish or Russian. This means that Life in Another
Country, as developed by the school, is a free-standing unit and cannot be ‘clustered’ with
any of the other modern language units. However, it has clear links with other areas of the
curriculum and as such contributes to provision of a coherent overall programme for the
students for whom it is intended.
Note on use of language
The description of activities leading towards the achievement of outcome 2 (use of the Greek
language) shows the minimum level of language awareness required for accreditation. The
recommendation in the NAB that use of language should, where possible, be communicative
in intent has not been exploited so far, and is perhaps less important in a free-standing unit
where further study of the language is not envisaged; nevertheless, the course described has
the potential for the language encountered to be used communicatively by some students.)
2. Who is the programme intended for?
The school caters for students with a range of learning difficulties for whom programmes of
work leading to credits at one or more of the Access levels is expected to be appropriate. The
programme could equally be used in a mainstream school or college catering for students of
similar ability.
3. Contents of the pack
As noted above, the pack is still incomplete. As it stands, it consists of:
The Teacher’s Guide, including:
• course aims and outline
• topic outlines for two of the projected five topics
• notes on assessment
• some of the resources available
• an explanation of how students working at Access 1 level may be credited with
achievement at Access 1
• possible links with other Access 1/2 units
• overheads for use in student induction
• information sheet for students and parents
• a description of the activities in which students will be engaged
• topic outlines for “Food and Drink” and “Travel and Tourism”
• record and evaluation sheets.
Topic Booklet “Food and Drink”, including:
• tutor notes
• outline for this topic, including details of 5 tasks associated with the topic
• individual sheets for each of the 5 tasks, detailing the steps to be taken by students
• assessment record sheets for each of the two outcomes in respect of each of the 5 tasks
• planning sheets drawn from other relevant subject areas (in this case, Basic Simple
Cooking and Managing Environmental Resources).
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4. Relationship between course planning and assessment planning
It will be clear from the detail of the Topic “Food and Drink” reproduced here, that the school
is planning a course which goes beyond the minimum assessment requirements. Although
each of the five tasks described is sufficient on its own to fulfil minimum assessment
requirements, and although the Tutor’s notes point out that not all tasks need to be
undertaken, the individual tasks are arranged in such a way as to offer a rich and progressive
experience to students.
Arranging tasks in this way also means that
• the assessment records provided can, if necessary, be used formatively, and achievement
of learning outcomes recorded only when the student has completed one of the tasks
successfully, thus replacing the risk of creating feelings of failure with opportunities for
progression;
• there is ample scope for reassessment, as required by SQA arrangements, without having
to cover exactly the same ground again.
The school’s decision to link study of “Life in Greece” with study undertaken by students in
other subject areas has also meant that that some of the tasks described in “Food and Drink”
are far more demanding than would have been necessary if the unit had been used in
isolation. In the task linked with Basic Simple Cooking, for example, the activities are
expanded so as to enable the student to achieve the evidence required for outcomes in
Cooking as well as the experiences necessary to achieve the outcomes specified for the Life
unit.
Other features of interest
• involvement of parents at the induction stage
• use of a wide range of local community resources
• the potential for outcomes achieved in this unit to count towards the achievement of
outcomes in associated units in other curricular areas
• the aims of the course include the development of communication skills in English
• the number of choices available to students within the group, including choice of topics,
tasks and working arrangements
• the work of the student group will result in the production of a new school library
resource.
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TEACHER GUIDE
Duration of Unit
40 hours
Target Group
Students at the 14+ stage, who have special educational needs, and who may not have
undertaken Standard Grade Courses. Although the unit is assessed at Access 2 level most
activities provide suitable learning contexts and experiences for students working at or
towards Access 1.
At Access 1 level, all students will experience at least three of the following aspects of life in
the foreign country, compared with life in their own community:
• tasting and smelling foreign and Scottish food and drinks
• handling relevant foreign and Scottish objects, eg items of clothing, coins
• looking at contrasting photographs of people, situations and places in Scotland and in the
foreign country
• hearing the foreign language spoken
• hearing/seeing relevant music, dance and performance from the foreign country and from
Scotland.
