LIFE IN ANOTHER COUNTRY
Access 1 and 2
Support for Teachers and Students
Life in Another Country
A1
LIFE IN ANOTHER COUNTRY
Access 1 and 2
Support for Teachers and Students
CONTENTS
PART A: Support for Teachers
Introduction
About this pack
Rationale
4
5
Provision in Modern Languages at Access 1 and 2
Access 2
Outcome 1
Outcome 2
Access 1
Working towards Access 1
6
6
7
7
8
Assessment
National Assessment Bank materials
Summary of assessment requirements at Access 2
Summary of assessment requirements at Access 1
9
9
10
Teaching approaches
Methodologies
Enhancing the basic programme
11
11
The National Priorities in Education
Opportunities for developing citizenship at Access 1 and 2
Opportunities for contributing to core skills at Access 2
12
12
13
Using Part B: Support for Students
Preparing the ground
The investigative approach
Teaching notes for the introductory section
Teaching notes for the investigations
15
15
15
19
Documentation and resource lists
Official documentation and resource lists
Recommended resources
Websites
22
24
25
Aspects of life
Some suggestions for study topics
30
Life in Another Country
A2
PART B: Support for Students
Introduction: Investigating Europe
Training programme for private investigators
Team Task 1: What does Europe mean to you?
Team Task 2: Code breaking
Team Task 3: The countries of the European Union
Map: The European Union
Answer Sheet (Task 3)
Special Assignment 1: Card sort
Special Assignment 2: Wordsearch
Special Assignment 3: Putting yourself in the picture
Team Task 4: About the European Union: Quiz
Special Assignment 4: The European Union flag
Team Task 5: European countries and their languages
Team Task 6: The language challenge
Team Task 7: The poster challenge
Special Assignment 5: Preparing for your interview
1
3
5
7
9
10
11
12
13
14
17
18
19
22
23
24
Life in Another Country
Task 1: Planning your investigation
Investigation 1: Personal targets
Investigation 2: Personal targets
Investigation Log
Language Log
Help Sheet 1: Interviewing a person
Help Sheet 2: Arranging the interview
Help Sheet 3: Planning the interview
Help Sheet 4: Conducting the interview
Presenting your findings
Assessment checklist
In-school certificate – exemplar 1
In-school certificate – exemplar 2
25
30
31
32
33
36
37
41
43
44
45
47
48
Life in Another Country
A3
PART A: SUPPORT FOR TEACHERS
INTRODUCTION
ABOUT THIS PACK
This pack started life as support for the SCOTVEC LifeStart/WorkStart module Investigating Life and
Work in a European Country. The module was popular with schools and it provided inspiration for the
Higher Still Life in Another Country units which became part of the Modern Languages Cluster of
National Units at Access 2 and later at Access 1.
The pack has been adapted to suit the outcomes for the new Life in Another Country National Units
but retains the European context, assuming that most schools will be offering French, German, Italian
or Spanish in association with the Life in Another Country unit. Schools wishing to use the unit in its
‘Optional Language’ version (see page A6) can adapt the ideas for use in a global context.
Part A collects together documentation and advice for teachers new to the unit and shows how it can
be used to contribute to programmes in all the National Priority areas, especially citizenship and core
skills. Some suggestions for possible ‘aspects’ to study can be found at the end of Part A. These have
been gleaned from a variety of sources, including schools who have already presented students for
one of the Life in Another Country units.
Part B provides materials which could be used with students new to the investigatory approach. They
are offered as suggestions only, and can be customised as teachers see fit. The approach adopted
here is only one of many possible approaches.
There are no assessment materials in this pack. Support for assessment is available in the
associated National Assessment Bank (NAB) support materials, which can be obtained by your
National Qualifications coordinator from the SQA website.
This pack should be used in conjunction with official SQA documentation. Teachers are urged to
ensure that they are working with up-to-date versions and are reminded that they are responsible for
ensuring that all the statutory requirements are met.
Acknowledgements
We acknowledge the pioneering work done by Margret MacPhail, who developed the original support
pack, and to the many schools who shared their ideas and experiences of how such a unit could be
used to extend the curriculum and enrich the lives of students working at these levels. In particular,
we are grateful to Elizabeth Gibson, who taught until recently at Drummond School in Inverness, for
her invaluable comments and suggestions.
We also acknowledge the contribution of the former Humberside Education Authority, who gave
permission to use some ideas from its Eurospy pack.
Some of the new resources in this pack were originally developed as course notes to support
continuing professional development events run by Hilary McColl.
Life in Another Country
A4
RATIONALE
Life in Another Country provides an opportunity for building knowledge and skills into the modern
language programme which go beyond communicative competence in the foreign language and
which may in some cases not even be linguistic (e.g. building self-esteem, open-mindedness, ability
to work as a member of a team, etc.).
Some of the benefits observed and recounted by teachers are unpredictable, but may be lifeenhancing for individual students. It is this very unpredictability that makes it important not to assume
that certain students cannot benefit from modern language study. More than any other subject, this is
about expanding the horizons of students for whom the landscape and experiences available to them
may be significantly restricted, for all sort of reasons.
Pupils with special educational needs are citizens too; indeed, it could be argued that they
more than most need a clear sense of themselves in community. Without an awareness of
themselves and of the close and local communities to which they belong, the idea of a
European community can have no meaning.
The first step, therefore, in developing a European dimension for pupils with special
educational needs, will be to ensure that, for all pupils, the school ethos and the curriculum
exemplify and promote an awareness of oneself in community, with all the rights and
responsibilities that entails.
For some pupils, the community will be their immediate environment; for others it will
embrace the many interlocking communities, including Europe, which make up our modern
world. For most, the programme will include an opportunity to become familiar with the
culture and language of some of our European neighbours.
‘Europe, Language Learning and Special Educational Needs’ (SOEID, 1997)
When I introduced modern languages into the curriculum of my pupils, ‘communicative
competence’ in any language other than English was not one of my goals. It was the first
learning outcome, not the second, that drew me in. I only became interested in Outcome 2
when I saw how motivating it was for my pupils to begin to communicate for the first time in a
language other than their own. It’s the fun of learning a new language and the insights into
other people’s lives that make this unit such a joy to teach.
Special school teacher
Life in Another Country
A5
PROVISION IN MODERN LANGUAGES AT ACCESS I and 2
ACCESS 2
Life in Another Country is one of four units at Access 2, any three of which can be combined to make
up a Modern Languages Cluster at Access 2, provided that the content studied involves aspects of
life and language in a country where the main language spoken is French, German, Italian, Russian
or Spanish.
Life in Another Country can also be used as a stand-alone unit at Access 2, and in this case the
Optional Language version can be used. The Optional Language version permits any
country/language to be studied, provided that the Centre offering the unit has sufficient resources to
meet the standards required for teaching and assessing the unit. Since this version of the unit is a
stand-alone unit, there is no progression, but the unit can be combined with other subject units as part
of an integrated programme. (For more on integrated programmes see page A11 and pages A25–30).
Note that the Optional Language unit does not form part of the Modern Languages Cluster at Access
2. A separate Arrangements document for Life in Another Country: Optional Language was issued in
October 2001.
Whichever version is used, there are two outcomes (see below) and the same NAB covers all
languages.
A summary of these units and the associated codes is given below. For further information, see the
associated SQA documentation.
CODES
UNITS AT ACCESS 2
D562 08
Life in Another Country: French
D564 08
Life in Another Country: German
D566 08
Life in Another Country: Italian
D568 08
Life in Another Country: Russian
D570 08
Life in Another Country: Spanish
D75N 08
Life in Another Country: Optional
OUTCOMES
1. Compare aspects of life in a country other than
Britain with the same aspects of life in your
community.
