Presentation on theme: "Developing Intercultural Understanding Hello everyone! AhoySevrusSalutSalaam Bom dia czescGuten Tag namaskar Adaabjambovanakkam marhabah Pree-vyethola."— Presentation transcript:
Developing Intercultural Understanding
Hello everyone! AhoySevrusSalutSalaam Bom dia czescGuten Tag namaskar Adaabjambovanakkam marhabah Pree-vyethola bonjour zdravo
Breakdown stereotypes and barriers Promote understanding – contact with real people Promote tolerance Promote appreciation
Year 3 IU 3.1 Learn about the different languages spoken by children in the school Increase awareness of linguistic and cultural diversity IU 3.2 Locate country/countries where the language is spoken Identify some of the countries where the language is spoken, drawing on the knowledge of class members as appropriate Know some facts about one country, e.g. climate, main towns, famous landmarks, produce
Year 3 IU 3.3 Identify social conventions at home and in other cultures Learn about polite forms of address Know how to greet native speakers Recognise some typical names IU 3.4 Make indirect or direct contact with the country/countries where the language is spoken Have contact with a native speaker, including peers where appropriate View a video or media resource about the country Send an , letter or postcard to a partner school
Footballers names William Gallas Patrice Evra Didier Drogba Claude Makelele Nicolas Anelka
Year 4 IU 4.1 Learn about festivals and celebrations in different cultures Learn how children of different cultures celebrate special days Identify similarities and differences Learn simple phrases to celebrate festivals, drawing on the experience of fellow pupils where possible IU 4.2 Know about some aspects of everyday life and compare them to their own Compare pastimes of children of different cultures and countries Exchange information with a partner school, e.g. sports, hobbies
Comparing festivals in Britain with those in France
Christmas – la veille de Noël, le réveillon, Noël The French have their celebration meal on Christmas Eve (la veille de Noël) and it is called le réveillon. It is a large meal consisting of oysters, fish, pâté de foie gras (liver pâté), followed by beef, chicken, turkey or goose then, cheese, fruit and lastly a bûche de Noël or Yuletide log. Traditionally children place wooden shoes/clogs (les sabots) in the fireplace so that Santa Claus (le Père Noël) can bring them presents. Nowadays, they might use ordinary shoes or slippers instead.
Feast of the Magi – la fête des Rois This is a childrens festival. A galette des Rois (a kind of round flat cake made out of puff pastry and almond cream) is baked and a fève (favour) is placed inside. The galette is cut into pieces, and the child who finds the favour is named roi (king) or reine (queen) for the day. The child who finds the favour should say La voilà! They then wear a couronne (crown) and the other children say, Vive le roi! or Vive la reine! which means Long live the king/queen!
Jaime la Galette Video clip of the song available on Youtube. Link with Roule Galette story (could compare with The Gingerbread Man)
Shrove Tuesday/ Pancake Day – Mardi gras In many French towns and villages, Mardi Gras is also a carnival, where people disguise themselves with masks and costumes and take to the streets. One of the most famous is in Nice, where people wear giant masks in the Mardi Gras parade, so it looks like giant heads with tiny bodies are walking through the streets.
Mothers Day – la fête des mères In France it is usually celebrated on the last Sunday in May as opposed to before Easter in Britain. Mothers are encouraged to rest completely and are given gifts – traditionally, lily of the valley posies and heart-shaped cakes or biscuits decorated with a loving message. Families celebrate together with a special meal.
Year 4 IU 4.3 Compare traditional stories Compare characteristics of simple stories between cultures Look at the writing system of the language IU 4.4 Learn about ways of travelling to the country/countries Revise the location of country/countries where the language is spoken Identify a route from own locality to specified destination, drawing on the direct experience of pupils where available
Comparing Traditional tales The Grimm Brothers' - English and German – –http://www.pitt.edu/~dash/grimmtales.htmlhttp://www.pitt.edu/~dash/grimmtales.html French Traditional tales – –http://fslactivities.sd61.bc.ca/stories.htmlhttp://fslactivities.sd61.bc.ca/stories.html – –www.momes.netwww.momes.net – –http://ngfl.northumberland.gov.uk/languageshttp://ngfl.northumberland.gov.uk/languages
Where do people speak French? Où est-ce quon parle le français? En France En Afrique Au Canada Au Caribe En Guyane Can you join up the names to the countries on the map?
Pour aller en France en voiture en voiture de Hull à Portsmouth de Hull à Portsmouth et en bateau et en bateau de Portsmouth à de Portsmouth à Le Havre Le Havre Caen Caen Cherbourg Cherbourg St. Malo St. Malo Hull Portsmouth Cherbourg Caen Le Havre St Malo
Year 5 IU 5.1 Compare symbols, objects or products which represent their own culture with those of another country Learn about symbols representing their own country, culture and community Learn about symbols and products from another country and culture IU 5.2 Look at further aspects of their everyday lives from the perspective of someone from another country Consider aspects of everyday life of children in their own and different countries Reflect on cultural issues using empathy and imagination to understand other people's experiences
The shoe box Create two shoeboxes: one which you feel represents your culture Another which represents the culture of the partner school Send it to your partner school Get them to do the same A discussion will arise that confronts the stereotypes
Year 5 cont. IU 5.3 Recognise similarities and differences between places Identify geographical features of a contrasting locality Learn about buildings and places in different countries
La France quelques villes importantes les grands fleuves – –la Loire – –le Rhône – –la Seine – –la Garonne les montagnes: – –les Alpes – –les Pyrenées – –le Massif Central Paris Marseille Lyon Lille Toulouse Nantes Nice Strasbourg le Massif Central les Alpes les Pyrenées la Loire la Seine la Garonne le Rhône
Paris la Défense la Défense
Autres villes et monuments le Pont du Gard, Nîmes le Pont du Gard, Nîmes Nimes
Year 6 IU 6.1 Compare attitudes towards aspects of everyday life Recognise similarities and differences in attitudes amongst children in different cultures Learn about role models for children in different cultures IU 6.2 Recognise and understand some of the differences between people Discuss similarities and differences between the cultures they have learned about Recognise and challenge stereotypes
Year 6 (cont) IU 6.3 Present information about an aspect of culture Perform songs, plays, dances Use ICT to present information having a greater sense of audience
Quelques clubs de football français Olympique Lyonnais Olympique Lyonnais Lyon
Quelques clubs de football français Olympique de Marseille Olympique de Marseille Marseille
Quelques clubs de football français Paris St. Germain F.C. Paris St. Germain F.C. Paris
Quelques clubs de football français FC Nantes FC Nantes Nantes
Quelques clubs de football français A.S. Monaco A.S. Monaco Monaco
Quelques clubs de football français A.S. Saint-Étienne A.S. Saint-Étienne Saint- Étienne
Catherine Cheater SoW – Years 3-6
Conclusion How will you use the Framework to help you develop progression in IU in the future?