Cross-curricular learning for MFLThe Royal Grammar School, Monday 22nd March

http://sdvaughan.edublogs.org

The whole curriculum aims to enable all young people to become:

successful learners who enjoy learning, make progress and achieveconfident individuals who are able to live safe, healthy and fulfilling livesresponsible citizens who make a positive contribution to society

More space for personalisation Less prescription more innovation Securing essentials skills including wider skills for life and workGreater engagement and participation

Independent & wholelearners

Creativity

Inter-cultural understanding

Skills & ProcessesdevelopmentCross curricular collaborationMeanings that matter

Make a strong case for what MFL has to offer in the wider curriculumAbsorb/be open to what other curriculum areas may have to offer language learning

The New Secondary curriculum balances subject knowledge with the key concepts and processes that underlie the discipline of each subject.

Many subject areas share key concepts and processes.

Curriculum opportunities highlight the potential for links between subjects

http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/subjectcomparison

Curriculum opportunities highlight the potential for links between subjects.

identity and cultural diversity healthy lifestylescommunity participationenterpriseglobal dimension andsustainable developmenttechnology and the mediacreativity and critical thinking. There are 7 cross-curricular dimensions:

New cross-curricular dimensions can be used to cut across the curriculum and make links to the major ideas and challenges that face society.

Statutory requirements of the New Secondary Curriculum

Has clear purposeBroadens learning opportunitiesMaintains the integrity of the subjects delivered within it

MFL, History and PHSE moving together

Developing language skills & processesWiden vocabulary & tenses regarding house and home, justifying opinion & using persuasive language.Enhance presentation skills: inc. oracyProvide opportunities for PLTS: develop ways of working together as a team and connecting with the wider school communityEnhanced Cultural Understanding

Develop aspects of local history and how they relate to a broader historical contextDevelop understanding of cultural, ethnic and religious diversityDevelop use of evidence in historical enquiryWiden curriculum opportunities

Understanding risk in both positive and negative terms.Develop financial capabilityDevelop skills for change and transitionuse approaches to working with others, problem-solving and action planning

Understanding of the house buying processUnderstanding of job application processGreater skills of evaluating the positive and negatives of a situation/scenarioDevelopment of intercultural understandingImproved concentration and focus in a group scenarioConfident use of language for communicationEnhanced research & presentation skills

Provide information about: Your local area and facilitiesThe local housing market, and buying processLocal job markets and application processesFinancial Projections, taking into account currency markets.

Study migration, migratory patterns and arguments withinStudy local history in relation to population changeStudy history of TL country in relation to migrationDevelop use of historical terminology and chronology in discussionUsing evidence to build argumentsDescribe local areaDescribe House and homeDesign ideal home for familyConstruct for and against arguments for Town vs Country push/pull factors. Compare ways of life in each countryPrepare key relocation vocabularyPrepare FAQs re: local area.

Learn about mortgage processLearn about Currency marketsStudy and evaluate risk prepare risk assessmentExplore change management prepare FAQsResearch local housing marketResearch local job market

How can we organise learning?

Pupils produce a portfolio of evidence across the subject areas for presentation which demonstrates:

Knowledge about local area and influences over time in demographics : FAQsKnowledge about TL country and influences over time in demographics: FAQsPresentation about local housing market: properties available and budgets etc (video?)Key vocabulary presented for the visiting family ( from TL into English)Flow chart explaining mortgage process

These presentations could be judged by local Estate Agents or other...

Key conceptsDeveloping the skills of listening, speaking, reading and writing in a range of situations and contexts. Using familiar language for new purposes and in different contextsAppreciating the richness and diversity of other culturesRecognising that there are different ways of seeing the world and developing an international outlook.

Key Processesidentify patterns in the target languagedevelop techniques for memorising words, phrases and spellingsuse previous knowledge, context and other clues to work out the meaning of what they hear or read listen for gist or detail Skim and scan written texts use correct pronunciation adapt language they already know in new contexts for different purposesRange & contentlearning about different countries and culturescomparing pupils own experiences and perspectives with those of people in countries and communities where the target language is spoken.Use a range of resources including live or recorded audio (including on-screen and multimodal texts) and the internet.

