‘Cultivating the
Languages Curriculum’
Sara Vaughan
RSA South East
htpp://sdvaughan.edublogs.org
Objectives
•Place the KS3 New Program of Study for MFL
in it’s current context
•Provide practical ideas for maximising the
potential of New Curriculum
The Aims
The whole curriculum aims to enable all young
people to become:
• successful learners who enjoy learning, make
progress and achieve
• confident individuals who are able to live safe,
healthy and fulfilling lives
• responsible citizens who make a positive
contribution to society
Key Features within it:
• More space for personalisation
• Less prescription – more innovation
• Securing essentials skills – including wider skills
for life and work
•Greater engagement and participation
How do I
feel about
our (KS3)
curriculum?
New Program of Study
Content dilemma
and change
Prior learning
at KS2
Wider
options at
KS4
Revised KS3 Framework
Accreditation &
Accelerated KS3
pressures
Revised KS3 Framework
Non- statutory
A pathway for
progression
Best practice: renewed
focus on learning rather
than teaching
•
“The Framework learning objectives relate to
the knowledge, skills and understanding which
need to be acquired in order to meet the
requirements of the programme of study.”
•
“ (It) concentrates on key concepts and key
processes.. shows strands of development which
describe progression in learning across Years 7
to 9, and sets out a minimum expectation for the
progression in learning of most pupils”
(http://nationalstrategies.standards.dcsf.gov.uk)
KS3 revised
Framework
http://nationalstrategies.standards.dcsf.gov.uk
Prior learning at KS2
KS2 Framework
• Statutory provision from September 2010
• Content free
• Links to Literacy Strategy, Numeracy Strategy, &
Foundation Curriculum: rooted in cross-curricular &
primary practice
• Progression of skills on the 5 strands:
– Oracy (listening and speaking)
– Literacy (reading and writing)
– Intercultural understanding (ICU)
– Knowledge about the language (KAL)
– Language Learning Strategies (LLS)
PoS & KS3 Framework
• Statutory
• Content free
• Links to Literacy Strategy, Numeracy Strategy, &
Foundation Curriculum: rooted in cross-curricular
& primary practice
• Progression of skills in all 5 strands
KS2
Framework
KS3 revised
Framework
Intercultural Understanding
Intercultural Understanding
Year 6 to Year 7 Transition
Literacy 6.1
Y6 Read and understand the main points and
some detail from a short written passage
Reading and Writing (R & W) Strand 2.1
Y7 Identify the main points and some detail in
written passages, stories and poems
Key Concepts & processes
New
Secondary
Curriculum
KS2 &
KS3 revised
Framework
Can we pack it all in?
• Complimentary content
• Great principles to inform
creative planning at all levels
• Opportunities to draw on all of it
to produce a relevant, stimulating
KS3 curriculum full of compelling
learning – “packing your passport
for successful KS4”
Tell me and I forget.
Teach me and I remember.
Involve me and I learn.
– Benjamin Franklin
Creativity
in how we deliver
a range of skills to
Language learning
reinforce language
Skills & processes
use for real
purpose
inRange
how we
& content
deliver ,a
curriculum
inter-cultural
content
which
understanding
is relevantand
and
ensures
cross-curricular
engagement
&
development.
progression
Language Learning
Skills & Processes
Vocabulary books – R.I.P ?
•
•
•
•
•
•
Consider giving your vocabulary learning new
several and different foci
letter strings
structures
Phonics
high frequency
similies etc
Mind mapped vocabulary
MOI
http://brendenisteaching.com/gen/fol
dovers
Sebastian
Deisler
Arne
Friedrich
Christian
Wörns
Anja
Mittag
Birgit
Prinz
Bastian
Schweinsteiger
Jennifer
Zietz
Silke
Rottenberg
Il est
Je suis grand
mince
de taille moyenne
petit
assez
cependant
maigre
Il est
Je suis grand
mince
de taille moyenne
petit
assez
cependant
maigre
•Formulate sentences using
each word
•Formulate sentences using
words in the same font
•Formulate sentences using
more than one word
•Formulate sentences using all
of the words
•Replace the featured words
with another
•Use as a starter with key
words for the lesson then use
in plenary to outline learning
Word selection:
Il est
Je suis grand
mince
de taille moyenne
petit
assez
cependant
maigre
•Teacher/pupils select around
a topic
•Teacher/pupils selects around
a theme/focus
•Pupils
•Select at random through a
word wall or similar
•Collect through learning and
use as a HW
Story Title: What is your story going to be about?
Who was there?
•Who was in your story?
•Include your character you
created and other characters
Events or Problems?
Where did it happen?
•Where does your story take
place?
What happened at the start?
•What happens at the
beginning of your story?
•Describe where your story
takes place.
What happened next?
