3 Timeline for implementation Funding for 2013/14 2014/2015 2015/2016 2020Timeline for implementation Funding for 2013/ / /2016
4 L2A progressive experience for all of learning an additional language from P1 onwards (L2).
5 L3A revisited and progressive experience of another language in addition to this from P5 onwards (L3)ScotsUrduGaelicFrenchGermanPolishItalianSpanishMandarin
6 BGE and entitlementRecommendation 9: The Working Group recommends that language learningbe recognised as an entitlement for all young people through to the end oftheir broad general education, S1 to S3.Recommendation 10: The Working Group recommends that within the broadgeneral education schools further develop the links between languagelearning 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 learningthroughout the broad general education. Young people learning languages areexpected 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 PhaseRecommendation 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 clusterarrangements 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 economyTalking 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 2014/20152 X 0.4FTE 1+2 DOs appointedFocus on developing a training model and support resources in 2013/2014Lead teachers appointed from each of the pilot schools
11 3 pilot clusters agreed in 2014/2015 DrummondBalernoSt Augustine’sRolling programme of French and German P6/P7P6/P7 French with specialist input from secondaryP5 – P7 FrenchL2 – FrenchL3 - GermanL2 – FrenchL3 - SpanishL2 – SpanishL3 - French
12 Training model Developed by lead teachers One day in-service initially, reduced to half a day following staff feedbackCultural, engaging, funEmbedded language throughout the dayRationale e.g. business case, EALResource presentationBreak out sessions with stage partnersWhole school session for planningPromoted funding for in-service training in country
13 Training model Follow up CPD of shared classroom practice CAT sessions being delivered in schoolMore flexible range of MLPS training courses being offeredCourses now offered in French (3), Spanish (3), German (1), Italian, MandarinLooking at accreditation for MLPS trainingActively promoting ERASMUS Plus funding
14 Embedded language IDL Choice Topics 2 parts to the resourceEmbedded languageIDL Choice Topics
16 French from P1 Framework Embedded languageMinimum expectation for full implementation by 2020Covers a set of core vocabulary topics which can be embedded in daily routines and across classroom practiceGreetings, numbers (1 -31), dates, weather, classroom talkResources developed at Early, First and Second Levels including all vocabulary, sound files, activities, web links and songs.
21 Early Level Significant Aspects of Learning Use language in a range of contexts and across learningDevelop confidence and enthusiasm to communicate using the language being learntBegin to develop an awareness of other countries, cultures and languagesListen and join in with simple songs, stories and rhymesExplore and recognise patterns and sounds of language through listening, watching and playingUnderstand, respond to and say simple greetings and personal information (e.g. name)Repeat and understand simple familiar language from a familiar sourceActively take part in simple daily routine languageParticipate in familiar games including outdoor learningBegin 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 istalking to the teacher, or theteacher is talking to the wholeclass)Mettez-vous en ligne Line upOui YesNon NoMerci Thank youNon merci No thank you
30 Embedding the language Using s’il vous plaît, merci, oui and non aspart 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 activitiesYou 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 photosRegardezdécidez sietouS’il vous plaît!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 onlineYou 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.
52 Embedded languageChoose a starting point which suits you and your classDon’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 LevelP3 – perhaps Early tooEveryone else – First for vocabulary. You can apply the approaches of 2nd to the amount of vocab at 1st Level.P6/7 working up to 2ndApproaches 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 topicsRange of contexts which can be fitted in across the curriculumDesigned to promote pupil and teacher choiceSome contain new vocabularyOthers build on previous learningSome require no previous knowledgeStill mostly in developmentPupils and teachers requests for resources
57 Activité 6 – Teacher’s notes Activité: Le Hokey PokeyPractise 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.
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 PokeyAnd 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.
69 Activité 1 – Teacher’s notes Modern LanguagesI gain a deeper understanding of my first language and appreciate the richness and interconnected nature of languagesEnglish and literacyI can use my knowledge of sight vocabulary, phonics, context clues, punctuation and grammar to read with understanding and expression.ENG 1-12aPrior learning: 1. Where I live 2. Simple descriptions 3. Colours 4. Pets 5. Food and drinkActivityRead and listen to the information about the different dinosaurs and then do the quiz in groups or as a whole class.
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 sayPauvre 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 comingTrouvé - FoundOne 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.
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 etcI 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 sessionsDecide 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 questionsVocabulary packsFrench, 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 4/5What, if anything, will you adapt/change moving in following years?Anything else to feedback to SQA.
111 Foreign Language Assistants GETs replacing German FLAsMoving to 8 month minimum contracts instead of 9Finish at end AprilAll depts. will continue to get FLA or GET timeAny specific requests please let me knowCan supplement with volunteer/Erasmus assistantsModel needs revision moving forward