Exploring the Opportunities of the New Secondary Curriculum for Languages Sara Vaughan
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Exploring the Opportunities of the New Secondary Curriculum for
Languages
Sara VaughanRegional School Advisor
South East
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Objectives
• To explore the opportunities for Languages within the New Curriculum
• Share examples & ideas for implementing the New Secondary Curriculum
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We know Learners are different
• Ability & Responses
• Learning Styles
• Support
• Attitude
In delivering the New Curriculum we cater for all of these needs
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Where are the new opportunities/emphasis for Languages?
Independent & wholelearners
Creativity
Inter-cultural understanding
Skills & Processesdevelopment
Cross-curricular collaboration
Meanings that matter
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Everyone needs to work things out for themselves
Experiences that are multi-sensory, dramatic, unusual,
or emotionally strong are remembered for longer and in
more detail than ordinary routine experiences.
Everyone needs to feel secure and psychologically safe
Learners are more motivated and engaged and open where they have
control over their learning
Learner’s have four things in commonLearner’s have four things in common
Independent learnersWhole learnersA wide range of learning to suit all
CreativityMeanings that Matter‘Compelling’ learning experiences rather than superficial teaching & learning
FlexibilityFamiliar contexts for studentsSkills for joined up learningPLTS – to equip students better for learning & progress
Independent & Themed learningAFL/APPPLTS Independent & Themed learningPLTS
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An opportunity to refresh and renew the languages curriculum
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An good opportunity to
make it broader and
more relevant
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Food types
Likes/dislikes
Currency/exchange
Quantities
Colour & Form
Adjectives/Adjectival
ending
Bon app!Bon app!
Imperatives
Presentation Skills
Giving & Justifying opinion
Research skills
PLTS/Team work
Cultural aspects
Writing instructions
Transactional Language: Au café, au marché etc
Regular verbs
Cookery skills
Regions& produce
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‘Le Chateau
Mystère’Phoning
the police
Past Tense
Personal description
Problem solving
Story telling & extended reading
Time Phrases/telling
the time
Prepositions
Adjectives/adjectival
ending
Colours
Items of furniture
Rooms in the house
Question words
Emergency services in TL
country
Illness/injury
Parts of the body
New verbs/vocab
Pronunciation
Opinion& supposition
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Countries & Nationality
Directions
Places in the town
Transports
Telling the Time/
Numbers
Colour & Form
Adjectives/Adjectival
ending
Le Grand PrixLe Grand Prix
Tenses
Map reading
Giving & Justifying opinion
Research skills
PLTS/Team work
History & Cultural aspects
Dealing with problems
Transactional Language
Verb ‘aller’ + simple
future
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‘Themed Learning’ Ideas
• Research Project: any theme• Fantasy football portfolio• A day in the life of…• My dream holiday: Give budget, book tickets, book accommodation etc• MTV Cribs• Design a Board game on a topic• Compare & Contrast: TL Countries/Cultural aspects• Healthy Living Manual• Protecting our Planet campaign• Eurovision• The Great Dinner debate• Sporting Event dossier: Tour De France, World Cup, Olympics
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http://www.in-terre-actif.com/fr/
http://www.in-terre-actif.com/fiches_pays/haiti.htm#
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http://www.tv5.org/• Adopte un pays
• Chansons/Fiches
• Tour du monde
• Le Palme D’or : Film Study
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Create a character
NumbersPercentages
Fractions
GraphsBar charts
Venn DiagramsSondage
Personal description/ Guess Who
Clothing
E-mailText/Chat/letter
writing.
Comparing appearance,
clothing etc to a similar photo of their
own class
Degrees of separation –
lots of contexts!
