1. Modern Languages Subject Leaders’ Meeting May 2014
Liz Gray
Quality Improvement Officer English and Modern Languages
Ann Robertson
Development Officer Modern Languages

2. City of Edinburgh Modern Languages 1+2

3. Timeline for implementation Funding for 2013/14 2014/2015 2015/2016
2020
Timeline for implementation Funding for 2013/ / /2016

4. L2
A progressive experience for all of learning an additional language from P1 onwards (L2).

5. L3
A revisited and progressive experience of another language in addition to this from P5 onwards (L3)
Scots
Urdu
Gaelic
French
German
Polish
Italian
Spanish
Mandarin

6. BGE and entitlement
Recommendation 9: The Working Group recommends that language learning
be recognised as an entitlement for all young people through to the end of
their broad general education, S1 to S3.
Recommendation 10: The Working Group recommends that within the broad
general education schools further develop the links between language
learning and employability and citizenship.
Language Learning in Scotland A 1+2 Approach: Report and Recommendations [PDF, kb: 16 May 2012]

7. BGE and entitlement Languages within a broad general education
4. All pupils in secondary schools have an entitlement to language learning
throughout the broad general education. Young people learning languages are
expected to experience the third level experiences and outcomes as part of their broad general education, under the umbrella of language study. The Working Group expects young people to continue with some form of language study in the L2 language up to the end of the broad general education, i.e to the end of S3. In terms of the L3 language, a number of approaches are possible besides a full subject option. For example, during the broad general education a new language could be taken forward through a carefully planned interdisciplinary approach, or through an elective or enrichment activity which runs for all or part of the session. These options should be introduced in a way that allows for genuine progression in L3 , which would ideally be the third language children had learned in primary school. The L3 language could thereafter be studied for certification purposes within the senior phase, based on learner choice. Such certification need not mean a full SQA course.
Language Learning in Scotland A 1+2 Approach: Report and Recommendations [PDF, kb: 16 May 2012]

8. Senior Phase
Recommendation 16: The Working Group recommends that schools provide all young people with flexible opportunities and encouragement to study more than one modern language to the level of a National Qualification Unit or course in the senior phase, whether in their own school or through cluster
arrangements with other schools.
Language Learning in Scotland A 1+2 Approach: Report and Recommendations [PDF, kb: 16 May 2012]

9. The Economic Case for Improving Language Skills in the Scottish Workforce Language is a barrier to trade, which can be represented as equivalent to tax. There is evidence that Britain’s language investment is so low that it imposes a heavier tax on British Trade than the average for the rest of the world.2 This ‘tax’ currently equates to 0.5% GDP £7.3 billion to the UK economy, pro-rata that is a cost of £591.3 million to the Scottish economy
Talking the talk, so that Scotland can walk the walk; A rapid review of the evidence of impact on Scottish business of a monolingual workforce [PDF, kb: 16 May 2012]

10. Where are we now? 1+2 Strategic group convened 2013
3 pilot clusters agreed in 2014/2015
2 X 0.4FTE 1+2 DOs appointed
Focus on developing a training model and support resources in 2013/2014
Lead teachers appointed from each of the pilot schools

11. 3 pilot clusters agreed in 2014/2015
Drummond
Balerno
St Augustine’s
Rolling programme of French and German P6/P7
P6/P7 French with specialist input from secondary
P5 – P7 French
L2 – French
L3 - German
L2 – French
L3 - Spanish
L2 – Spanish
L3 - French

12. Training model Developed by lead teachers
One day in-service initially, reduced to half a day following staff feedback
Cultural, engaging, fun
Embedded language throughout the day
Rationale e.g. business case, EAL
Resource presentation
Break out sessions with stage partners
Whole school session for planning
Promoted funding for in-service training in country

13. Training model Follow up CPD of shared classroom practice
CAT sessions being delivered in school
More flexible range of MLPS training courses being offered
Courses now offered in French (3), Spanish (3), German (1), Italian, Mandarin
Looking at accreditation for MLPS training
Actively promoting ERASMUS Plus funding

14. Embedded language IDL Choice Topics
2 parts to the resource
Embedded language
IDL Choice Topics

15. Resource Supportive Embedded Practical Accessible Engaging Flexible
Progressive
edinburghmodernlanguages.yolasite.com

16. French from P1 Framework
Embedded language
Minimum expectation for full implementation by 2020
Covers a set of core vocabulary topics which can be embedded in daily routines and across classroom practice
Greetings, numbers (1 -31), dates, weather, classroom talk
Resources developed at Early, First and Second Levels including all vocabulary, sound files, activities, web links and songs.