2. 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.
OUTCOME 1
Outcome 1 involves
(a) study of two aspects of life in the country being investigated; and
(b) comparative study of the same or similar aspects of life in the student’s own community. The
aspect of life chosen for study must be drawn from the topics listed for study at all Access levels, but
the topics can be developed in any way the Centre chooses. Centres are advised to take into account
the interests and aspirations of the students involved. Briefly, the topics listed are:
Personal identification (oneself or others)
Home/home town
Leisure
Daily routine in a learning situation
Life in Another Country
A6
Shops/shopping
Eating out/café/restaurant
Travel/tourism
Accommodation/hospitality
OUTCOME 2
Outcome 2 requires students to become familiar with a small amount of the foreign language
associated with each of the aspects of life studied. The content of Outcome 2, therefore, will depend
substantially on the content of Outcome 1 – indeed, it is really a facet of that study.
The main criterion for assessment is that the student is able to demonstrate familiarity with some of
the foreign language associated with the study. Life in Another Country is not primarily a language
unit, however, so the requirement for ‘familiarity’ is less demanding than for the outcomes of the other
three units in the Modern Languages Cluster at Access 2, where students are expected to
demonstrate skills in speaking, listening and reading (and to use writing as an aid to learning, though
it need not be assessed). In the Life in Another Country unit, the student needs to demonstrate
familiarity with the words in either their written or spoken form, although in practice both forms are
likely to be experienced in the course of learning,
For some of the students working at this level, and particularly those for whom this unit is the only
language study undertaken, familiarity with eight language items will be quite demanding, but if
encountered in a meaningful context and practised actively and often, should be enjoyable for the
student and a source of pride. In order for the language to be meaningful, it should be ‘communicative
in intent’, that is, simple though the language may be, the student should be able to use it for a
purpose. Expressing opinions in the course of the cheese-tasting activity is a good example of this
(see page A30). The language involved should be transferable to other, similar situations; for
example, greetings used to welcome visitors to the classroom are more likely to be used in the
community as well.
ACCESS 1
For students working at Access 1, the Optional Language unit at Access 2 is broken down into two
Access 1 units. Each of the Access 1 units is said to be ‘derived’ from one of the outcomes in the
Access 2 unit. Thus Life in Another Country: Aspects of Life (Acc 1) is derived from Access 2
Outcome 1, and Life in Another Country: Language (Acc 1) is derived from Access 2 Outcome 2, as
described in the previous section. Access 1 provision, therefore, looks like this:
CODES
UNITS AT ACCESS 1
OUTCOMES
D3K3 07
Life in Another Country:
Aspects of Life
Compare aspects of life in a country other than Britain
with the same aspects of life in your own community.
D3K4 07
Life in Another Country:
Language
In respect of the same language being studied,
demonstrate understanding of a limited range of
vocabulary associated with each of the aspects of life
studied.
The Aspects of Life unit can be taken as a stand-alone unit, with no language content. However,
since the Language unit is dependent on the study undertaken for Aspects of Life, it is difficult to see
how it could be taken in isolation.
A student who is successful in both of these Access 1 units is awarded an automatic credit at Access
2. Be aware, though, that entry procedures require that students being entered for the second of the
two Access 1 units should be entered for the relevant Access 2 unit, not for Access 1. As there are six
versions of the Life in Another Country unit at Access 2 this can seem quite complicated. Detailed
guidance is given in the Arrangements document.
A summary of these two Access 1 units and their associated codes is given above. For further
information, see the official SQA documentation.
Life in Another Country
A7
WORKING TOWARDS ACCESS 1
Students not yet ready to attempt the Access 1 units, or for whom they are not suitable, can still be
included in the investigative work by using the Curriculum Descriptors for these two units. Curriculum
Descriptors suggest criteria by which progress towards the derived Access 1 units can be logged.
The Curriculum Descriptors for Modern Languages can be found in the e-library on the LT Scotland
NQ Online site. Further advice on using Curriculum Descriptors and on linking cultural study to a
curriculum based on sensory stimuli can be found in Access in Modern Languages: A Guide for
Teachers (Section B), also available from NQ Online.
It may be important to note that Curriculum Descriptors are not certificated by SQA, but they can be
used to describe progress attainment in the context of a student’s Progress File or other reporting
system.
Two further certificated levels for students working at Access 1 are being developed (‘Independent’
and ‘Supported’ Access 1). At time of writing (January 2005) the development of new units for Modern
Languages at Independent Access 1 has been recommended. Keep an eye open for developments.
Life in Another Country
A8
ASSESSMENT
NATIONAL ASSESSMENT BANK MATERIALS
The pack of National Assessment Bank (NAB) support materials for Life in Another Country is known
as D562 08/NAB001 when used as part of the Modern Languages Cluster. The most recent version
of the NAB (as at October 2004) was issued in November 2001, replacing the issue of October 1999,
which is now invalid. Your NQ coordinator will be able to get it for you from the SQA website.
The NAB is a generic one serving all five ‘Cluster languages’ as well as the ‘Optional Language’
version of the unit. It is designed to assess student performance at both Access 2 and Access 1.
Since course design is in the hands of Centres, the NAB does not provide finished assessment
instruments, but serves as an exemplar of the standards required.
SUMMARY OF ASSESSMENT REQUIREMENTS AT ACCESS 2
Life in Another Country (Acc 2)
Content
Outcome 1
Two topics from Appendix 1.1, 1.2 or 1.3
(link to content of any other units studied)
Compare aspects of life in a country other than Britain with the same
aspects of life in your community.
(If other language units are studied, the country studied should be one in
which that language is an official language.)
Task types Presentation, discussion, display, writing, etc. in English or
target language.
Criteria
a) Based on the selected topics, two aspects of life in the country being
studied are described by giving at least six key points of information for
each aspect.
b) In respect of each aspect studied, at least three comparisons between
life in the foreign country and the same aspects in the candidate’s own
community are made.
Minimum number of assessments Two, different aspects/topics
Outcome 2
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.
Task types Reading and/or listening and speaking
Criteria
Demonstrates familiarity with at least eight words/phrases relevant to each
aspect studied.
Minimum number of assessments Two, different aspects/topics
Minimum number of
assessments overall
Life in Another Country
A9
Four
SUMMARY OF ASSESSMENT REQUIREMENTS AT ACCESS 1
Life in Another Country: Aspects of Life (Acc 1)
Content
Two topics from Appendix 1.1, 1.2 or 1.3
Outcome
Compare aspects of life in a country other than Britain with the same
aspects of life in your community.
(If other language units are studied, the country studied should be one in
which that language is an official language.)
Task types Presentation, discussion, display, writing etc. in English or
target language.
Criteria
a) Based on the selected topics, two aspects of life in the country being
studied are described by giving at least six key points of information for
each aspect.
b) In respect of each aspect studied, at least three comparisons between
life in the foreign country and the same aspects in the candidate’s own
community are made.
Minimum number of assessments Two, different aspects/topics
Life in Another Country: Language (Acc 1)
Content
Two topics from Appendix 1.1, 1.2 or 1.3
Outcome
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.
Task types Reading and/or listening and speaking
Criteria
Demonstrates familiarity with at least eight words/phrases relevant to each
aspect studied.
Minimum number of assessments Two, different aspects/topics
Minimum number of
assessments overall
Four
NOTE ON WRITING
Many students working at Access 1 or 2 are likely to find writing burdensome and demotivating.
Alternatives to writing should be sought, both in learning and in assessment. Where written work is
deemed an essential part of the process, ICT solutions can help students to produce work they can
be proud of.