Students can demonstrate awareness in activities which involve selecting, matching and
sorting, e.g. selecting suitable clothes to take on holiday to the foreign country or matching
pictures of shops in Scotland with pictures of their foreign equivalents.
Students will show that they are participating by
• commenting on similarities and differences between the foreign country and their own
community in 1-1 interviews and group discussion sessions;
• taking an active part in planning and carrying out relevant activities e.g. planning and
preparing a foreign meal or producing an article for the class newsletter about the contrasts
between some aspect of life in the foreign country and the same aspect of life in the local
community.
Aims
• to provide opportunities for students to compare some aspects of life in another country
with their own experience in their own community
• to promote foreign language awareness
• to develop communication skills in English.
Outline
After an introductory discussion to establish what is already known about the foreign country,
students take part in some basic information gathering before selecting the first of two
specific topics for further investigation. Topics include: sport and leisure, food and drink,
planning a holiday, family life and shopping.
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The outcomes from individual activities are gathered together in the form of a 'Fact File'
entitled "Life in Greece". When completed the Fact File will be housed in the school library,
for use by other classes.
Students work on their own or in pairs, with some opportunities for small-group work.
Individuals can take different pathways through the unit activities, recording their own
progress on an activity record sheet.
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Life in Another Country
Access 1/2
Activity Record Name:
____________________________
Date
Activity
Things I did well
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Things to improve
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Assessment
Some individuals will produce written work which can be formatively or summatively
assessed. Assessment of practical work will be by observation with the help of various
checklists. As appropriate, students will also be involved in self and peer-assessment.
Assessment evidence, will take the form of completed activity sheets, self-assessment
schedules, observational checklists, audio/video recordings and photographs.
Resources
CD ROMs
Encarta
DK Multimedia, Children's Encyclopaedia
(Language CD ROMs)
Videos
Relevant TV travel, gardening and cookery programmes about Scotland/Greece
Relevant language teaching videos
Books
A selection of travel guides, relevant geography and history texts, cookery and
gardening books about Scotland/Greece
Audio Tapes
Relevant language teaching tapes
Music tapes - pop, classical and traditional - from Scotland and Greece
Travel Brochures
Various Foodstuffs
Seeds, Compost and other Gardening Materials
A Collection of Relevant Materials such as: coins, postcards, stamps, magazines, menus,
photographs, souvenirs, food packaging
People/Local Community
local library
food stores
restaurants
local residents with special knowledge of Greece/Greek
language
Evaluation
Students and staff will carry out a brief evaluation exercise at the end of the unit.
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END-OF-UNIT EVALUATION SHEET: STUDENT VERSION
Name: __________________________ Date:___________
Unit: ___________________________
Did you enjoy working on this unit? Why?/Why not?
Which activities did you enjoy most and which did you enjoy least? (Try to
explain why you did or did not enjoy these particular activities.)
What, if anything, do you think you learned from working on this unit?
Did you manage to co-operate well with other people? (Why?/Why not?)
Are there any ways in which you think this unit could be improved?
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END-OF-UNIT EVALUATION SHEET: STAFF VERSION
Unit: __________________________ Date:___________
Successes
Failures
Suggested Amendments
Possible Future Additions
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POSSIBLE LINKS WITH OTHER ACCESS 1/2 UNITS
Curricular Area
Communication
Unit Activity
Various group discussion activities
Book research activities
Writing letters
Producing a local guide
Producing an information sheet
Making wall display items
Selecting from menus
Computing
Word-processing of notices/invitations
Use of CD-ROMs
PSE: Making Local Journeys
Journeys to local shops/library
Maths
Activities involving shopping, currency
Home Economics
Planning and preparing Greek meals
Managing Environmental Resources
Growing Greek herbs
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UNIT ACTIVITIES
* indicates the existence of a student activity sheet
** indicates the existence of a tutor assessment sheet
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LIFE IN ANOTHER COUNTRY
UNIT INTRODUCTION
• OHTs * are used to explain the unit LOs, activities, contexts methods of working and
assessment.
