Developing Intercultural Developing Intercultural UnderstandingUnderstanding

Hello everyone!

Ahoy Sevrus Salut Salaam

Bom dia czesc Guten Tag namaskar

Adaab jambo vanakkam marhabah

Pree-vyet hola bonjour zdravo

Intercultural Understanding

Intercultural Understanding

Intercultural Understanding

Breakdown stereotypes and barriers Promote understanding – contact with real

people Promote tolerance Promote appreciation

Year 3 IU 3.1 Learn about the different languages

spoken by children in the school Increase awareness of linguistic and cultural

diversity

IU 3.2 Locate country/countries where the language is spoken

Identify some of the countries where the language is spoken, drawing on the knowledge of class members as appropriate

Know some facts about one country, e.g. climate, main towns, famous landmarks, produce

http://home.earthlink.net/~mariefrance/map.html

http://home.earthlink.net/~mariefrance/map1.html

Year 3

IU 3.3 Identify social conventions at home and in other cultures

Learn about polite forms of address Know how to greet native speakers Recognise some typical names

IU 3.4 Make indirect or direct contact with the country/countries where the language is spoken

Have contact with a native speaker, including peers where appropriate

View a video or media resource about the country Send an email, letter or postcard to a partner school

Footballer’s names

William Gallas

Patrice Evra

Didier Drogba

Claude Makelele

Nicolas Anelka

Year 4

IU 4.1 Learn about festivals and celebrations in different cultures

Learn how children of different cultures celebrate special days

Identify similarities and differences Learn simple phrases to celebrate festivals, drawing on the

experience of fellow pupils where possible IU 4.2 Know about some aspects of everyday life and

compare them to their own Compare pastimes of children of different cultures and

countries Exchange information with a partner school, e.g. sports,

hobbies

Comparing festivals in Britain with those in France

Christmas – la veille de Noël, le réveillon, Noël

The French have their celebration meal on Christmas Eve (la veille de Noël) and it is called le réveillon. It is a large meal consisting of oysters, fish, pâté de foie gras (liver pâté), followed by beef, chicken, turkey or goose then, cheese, fruit and lastly a bûche de Noël or Yuletide log.

Traditionally children place wooden shoes/clogs (les sabots) in the fireplace so that Santa Claus (le Père Noël) can bring them presents. Nowadays, they might use ordinary shoes or slippers instead.

Feast of the Magi – la fête des Rois

This is a children’s festival. A galette des Rois (a kind of round flat cake made out of puff pastry and almond cream) is baked and a fève (favour) is placed inside. The galette is cut into pieces, and the child who finds the favour is named roi (king) or reine (queen) for the day. The child who finds the favour should say “La voilà!” They then wear a couronne (crown) and the other children say, “Vive le roi!” or “Vive la reine!” which means “Long live the king/queen!”

‘J’aime la Galette’

Video clip of the song available on Youtube. Link with ‘Roule Galette’ story (could

compare with ‘The Gingerbread Man)

Shrove Tuesday/ Pancake Day – Mardi gras

In many French towns and villages, Mardi Gras is also a carnival, where people disguise themselves with masks and costumes and take to the streets. One of the most famous is in Nice, where people wear giant masks in the Mardi Gras parade, so it looks like giant heads with tiny bodies are walking through the streets.

http://www.nicecarnaval.com/carnaval4.html

Mother’s Day – la fête des mères

In France it is usually celebrated on the last Sunday in May as opposed to before Easter in Britain.

Mothers are encouraged to rest completely and are given gifts – traditionally, lily of the valley posies and heart-shaped cakes or biscuits decorated with a loving message. Families celebrate together with a special meal.

Year 4Year 4

IU 4.3 Compare traditional stories Compare characteristics of simple stories between

cultures Look at the writing system of the language IU 4.4 Learn about ways of travelling to the

country/countries Revise the location of country/countries where the

language is spoken Identify a route from own locality to specified

destination, drawing on the direct experience of pupils where available

Comparing Traditional tales

The Grimm Brothers' - English and German– http://www.pitt.edu/~dash/grimmtales.html

French Traditional tales– http://fslactivities.sd61.bc.ca/stories.html– www.momes.net– http://ngfl.northumberland.gov.uk/languages

Where do people speak French?Où est-ce qu’on parle le français?

En France

En Afrique

Au Canada

Au Caribe

En Guyane

Can you join up the names to the countries on the map?

Pour aller en FrancePour aller en France en voiture en voiture de Hull à de Hull à

PortsmouthPortsmouth

et en bateauet en bateau de Portsmouth àde Portsmouth à Le HavreLe Havre CaenCaen CherbourgCherbourg St. MaloSt. Malo

● Hull

Portsmouth ●

Cherbourg ●

● Caen● Le Havre

● St Malo

Year 5

IU 5.1 Compare symbols, objects or products which represent their own culture with those of another country

Learn about symbols representing their own country, culture and community

Learn about symbols and products from another country and culture

IU 5.2 Look at further aspects of their everyday lives from the perspective of someone from another country

Consider aspects of everyday life of children in their own and different countries

Reflect on cultural issues using empathy and imagination to understand other people's experiences

The shoe box

Create two shoeboxes: one which you feel represents your culture Another which represents the culture of the

partner school Send it to your partner school Get them to do the same A discussion will arise that confronts the

stereotypes

Year 5 cont.

IU 5.3 Recognise similarities and differences between places

Identify geographical features of a contrasting locality

Learn about buildings and places in different countries

La FranceLa France

quelques villes importantes

les grands fleuves– la Loire– le Rhône– la Seine– la Garonne

les montagnes:– les Alpes– les Pyrenées– le Massif Central

● Paris

● Marseille

Lyon ●

Lille ●

Toulouse ●

● Nantes

Nice ●

Strasbourg ●

le Massif Central

les Alpes

les Pyrenées

la Loire

la Seine

la Garonne

le Rhône

ParisParis

la Défensela Défense

Autres villes et monumentsAutres villes et monuments

le Pont du Gard, Nle Pont du Gard, NîîmesmesNimes ●

Year 6Year 6

IU 6.1 Compare attitudes towards aspects of everyday life

Recognise similarities and differences in attitudes amongst children in different cultures

Learn about role models for children in different cultures

IU 6.2 Recognise and understand some of the differences between people

Discuss similarities and differences between the cultures they have learned about

Recognise and challenge stereotypes

Year 6 (cont)

IU 6.3 Present information about an aspect of culture

Perform songs, plays, dances Use ICT to present information having a

greater sense of audience

Quelques clubs de football françaisQuelques clubs de football français

Olympique LyonnaisOlympique Lyonnais

Lyon ●

Quelques clubs de football françaisQuelques clubs de football français

Olympique de MarseilleOlympique de Marseille

Marseille ●

Quelques clubs de football françaisQuelques clubs de football français

Paris St. Germain F.C.Paris St. Germain F.C.

● Paris

Quelques clubs de football françaisQuelques clubs de football français

FC NantesFC Nantes

● Nantes

Quelques clubs de football françaisQuelques clubs de football français

A.S. MonacoA.S. Monaco

Monaco ●

Quelques clubs de football françaisQuelques clubs de football français

A.S. Saint-A.S. Saint-ÉÉtiennetienne

Saint-Étienne ●

Contredanse?Contredanse?

Catherine Cheater SoW – Years 3-6

Conclusion

How will you use the Framework to help you develop progression in IU in the future?