Curriculum Opportunities

communicate in the target language individually, in pairs, in groups and with speakers of the target language, for a variety of purposes.use an increasing range of more complex languagelisten to, read or view a range of materials, in the target language, both to support learning and for personal interest and enjoymentuse the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum

Key conceptsDeveloping a sense of period through describing and analysing the relationships between the characteristic features of periods and societies.Identifying and explaining change and continuity within and across periods of history.Analysing and explaining the reasons for, and results of, historical events, situations and changes.Considering the significance of events, people and developments in their historical context and in the present day.

Key Processesidentify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypothesesreflect critically on historical questions or issues.evaluate the sources used in order to reach reasoned conclusions.present and organise accounts and explanations about the past that are coherent,communicate using chronological conventions and historical vocabulary.

Range & contentthe impact through time of the movement and settlement of diverse peoples to, from and within the British Islesthe way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time

Curriculum Opportunitiesexplore the ways in which the past has helped shape identities, shared cultures, values and attitudes todayinvestigate aspects of personal, family or local history and how they relate to a broader historical context

Key conceptsUnderstanding that everyone has a career.Learning how to manage money and personal finances.Becoming critical consumers of goods and services.Understanding risk in both positive and negative terms.Understanding the need to manage risk in the context of financial and career choices.Taking risks and learning from mistakes.Understanding the functions and uses of money

Key Processes

explain financial terms and products manage change and transitionuse approaches to working with others, problem-solving and action planning

Range & contentthe range of opportunities in learning and work and changing patterns of employment (local, national, European and global)the personal review and planning processa range of economic and business terms, including the effect of competition on product and price

Curriculum Opportunitiesexplore the ways in which the past has helped shape identities, shared cultures, values and attitudes todayinvestigate aspects of personal, family or local history and how they relate to a broader historical context

Looking for evidencePhotographs & videosAccounts & professional judgements from staff or pupilsResults from practical tasks and assessment

Listening to evidenceQuestionnaires and surveysInterviews and focus Learner logs and diariesComments or Vox Pops from teachers, pupils and parents

Arc DeTriomph projectBoard game designPackaging, function & form problem solvinghttp://www.professeurphifix.net/index.htm

www.teteamodeler.com

un crculoun puntoun tringulouna lneaun cuadradouna estrellaun rectngulouna espiralun valoun ojo

Mir key words

Es It is No es It isnt HayThere is No hay There isnt

Tiene It has

No tiene It hasnt gotuna lnea a line unas lneasmuy very bastante quite realmente reallyrecto/a(s) straighty androjo/a(s) reduna espiral a spiralunas espiralesgrande(s) bignegro/a(s) blackuna estrella a star unas estrellaspequeo/a(s) smallblanco/a(s) whiteun crculo a circle unos crculosfino/a(s) thin, fineamarillo/a(s) yelloun cuadrado a square unos cuadradosgrueso/a(s) thick,fatverde(s) greenun tringulo a triangle unos tringuloscurvo/a(s) curvedazul(es) blueun punto a dot unos puntosenorme(s) enormousde color rosa pinkun valo an oval unos ovalosminsculo/a(s) tinyde color violeta purpleun ojo an eye unos ojosondulado/a(s) wavyoscuro/a darkun rectngulo a rectangle unos rectngulosclaro/a light

1

2

3

123

1. Hay una luna.2. Hay unos crculos.3. Hay formas rojas.4. Hay unos tringulos.5. Hay una persona.6. Hay una estrella. 7. Hay unas lneas negras.8. Hay una luna verde.9. Hay varias formas blancas. 10. No tiene un fondo negro. 1 & 31 & 2 & 31 & 2 & 32 & 31 & 32 & 32 & 3112 & 3

Burkina Faso project on blogWorld Mini books projectFair trade projectsWater project ( www.oxfam/coolplanet.org)World Flags for colour and form as well as nationality and countries.

To make the mini-books you need:1 sheet of A4 paperColoured pensImagination!

The books can be on any theme from basic numbers to the geography of France, boy bands in Germany, a day in the life of an alien or a story about Kitty in Japan. It is best if students choose a topic related to the unit they are currently learning about or have covered previously but they can present the language as imaginatively as they wish. The target audience for the books is other student readers. Some students like to create lift-the-flap books. Students plan the text of their book in rough and then create the books in lesson time and share with their class and other students in the school.The project works best when as many students as possible take part. The sharing of ideas inspires creativity and the exchange of books generates enthusiasm for reading.It takes about 2-4 hours to make the books + timeto share and enjoy them.