• The student guide* is given out to be taken home to parents.
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Life in Another Country
OHT 1
Learning Outcomes
• Compare aspects of life in a country
other than Britain with the same aspects
of life in your community.
• In respect of the main language used in
the country being studied, demonstrate
understanding of a limited range of
vocabulary associated with each of the
aspects of life being studied.
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Life in Another Country OHT 2
You will find out about life in the other
country by:
• learning a little bit of the language
• looking at books, magazines, CD-ROMs,
menus and real objects from the other
country
• talking with people who have lived in the
other country
• cooking and eating foods, from the other
country
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Life in Another Country OHT 3
Assessment
•
activity record
•
assessment checklist
•
self/peer review
•
interviews
Folio:
completed logs
activity sheets
checklists
photographs
video record
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LIFE IN ANOTHER COUNTRY: GREECE
ACCESS 1/2
INFORMATION FOR STUDENTS AND PARENTS
In this unit, if you work hard, you will learn about:
•
the language and the currency used in Greece;
•
the climate and way of life of the people of Greece;
•
the food and drink, music, fashions, and sports of Greece.
By the end of the unit you should be able to describe some of the similarities
and differences between your own life and the lives of the people of Greece.
You should also be able to use some words and phrases in Greek.
If you show that you can do all these things you will earn a certificate from the
Scottish Qualifications Authority.
Here are some of the things you will do as part of the unit:
1.
Look at books, magazines, CD-ROMs, menus and real objects from
Greece;
2.
Talk with people who have lived in/visited Greece;
3.
Cook and eat foods, from Greece;
4.
Listen to/watch music and dance from Greece;
5.
Try out some sports/leisure activities from Greece.
Often, you will be working with a partner or a small group and there will always
be adults around to help you with the work.
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Introductory Activities
1.
The whole group does some brainstorming to find out what is already
known about the country to be studied e.g. language, climate, famous
people, wildlife, food and drink, music, sports and leisure activities,
currency, national dress... (A record is kept of any items of the foreign
language which emerge naturally in discussion).
2.
The country is located on a world/European map or a globe, and any
striking features are discussed, such as size, shape, proximity to other
countries and position in relation to Scotland/Britain. Possible ways of
travelling to the country are also discussed.
3.
Suggestions are taken as to how the class could find out more about the
country (e.g. by looking in brochures from a travel agent or books/videos
from the school resources room /local library; by watching TV travel
programmes; by consulting Encarta; writing to the national embassy in
London or making contact with people living in the local area who have
special knowledge of the country. )
4.
With support, pairs plan and carry out a local journey to collect
information from one of the following sources:
the school resources room
the local library
a local travel agency
a local "foreign" restaurant.
(Where appropriate, journeys are planned and carried out in line with the
LOs of the Making Local Journeys unit.)
5.
Individuals draft letters to local residents with special knowledge, the
relevant national embassy and any other relevant person or organisation .
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As soon as a reasonable amount of information is available, individuals choose
two of the following aspects to investigate:
•
•
•
•
•
sport and leisure activities
food and drink
planning a holiday
family life
shopping.
Students are grouped according to their choices, and each group begins to work
on the set of activities described in the relevant topic booklet.
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Topic Outline: Food and Drink
Task 1
a) With the help of a variety of resources, students compile a
simple information sheet or wall display about food and drink in
Greece.
b) With foreign visitors in mind, they compile a wall display
about food and drink in Scotland.
Task 2
The food and drink group hosts a tasting session for the class, at
which various Greek foods and drinks are tasted. This involves:
a) using the findings from task 1 to list likely foods and drinks;
b) planning and carrying out journeys to the supermarket and a
local shop;
c) preparing suitable foods;
d) making invitations;
e) designing and using a chart to record favourite and least
favourite foods;
f) doing some follow-up work or graphical representations, if
appropriate;
g) discussing Scottish foods for a similar exercise.