Life in Another Country
A10
TEACHING APPROACHES
METHODOLOGIES
Experience has shown that active, multi-sensory and participatory methods which allow plenty of time
for consolidation and revision work best with learners who might otherwise find language learning
quite difficult. Provide materials students can handle: artefacts; photographs or other pictures;
highlighter pens; coloured paper, etc.
Writing, in whatever language, should be kept to a minimum. Centres where symbols are used by
students and teachers as a way of conveying meaning in print may wish to explore their use in the
context of the modern languages curriculum too. Wherever possible students should be provided with
an alternative way of giving their answers, e.g. by signing, telling the teacher, or pointing to or
otherwise selecting options.
Use of ICT for learning, consolidation and presentation of work can make an enormous difference to
motivation. Students respond with satisfaction to the opportunity to display well-produced work,
especially if in doing so they can demonstrate to the wider community what they have achieved.
Consider using screen readers to make some of the worksheets in this pack more accessible to
learners who have reading difficulties.
Offering meaningful experiences both in and out of the classroom has proved motivating, rewarding
and enriching for many students. Use of human and other resources in the local community is not
only good citizenship, but is also proving motivating and confidence building for learners. Links with
the learner’s world outside the modern language classroom also serve to make language learning
itself seem more meaningful and relevant to their life. Life in Another Country, with its requirement for
comparison with local communities, provides a useful bridge between foreign language work and
more familiar aspects of students’ lives. Some examples are given on pages A30–36. See also
Access in Modern Languages: A Guide for Teachers, especially Section C.
ENHANCING THE BASIC PROGRAMME
The Arrangements documents and the National Assessment Bank materials specify the minimum
requirements and standards laid down for Life in Another Country. In practice, schools are going far
beyond the minimum requirements, finding that the flexibility inherent in these units makes them
suitable for use in many different ways. For example:






Some schools, exploiting the new focus on curriculum flexibility, are using Life in Another Country
as a ‘core unit’ and linking it with work or personal targets in other subject areas.
Some are linking it with citizenship and making contacts with people and resources in the local
community.
Some are using it to set up curriculum partnerships with schools abroad.
Some are using it as the basis of an enterprise activity.
Some are using it as an opportunity to practise core skills in a more ‘adult’ or ‘exotic’ context.
Others are using it as a context for more language learning, combining it with one or two of the
other Modern Language units at Access 2.
Teachers are encouraged to use this unit as part of a coherent plan and to explore its potential for
enriching the studies and the lives of students working at this level.
Further guidance
See pages A22–29 for lists of resources and internet addresses.
The following documents can be found in the e-library on the NQ website
http://www.LTScotland.org.uk/NQ


Access in Modern Languages: A Guide for Teachers
Modern Languages: Life in Another Country: Access 1/2
Life in Another Country
A11
THE NATIONAL PRIORITIES IN EDUCATION
The Life in Another Country units, whether used as stand-alone units or as a context for more
extended language learning, can provide modern language teachers in both mainstream and special
schools with the means of contributing to their centre’s programmes in all areas of the National
Priorities in Education, and particularly in areas 4 and 5.
National Priority 1: Achievement and Attainment Experience and research have shown that
students value the opportunity to learn more about the lives of people in other countries, and in
particular about people whose language they are learning. This, together with the linking of learning in
modern languages to other aspects of students' own lives, seems to have the effect of increasing
motivation and thereby improving achievement and attainment.
National Priority 2: Framework for Learning Providing students with work that they see as relevant
and interesting and in which they can succeed often results in improved behaviour and a greater
degree of engagement in their learning.
National Priority 3: Inclusion and Equality The Life in Another Country units provide an
opportunity for students who would find more extended language learning difficult to be offered a
language learning programme which can be tailored to suit their needs and aspirations and which can
form part of a broad and balanced curriculum.
National Priority 4: Values and Citizenship No matter how schools choose to use this unit,
learners will be provided with opportunities to compare what they are learning about other countries
with similar aspects of life in their own communities, thus helping students to make a vial link between
‘there’ and ‘here’ and to explore issues of ‘sameness’ and ‘difference’. Some examples are given
below.
National Priority 5: Learning for Life Life in Another Country can also provide opportunities for
practising core skills and for acquiring attitudes to society which will serve students well in their future
lives. Some examples are given below.
OPPORTUNITIES FOR DEVELOPING CITIZENSHIP AT ACCESS 1 and 2
Access 1
Life in Another Country: Aspects of Life
Life in Another Country: Language
Essential components of the
programme offered
Core outcomes
Possible contexts for learning
Knowledge and
understanding
Awareness of the existence of
lifestyles and languages other
than their own.
Links with other areas of their curriculum,
depending on aspects of life chosen for
study.
Skills and
competences
Learning to respond to ‘foreign’
speech and other stimuli.
Making choices.
Expressing opinions.
Values and
dispositions
Appreciation of similarities and
acceptance of differences
between lifestyles.
Acceptance of differences within own
community, and between oneself and
others.
Creativity and
enterprise
Attempting simple utterances in
the foreign language.
Active involvement in new areas of
experience.
Note: The two units may be studied concurrently, or 'Aspects of Life' can be studied on its own.
Entries in the grid assume that both units are studied.
Life in Another Country
A12
Access 2
Life in Another Country
Personal Language/Transactional Language/Language in Work
Essential components of the
programme offered
Core outcomes
Knowledge and
understanding
Investigating lifestyles and
languages other than their own.
Possible contexts for learning
Students involved in selection of areas for
study, in deciding how topics will be
developed and in sequence of activities.
Using ICT to investigate topics.
Learning to work in groups.
Expressing personal opinions based on
learning and experience. Trips abroad.
Exploration and acceptance of differences
Appreciation of similarities and
Values and
within own community.
acceptance of differences between
dispositions
Valuing different lifestyles in own and other
lifestyles.
communities.
Exploring local facilities. Involvement in
Creativity and
Willingness to communicate in a
community events associated with areas of
enterprise
variety of situations.
study.
Note: A cluster at Access 2 consists of three out of the four units. Entries in the grid assume that the
'Life' unit is studied along with one or two of the language units.
Skills and
competences
Understanding and responding to
‘foreign’ speech, text and other
stimuli.
OPPORTUNITIES FOR CONTRIBUTING TO CORE SKILLS AT ACCESS 2
Life in Another Country carries no automatic award of core skills. However, it is open to any subject to
offer course content in such a way that one or more of the core skills outcomes are practised and
perhaps wholly overtaken in the course of study. Teachers who are delivering Life in Another Country
using an investigative approach such as is advocated in this pack may wish to consider offering
parallel delivery of one or more of the core skills. This would allow students to be assessed for one or
more of the core skills outcomes at the same time as the outcomes of the Life in Another Country
unit. In other words, what the student has learned would be assessed using the Life in Another
Country NABs; how the student has learned would be assessed using the core skills NABs.
Depending on the precise tasks undertaken by students, it may be worthwhile, in particular, looking at
the requirements for Written Communication (presenting information appropriately), Oral
Communication (producing and responding to oral information), and Working with Others (see extract
from the Core Skills Framework document on the next page). Teachers who want to see how this
could work in practice can find a fleshed-out example in the specification document for the unit
Investigating Life and Work in Another Country (Access 2)(D80M 08). This can be downloaded from
the SQA website using the search options. Although this unit is not part of the Modern Languages
framework, the required amount of language study could easily be written in.
