Presentation on theme: "Raising the bar SALT conference 2011"— Presentation transcript:
1Raising the bar SALT conference 2011 Fiona A Pate HMI
2What was Curriculum for Excellence designed to do? ‘Future proof’ the learning: make it relevant to life and work now and in the futureProvide breadth and depth of learningEncourage creativity and learning to learnProvide these things for allRaise the bar
3CfE is about knowledge and understanding Understanding involves:Applying learned concepts to create something newBeing able to explain your thinkingMaking predictions and assumptions based on prior knowledge of how things work
4CfE and modern languages We need to provide a curriculum which is relevant to the needs of young people in the world they live in nowWe need to teach them the skills of learning a language so that they can generate new language and feel confident about learning other languages in future
5CfE and modern languages AIMSDepth and breadth of learningSkills of talking and listening, reading, writingUnderstanding of how language worksNOT –to cover as many topics as possible
6CfE and modern languages: aims By doing these things, we are aiming to increase the challenge and raise the bar for all.Of course we want them to pass their exams – but we want them to be able to do more than that.
7Third level in modern languages Most pupils to achieve third level or beyond by the end of S3. Most will progress into the fourth level in many aspects of their learning before the end of S3Fourth level is roughly SCQF level 4 – S General or Int 1
8Third level in modern languages But it means more than General level – more depth of skills development within a relevant and challenging curriculum.This starts early!
9How do we achieve depth? It starts in primary school. ML departments should know what, and how, their associated primary schools teach in MLPS lessons and should build on that in S1
10MLPS…..by the end of Primary 7, the majority of children will have learned the skills necessary to:give a short presentation about themselvestake part in simple conversations and transactionsunderstand classroom instructions and personal informationenjoy listening to a story, song or poemread aloud a simple textread and understand a short textwrite a few sentences about themselves and others.Principles and Practice
11DISCUSSION: transition How can we really build on pupils’ learning from primary when they enter S1?
12An example of how ICT can be used appropriately in transition. S1 Third Level writing task where learners prepare an autobiography using the all the vocabulary they have learned in primary and in their first few weeks of secondary school. They record this as a sound file and then in the Computing class download it and type it into a PowerPoint presentation that includes information about themselves from several areas of the curriculum. Computing teachers show learners how to insert accents and foreign language punctuation. Presentation are made available to parents via the school website.Douglas Academy
13Building up language skills through the Es & Os Listening – for information…and talking – in conversations, role-play and presentationsReading – for information and enjoyment- alone and with othersWriting – about self and other things- giving opinions- checking accuracy
14Building reading skills Standard Grade General expects:Language may be in unfamiliar contextsStraightforward textsFamiliar contentRange of tenses
15The Experiences and Outcomes expect More complex texts with some unfamiliar language More detailed texts, complex language, range of tensesTexts with cultural contentReading longer prose and poetry for enjoymentWorking alone and with others
16Aiming for fourth level reading Second level - read and understand a short textFourth levelUse reading strategies to understand longer, more complex texts with an increasing range of language and structures, some of which are unfamiliar.Through reading, demonstrate cultural awareness of the country or countries where the language is spoken
17Progression: reading Make reading part of fun, warm up activities Make sure the texts are interesting and relevantGet pupils used to seeing ever longer pieces of writing, with more complex language, from a variety of sources. ie the average textbook pieces are not enough to challenge pupils!Teach strategies for reading and make reading part of everyday workMake sure they know how to find things out
18Plus que jamais = more than ever plus d’argent = more money Il n’existe plus que 1000 pandas en Chine. Plus que jamais, cet animal est menacé de disparition. L’association WWF demande aujourd’hui plus d’argent pour les réserves à pandas. Il faudrait également créer des passages dans les forêts pour leur permettre de se rencontrer.Plus que jamais = more than everplus d’argent = more moneyIl faudrait également créer= we also must makese rencontrer. = to meetS1 groups Douglas Academy
19‘J’ai quatorze ans et j’habite à Rabat au Maroc ‘J’ai quatorze ans et j’habite à Rabat au Maroc. L’école est obligatoire au Maroc pour tous les enfants jusqu’à l’âge de quinze ans mais je veux continuer à l’école jusqu’à dix-huit ans. J’ai l’intention d’aller à la fac parce que je voudrais être médecin.Je parle français et arabe et j’étudie l’anglais. On dirait que je m’intéresse aux langues et j’ai de la chance parce qu’il y a un laboratoire de langues pour perfectionner mon anglais.’S2 groups Douglas Academy
20Un Sac de Billes par Joseph Joffo – extract - Enfin - Enfin dit-il, il faut que vous sachiez une chose. Vous êtes juifs mais ne l’avouez jamais. Vous entendez : JAMAISNos deux têtes acquiescent ensemble.-A votre meilleur ami vous ne le direz pas, vous ne le chuchoterez même pas à voix basse, vous nierez toujours. Vous m’entendez bien : toujours.Joseph, viens ici.Je me lève et m’approche, je ne le vois plus du tout à présent.-Tu es juif, Joseph ?- Non.Sa main a claqué sur ma joue, une détonation sèche. Il ne m’avait jamais touché jusqu’ici.- Ne mens pas, tu es juif, Joseph ?- Non
21Work together to summarise the extract in English in 40 words exactly (no more, no less). Be prepared to share your summary with the class.Imagine that you are Joseph on the evening that the scene happens. Write a short diary entry about what happened that day. Include your feelings and thoughts.S3 Douglas Academy
22Building listening and talking skills: third into fourth level Standard Grade expects:Listening to straightforward texts going beyond basic information with a range of tensesCoping with longer conversations/talksCan express opinions and reasonsCan cope with additional developmentsReasonable range of vocabulary, tenses and structures. More accurate.