Task 3
Based on feedback from the "tasters", the group selects recipes for
a series of class lunches which students take turns to cook.
(Planning and preparation of meals are carried out in line with the
learning outcomes of the Healthy Basic Cooking unit.)
Task 4
Individuals/pairs investigate typical menus from Greece and
Scotland.
As homework, individuals plan two "Scottish" meals they would
choose to cook for a foreign visitor.
Task 5
As a link with on-going work in another part of the curriculum, the
group identifies herbs which play a part in Greek cuisine. Seeds or
bedding plants are procured and cultivated in the school
greenhouse or the herb garden.
If possible, the whole class goes out for a meal to a local Greek restaurant.
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TOPIC OUTLINE: TRAVEL AND TOURISM
Task 1
With the help of a variety of holiday brochures, the group chooses
a package holiday in Greece. The choice of holiday is justified in
an oral presentation to the rest of the class, and a wall display
entitled "A Holiday in Greece" is begun.
Task 2
With the help of brochures, travel guides, the internet, books and
maps, individuals choose one place they would like to visit while
on holiday, and describe it to the rest of the group. A new section
of the wall display is begun - title: "Things to See and Do in
(Area)".
Task 3
Bearing in mind the kinds of activities they would like to be
involved in and the weather they would probably encounter,
individuals decide what to pack for a Greek holiday. (Wall display
title: "Packing for a holiday in Greece")
Task 4
The group plans and carries out a local journey to the nearest
Bureau de Change to learn about travellers' cheques and currency.
On their return they handle Greek notes and coins and make small
"purchases" in drachmas. (Wall display title: Holiday Currency)
Task 5
With the help of a price list, tourist information materials and
artefacts from Greece, individuals decide which presents/souvenirs
they could bring back for themselves, friends and family. (Wall
display title: "Souvenirs from Greece")
Task 6
Using the wall-display headings from the tasks above, the group
compiles a brief guide to their own local area for use by Greek
visitors.
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TOPIC BOOKLET
FOOD AND DRINK
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TOPIC: FOOD AND DRINK
TUTOR NOTES
This is one of two topics which students must cover if they are to be assessed at Access 1 or
Access 2.
The tasks outlined below are intended to provide a structure for activities associated with
Learning Outcome 1. For each task there is an accompanying task sheet which outlines the
activity in more detail. Task sheets are for use by the teacher or learning support auxiliary.
They provide a "shape" for the activity and are not intended to be prescriptive.
Students can work on the tasks individually, in pairs or in small groups, and they need not
complete all of the tasks associated with the topic.
It is likely that various items of the foreign language will be acquired as a result of working
on the tasks. Language acquisition can be encouraged and reinforced in games and quizzes
which involve, for instance:
• labelling posters, photos, maps or diagrams
• pairing pictures and text
• taking part in very simple conversations.
At the end of each task, individuals take part in a short 1-1 interview. Responses are recorded
on an assessment sheet which shows language acquisition as well as progress towards
Learning Outcome 1.
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TOPIC OUTLINE
Task 1
a) With the help of a variety of resources, students compile a
simple information sheet or wall display about food and drink
in Greece.
b) With foreign visitors in mind, they compile a wall display about
food and drink in Scotland.
Task 2
The food and drink group hosts a tasting session for the class, at
which various Greek foods and drinks are tasted. This involves:
a) using the findings from task 1 to list likely foods and drinks;
b) planning and carrying out journeys to the supermarket and a
local shop;
c) preparing suitable foods;
d) making invitations;
e) designing and using a chart to record favourite and least
favourite foods;
f) doing some follow-up work or graphical representations, if
appropriate;
g) discussing Scottish foods for a similar exercise.
Task 3
Based on feedback from the "tasters", the group selects recipes for
a series of class lunches which students take turns to cook.
(Planning and preparation of meals are carried out in line with the
learning outcomes of the Healthy Basic Cooking unit.)
Task 4
Individuals/pairs investigate typical menus from Greece and
Scotland.