Teachers who are inexperienced in delivering core skills can of course ask SQA to undertake prior
moderation of their assessment materials to ensure that requirements for all the proposed outcomes
will be met. For advice on plans for delivery, the Centre should phone SQA to speak to a moderator,
or possibly request a development visit. (Currently, development visits cost Centres a nominal £100
fee.)
Life in Another Country
A13
WORKING WITH OTHERS (ACCESS 2)
General skill
Work with others in a group to complete a simple, familiar activity under supervision.
Specific skills
 agree allocation of tasks, taking account of own preferences
 seek and provide information from/to others as required
 identify strengths and/or weaknesses of own contribution to group activity
Further information
The group activity should be capable of being broken down into very simple tasks and should be
similar to activities already practised by the candidate.
The candidate must:
 with support, describe his/her own preferences and agree which group members will
carry out particular tasks
 seek and give information
 evaluate his/her own contribution to the group activity, using some very simple criteria or
questions as prompts.
The candidate will need support to explain his/her personal preferences regarding tasks to be
undertaken and to allocate and carry out these tasks taking account of these preferences. The
candidate may need prompting to seek and give information. Cooperative working relationships
should be fostered throughout.
Very simple criteria or structured questions should be provided for the candidate to use in
identifying the strengths and/or weaknesses he/she showed in the group activity.
Life in Another Country
A14
USING PART B: SUPPORT FOR STUDENTS
PREPARING THE GROUND
My pupils began with only the haziest understanding that they live in a country called Scotland
and that they speak a language called English. Only after investigating a country in depth did they
begin to move towards a notion that there might be lots of other countries. It was only when we
began to look for a second country to investigate that the notion of Europe and Scotland/Britain
within Europe could be addressed in any meaningful way.
The above quotation, from a teacher in a special school, is a reminder that teachers may need to
begin this unit by examining and discussing students’ awareness of their own language and
nationality before attempting to examine more remote locations and concepts. You may need to start
by looking at local maps, locating the school and students’ homes before attempting to locate home
town within Scotland, Scotland within UK, UK within Europe and Europe within a global perspective.
This may take time, but for some students it will be not only crucial preparation for the unit of study,
but a way of expanding their consciousness of their world.
The quotation is also a reminder that for some students these concepts will be very difficult at the
outset and that their understanding may grow only as the work progresses.
It may be helpful at this stage to look at the Special Assignment called Putting yourself in the picture
(A17 and B14–16) and considering whether it would be worthwhile undertaking this or some similar
activity at the outset.
THE INVESTIGATIVE APPROACH
Centres who have been using Life in Another Country and its predecessor module Life and Work in a
European Country have indicated that they value the opportunity the Life units present for introducing
students to the skills required for independent and/or cooperative investigation. Part B of this Pack
supports that approach by providing an introductory section whose purpose is to prepare students for
the investigative work proper. The introductory section and the investigative approaches adopted in
the pupil materials are not mandatory. They merely show what is possible and provide some starter
materials for schools who want to use this approach. Teachers are perfectly free to devise their own
approaches to suit the needs of the learners in their teaching group.
TEACHING NOTES FOR THE INTRODUCTORY SECTION
The introductory section contains seven Team Tasks and five Special Assignments (individual work),
all based on Europe. Not all of the tasks and assignments need to be done but, taken together, the
work undertaken should provide a context which will:
 introduce students to the concepts of ‘other countries’ and ‘Europe’
 provide some awareness of linguistic differences
 give students some practice in working cooperatively and independently.
The final introductory assignment gives students a chance to evaluate their skills.
We suggest that tasks be undertaken roughly in the order they appear in the pack, with the Special
Assignments interspersed at suitable points, possibly as homework. Not all of the tasks will be
suitable for all groups, or for all of the students in the teaching group. Teachers are of course free to
omit the activities they consider to be too difficult for their students and to introduce activities of their
own.
The introductory section is based on an idea which proved popular with users of the original pack, in
which students are invited to train as private investigators, or ‘Eurospies’, reporting to, and controlled
by, a ‘Spymaster’ (the teacher).
Life in Another Country
A15
Training programme for private investigators
This section introduces the students to the idea of developing useful skills at the same time as they
gather information about the country/countries they are interested in. The amount of time the class
needs to spend on this will depend upon their experience of such work and ways of working. Modern
language teachers who have not engaged in this sort of work may wish to examine the possibility of
working collaboratively with colleagues from learning support who are likely to be experienced in this
regard. (See also the notes on core skills.)
Team Task 1: What does ‘Europe’ mean to you?
In the absence of a suitable and accepted alternative, the word ‘brainstorming’ has been used.
Students may already be familiar with this type of activity, but if not it may be advisable to work
through a few examples first, pointing out the rules:
 All initial contributions should be accepted without comment, and valued.
 Everyone should be encouraged to contribute ideas.
 Discussion about which ideas to adopt and develop should focus on the potential of the ideas, not
on the persons who contributed them.
Team Task 2: Code breaking
The coded message reads: Europe is the name given to a group of countries in our part of the world.
Scotland is part of Europe. The second sentence may need to be emphasised in order to counteract
the notion some students have that Europe is elsewhere, or ‘over there’.
If students enjoy working with codes, further tasks can be devised in which students send messages
to each other using the same ‘key’, or further keys can be devised.
Team Task 3: The countries of the European Union
Students will need the numbered map of Europe in order to complete the task. Teachers may wish to
enlarge these to A3 size to make them more manageable. An Answer Sheet is provided for checking
later.
For information:
The 25 current member states of the EU are:
Austria
Belgium
Cyprus
Czech Republic
Denmark
Estonia
Finland
France
Germany
Greece
Hungary
Ireland
Italy
Latvia
Lithuania
Luxembourg
Malta
Netherlands
Poland
Portugal
Slovakia
Slovenia
Spain
Sweden
United Kingdom
Iceland, Switzerland and Norway are not members of the EU.
Bulgaria, Romania, Turkey and Croatia have applied to join the EU but are not yet members.
You may want to try out the games on this site: www.eu.int/europago
The Young Scot site on Europe carries information and lots of links to youth sites in other countries:
www.youngscot.org/channels/europe/
Special Assignment 1: Card sort
Requires a bundle of cards prepared in advance, or the student can cut them out.
This is simply another chance to become familiar with the names of the countries.
Life in Another Country
A16
Special Assignment 2: Wordsearch
Another consolidation exercise. For use as a time-filler or homework task for students who can cope
with the reading and spelling involved.
There are 14 countries hidden in the wordsearch. They are
SPAIN
PORTUGAL
UNITED KINGDOM
FRANCE
BELGIUM
DENMARK
NETHERLANDS
LUXEMBOURG
FINLAND
GERMANY
ITALY
O
Y
L
J
B
K
R
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U
X
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M
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Special Assignment 3: Putting yourself in the picture
This is intended as a way of showing young people how they ‘belong’ in Europe, and in the global
context. It may require careful introduction and some students may need considerable help to
understand the concept of overlapping communities. The blank diagram in the students’ pack could
be enlarged to A3 to give more space for symbols or pictures. The teacher may wish to complete a
personal diagram to model the process and/or to show what the final product should look like.
An alternative way of presenting the diagram would be to copy it onto a series of different coloured
sheets. With the print side down, the various ellipses can then be cut out and attached using a brass
paperclip. This gives more room to each community and allows the bundle to be used as a scrap
book.
Life in Another Country
A17
If students have particular difficulty with the concepts involved, the teacher might help the whole
group to construct a poster version, using the class photo as the starting point for the idea of
community, and then adding, in concentric circles and over time, school, local community, Scotland,
etc.