20. French Early Level
Classroom Talk!

21. Early Level Significant Aspects of Learning
Use language in a range of contexts and across learning
Develop confidence and enthusiasm to communicate using the language being learnt
Begin to develop an awareness of other countries, cultures and languages
Listen and join in with simple songs, stories and rhymes
Explore and recognise patterns and sounds of language through listening, watching and playing
Understand, respond to and say simple greetings and personal information (e.g. name)
Repeat and understand simple familiar language from a familiar source
Actively take part in simple daily routine language
Participate in familiar games including outdoor learning
Begin to explore resources to support my learning e.g. picture dictionaries

22. Vocabulaire Classroom Talk! Ecoutez Listen Regardez Look
S’il vous plaît Please (for use when pupil is
talking to the teacher, or the
teacher is talking to the whole
class)
Mettez-vous en ligne Line up
Oui Yes
Non No
Merci Thank you
Non merci No thank you

23. Ecoutez
s’il vous plaît!

24. Regardez
s’il vous plaît!

25. Mettez-vous en ligne!

26. Oui

27. Non

28. Merci!

29. Non merci!

30. Embedding the language
Using s’il vous plaît, merci, oui and non as
part of everyday classroom language.
You could do the register with oui and non on some days.
The language for the teacher e.g. line up, listen and look are designed to be embedded in everyday classroom practice.
For this topic, this would be the focus as opposed to the language being taught as such.
There are example activities however to help teachers reinforce the language being used.

31. Mot de la semaine Mot du mois
Mot de la semaine means word of the week. Mot du mois means word of the month.
As a way of building up classroom vocabulary gently, you could have a word of the week/month which everyone will use in class (or out of class too if they like!)
Once you move onto your next word, keep the previous words going! This way the pupils will build up their language gradually!

32. Sample activities
You will find a bank of sample activities which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.
You will find a set of more challenging activities in Level 1 Classroom Talk.

33. S’il vous plaît ou non merci?
Pupils look at the following slides and decide if they would like it or not by saying either S’il vous plaît or non merci! You could make this more active by having 2 sides of the room with each designated as the S’il vous plaît side and the other as the Non merci! side. Ask pupils to then choose a side which matches their opinion and say their opinion (S’il vous plaît or non merci) as a group. You could follow this up with asking them to choose pictures from cut outs or create their own drawings under the headings S’il vous plaît and non merci!

34. S’il vous plaît ou non merci?
les photos
Regardez
décidez si et ou
S’il vous plaît!
Non merci!

35. S’il vous plaît ou non merci?

36. S’il vous plaît ou non merci?

37. S’il vous plaît ou non merci?

38. S’il vous plaît ou non merci?

39. S’il vous plaît ou non merci?
Version professeurs de français!

40. S’il vous plaît ou non merci?

41. S’il vous plaît ou non merci?

42. S’il vous plaît ou non merci?

43. S’il vous plaît ou non merci?

44. S’il vous plaît ou non merci?

45. Songs and videos!
You will find a bank of sample songs and videos which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class.

46. Mettez-vous en ligne (to the tune of farmers in his den)
Tous les enfants de la classe,
Tous les enfants de la class means all the children in the class.

47. ICT Resources online
You will find a bank of sample ICT activities which you can use to practise the vocabulary in the classroom.
This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.
Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes.

48. L’institut français

49. BBC languages weather games, videos and songs.

50. Languages online
On this site, click on Français on the left hand side and you will see les couleurs listed under Primary.