As homework, individuals plan two "Scottish" meals they would
choose to cook for a foreign visitor.
Task 5
As a link with on-going work in another part of the curriculum, the
group identifies herbs which play a part in Greek cuisine. Seeds or
bedding plants are procured and cultivated in the school
greenhouse or the herb garden.
Task 6
The group arranges for an "expert" to come into school to talk
about food and drink and/or cook a typical Greek dish.
Task 7
If possible, the group arranges a class outing to a local restaurant.
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TASK SHEET 1: FINDING OUT ABOUT FOOD AND DRINK IN GREECE
TASK
You have to find out about what people eat and drink in Greece.
You also have to show everyone what you have found out, by
making an information sheet or a wall display, or by giving a short
talk.
STEP 1
You will be able to look at some real food labels and packaging.
Make a list of all the other resources that will help you.
Before you go on to Step 2 check that your list includes:
•
the internet
•
CD-ROMs
•
cookery books
•
people!
STEP 2
Go ahead and find out but remember to keep some notes, printouts
or photocopies to help with your information sheet, wall display or
talk.
STEP 3
Decide how you will present what you have found out. Will you:
make an information sheet; make a wall display or give a short
talk?
have
...or, can you think of a better way of showing people what you
found out?
STEP 4
Go ahead and present your findings.
FINALLY
When foreign visitors come to Scotland, which Scottish foods
should they taste? Find some pictures for a wall display about
food and drink in Scotland.
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TASK SHEET 2: TASTING FOOD AND DRINK FROM GREECE
TASK
You have to buy some typical Greek foods and drinks for the class
to taste.
You also have to find out which foods and drinks people liked, and
which they didn't.
You have £___ to spend.
STEP 1
Think about what you already know about food and drink in
Greece and make a list of some of the foods and drinks you would
like to taste.
STEP 2
Using you usual planning routine from Making Local Journeys,
plan and carry out a trip to the supermarket to find out which of
these foods and drinks you can buy, and how much each costs.
Buy the ones you can afford.
STEP 3
Make some invitations for your food and drink tasting session and
give them out.
STEP 4
Make some labels for the foods and drinks people will taste. You
may also want to design a chart to help you record which foods
people liked/disliked, and why.
STEP 5
Get tasting! Don't forget to use your chart to help you find out
which foods and drinks people liked/disliked. Your findings can
become part of our Fact File about Greek food and drink.
FINALLY
If you were running a food and drink tasting session for
foreign visitors to Scotland, which foods and drinks
would you serve?
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TASK SHEET 3: GREEK COOKING
TASK
You will be given some recipe books and pictures.
You have to plan half a term's worth of class lunches with a Greek
flavour.
STEP 1
Think about what you already know about food and drink in
Greece and make a list of some of the foods you think the class
would enjoy.
STEP 2
Look at the recipe books and pictures and discuss the recipes you
would like to use. Fill in your chosen recipes on the next sheet:
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GREEK COOKING
Date
Week 1___________
MENU PLAN
Cooks
Menu (2 courses)
Week 2___________
Week 3___________
Week 4___________
Week 5___________
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STEP 3
Use the following sheets to plan the meals you are responsible for .
As part of your normal work on the Basic Healthy Cooking unit,
you will shop for the ingredients you need, prepare your meal and
eat it in class.
FINALLY
If we were entertaining some visitors from Greece, which
Scottish foods could we cook for them.
Look at some Scottish recipe books and pictures and
discuss the recipes you would use. Fill in your chosen
recipes below.
A TASTE OF SCOTLAND
Date
Week 1
MENU PLAN
Menu (2 courses)
Week 2
Week 3
Week 4
Week 5
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TASK SHEET 4: EATING OUT IN GREECE
TASK
You have to make a wall display about eating out in Greece and in
Scotland.
STEP 1
Make a list of the resources you will use to help you find out about
meal times, types of restaurants, number of courses, kinds of foods
etc. in Greece.
STEP 2
Go ahead and find out but remember to keep some notes, printouts
or photocopies to help with your wall display
STEP 3
You probably know a lot already about eating out in Scotland.