Team Task 4: About the European Union: Quiz
Not so much a quiz, really, as a reading comprehension, but it may provide a starting point for more
extensive research to be carried out by pupils themselves. By this stage, students may be ready for a
‘Mastermind’ or ‘Millionaire’ quiz instead of a paper-and-pencil exercise. The games on the Europago
website (see under Resources), though perhaps too fast and wide-ranging for some students, may
suggest ideas that could be used to set up quiz games in class – perhaps with students themselves
providing the bank of questions.
Special Assignment 4: The European Union flag
If you have the resources, or access to the internet, you may wish to provide an additional team task
involving the flags of all the countries. Some relevant websites are listed in the Resources section of
this pack.
If you are musical, you may like to introduce the notion of national anthems and the European
Anthem, Ode to Joy, at this stage. Find some relevant websites listed in the Resources section of this
pack.
Team Task 5: European countries and their languages
Sources of information: Encylopaedias, internet, library, etc. See especially the BBC site Languages
Across Europe http://www.bbc.co.uk/languages
For fun (but have a look at it yourself first to make sure that it won’t add to your students’ confusion):
http://www.flat33.com/bzzzpeek/
Team Task 6: The language challenge
Students should be encouraged to contact people within the school and the local community who can
provide information to contribute to this task.
You may feel it appropriate to add to the list other languages represented in your community, even if
they are not European ones, and to introduce other continents and countries. Teachers have
observed that it is often easier to turn students on to languages than on to one obligatory language.
A further interactive and multi-sensory resource that will provide enough information for completion of
this task can be found at http://www.bbc.co.uk/languages However, it might be unwise to let the task
run on for too long. The challenge might be to see how many languages can be entered and learned
within a set time limit. Alternatively, the task could be introduced at an earlier stage and allowed to run
as an ongoing task during the investigations.
Team Task 7: The poster challenge
This task provides an opportunity for your students to summarise/demonstrate/display what they have
learned. You will know best how much prior discussion and assistance your group will need to
complete this task. With some groups, ICT presentations might be preferred, or perhaps an audio
presentation or a scrap book. The task can be interpreted in any way you and your students wish.
Whatever they produce, try to ensure that there is an appreciative audience for their work: parents,
other students, display in school foyer or library, etc.
Special Assignment 5: Preparing for your interview
This task completes the introductory work and leads into the investigations proper. It also, if you need
it, provides an opportunity to review core skills.
Life in Another Country
A18
In order to get round all the students, you may want to start this off at an earlier stage and invite
students to say when they feel they are ready. For students who have difficulties with reading,
consider making this sheet available on a computer with a screen-reading facility.
The questions about topics for investigation will give you a feel for their interests. They should know
that you will take these into account. Although the country/language and topics finally chosen, or
allocated, may be determined by other factors (e.g. availability of resources, language teachers
available), students should understand what these factors are.
TEACHING NOTES FOR THE INVESTIGATIONS
Planning your investigation
This starts the discussion about what aspects of life are to be investigated. Resource limitations may
lead teachers to feel that they should direct students towards specific investigations. Many have
found, though, that students given a chance to investigate an area of particular personal interest are
willing and able to research and assemble suitable resources for themselves. For example, a group of
boys, several of whose fathers drove long distance lorries for a living, were able to come up with
some excellent resources for an investigation into ‘Trucking in Germany’; and the garage-owning
father of a boy whose abiding interest was cars was able to provide resources for his son’s
investigation into ‘French cars’. Both of these themes tie in to the ‘Travel and transport’ topic, which
the teacher might not have chosen, but which proved very motivating and rewarding for the particular
students involved. Nevertheless, many students will need guidance with the rationale behind their
choices and considerable support in their investigative work. The internet, of course, is a rich source
of topic material for investigative study. Some useful websites are listed in the section on
Documentation and Resources, but you and your students will no doubt find others to suit the themes
chosen.
The Planning your investigation sheets are quite demanding in terms of reading and writing and are
probably best dealt with in stages, firstly as class discussion, followed perhaps by work in groups,
with a more able student acting as scribe for the group.
Choosing personal targets
The completed pages from Task 1 can, if you wish, provide a focus for discussion with the whole
group or with individual students, leading to completion of the appropriate Choosing personal targets
sheets.
Investigation 1 and Investigation 2: personal targets
These summary sheets are provided as exemplars. Teachers may well find that they need to adapt
them to suit their own purposes or their students’ needs. The sheets can, if necessary, be filled in by
the teacher in the course of discussion with individual students.
Investigation Log
This is not essential, but experience has shown that students working at this level benefit
considerably from an opportunity at the end of each lesson to review what they have achieved during
that lesson, to reflect on how effectively they have worked, and to see the connection between the
two. Filling in the log should always follow a verbal review done on a group or class basis. It could be
adapted to record work done by groups or by the class as a whole.
The log also helps to provide a visual proof of progress for students who may need such
encouragement. The column for quality of work could be completed using symbols agreed with the
class, e.g. one to three ticks, stars or smiley faces.
Life in Another Country
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Language Log
Teachers may wish to modify this log, to use it later in the process, or to omit it entirely. On the other
hand, some students find it useful to record what they already know and to use the items already in
the log to revise and consolidate their learning as they add new words. It also allows different
students or groups of students to collect different items; the list can then be used to differentiate
assessment when the time comes.
The target for assessment purposes is eight words or phrases per investigation, but it would be
advisable for students to aim for more than this in order to allow some room for forgetfulness at the
crucial stage.
The criterion is for students to ‘show familiarity’ with the language items. This familiarity may be
expressed through listening, reading, writing or speaking, so it is not necessary for students to tick all
boxes for each item, as long as one is ticked. However, including them all in the list will provide a
challenge for some students and provide the teacher/assessor with alternative ways of establishing
the student’s familiarity with the item.
A tape recording of the words included in the log can be used to supplement the students’ resources
for revision, etc.
Help sheets
1: Interviewing a person
2: Arranging the interview (2a: face to face; 2b: by telephone; 2c: in writing)
3: Planning the interview
4: Conducting the interview
These help sheets focus on communication skills and are intended for distribution at the discretion of
the teacher in response to needs exhibited by individual students. The teacher should go over the
help sheet with the student to ensure that all points have been understood and reading problems
sorted out before leaving the student to use the sheet as preparation for the task in hand. Some
students will need help to work through the sheet and may need their ideas scribed for them.
Presenting your findings
This may be a team task or an individual assignment, depending on how the investigation has been
carried out. The form the presentation takes may vary between learners who have carried out the
same investigation. Where the investigation has been carried out as a team, a number of formats may
be produced, with different members of the team being responsible for different products (e.g. a
poster, a booklet and a talk.)
Use of ICT, writing frames or any other resources which can help to ensure a good final result should
be available to learners working on their presentation. One of the most motivating features of any
programme is the production of an end product of which the learner can be proud. Consider the
options available for publicising good work (e.g. displays in the classroom or corridor, presentations to
visitors, parents' evenings, other classes, etc.)
Assessment checklist
An assessment checklist has been provided. This is to help students prepare for assessment and
tries to ensure that all the criteria have been covered. Teachers, of course, should refer to the NAB
Life in Another Country (D562 08/NAB001) issued in November 2001, where there is advice on
assessment procedures, recording and retention of evidence.
Students working at Access 1 need to meet the same criteria, but Outcome 1 (study) and Outcome 2
(language) can be undertaken independently.
There is, of course, no external assessment, but all programmes are moderated internally and may
be verified by a visiting moderator. Teachers are advised to seek prior moderation if they are unsure
about the validity of any aspect of their planned assessment procedures.