•Is there a problem or an event
in your story?
•What happens after the
problem?
•These are sometimes called
twists
•Does your character fix the
problem?
•What happens to your
character?
•How would they do this?
What happened at the end?
•What happens at the end of
your story?
•How do the characters feel?
http://www.xtranormal.com
Pupils correct
deliberate errors
such as spelling,
tense or structure
Pupils replace
selected underlined
vocabulary with
similes
or other vocabulary
Pupils read and
highlight various
linguistic within the
text in different
colours
Pupils find and reuse words from a
suggested theme
in a new context
Euro
Lufthansa
Sauerkraut
Tokio Hotel
FußballBundesliga
mountain range
German
Austrian actor, in the South of famous
brands of cars now governor of Germany,
physicist
California
Switzerland, and
Austria
2 seas that
border on
Germany
Aldi
Albert Einstein
3 October (Day 4.6 million (65% Ludwig van
of Reunification) of the
Beethoven
population)
colours of the German
German flag
Hollywood
actress
how many
countries share
borders with
Germany?
Lake between
Germany,
Austria, and
Switzerland
capital of
Germany
Freiburg, den 12 März
LiebeEx.Mandy
1:Read the text and find
Ex.4: Answer the questions
thefür
following….
English sehr gefreut.
Vielen Dank
deinen netten Brief. Ich habe michindarüber
Ich bin fünfzehn Jahre alt und wohne in Freiburg. Das ist eine schöne, alte
Stadt in Südwestdeutschland. Ich habe zwei Brüder. Martin, mein
älterer Bruder, ist zwei Jahre älter als ich und Peter, mein anderer
Bruder, ist zehn Jahre alt. Martin ist manchmal ungeduldig und auch
sehr laut. Peter ist lieb und immer gut gelaunt.
Answer
Haustiere
habe ich
auch! Meine Katze heisstEx.5:
Mitzi
und the
ist questions
schwarz und weiss
Ex.2:True
or false?
in German
und mein Meerschweinchen heisst Rudi.
Meine Eltern müssen lange arbeiten. Mein Vater ist Bankangestellter und
meine Mutter ist Zahnärztin. Ich weiss noch nicht, was ich später
werden möchte.
Meine Schule ist eine Gesamtschule und liegt ganz in der Stadtmitte. Meine
Lieblingsfächer sind Englisch und Französisch. Mathe finde ich ziemlich
Ex.3: Fill the gaps using the
Ex.6: Write a letter back to
schwierig!
words underneath
Markus
Heute abend gehe ich ins Kino. Ich sehe sehr gern Gruselfilme! Was machst
du gern in deiner Freizeit?
Schreib bald
Markus
Turn a text into……
•
•
•
•
•
•
•
Mind map
Flow diagram
Storyboard
Chart
Key word plan
Venn diagram
Graph
• Bullet points
• Conversation
• Vocabulary list
Do all of this
conversely to turn
them into a text
Tiere
15 Jahre
Alt
MARKUS
Familie
Wohnort
Freizeit/
Hobbies
Schule
Wo Wohnst du?
Ich bin fünfzehn Jahre alt und wohne in Freiburg.
Wie ist es? Wohnst du gern dahin?
Das ist eine schöne, alte Stadt in Südwestdeutschland.
Hast du Geschwister?
Ich habe zwei Brüder. Martin, mein älterer Bruder, ist zwei
Jahre älter als ich und Peter, mein anderer Bruder, ist
zehn Jahre alt.
Verstehen Sie gut ?
Martin ist manchmal ungeduldig und auch sehr laut. Peter ist
lieb und immer gut gelaunt.
Hast du Tiere?
Haustiere habe ich auch! Meine Katze heisst Mitzi und ist
schwarz und weiss und mein Meerschweinchen heisst
Rudi.
Beschrib mir Deine Eltern?
Meine Eltern müssen lange arbeiten. Mein Vater ist
Bankangestellter und meine Mutter ist Zahnärztin. Ich
weiss noch nicht, was ich später werden möchte.
Was lernst du gern in die Schule?
Meine Schule ist eine Gesamtschule und liegt ganz in der
Stadtmitte. Meine Lieblingsfächer sind Englisch und
Französisch. Mathe finde ich ziemlich schwierig!
•Compose & add in
questions to make a
conversation/interview
•Re-write the
information in the 3rd
person
•Write their own
answers to the questions
•Do the same activities
with each others texts
(this can be really good
AFL).
Wo Wohnst du?
Ich bin fünfzehn Jahre alt und wohne in Freiburg.
Wie ist es? Wohnst du gern dahin?
Das ist eine schöne, alte Stadt in Südwestdeutschland.
Hast du Geschwister?