Think about some of the differences between eating out in Greece
and eating out in Scotland: which meals are eaten, types of
restaurants, foods and drinks served, number/order of courses,
meal times...
STEP 4
Now go ahead and make your wall display about eating out in
Greece and Scotland. Remember that you can use the word
processor, to help you. You can also use pictures, postcards and
menus to brighten up your display.
STEP 5
You will be given a menu from a Greek taverna.
Choose 3 things you would like to eat, and say why you would like
to eat them.
(Greek money comes in drachmas, instead of pounds and pence.
How much would your meal cost in Greek drachmas?)
STEP 6
Homework! You will be given a menu from a Scottish restaurant.
Which 3 things would you recommend to a visitor from Greece,
and why? (How much would this meal cost?)
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Taverna Corfu --- Menu
tzatziki
500 drachmas
taramosalata
500 drachmas
olives
250 drachmas
moussaka
2,000 drachmas
dolmades
1,500 drachmas
pastitso
2,000 drachmas
halva
1,000 drachmas
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The Ness Restaurant --- Menu
Scotch broth
£ 1. 50
smoked salmon
£ 3. 00
haggis
£ 4. 50
mince and potatoes
£ 3. 75
venison
£ 6. 50
trifle
£ 2. 00
clootie dumpling
£ 2. 00
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GREEK/SCOTTISH FOOD AND DRINKS
1A
Which of these foods and drinks would you have in Greece?
feta cheese
olives
haggis
kippers
tzatziki
porridge
moussaka
cheddar cheese
taramosalata
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GREEK/SCOTTISH FOOD AND DRINKS
1B
Which of these foods and drinks would you have in Scotland?
feta cheese
olives
haggis
kippers
tzatziki
porridge
moussaka
cheddar cheese
taramosalata
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GREEK/SCOTTISH FOOD AND DRINKS
2A
Which of these foods and drinks would you have in Greece?
mince and potatoes
pastitso
stifado
dolmades
Scotch broth
halva
Eve's pudding
souvlakia
venison
Modern Languages: Life in Another Country - Access 1/2
37
GREEK/SCOTTISH FOOD AND DRINKS
2B
Which of these foods and drinks would you have in Scotland?
mince and potatoes
pastitso
stifado
dolmades
Scotch broth
halva
Eve's pudding
souvlakia
venison
Modern Languages: Life in Another Country - Access 1/2
38
TASK SHEET 5: GROWING HERBS USED IN GREEK COOKING
TASK
You have to find out about the kinds of herbs used in Greek
cooking.
You also have to grow some herbs for us to use in our own
cooking.
STEP 1
Make a list of all the resources that will help you to find out about
the herbs used in Greek cooking.
Before you go on to Step 2 check that your list includes:
•
the internet
•
CD Roms
•
cookery books
•
gardening books
•
people
STEP 2
Go ahead and find out, but remember to keep some notes, printouts
or photocopies that we can use in our Fact File.
STEP 3
Now you know which herbs we need, you have to grow them for
us. Think about the work you have already done on gardening. You
already know a lot about growing herbs. Use the next sheet to help
you to make a plan, then go ahead and grow your herbs.
Modern Languages: Life in Another Country - Access 1/2
39
GROWING HERBS FROM SEED: PLAN
HERB: _________________________
1.
When (which month) will you sow your seeds? ___________________
2.
Will you sow the seed indoors our outdoors?______________________
3.
Which equipment, tools and materials will you need?
4.
Which conditions will your seedlings need to help them to grow well?
5.
Think about how tall your herb will grow and which conditions it likes. In
which part of the herb garden will it grow best? Why?
6.
When (which month) can we begin to pick and use this herb?
