Pamela Tosh, Curriculum Leader Broughton High School Edinburgh LANGUAGES FOR LIFE AND WORK Friday 27...
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Transcript of Pamela Tosh, Curriculum Leader Broughton High School Edinburgh LANGUAGES FOR LIFE AND WORK Friday 27...
Pamela Tosh, Curriculum LeaderBroughton High School
Edinburgh
LANGUAGES FOR LIFE AND WORK
Friday 27th March, 2015
• Explain briefly the content of the award• Describe Broughton’s experience of offering the award
in 2 languages• Demonstrate progression to include LLW in Mandarin• Describe our project with our business partner, Hilton
Edinburgh Airport• Describe impact on learners
Aims
Languages for Life and Work Award
Relatively new language award with integrated employability skills
Cluster of 3 units:• Mandarin (or other language of choice) for Life• Mandarin (or other language of choice) for Work
Purposes
• Building Own Employability Skills (can be delivered solely
in English or include a language element)
Can be taughtseparately or together
Languages for Life: 2 performances, 1 in talking, 1 in listeningLanguages for Work Purposes: 2 performances, 1 in talking, 1 in listening. (For SCQF level 4: 1 in talking, 1 in reading).Building Own Employability Skills: Using at least two sources of information to find out about jobs that are available
Practising at least two of the skills needed to apply for a job, for example contacting an employer to enquire about a job, filling in a job application, preparing a Curriculum Vitae, preparing for or participating in an interview.
Assessment
• Lower ability learners in the senior phase S4-6
• Groups of learners in S3• Beginners in a language
Who is it suitable for?
• Small group of disengaged students in S3• Beginners Mandarin group in S3• Lower ability learners in S5/6
Who does it at Broughton and why?
French and Spanish
The award in 2 languages
Created a unit around my students, their interests and personalities
Languages for Life – FrenchJune - August
If you could do a project on one of these topics which one would it be:
Sport
Cinema
Music
Fashion
TV
Books
Places
Food
Customs
Describe yourself in fewer than 50 words. I am:
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
What are you good at (not just at school)? e.g.
Playing football
Cooking
Which of these skills would you like to learn? Tick the ones which interest you:
•Learning how to use job search websites
•Learning how to apply for a job
•Learning how to write a CV
•Learning how to present yourself for an interview
•Doing an interview
Are there any other skills related to the world of work which you would like to learn?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………
How do you like to learn?
Listening
Speaking
Reading and writing
Playing games
Making things
Using a computer or ipad
Visiting places
Other:
Modern Languages For Life Unit – SCQF level 3/4Aims: To provide learners with the opportunity to develop skills in listening and talking within the contexts of culture and everyday life in countries where that modern language is used.
Skills
Literacy
Numeracy
Working with others
Communication
Leadership
Citizenship
Thinking Skills
Applying
ICT
Research
Topic Areas (including
personalisation and choice)
Leisure:Music
Cinema
Sport
Language/Structures
Tu préfères quel genre de musique/films?
J’aimeJ’adore etcJe détesteJe n’aime pas etcLa musique pop/rap/etcLes comédies/les thrillers etc
A mon avis c’est….*Je trouve que c’est…..*Nul/affreux
Les effets sont incroyables*Le son est superLes acteurs sont fantastiquesC’est artistique
J’ai vu……………Les acteurs étaient………..
Quels sports est-ce que tu pratiques ?Je joue au………. …………….fois par semaine avec….
*Level 4
Grammar
Present tense – 1st, 2nd, 3rd person
Gender
Definite article
Perfect Tense – sound pattern - 1st, 2nd, 3rd person
Simple adjectival agreement
Assessment
1. At least 1 conversation related to topic(s):
Beginning and ending the conversationResponding to requests for informationAsking relevant questionsUsing appropriate structures and vocabulary Demonstrating sufficiently accurate pronunciation to convey meaning to a sympathetic listener
2. Understanding at least 1 spoken activity identifying the main details.
Resources
Text books
Access/Intermediate 1 resources
DVD
Video clips
Websites
Magazines
Practical tasks e.g. making …….
Boards Games
Ipads
You Tube
I can …
1.…say the names of different types of music
2...say the names of different types of movies
3…say the names of different types of sports
4. ...give my opinion of music/movies/sport
5....say when I do these things
6.…say who I do them with
7…talk about my favourite music/movies/sport
Speaking – games, role-play, conversations, presentation
Reading – books, magazines, websites
Listening – teacher, CDs, Video Clips (cinema and music), watching a French film
Writing – film review, about favourite things, presentation
Making – presentation, poster, comic strip
ICT – You Tube, internet research, ipads
Co-operative learning – social skills development
How We Learned
Assessment
1 speaking – conversation with a partner on free-time (music or cinema). Recorded and retained.
1 listening – teacher described 5 movies and gave opinions. Students had to recognise for each:
• Type of movie• Opinion given• Any other details
Assessment
Spanish Starter UnitSeptember – October/November
Modern Languages For Work Purposes – SCQF level 3/4 (could be combined with Building Own Employability Skills)Aims: To provide learners with the opportunity to develop skills in talking and listening needed to communicate in any vocational context using the language studied (language studied could be different from that learned in other units).