51. Au revoir!

52. Embedded language
Choose a starting point which suits you and your class
Don’t worry about repetition of language – repetition is everything in language learning, they can’t hear it enough.
Little and often – drip, drip effect.
For Early – P2 start with Early Level
P3 – perhaps Early too
Everyone else – First for vocabulary. You can apply the approaches of 2nd to the amount of vocab at 1st Level.
P6/7 working up to 2nd
Approaches are more linked to Levels rather than the vocabulary – there is usually just more of it the higher you go.
Don’t be afraid to get it wrong! It’s a positive thing for the pupils to see you learning with them.
Go at a pace which you are comfortable with.

53. IDL Choice topics
Range of contexts which can be fitted in across the curriculum
Designed to promote pupil and teacher choice
Some contain new vocabulary
Others build on previous learning
Some require no previous knowledge
Still mostly in development
Pupils and teachers requests for resources

54. IDL choice topics

55. French Level 1
Party Games!

56. Le Hokey Pokey!
The hokey cokey

57. Activité 6 – Teacher’s notes
Activité: Le Hokey Pokey
Practise the lyrics and actions and then do it to the music.
I’ve included two versions – one which is simplified and another which goes with the Youtube version.
Prior learning:
Body parts and left and right but can learn when doing this song.

58. Le Hokey Pokey!
The hokey cokey

59. Met le pied droit devant
Put your right foot in

60. Met le pied droit derrière
Put the right foot out

61. Met le pied droit devant
Put your right foot in

62. Et remule-le dans tous les sens
And shake it all about – this is quite tricky to say so it’s probably best to practise “remule-le” a bit. There is an extra sound file next to that to help with this.

63. On fait le Hokey Pokey
And shake it all about – this is quite tricky to say so it’s probably best to practise “remule-le” a bit. There is an extra sound file next to that to help with this.

64. Tu tournes sur toi-même
Turn yourself about

65. Voilà, c’est comme ça!
There you go, it’s like that!

66. Ohhh hokey, pokey, pokey! X 3

67. Voilà, c’est comme ça!
There you go, it’s like that!

68. Level 1 Les dinosaures!
Raar!

69. Activité 1 – Teacher’s notes
Modern Languages
I gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languages
English and literacy
I can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression.
ENG 1-12a
Prior learning: 1. Where I live 2. Simple descriptions 3. Colours 4. Pets 5. Food and drink
Activity
Read and listen to the information about the different dinosaurs and then do the quiz in groups or as a whole class.

70. Here is Stegosaurus
Voici Stégosaure!

71. Stegosaurus is large
Stégosaure est gros…

72. Like a bus
…comme un bus…

73. …mais son cerveau est petit…
le cerveau
Mais = but his brain is small
…mais son cerveau est petit…

74. …comme une noix!
Comme = like a nut

75. Qu’est-ce que c’est? C’est un oiseau?
What is it? Is it a bird?
Qu’est-ce que c’est? C’est un oiseau?

76. Non! C’est Ptérodactyle!
Salut tout le monde!
No! It’s Pterodactyle!
Non! C’est Ptérodactyle!

77. Ptérodactyle est grand ou petit?
Pterodactyle is big or small?
Ptérodactyle est grand ou petit?

78. Ptérodactyle est très grand!
J’habite en Afrique. Et toi?
Ptérodactyle est très grand!

79. C’est Tyrannosaure! Qui est-ce?
Coucou!
Qui est-ce?

80. Ça va mal!
Ça va Tyrannosaure?

81. Tyrannosaure mange les petits dinosaures.
Raarr! J’ai faim!
J’ai faim – I’m hungry
Tyrannosaure mange les petits dinosaures.

82. Il y a un Tyrannosaure dans le Musée Nationale d’Ecosse à Chambers Street.

83. 8. Le chien est déguisé en quel dinosaure?
Quiz!
Raar! co
8. Le chien est déguisé en quel dinosaure?

84. Oui, super! C’est Tyrannosaure!

85. 9. Le chien est déguisé en quel dinosaure?
Quiz!
Ouaf! co
9. Le chien est déguisé en quel dinosaure?