Ich habe zwei Brüder. Martin, mein älterer Bruder, ist
zwei Jahre älter als ich und Peter, mein anderer
Bruder, ist zehn Jahre alt.
Verstehen Sie gut ?
Martin ist manchmal ungeduldig und auch sehr laut.
Peter ist lieb und immer gut gelaunt.
Hast du Tiere?
Haustiere habe ich auch! Meine Katze heisst Mitzi und
ist schwarz und weiss und mein Meerschweinchen
heisst Rudi.
Was machen deine Eltern von Beruf?
Meine Eltern müssen lange arbeiten. Mein Vater ist
Bankangestellter und meine Mutter ist Zahnärztin.
Was lernst du gern in die Schule?
Meine Schule ist eine Gesamtschule und liegt ganz in
der Stadtmitte. Meine Lieblingsfächer sind
Englisch und Französisch. Mathe finde ich ziemlich
schwierig!
You will need:
•Glue
•Scissors
•Pen
•Copy of sample conversation
mixed up
1. Cut up and put in correct
order
2. Read conversation in pairs &
discuss meaning: Pick out key
elements as requested by
teacher
3. Exploit text as a whole class
4. Stick Q’s in books
5. Turn over answers & write
own answers on reverse,
changing underlined text as a
minimum. Stick in or use as
prompts
6. Practice and perform new
conversation
Turn a text into……
Storyboard
• Bullet points
• Conversation
• Vocabulary list
Do all of this
conversely to turn
them into a text
Together, KS2/3 colleagues need to :
•agree common standards
•arrange opportunities to teach and/or observe practice in
each other’s schools.
•develop joint ‘bridging projects’
•track pupil progress and provide feedback about
progress
•Use (test) materials to explore the (expected) attainment
of pupils at and after transfer
•consider ability groupings into Yr7
•consider progression in relation to schemes of work
•discuss common textbooks/materials used on both sides
of transition.
Intercultural understanding:
Appreciating the richness and diversity of other
cultures, recognising there are other ways of
seeing the World, developing an international
outlook.
How can we develop intercultural
understanding?
•
•
•
•
Moving away from the text book
Moving away from Europe
Moving away from MFL
Embracing Global and cross-curricular dimensions
in our planning
TAKE THE
INSIDE OUT
BRING THE
OUTSIDE IN
E-Mail, Chat
Letter,
Exchanges,
Trips abroad
Out of classroom learning:
Visits, Primary Links etc
Resources
FLA’s
In-house visits
Media: TV, Radio etc
Internet
Cultural Mediums: Music,
food, fashion, design.
New Technologies
Customs & celebrations
History
Current Affairs
HOW
OFTEN?
HOW
OFTEN?
Bon app!
Food types
Regions
& produce
Imperatives
Adjectives/
Adjectival
ending
Colour &
Form
Quantities
Likes/dislikes
Regular verbs
Currency/
exchange
Transactional
Language:
Au café, au
marché etc
Giving &
Justifying
opinion
Cultural
aspects
Writing
instructions
Cookery skills
PLTS/
Team work
Presentation
Skills
Research
skills
Le Grand Prix
Countries &
Nationality
Tenses
Adjectives/
Adjectival
ending
Verb ‘aller’
+ simple
future
Directions
Transports
Colour &
Form
Telling the
Time/
Numbers
Places in the
town
Transactional
Language
Giving &
Justifying
opinion
History &
Cultural
aspects
Dealing with
problems
PLTS/
Team work
Map
reading
Research
skills
http://www.in-terre-actif.com/fr/
http://www.in
-terreactif.com/fi
ches_pays/
haiti.htm#
le navet énorme : MFL Sunderland complete resource
http:// www.bucksgfl.org.uk
Numbers
Percentages
Fractions
Create a
character
Graphs
Bar charts
Venn Diagrams
Sondage
Degrees of
separation – lots
of contexts!
Personal
description/
Guess Who
E-mail
Text/Chat/letter
writing.
Clothing
Comparing
appearance, clothing
etc to a similar photo
of their own class
www.teteamodeler.com
www.teteamodeler.com
http://newsmap.jp
un círculo
un punto
un
triángulo
una línea
un
cuadrado
una estrella
un
rectángulo
una espiral
un óvalo
un ojo
recto/a(s)
straight
rojo/a(s)
red
una espiral
a spiral
grande(s)
big
negro/a(s)
black
pequeño/a(s)
small
blanco/a(s)
white
fino/a(s)
thin, fine
amarillo/a(s)
yello
unas espirales
No es
It isn’t
una estrella
a star
unas estrellas
un círculo
a circle
unos círculos
Hay
There is
un cuadrado
a square
unos cuadrados
un triángulo
No hay
There isn’t
Tiene
It has
No tiene
It hasn’t got
muy
very
a triangle
y
verde(s)
green
curved
and
azul(es)
blue
bastante
quite
curvo/a(s)
unos triángulos
un punto
a dot
unos puntos
grueso/a(s)
thick,fat
enorme(s)
enormous
de color rosa
pink
un óvalo
an oval
unos ovalos
minúsculo/a(s)
de color violeta
tiny
purple
un ojo
an eye
unos ojos
ondulado/a(s)
un rectángulo
a rectangle
unos rectángulos
realmente
really
wavy
Miró key words
Es
It is
una línea
a line
unas líneas
oscuro/a
dark
claro/a
light
1
2
3
2
3
Hay formas
rojas.