Skills
Employability and enterprise
Literacy Numeracy
Working with others
Communication
Presentation skills
Leadership
Citizenship
Thinking Skills
Applying
Research
ICT
Topic Areas (including
personalisation
Types of jobs
Places of work
Discussion of skills and tasks related to specific jobs
Future employment plans
Job interviews (linked to Building Own Employability Skills Unit)
Language/Structures
Quiero ser……..Quiero trabajar en…
Voy a + infinitive
Es…..Me interesa……….*Tiene buen sueldo.......*Hay variedad…………*Se puede promocionarse* etc
Que hace un mecánico?
Tiene que + infinitivee.g. hablar con clientes
* Level 4
Grammar
Infinitives
Ir a + infinitive for future
Tener que + infinitive
Forming questions
Querer in present tense
Assessment
Level 3 and 4:
Demonstrating understanding of at least one vocational text, identifying the main details
Taking part in at least 1 job-related discussion related to topics:Beginning and concluding the discussion using appropriate formal conventionsResponding* to request for information/exchanging informationRequesting information*Demonstrating pronunciation and accent* which are comprehensible to a sympathetic listener .
Resources
Text books
Access/Intermediate 1 resources
DVD
Video clips
Websites
Magazines
Practical tasks e.g. interview
Mobile phones and other digital technology
Interview senior students about work experience
ipads
Assessment - speaking
• Telephone interview with recruitment agency• Pupils answered questions giving personal details and interests
• Included greeting and leave taking• Asked 2 questions• Assessments recorded and retained
Assessment - Listening
Students had learned about types of jobs, the different roles
involved in the jobs and places of work.
They listened to different people talking about their jobs
Part 1 – they were asked to listen and understand the role and
identify the job
Part 2 – they were asked to listen and understand the job and
role and identify the place of work
Building Own Employability Skills – SCQF level 3/4Aims: To provide learners with the opportunity to develop skills in talking and listening needed to communicate in any vocational context using the language studied (language studied could be different from that learned in other units).
Skills
Employability and enterpriseLiteracy NumeracyWorking with othersCommunicationPresentation skillsLeadershipCitizenshipThinking SkillsApplyingResearch ICT
Topic Areas (including
personalisation and choice)
Job Related Skills and Tasks:Researching jobs availableChoosing jobsContacting employersCV writingApplication formsPreparing for job interviewPhoning to book interviewBeing an intervieweePersonal presentation
Language/Structures
Language and structures will be dependent upon choice of activities
Grammar
Grammar content will be dependent upon choice of activities
Assessment
Level 3:1. At least 2 activities to find information about suitable job opportunitiese.g. finding a job from
a employment website
understanding job adverts through a reading comprehension
understanding job adverts in a newspaper
2. Practising at least 2 of the skills needed to apply for a job.
Level 4:1. At least 2 activities
to find information about suitable job opportunities (see above)
2. Practising at least 2 of the skills needed to apply for a job (see job related skills).
Resources
Resources Text appropriate to students
Examples :
BooksHigher still resources (Access/Intermediate 1)DVDVideo clipsWebsitesMagazinesNewspapersPractical tasks e.g. interviewMobile phones and other digital technology
Building Own Employability Skills March - May
Finding out about jobs:• On-line in English• On-line in Spanish• Using advert sections in papers - English
Skills needed to apply for a job:• Covering letter – English• CV – English and Spanish• Phone to book interview – Spanish• Discuss interview skills – English• Have an interview - Spanish
• 16 students chose to study Mandarin in S3 after S2 taster course.
• Broughton offers students the chance to gain the LLW award in S3 and progress to Nationals in S4.
• Structure as in previous years but more focus on practical employability skills.
2013-2015 Single Language Award
Business Language Champions (SCILT) – Hilton Edinburgh Airport
Launch Event – 27th October
• Carousel of employability activities: Hotel tour, Business Etiquette (SCILT)/How to present oneself/CV writing
• Language workshops with Broughton pupils teaching Hilton staff basic Mandarin phrases which would relate to their role in the hotel
Welcome Pack
Broughton students used the Mandarin they have been learning to produce a welcome pack for the Hilton
• Reception• C+E ops• Restaurant and bar• Health Club
Interview Skills
Hilton staff will come to Broughton to help pupils develop their interview skills
Confucius Hub
• Based in Leith Academy
• Tuesday/Thursday classes
• Resources
• Activities
• Immersion course in China – 2011, 2013, 2014
Strengths of this award
• Can adapt to suit your context e.g. can be used in S3• Related to employability – business link• Practical• Assessment manageable• Progression to other courses. In my school:
Most @ National 3
A few @ national 4
Strengths of this award – teacher perspective
• I can do this…………..• Enjoy the practical aspects • Tangible reward at the end• Develops employability skills• Business link hugely enjoyable and beneficial
Impact on Learners – pupil feedback
What did the pupils say?