Life in Another Country
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Certificates
These are exemplars only and need to be customised by the teacher if and as required. They are, of
course, simply ‘encouragers’ and carry no official weight.
Life in Another Country
A21
DOCUMENTATION AND RESOURCE LISTS
The following list of ‘official’ documentation indicates where the resources listed can be found. In
case of difficulty in obtaining them you should consult your Higher Still or National Qualifications
coordinator.
CAUTION: Information goes out of date very quickly. Official documentation is subject to revision,
and website addresses and content change. The information given here is valid only at date of
compilation (September 2004). Teachers are responsible for ensuring that they are using the latest
available documentation and that website content is suitable for their pupils.
OFFICIAL DOCUMENTATION AND OTHER SCOTTISH RESOURCES
Source
Title and other details
Where to find
SQA
Life in Another Country (Access 2)
Component part of Modern Languages
Cluster at Acc 2. Arrangements for
French, German, Italian, Spanish and
Russian. Generic document covering all
five languages. Latest version dated Nov
1999.
SQA website: www.sqa.org.uk
Find it under ‘select subject’ or under ‘select
section’ in the section ‘Access 1 and 2’.
SQA
Life in Another Country (Access 2):
(Optional Language) Not part of the
Modern Languages Cluster. Separate
Arrangements document issued Oct ’01.
Life in Another Country (Access 1):
Aspects of Life.
Life in Another Country (Access 1);
Language
Generic Arrangements document
covering all languages.
Curriculum Descriptors: Modern
Languages (Access 1) Criteria for
logging progress towards Access 1 units.
Not certificated by SQA.
SQA website
Use search facility and Unit Code
D75N 08.
SQA
LT
Scotland
SQA
LT
Scotland
LT
Scotland
NAB
Life in Another Country D562/NAB001.
Generic NAB covering all versions,
including Optional Language and Access
1.
Latest version dated Nov. 2001.
Access in Modern Languages: A Guide
for Teachers publication code 9051.
Covers Access 1, 2 and 3. Updated July
2004.
Modern Languages: Life in Another
Country: Access 1 and 2: Life in Greece.
Publication code 7115. Case study from
a special school in the process of
developing Life in Another Country –
Optional Language (Greece)*.
Life in Another Country
A22
SQA website
Find it under Access 1 and 2.
www.LTScotland.org.uk/NQ
Find them under the Modern Languages at
Access 1. (The Optional Language version
uses the same Descriptors, so choose any
language.)
Copies of current NABs available from the
SQA secure website. (Get your user name
and password from your SQA coordinator.)
Download from e-library at
www.LTScotland.org.uk/NQ
.
Down load from e-library at
www.LTScotland.org.uk/NQ
.
LT
Scotland
Life in Another Country (Access 1 and
2): Support for Teachers and Students
(This pack)
SQA
Guidance on Assessment Arrangements
for Candidates with Disabilities and/or
Additional Support Needs
Major revisions in 2004. Should be in all
schools by November 2004. Also on SQA
website.
SQA
Access 1 & 2 Network
Contacts and CPD events.
For information, contact Morna Cartoon:
0141 242 2316; morna.cartoon@sqa.org.uk
SQA
Access 1 and 2 Update
Reports Network activities and supports
teachers by keeping them up to date
with current developments at this level.
September 03 issue includes ML Access
2 and 3 case study from a mainstream
secondary school.
Sent to schools. Can also be downloaded
from SQA website, or contact Morna
Cartoon. as above.
SQA
Access 2 Citizenship Grid
www.sqa.org.uk
Click on the NQ button; then select
‘Citizenship’ in the subject menu.
SEED
Modern Languages in Special Schools
and Units in Scotland 2002
Report of research sponsored by SEED.
Can be downloaded from SEED
www.scotland.gov.uk/about/ED/ICA/000144
78/page758642222.pdf
Or from the Scottish CILT site
www.scilt.stir.ac.uk/
Look under publications.
SDEC
Resources for Scottish Education
This catalogue contains detailed
information about resources for
development education at all levels,
produced by educational and voluntary
organisations throughout the world.
Resources can be borrowed from or ordered
through your local Development Education
Centres (DEC). Further information from
SCOTDEC, the Courtyard Rooms, Simon
Laurie House, Holyrood Road, Edinburgh
EH8 8AQ
Tel: 0131 557 6078
E-mail: resources@scotdec.org.uk
Eurodesk
Eurodesk Treasure Chests contain a
wide range of books, games and project
ideas. Ten local authorities have chests
which can be borrowed free of charge by
primary and secondary schools. Schools
in other authorities can borrow from
Eurodesk.
For information contact Eurodesk/European
Resource Centre at Youthlink Scotland,
Rosebery House, 9 Haymarket Terrace,
Edinburgh EH12 5EZ, or phone 0131 313
2488, or e-mail the Eurodesk Coordinator:
mrooney@youthlink.co.uk
Eurodesk can also provide a range of
material about Europe, some free of
charge.
Life in Another Country
A23
RECOMMENDED RESOURCES
The lists of commercial resources and websites which follow have been compiled from suggestions
made by teachers who have found them useful, but of course there is no guarantee that they will suit
pupils at the age and stage you are working with. Where possible we have given a website address,
where you will find more information and contact details.
LT Scotland welcomes information about other resources which teachers have found useful for
teaching this unit. Send information to the officer responsible for Inclusive Education, LT Scotland,
Gardyne Road, Dundee DD5 1NY.
Some commercial resources
Print
SUPPLIER
Hodder Wayland
www.hodderwayland.co.uk
TITLE/NAME OF
PRODUCT
Series:
 What’s it like to live
in…
 We come from…
 A flavour of…
www.waylinks.co.uk
DETAILS/COMMENTS
Large photographs and straightforward
English text cover landscape, weather,
shopping, homes, farming, transport, school,
play and food in France, Germany, Italy and
countries in other continents Web links to
each book.
Other media
SUPPLIER
Television companies
Life in Another Country
A24
TITLE/NAME OF
PRODUCT
Various
DETAILS/COMMENTS
It is worth looking at programming for both
primary and secondary schools. Check out
programming for geography and citizenship
as well as languages. Literacy and music
programmes sometime include tales and
songs from other lands. RME sometimes
covers aspects of other cultures. Even if you
can’t catch the broadcasts, you may be able
to get videos/CDs from your local resource
base.
WEBSITES
Website addresses and their contents change frequently, so we suggest you explore these sites
yourself to see what is available and suitable for your pupils.
The flexibility of the unit Life in Another Country is such that almost any aspect of life can be studied,
provided that it can be linked to one of the ‘official’ topics. This means that no list of resources can be
complete. However, it is amazing what resources can be uncovered on the internet. Many of the
website addresses in this list were located as the result of a search using keywords. If you don’t know
how to do this, one of your students is bound to be able to show you. If you discover any wonderful
sites, please let LT Scotland know by contacting the officer responsible for Inclusive Education.
Organisations
Site address: www.eun.org
Comment: European Schoolnet supports use of ICT among schools in Europe by supporting
collaboration between schools. Free electronic newsletter delivered monthly to your desktop by email. Subscribe at www.eun.org/newsletter or by sending an e-mail to the editor:
brigitte.parry@eun.org
Site address: www.scilt.stir.ac.uk
Comment: Scottish CILT’s website has a SEN links page. To suggest new websites, or to signal
ones which are no longer available or suitable, please contact Scottish CILT’s Information Officer:
s.a.kelly@stir.ac.uk
Site address: www.europa.eu.int/youth
Comment: The European Youth Portal offers easy access to youth-related information on
Europe. Aimed at 15–20-year-olds, but the information may be of use to teachers.