86. Oui, fantastique! C’est Stégosaure!

87. Quiz! 10. Le chien est déguisé en quel dinosaure?
Je suis un dinosaure. Je ne suis pas un chien!
10. Le chien est déguisé en quel dinosaure?

88. Oui, bravo la classe! C’est Tricérotops!

89. Early years topic box:
Les jeux de récréation
(Playground games)

90. Pauvre petit chat malade
(Poor little sick cat)
Children sit in a circle. One child pretends to be a cat and goes to another child, who has to say
Pauvre petit chat malade without laughing. If he laughs, he becomes the cat. If not, the cat goes to another child.

91. Cache-cache (Hide and seek)
Key vocab:
J’arrive - I’m coming
Trouvé - Found
One child hides their eyes and counts to whatever number is appropriate to the size and amount of children playing. This could be done in French if possible. When the child has finished counting he/she shouts j’arrive and looks for the others who have hidden. If the child finds one of them he/she shouts trouvé and that child helps them find the others.

92. French Level 1/ 2 La magie!

93. Bienvenue à l’école de magie!
Bonjour les magiciens!
Hello magicians, welcome to the school of magic!
Bienvenue à l’école de magie!

94. Le crayon magique!

95. Regardez le tour de magie
Only watch as far as 0.45 so that pupils don’t see how they do it so that you can get them to try and work it out themselves.

96. Comment faire?
How do you do it? Is it magic?
C’est la magie?

97. Je prends un crayon
I take a pencil

98. Je roule le crayon sur mon pullover
These are for pupils to repeat as the follow the instructions. Roll the pencil on your jumper

99. Je souffle sur le crayon
Blow on the pencil

100. Je mets le crayon sur la table
Put the pencil on the table.

101. Je fais des gestes magiques!
I make magic gestures (i.e. magic type hand movements)

102. Et maintenant le grand sécret!
And now – the big secret!!!

103. Je souffle sur le crayon.
I blow on the pencil

104. Et voilà! Le crayon roule!
And there you go! The pencil roll!
C’est la magie!

105. To what extent do you feel your new skills/knowledge will have a positive impact on service users?
I am very excited to start using French in the classroom. I have a P2 class and I am planning to use the resources straight away.
Although I am not too good with French, I feel I have the resources necessary to get started and to motivate my learners.
I feel more confident in French, with no experience, I now feel more comfortable taking it into my classroom and can’t wait to get started.
As someone who doesn’t speak French, I think that the powerpoints and websites will greatly support me.

106. Any additional comments including any suggestions for improving this learning experience, adding/removing content, making it longer, shorter, more interactive etc
I think you have managed to create a buzz and made it all a lot less daunting, whilst explaining what it is all about. The fact it is ‘integrated’ is, in my opinion, very useful. The Comenius/Erasmus Plus courses sound amazing too!
Consistently throughout the day practitioners commented on how well-prepared they feel to “get started”. This is testament to the time and thinking which has gone in to the resource development by the group and to the format of today’s training. As HT, I am delighted by the positive response from staff. This initiative will not place undue additional workload on staff which is a huge relief.

107. Next steps 2014 – 2016 Roll out programme over remaining 20 clusters
Clusters signing up for ML as a priority over next two sessions
Decide L2 and L3 as a cluster group – clearly stated that this process has to include secondary ML link.
Work with us to identify training dates etc.
Lead teacher appointed from all schools involved including secondary.

108. What this will mean for your cluster?
What are the issues and implications for the secondary?
How can you support this change?

109. New Qualifications Higher materials – in development
30 reading and listening texts (for each topic)
Sample questions
Vocabulary packs
French, Spanish, German, Italian, Mandarin, Gaelic

110. New Qualifications – group discussion
Any issues re. exams etc. to be flagged up.
S1 – S3 courses – are they challenging enough to meet the requirements for Nat 4/5
What, if anything, will you adapt/change moving in following years?
Anything else to feedback to SQA.

111. Foreign Language Assistants
GETs replacing German FLAs
Moving to 8 month minimum contracts instead of 9
Finish at end April
All depts. will continue to get FLA or GET time
Any specific requests please let me know
Can supplement with volunteer/Erasmus assistants
Model needs revision moving forward