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Mis zapatos son de _______Mis vaqueros son de_______Mi IPod es de ___________Mi equipo de música es de________Mi coche es de ____________Mi televisión es de _____________Mi ordenador es de __________Mi comida favorita es de ___________Mi osito es de ___________Mi fruta favorite es de __________ Mi mundo
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un círculo un punto
un triángulo
una línea
un cuadrado
una estrella
un rectángulo
una espiral
un óvalo un ojo
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EsIt is
No esIt isn’t
HayThere is
No hayThere isn’t
TieneIt has
No tieneIt hasn’t got
una líneaa lineunas líneas
muyvery
bastantequite
realmentereally
recto/a(s)straight
y
and
rojo/a(s)red
una espirala spiralunas espirales
grande(s)big
negro/a(s)black
una estrellaa starunas estrellas
pequeño/a(s)small
blanco/a(s)white
un círculoa circleunos círculos
fino/a(s)thin, fine
amarillo/a(s)yello
un cuadrado
a squareunos cuadrados
grueso/a(s)thick,fat
verde(s)green
un triángulo
a triangleunos triángulos
curvo/a(s)curved
azul(es)blue
un puntoa dotunos puntos
enorme(s)enormous
de color rosapink
un óvaloan ovalunos ovalos
minúsculo/a(s)
tinyde color violeta
purple
un ojoan eyeunos ojos
ondulado/a(s)wavy
oscuro/adark
un rectángulo
a rectangleunos rectángulos
claro/alight
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1
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• le lapin• le chien• monter• descendre• enfant• parent• Voler• l’homme• vieux• jeune• tener• nager• court• longue• foncé• clair• monsieur• les mains• la lumière• l’ombre• la musique• chanter• ensemble• devant• derrière
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• le lapin• le chien• monter• descendre• enfant• parent• Voler• l’homme• vieux• jeune• tener• nager• plonger
• court• longue• foncé• clair• monsieur• les mains• la lumière• l’ombre• la musique• chanter• ensemble• devant• derrière
Sort by ‘type’ of word
Sort by pair
Sort by inclusion/exclusion
Sort by opinion
Sort by genre
Sort by ‘rule’
Write about film plot
Translate
Compare & Contrast two works
Expand each word into a sentence about film
Write own response
Make own film and commentate
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HeureusementPlierOiseauManteauEloignerVerseau AnsMaisJ’aiDouze BeaucoupFois
•Highlight letter strings•Pronounce & practice•Look up meaning•Learn meaning against the clock•Test Vocabulary•Find new examples in TL for each letter string ( team / individual)•Place letter strings in correct places – gap fill type ex•Use each word in a sentence of their own creation and pass to each other to read – testing pronunciation ( or start list again!)
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Les virelangues
• Dans la gendarmerie, quand un gendarme rit, tous les gendarmes rient dans la gendarmerie.
• Pauvre petit pêcheur, prend patience pour pouvoir prendre plusieurs petits poissons.
• Il était une fois, un homme de foi qui vendait du foie dans la ville de Foix. Il dit ma foi, c'est la dernière fois que je vends du foie dans la ville de Foix.
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MES VACANCES
Details de Voyage
Activites
Positifs/negatifs
Destination
Le temps
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Exploiting the Calendar
• Religious Festival traditions & New Year traditions – compare & contrast -
• World Events eg. World cup, Olympics, Film festivals
• Carnivals/Special days of celebration – cooking, costume, music
• News/current affairs – debate
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What next…..
Short term: 1. Evaluate daily and weekly lesson plans for particular elements of the curriculum. 2.Have a personal or departmental focus which changes regularly and keep a log:
annotate working documents/SoW 3. Plan lessons incorporating what’s been shared today
Medium Term: 1. Plan a (series of) lesson(s) focusing on a particular element as a Department, or
as individuals, then share
Long term: 1. Evaluate the impact on learning for Yr 7 and plan how to continue/improve 2. Decide how to build on this year for Yr 7 as they move through into Yr 8 3. Be ready for the next Yr7! 4. Set some targets at your departmental & whole school planning meetings
which can be followed
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Reflective Practice
Innovative Practice
Effective practice
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