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

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Presentation on theme: "Modern Languages Subject Leaders Meeting May 2014 Liz Gray Quality Improvement Officer English and Modern Languages Ann Robertson Development Officer."— Presentation transcript:

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

3 City of Edinburgh Modern Languages 1+2

4 2020 Timeline for implementation Funding for 2013/ / /2016

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

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

7 BGE and entitlement Language Learning in Scotland A 1+2 Approach: Report and Recommendations [PDF, kb: 16 May 2012] 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.

8 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]

9 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]

10 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 £ 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]

11 Where are we now? 1+2 Strategic group convened pilot clusters agreed in 2014/ 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

12 3 pilot clusters agreed in 2014/2015 DrummondBalernoSt Augustines L2 – French L3 - German L2 – French L3 - Spanish L2 – Spanish L3 - French Rolling programme of French and German P6/P7 P6/P7 French with specialist input from secondary P5 – P7 French

13 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

14 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

15 2 parts to the resource Embedded language IDL Choice Topics

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

17 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.

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21 French Early Level Classroom Talk!

22 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

23 Vocabulaire Classroom Talk! Ecoutez Listen RegardezLook Sil vous plaît Please (for use when pupil is talking to the teacher, or the teacher is talking to the whole class) Mettez-vous en ligneLine up OuiYes NonNo Merci Thank you Non merci No thank you

24 Ecoutez sil vous plaît!

25 Regardez sil vous plaît!

26 Mettez-vous en ligne!

27 Oui

28 Non

29 Merci!

30 Non merci!

31 Embedding the language Using sil 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.

32 Mot de la semaine Mot du mois 1.Mot de la semaine means word of the week. Mot du mois means word of the month. 2.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!) 3.Once you move onto your next word, keep the previous words going! This way the pupils will build up their language gradually!

33 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.

34 Sil vous plaît ou non merci? Pupils look at the following slides and decide if they would like it or not by saying either Sil vous plaît or non merci! You could make this more active by having 2 sides of the room with each designated as the Sil 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 (Sil 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 Sil vous plaît and non merci!

35 Sil vous plaît ou non merci? Regardez les photos et décidez si Sil vous plaît! ou Non merci!

36 Sil vous plaît ou non merci?

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40 Version professeurs de français!

41 Sil vous plaît ou non merci?

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46 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.

47 Mettez-vous en ligne (to the tune of farmers in his den) Mettez-vous en ligne! Tous les enfants de la classe, Mettez-vous en ligne!

48 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. ICT Resources online

49 Linstitut français

50 BBC languages weather games, videos and songs.

51 Languages online

52 Au revoir!

53 Choose a starting point which suits you and your class Dont worry about repetition of language – repetition is everything in language learning, they cant 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 2 nd to the amount of vocab at 1st Level. P6/7 working up to 2 nd Approaches are more linked to Levels rather than the vocabulary – there is usually just more of it the higher you go. Dont be afraid to get it wrong! Its a positive thing for the pupils to see you learning with them. Go at a pace which you are comfortable with. Embedded language

54 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

55 IDL choice topics

56 French Level 1 Party Games!

57 Le Hokey Pokey!

58 Activité 6 – Teachers notes Activité: Le Hokey Pokey 1.Practise the lyrics and actions and then do it to the music. 2.Ive 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.

59 Le Hokey Pokey!

60 Met le pied droit devant

61 Met le pied droit derrière

62 Met le pied droit devant

63 Et remule-le dans tous les sens

64 On fait le Hokey Pokey

65 Tu tournes sur toi-même

66 Voilà, cest comme ça!

67 Ohhh hokey, pokey, pokey! X 3

68 Voilà, cest comme ça!

69 Level 1 Les dinosaures! Raar!

70 Activité 1 – Teachers 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.

71 Voici Stégosaure!

72 Stégosaure est gros…

73 …comme un bus…

74 …mais son cerveau est petit… le cerveau

75 …comme une noix!

76 Quest-ce que cest? Cest un oiseau?

77 Non! Cest Ptérodactyle! Salut tout le monde!

78 Ptérodactyle est grand ou petit?

79 Ptérodactyle est très grand! Jhabite en Afrique. Et toi?

80 Qui est-ce? Coucou! Cest Tyrannosaure!

81 Ça va Tyrannosaure? Ça va mal!

82 Tyrannosaure mange les petits dinosaures. Raarr! Jai faim!

83 Il y a un Tyrannosaure dans le Musée Nationale dEcosse à Chambers Street.

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

85 Oui, super! Cest Tyrannosaure!

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

87 Oui, fantastique! Cest Stégosaure!

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

89 Oui, bravo la classe! Cest Tricérotops!

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91 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.

92 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 jarrive 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.

93 French Level 1/ 2 La magie!

94 Bonjour les magiciens! Bienvenue à lécole de magie!

95 Le crayon magique!

96 Regardez le tour de magie

97 Comment faire? Cest la magie?

98 Je prends un crayon

99 Je roule le crayon sur mon pullover

100 Je souffle sur le crayon

101 Je mets le crayon sur la table

102 Je fais des gestes magiques!

103 Et maintenant le grand sécret!

104 Je souffle sur le crayon.

105 Et voilà! Le crayon roule! Cest la magie!

106 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 cant wait to get started. As someone who doesnt speak French, I think that the powerpoints and websites will greatly support me.

107 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 todays 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.

108 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.

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

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

111 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.

112 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

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