23The Experiences and Outcomes expect: Listening to mainly familiar language more complex, less predictable, unfamiliar context/languageRespond in more extended conversations, with opinions and reasons less predictable, extended conversations. Extended range of languageAsk for help sustain a conversation. More open-endedRealistic contextsGroup individual talk/presentation
24Aiming for fourth level: L & T Second level - understand classroom instructions and personal information, enjoy listening to a story, song or poem. Give a short presentation, take part in simple conversations and transactionsFourth levelUnderstand longer and more complex texts with an increasing range of language and structures. Some unfamiliar language. Range of aural stimuli eg poems, DVDsLonger, more detailed conversations and transactions in a variety of contexts. Sustaining more detailed conversation.Greater level of accuracy and awareness of language rules.
25Progression: T & LMake talking a constant part of classroom activity. Interact in the target language.Ensure pupils engage in conversations, moving from simple, familiar language to adding in the unexpected.Do not just use rote learned talks and conversations for assessing. It’s boring and tests little beyond memory.
26Building writing skills Standard Grade expects:Longer pieces of writingExpress ideas and opinionsReasonable range of vocabulary and structures with more accuracyAttempt at a range of tenses
27The Experiences and Outcomes expect: Using a range of supportMore extended writing about self/experiences/topic Wider range of topics, variety of structures, tenses, linking wordsOpinions and reasonsChecking accuracy
28Aiming for fourth level writing Second level - write a few sentences about self and othersFourth levelLonger, more complex and more accurate pieces of writing, in relation to a range of topics. Evidence of structured writingUse a greater variety and complexity of vocabulary and structuresGive opinions and reasons for themUse references and draw on prior learning to create new pieces of writing
29Progression: writing Writing should be part of what pupils do to learn Writing activities can be fun but also challenging, especially with support eg writing framesWriting does not always have to be a formal piece – eg use blogs, sDo not use rote learned pieces of writing for assessing. It’s boring and tests little besides memory
30Examples of making writing part of learning S1 and S2 make a daily note in the target language of the weather in a foreign country by looking at an online “weathercam” at the start of the lesson.S3 given a word at the start of the lesson and asked to make a sentence using it, as a warm up.
31Normalement le matin, je mange des céréales et du pain grillé avec du beurre et de la confiture. J’ai un verre d’eau. Pour le dîner, c’est ma mère qui choisit.Le soir, j’aime aller au cinéma avec mes copains, mais je n’aime pas les films tristes. Un jour, je voudrais aller au théâtre à Paris. Mais Paris, c’est loin!J’habite un village loin de la ville. Quelquefois je prends le bus pour aller au ciné. Hier, j’ai vu le dernier Harry Potter! Mais c’est cher donc souvent, je regarde mes films à la télé.
32Raising that bar!All of the above depends on having higher expectations of what young people can achieve. Examine closely –ContentActivities giving practice in all four skillsBalance of active learning against passive workGrammar
33Raising that bar !Challenge and progress mean different things to different pupilsSupport the needs of all learnersCannot rely solely on a textbook or over simple worksheets
34Monitoring progressWorking with new areas of content and contextIncreasing confidence in taking the initiative and in being creative.Learning from ‘having a go’.
35Challenge also comes from the way they learn….. AifLDo young people know why they are doing these activities?Do they understand what they have to learn and how they will get there?Do they know how well they are developing the four skills and what they need to do next?
36Challenge also comes from the way they learn….. Active learning which makes them think
37Higher-order thinking Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding
38Share your thoughtsWhat sort of language learning activities provide ‘higher order’ thinking experiences?
39How will you assess?range of evidence: formative assessment and formal tests – not against each outcome!build up a profile: but it must be manageable!gather evidence of progression in language skills from a range of activities over time. Value learners’ responses in discussions.use moderation well to ensure consistency across the department and authority
40Reporting on progress SECURE Achieved a level Range of evidence across b, a, cHolistic, overall judgementsConsolidatingBreadth-many Es+OsApplying in familiarBeginning challengeTheLearner…DevelopingStartingBeginningIncreasing no. of Es + Os