____________
Modern Languages: Life in Another Country - Access 1/2
40
can read
Modern Languages: Life in Another Country - Access 1/2
can write
can speak
Date: ________
Evidence
Start Date: __________
Signed: ____________________ (Tutor)
can
listen/respo
nd
Access 1/2 LO2: Language Checklist
Name: ________________________
8 items used correctly? __________
Language Item
Activity/Background:
Life in Another Country:
Topic: _______________
41
Date: __________
Similarities/differences commented on
by student (Min. 3 required)
3 comparisons made?______
Signed:____________________(Tutor)
Student response
(Min. 6 key points should be described)
6 key points described?_____
Signed:____________________(Tutor)
Modern Languages: Life in Another Country - Access 1/2
Restricted Response Questions
(Use as prompts if required)
Can you show me on the map the country
you have been finding out about?
What were you finding out about?
(Which foods did you find out about?)
What can you tell me about :
food a)________________________
food b)________________________
food c)________________________
What can you tell me about :
drink a)_______________________
drink b)_______________________
drink c)_______________________
Are there any Greek foods/drinks you
would like to taste? Why?
Are there any Greek foods/drinks you
wouldn't like to taste? Why?
1-1 Interview Responses - LO1, PCs (a) and (b):
Background: CDRoms and other classroom resources were used to find out about food and drink in Greece.
An information sheet, wall display, or short talk about food and drink in Greece was completed.
TASK 1
A wall display about food and drink in Scotland was compiled.
Life in Another Country:
Access 1/2 Assessment Record
Topic: Food and Drink Name: ________________________
42
can read
Modern Languages: Life in Another Country - Access 1/2
8 items used correctly? __________
kebab(yiros)
olives(elies)
kalamari
moussaka
dolmades
baklavas
tzatziki
souvlaki
retsina
ouzo
Metaxa
Language Item
can write
can speak
Signed: ____________________ (Tutor)
can
listen/respo
nd
Date: ________
Evidence
Life in Another Country:
Access 1/2 LO2: Language Checklist
Topic: Food and Drink Name: ________________________
Start Date: __________
43
Date: __________
6 key points described?_____
Signed:____________________(Tutor)
Student response
(Min. 6 key points should be described)
Modern Languages: Life in Another Country - Access 1/2
Can you show me on the map the country
you have been finding out about?
Which foods did you taste?
What can you tell me about :
food a)________________________
food b)________________________
food c)________________________
What can you tell me about :
drink a)_______________________
drink b)_______________________
drink c)_______________________
Were there any Greek foods/drinks you
liked? What did you like about them?
Were there any Greek foods/drinks you
didn't like? What didn't you like about
them?
Restricted Response Questions
(Use as prompts if required)
1-1 Interview Responses - LO1, PCs (a) and (b):
3 comparisons made?______
Signed:____________________(Tutor)
Similarities/differences commented on
by student
(Min. 3 required)
Background: Foods and drinks from Greece were identified, purchased or made, and tasted.
TASK 2
Life in Another Country:
Access 1/2 Assessment Record
Topic: Food and Drink Name: ________________________
44
can read
Modern Languages: Life in Another Country - Access 1/2
8 items used correctly? __________
kebab(yiros)
olives(elies)
kalamari
moussaka
dolmades
baklavas
tzatziki
souvlaki
taramosalata
ouzo
Metaxa
Language Item
can write
can speak
Signed: ____________________ (Tutor)
can
listen/respo
nd
Date: ________
Evidence
Life in Another Country:
Access 1/2 LO2: Language Checklist
Topic: Food and Drink Name: ________________________
Start Date: __________
45
Date: __________
6 key points described?_____
Signed:____________________(Tutor)
Student response
(Min. 6 key points should be described)
Modern Languages: Life in Another Country - Access 1/2
Can you show me on the map the country
you have been finding out about?
Which foods did you taste?
What can you tell me about :
food a)________________________
food b)________________________
food c)________________________
What can you tell me about :
drink a)_______________________
drink b)_______________________
drink c)_______________________
Were there any Greek foods/drinks you
liked? What did you like about them?
Were there any Greek foods/drinks you
didn't like? What didn't you like about
them?