1
A picture worth 1000 words
Using a painting for inspiration, the
class constructs the first few
sentences of a tale through group
discussion and suggestion. The
paragraph is passed to another class
who adds another. The process is
repeated including as many classes
as possible until the tale seems
finished. All the classes then gather
to hear the result of their group
effort read out loud and to see the
painting, that inspired the story.
http://www.storyarts.org
Regarde les images sur l’écran et écoute la
musique. Comment tu te sens?
Souligne les mots qui conviennent le plus:
heureux/heureuse
triste
fâché(e)
inquiet/inquiète
excité(e)
fier/fière
patriote
effrayé(e)
déprimé(e)
déçu(e)
honteux/honteuse
indifférent(e)
incrédule
désespéré(e)
agité(e)
agressif/aggressive
timide
nerveux/nerveuse
4 août 1914
Ma chère Suzanne,
J’ai rencontré André à la Gare du Nord à 3 heures et demie ; nous avions le cœur gros et nous étions heureux de
partir ensemble. Nous avons embarqué à 4 heures dans des fourgons à bestiaux, nous sommes partis à 7
heures de Paris et sommes arrivés ici à Laon à 11 heures et demie. Ah, ce départ ! Les gens sur les quais et les
mouchoirs qui s’agitaient !
Cette guerre va être dure et longue mais tant qu’il y aura un Allemand en France nous devons nous battre.
Au revoir, ma chère femme,
Alexandre
8 août 1914
Chère Suzanne,
J’ai passé la première nuit à Laon dans une église sur une botte de paille. J’ai dormi pendant six heures et quand
je me suis réveillé j’ai vu que j’avais dormi sous un crucifix, sous la protection du Christ. J’ai pensé à toi
Suzanne, certain que tu en serais heureuse ; espérons que cette protection ne me quittera pas et que c’est de
bon augure.
J’ai foi en Dieu. Ne te décourage pas.
Alexandre
12 août 1914
Ma chère Suzanne,
Que de serrements de cœur quand je pense à tous ceux que j’aime tant. Je pars ce soir pour une direction
inconnue. Le moment du départ va être difficile parce que je sais qu’enfin l’heure des épreuves est venue.
Ne te tourmente pas inutilement. Embrasse bien mes petits pour moi et dis-leur que je les aime beaucoup. Pense
souvent à moi, qui pense souvent à toi, et surtout sois forte.
Quand est-ce que j’aurai de tes nouvelles ? C’est ça le plus dur.
•
Alexandre
Paroles de Poilus – Les lettres d’Alexandre Jacqeau
E
S
P
O
I
R
D
É
S
E
S
P
O
I
R
10
9
8
7
6
5
4
3
2
1
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10
4
août
1914
8
août
1914
12
août
1914
2
novembre
1914
12 décembre
1914
14
mars
1915
27
mars
1915
23
mai
1915
15
juin
1915
Le seigneur choisit une colline pour y
construire son château.
•
Le donjon
La colline
Avantage
Il peut voir ses
ennemis
s’approcher pour
l’attaquer
Le mur de
poutres
Au pied de la motte,les paysans creusent un
fossé profond et dressent un mur de poutres
Le mur de
poutres
Le fossé
Plan
Plan more?
different
•Be familiar with and open to the good practice going on in
KS2 - draw on it
•Build on pupil knowledge & experience by planning Yr 7 with
as an extension of KS2
•Consider using the Revised KS3 Framework as guidance for
progression within a curriculum much more fluid in content
•Evolve curriculum content slowly and carefully – evaluate
and adapt regularly
•Engage colleagues in wider coherant curriculum
development
•Use guidance creatively so that learners make best progress
through compelling learning
Isn’t it strange how princes and kings,
And clowns that caper in sawdust rings,
And ordinary folk like you and me,
Are builders of eternity?
To each is given a bag of tools,
An hour glass and a book of rules,
And ere we build as the time has flown,
A stumbling block or a stepping stone.
R.L SharpeR.L. Sharpe
R.L. Sharpe
http://sdvaughan.edublogs.org
www.all-nsc.org.uk
www.linksintolanguages.ac.uk
www.linksintolanguages.ac.uk/linkedup