MINI BOOKS CAN BE MADE BETWEEN NOW AND SEPTEMBER 2009

When your students have made the books please e-mail:worldminibooks@kegs.org.uk

Please give the following information:Name and address of your schoolAge range of students involvedNumber of mini-books madeLanguages used to make mini-books

If possible please send some photographs of the books and/or short video clips showing the picture books and including a reading of the text. These will be uploaded onto the world mini-books section of our school website for everyone to read, share and enjoy!Alternatively, send a website address that gives access to your mini-books.

Trips for out of classroom learningCastlesWW1/2Revolution Recent events

heureux/heureusetristefch(e)inquiet/inquiteexcit(e)fier/firepatrioteeffray(e)dprim(e)du(e)honteux/honteuseindiffrent(e)incrduledsespr(e)agit(e)agressif/aggressivetimidenerveux/nerveuse

4 aot 1914Ma chre Suzanne,Jai rencontr Andr la Gare du Nord 3 heures et demie; nous avions le cur gros et nous tions heureux de partir ensemble. Nous avons embarqu 4 heures dans des fourgons bestiaux, nous sommes partis 7 heures de Paris et sommes arrivs ici Laon 11 heures et demie. Ah, ce dpart! Les gens sur les quais et les mouchoirs qui sagitaient!Cette guerre va tre dure et longue mais tant quil y aura un Allemand en France nous devons nous battre.Au revoir, ma chre femme,Alexandre

8 aot 1914Chre Suzanne,Jai pass la premire nuit Laon dans une glise sur une botte de paille. Jai dormi pendant six heures et quand je me suis rveill jai vu que javais dormi sous un crucifix, sous la protection du Christ. Jai pens toi Suzanne, certain que tu en serais heureuse; esprons que cette protection ne me quittera pas et que cest de bon augure.Jai foi en Dieu. Ne te dcourage pas.Alexandre

12 aot 1914Ma chre Suzanne,Que de serrements de cur quand je pense tous ceux que jaime tant. Je pars ce soir pour une direction inconnue. Le moment du dpart va tre difficile parce que je sais quenfin lheure des preuves est venue.Ne te tourmente pas inutilement. Embrasse bien mes petits pour moi et dis-leur que je les aime beaucoup. Pense souvent moi, qui pense souvent toi, et surtout sois forte.Quand est-ce que jaurai de tes nouvelles? Cest a le plus dur.Alexandre

Paroles de Poilus Les lettres dAlexandre Jacqeau

ESPOIR 10987654321DSESPOIR-1-2-3-4-5-6-7-8-9-104 aot 19148 aot 191412 aot19142 novembre191412 dcembre191414 mars 191527mars191523 mai191515juin1915

Taste projectAstronomy linked to DTAlternative EnergiesLife cycles, Periodic table synonyms etcGreat Inventors linked to Industrialism in History

Recipe Book design and productionPudding night fundraiserUnderstanding packaging & healthy eating

First layer ( foundations) should be being delivered throughout the curriculum not just in MFLSecond layer is also a cross curricular notion: by delivering MFL in a creative way by giving it meanings that matter we personalise the curriculum and this builds towards the top layer: independent, life long , whole learners.Many and varied are the reactions to suggestions of cross-curricular collaboration.****Ways in which the project reflects the PoS for MFL : each strand shown.

*Ways in which the project reflects the PoS for Music : each strand shown

*Ways in which the project reflects the PoS for Music : each strand shown

*Catching on all over the place!

Includes ways that we might be able to measure success (other than NC levels): assessment key to evaluating and improving practice.

Being developed into significant projects ****Introduce the colours with the shapes so that students realise the difference in position. They know the first 3 colours from earlier in the lesson, introduce the other colours after that. **When they have told you which are adjectives, ask them to tell you whats different between adjectives in Spanish and English. Youll see what they have noticed implicitly from work done so far (hopefully quite a lot by this time!)***The sheet of adjectives is used to establishan emotional response - pupils watch a loop of WW1 art (Otto Dix and Paul Nashwar paintings) while listening to "Mars - the Bringer of War" from the "Planets" suite by Gustav Holst. They then go on to work through the letters in groups, constructing the living graph as they go. Each group presents their graph to the rest of the class, and the debrief consists of metacognition and bridging into other subject areas.*