Site address: www.britishcouncil.org.uk
Comment: The British Council offers help and advice on developing partnerships with schools all
over the world. E-mail: general,enquiries@britishcouncil.org
Site address: http://www.eurodesk.org.uk
Comment: Eurodesk is the Scottish European Resource Centre set up to provide schools and
colleges with information on Europe and help with the development of the European Dimension in
the curriculum. You can access the European Youth Portal, learn about funding and partnerships,
and more. For free publications, go to:
http://www.eurodesk.org.uk/schoolsandcolleges/teachingresources/freeofcharge
Site address: http://www.youngscot.org/channels/europe/
Comment: This is part of the Young Scot site. Some useful information on Europe and some
links. Look for the Eurofacts sections on Countries, Languages and Food.
Life in Another Country
A25
Site address: http://myeurope.eun.org/goto.cfm?did=31672
Comment: Web-based classroom projects. A teachers' guide to collaborative projects may help
you to find out more about the pedagogical and instructional benefits of web-based classroom
projects. It is now available in seven languages: English, French, German, Italian, Greek, Dutch,
and Romanian.
Site address: http://www.etwinning.net
Comment: School partnerships in Europe. This is the EU’s official portal for finding partner
schools in Europe. It offers registration, partner finding and online work space facilities.
Site address: http://www.edinburgh.gov.uk/CEC/Consulates/consulates.html
http://www.see-scotland.com/travel_tips/embassies.html
http://www.glasgowguide.co.uk/info-conscomm.html
Comment: Lists of all the embassies and consulates in Edinburgh and Glasgow.
Site address: http://www.saltlangs.org.uk
Comment: Details of events run by the Scottish Association for Language Teaching (including
ASN strands), and some classroom language posters to download for free (see under
Publications).
Site address: http://www.globlgateway.org
Comment: A one-stop shop providing quick access to information on how to develop an
international dimension. Links to resources and activities. A British Council website.
Site address: http://www.idcs.info
Comment: The first global online forum for deaf children and young people. The site includes a
schools network section which supports partnerships between deaf schools worldwide.
Practitioners' sites
Site address: www.valsfrench.fsnet.co.uk
Comment: A quick reference site, designed to give information without having to navigate
through lots of pages. By Val Scott, who works as a Learning Support Assistant.
Site address: http://vs.eun.org/
Comment: The Virtual School site, run by European teachers for European teachers. Projects
change to suit current affairs.
Life in Another Country
A26
Site address: http://perso.wanadoo.fr/ecole/jenzat/projects.htm
Comment: This is the website of Jenzat school in France. Well worth a look, if only to get ideas
for developing your own projects.
Site address: http://ashcombe.surrey.sch.uk/curriculum/modlang/index_ks1and.html
Comment: Lots of ideas for resources and activities.
About Europe
Site address: http://www.bbc.co.uk/languages/european_languages/
Comment: Languages across Europe. A good site for finding out about languages and for
practising how to say common phrases in lots of languages.
Site address: http://www.clta.net/lessons/index.html
Comment: If you are really keen... This is a site about writing internet activities for foreign
language classes. Sample web lessons and links to a whole range of topics. Some of the
activities may be too difficult for your particular students, but the samples will show you what’s
possible.
Site address: http://www.europa.eu.int/europago
Comment: For young people aged 10–14. Learn about the countries of Europe via online games.
Some seem quite challenging, but may be useful. This is a relatively new site, so it may be worth
keeping an eye on to see how it develops.
Site address: http://www.pilotelanguages.com/HomePage.html
Comment: Some basic facts and figures about France in a colourful and easy-to-read format.
Site address: http://nationalanthems.us/
Comment: National Anthems Online Forum. Lots of materials to download free and links to other
sources.
Site address: http://www.lvbeethoven.com/Oeuvres/Music-OdeToJoy.html
Comment: Let your pupils hear the European Anthem in piano or orchestral form. You can find
the words here too, though the ‘official’ version of the anthem consists of music only.
Life in Another Country
A27
Site address: http://www.coe.int/t/E/multimedia/defaultEN.asp
Comment: A hip hop interpretation of the European Anthem!
Site address: http://breizhpartitions.free.fr/en/affiche.php?num=217
Comment: Basic one-line score for the tune of the European Anthem.
Site address: http://www.coe.int/T/e/Com/About_coe/flag_guide.asp#P162_4449
and http://www.europa.eu.int/abc/symbols/emblem/index_en.htm
Comment: The official site for images and history of the European flag.
Site address: http://plasma.nationalgeographic.com/mapmachine/profiles/fr.html
Comment: Country profiles from National Geographic.
Site address: http://www.mapzone.co.uk/pagesgames/gateway.cfm
Comment: Many map-based games from Ordnance Survey, including some based on Scotland.
Site address: http://www.ordnancesurvey.co.uk/oswebsite/freefun/
Comment: European flag game, European jigsaw game, etc.
Topics
Site address: www.fromages.com
Comment: All you want to know about French cheeses. In French, English and Japanese. A
mainstream site, but as someone said: ‘It’s how you use it that makes it accessible.’ For how it
was used as part of an Access 2 programme, see the case study in the LT Scotland publication:
Access in Modern Languages.
Site address: www.discoverfrance.net/
Comment: This is collection of sites on a web ring, which you can enter at any point and use to
browse topics. Hundreds of links to other sites on the same topic. Have a look at the sitemap at
www.discoverfrance.net/France/DF_sitemap1.shtml to see the range of topics currently covered.
As an example, there’s information on a range of sports; the page for ‘boulistes’, as well as telling
you about the game, provides authentic language to use while you are playing. The football page
includes an English-French soccer dictionary.
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Site address: http://www.germany-info/relaunch/index.htm
Comment: This is the website of the German Embassy in Washington. It’s in English, and there’s
a section for kids.
Site address: http://www.about.com
Comment: This is a family-friendly search engine which usually turns up some goodies. Try
typing in the topic you’re planning to do: Food in France. Sport in Germany, Christmas in Italy,
etc.
Site address: http://yahooligans.yahoo.com/content/ask_earl/ask
Comment: A search engine for kids, which includes Guides for teachers and parents.
Site address: http://polyglot.lss.wisc.edu/lss/lang/teach.html
Comment: Teaching with the Web. A compilation of ideas for using web resources for language
teaching. It has lots of links to sites that have more tips and information.
Site address: http://www.studentsoftheworld.info/menu_accueil.html
Comment: Students of the World offers photos, virtual tours, penpals, games and more.
Site address: http://www.montageworld.co.uk
Comment: A collection of online international curriculum projects, written by teachers. A British
Council website.
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ASPECTS OF LIFE: SOME SUGGESTIONS FOR STUDY TOPICS
Where Life in Another Country is studied alongside one or more language units (Personal Language,
Transactional Language or Language in Work), the aspects of life chosen for study should provide a
context for topics undertaken in the course of study for the language unit; in this case, Outcome 2,
below, may be ‘absorbed’ into the more extensive language work undertaken in the course of the
other unit.
In other words, provided that the language topic and the aspect of life studied are well integrated, a
student who is successful in achieving the outcomes for the associated language unit should have
provided more than enough evidence to satisfy the criteria for the language outcome in Life in
Another Country. Clear evidence should be recorded and retained for moderation.
This ‘overlap’ only applies in cases where Life in Another Country: French/German/Italian/Russian or
Spanish is studied. It cannot apply in a case where the Optional Language version of Life in Another
Country is studied, since there are no associated language units for other languages. (See examples
for Life in Greece and Life in Pakistan, below.)