Restricted Response Questions
(Use as prompts if required)
1-1 Interview Responses - LO1, PCs (a) and (b):
3 comparisons made?______
Signed:____________________(Tutor)
Similarities/differences commented on
by student
(Min. 3 required)
Background: Pictures and recipe books were used in the planning and preparation of various Greek meals.
Contrasting Scottish menus were discussed.
TASK 3
Life in Another Country:
Access 1/2 Assessment Record
Topic: Food and Drink Name: ________________________
46
can read
Modern Languages: Life in Another Country - Access 1/2
8 items used correctly? __________
kebab(yiros)
olives(elies)
kalamari
moussaka
dolmades
baklavas
tzatziki
souvlaki
taramosalata
pastitso
halva
feta
stifado
Language Item
can write
can speak
Signed: ____________________ (Tutor)
can
listen/respo
nd
Date: ________
Evidence
Life in Another Country:
Access 1/2 LO2: Language Checklist
Topic: Food and Drink Name: ________________________
Start Date: __________
47
Date: __________
6 key points described?_____
Signed:____________________(Tutor)
Student response
(Min. 6 key points should be described)
Modern Languages: Life in Another Country - Access 1/2
Can you show me on the map the country
you have been finding out about?
What were you finding out about?
What can you tell me about a Greek:
breakfast?
lunch?
dinner?
What can you tell me about :
dish a)_______________________
dish b)_______________________
dish c)_______________________
What do you know about different types of
eating places in Greece?
What do you think are the main
differences between eating out in Greece
and eating out in Scotland?
Restricted Response Questions
(Use as prompts if required)
1-1 Interview Responses - LO1, PCs (a) and (b):
3 comparisons made?______
Signed:____________________(Tutor)
Similarities/differences commented on
by student
(Min. 3 required)
Background: A wall display about eating out in Greece and Scotland was complied.
Greek and Scottish menus were compared and Greek currency was introduced.
TASK 4
Life in Another Country:
Access 1/2 Assessment Record
Topic: Food and Drink Name: ________________________
48
can read
Modern Languages: Life in Another Country - Access 1/2
8 items used correctly? __________
kebab(yiros)
souvlaki
kalamari
moussaka
dolmades
baklavas
tzatziki
estiatorio
taverna
ton katalogho
ton loghariasmo
parakalo
Language Item
can write
can speak
Signed: ____________________ (Tutor)
can
listen/respo
nd
Date: ________
Evidence
Life in Another Country:
Access 1/2 LO2: Language Checklist
Topic: Food and Drink Name: ________________________
Start Date: __________
49
Date: __________
6 key points described?_____
Signed:____________________(Tutor)
Student response
(Min. 6 key points should be described)
Modern Languages: Life in Another Country - Access 1/2
What can you tell me about :
herb a)_______________________
herb b)_______________________
herb c)_______________________
Which herbs do we use in Scottish
cooking?
What can you tell me about:
herb a)________________________
herb b)________________________
herb c)________________________
Can you show me on the map the country
you have been finding out about?
Which herbs do Greek people grow in
their gardens?
How easily can we grow these herbs in
Scotland?
Restricted Response Questions
(Use as prompts if required)
1-1 Interview Responses - LO1, PCs (a) and (b):
3 comparisons made?______
Signed:____________________(Tutor)
Similarities/differences commented on
by student
(Min. 3 required)
Background: CDRoms and other classroom resources were used to find out about herbs used in Greek cooking
Mediterranean herbs were grown from seed for use in Greek dishes.
TASK 4
Life in Another Country:
Access 1/2 Assessment Record
Topic: Food and Drink Name: ________________________
50
can read
Modern Languages: Life in Another Country - Access 1/2
8 ITEMS USED CORRECTLY? __________
parsley
mint
rosemary
coriander(koliandros)
rocket (rokka)
oregano(rigani)
thyme
fennel
fenugreek
Language Item
can write
can speak
SIGNED: _______________
can
listen/respo
nd
Evidence
Life in Another Country:
Access 1/2 LO2: Language Checklist
Topic: Food and Drink Name: ________________________
Start Date: __________
51
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52