Languages other than French, German, Italian, Russian and Spanish can be studied for the Life in
Another Country unit only if the school has appropriate and sufficient human and other resources to
ensure that the programme meets the designated criteria for teaching, learning and assessment.
Further examples of implementation in schools can be found in Access in Modern Languages: a
Guide for teachers.
Topic: Shopping or Eating out
Topic development: Cheese in France and Scotland
Outcomes
Activities
1. Investigation and
comparison
Use internet to investigate French cheeses.
Investigate cheeses (French and Scottish) available in local shops.
Buy samples for comparison.
Examine the ways in which cheese would be served and eaten in the
two countries.
Discuss similarities and differences.
Organise a cheese-tasting session, with bread and crackers.
2. Language
Learn French words and phrases that can be used to express
opinions during the cheese tasting.
Write cards to label the samples of cheese. Be able to place them
correctly.
Notes:
Possible curriculum links with Geography, HE, Maths.
Use of technology: internet research, word processing of labels.
Practice in core skills: Communication, Working with Others.
Citizenship: Using the local community as a resource.
This example is derived from the case study quoted in detail in Access in Modern Languages: A
Guide for Teachers (Appendix C1).
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Title of topic: Free time
Topic development: Traditional dance
Outcomes
1. Investigation and
comparison
2. Language
Activities
Ask a partner school to tell you about a traditional dance which is
popular in their country. If possible, ask them to make a video to send
you. Or:
Ask a person living in your community who was born in the country to
demonstrate a traditional dance for you and talk about the clothes that
would be worn.
Learn and perform a traditional Scottish dance, if possible in
traditional clothing. Video it for your partner school.
Learn the dance from the other country, and if possible, dress up to
perform it.
Discuss similarities and differences in steps, clothing, music, social
events, etc.
Learn the name of the dance from the other country. Learn some
instructions you can use to remind people of the next steps. (E.g.
Forward, back, to the side, clap, swing your partner...) and/or learn
the names of the garments worn for the dances.
Notes:
Possible curriculum link with PE.
Use of media technology: making and watching videos.
Practice in core skills: Communication, Working with Others.
Citizenship: Using the local community as a resource.
Title of topic: Travel/Touring
Topic development: Preparing for a trip abroad
Outcomes
Activities
1. Investigation and
comparison
Find on a map the place you are going to be visiting.
Use the internet/library/local tourist office, etc. to find out as much as
you can about the place.
Work out how far it is from your home to the place you are going to
visit, how you are going to get there, how long it will take and what it
will cost.
2. Language
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Examine street signs you are likely to encounter while you are there.
Be able to say what they mean and/or
learn some phrases you could use to ask your way.
Notes:
Possible curriculum links with Geography, Maths.
Use of technology: internet research.
Practice in core skills: Communication.
Citizenship: Using the local community as a resource.
Title of topic: Personal identification
Topic development: Celebrity profiles
Outcomes
1. Investigation and
comparison
2. Language
Activities
Class divides into groups to research profiles of a given number of
personalities in a field they are interested in (sports personalities, pop
stars, film stars, etc.). Each group prepares profiles for a few Scottish
and a few foreign celebrities, and prepares presentations about them
(e.g. name, age, where they live, nationality, language, likes, dislikes).
Discuss similarities and differences that have emerged.
The vocabulary used in the profiles is likely to be familiar, though
students may have had less practice with third-person forms.
Presentations can be made orally, on tape, in PowerPoint, etc.
Notes:
Use of technology: internet research, word processing.
Practice in core skills: Communication, Working with Others.
Title of topic: Travel/Tourism
Topic development: What there is to see and do in my home town
Outcomes
Activities
1. Investigation and
comparison
Working in partnership with a school abroad: each school researches
and prepares in their own language a brochure/poster/video or
PowerPoint presentation about what there is to see and do in their
area. Schools exchange productions. Discuss similarities and
differences.
2. Language
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Be able to read and talk about the content of the productions from the
other school.
Notes:
Possible curriculum links with Geography.
Use of media technology.
Practice in core skills: Communication.
Citizenship: Developing links with the local community.
Title of topic: Eating out, Travel/Tourism, and others
Topic development: These aspects of life in Greece
Outcomes
Activities
1. Investigation and
comparison
Groups are formed based on a menu of topics from which students
select the two that interest them most. Each group researches their
topic and prepares a presentation, medium to be chosen by the group
(illustrated talk, poster, tape, interview, etc.).
Students take part in associated activities in and out of school.
2. Language
Students demonstrate their familiarity with vocabulary relevant to the
topic chosen for study.
Notes:
An example of the Optional Language version of the unit.
Links with other subjects, work on core skills, and personal and social development were a feature of
this programme.
A detailed description of how this approach was developed in one school can be found in Modern
Languages: Life in Another Country Access 1 and 2.
Title of topic: House/Home town, Shops, Free time, Eating out, and others
Topic development: Life in Pakistan
Outcomes
1. Investigation and
comparison
Activities
Areas for investigation depend on the interests of the students in the
group and the availability of resources. Visits to and from relevant
local organisations, businesses and individuals are a feature of the
programme. Where possible, members of the class and their families
are used as a resource, and students are encouraged to compare,
contrast and value cultural differences.
Activities will be related to the aspects chosen for study, but could
include preparation and sampling of food, music, dance, school
routines, festivals, etc.
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2. Language
Students demonstrate their familiarity with vocabulary relevant to the
topic chosen for study. Where possible, members of the class or other
local users of the language are used to teach the language items.
Notes:
An example of how the Optional Language version of the unit can be used in a class where a
proportion of the students belong to an ethnic minority which still has close ties to its country of origin.
For further details see Access in Modern Languages: a Guide for Teachers, Appendix C2.
Links with other subject areas.
Citizenship: Developing links with the local community.
Title of topic: Free time
Topic development: Traditional music
Outcomes
1. Investigation and
comparison
2. Language
Activities
Find out about traditional music and/or song in Scotland and in the
country being studied. Listen to recorded examples. If you have a
partner school, ask them to record a traditional song they often sing,
and to send you words and music. Or:
Ask a person living in your community who was born in the country
you are studying to sing a traditional song for you and to teach it to
the class.
Learn and perform a traditional Scottish song for comparison.
Discuss similarities and differences in rhythm, subject matter,
instrumental accompaniment, social context, etc.
If possible, perform a song from each country at an event, providing
suitable information for the audience.
Learn the song and know what the words mean.
Notes:
Possible curriculum link with Music.
Use of media technology: making and listening to recordings.
Practice in core skills: Working with Others.
Citizenship: Using the (local) community as a resource.
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Title of topic: Free time/shopping
Topic development: Stamps
Outcomes
1. Investigation and
comparison
2. Language
Activities
Make a collection of postage stamps from the country being studied
and from your own. Compare the two. Be able to recognise post
boxes in the two countries. Note conventions, like addresses on back
of envelopes. Currency differences, comparative costs. What it costs
to send mail from one country to the other. Examples of envelopes,
postcards. Send a letter or PC to the country being studied.
Colours, prices. Words for stamps. letter box, post office, etc. Learn
how to ask for a stamp in a post office and how much it costs, etc. Par
avion.
Notes:
Possible curriculum link with Maths.
Practice in core skills: Communication through writing.
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FOR YOUR OWN IDEAS:
Title of topic:
Country/Topic development:
Outcomes
Activities
1. Investigation and
comparison
2. Language
Notes:
Useful resources for this topic (print, websites, multimedia):
Please consider submitting your successful ideas to LT Scotland for addition to this pack. Send your
completed form to the officer responsible for Inclusive Education, LT Scotland, Gardyne Road,
Dundee DD5 1NY.
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