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

City of Edinburgh Modern Languages 1+2

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

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

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

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, 259.3 kb: 16 May 2012]

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, 259.3 kb: 16 May 2012]

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, 259.3 kb: 16 May 2012]

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, 250.6 kb: 16 May 2012]

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

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

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

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

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

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

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.

French Early Level Classroom Talk!

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

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

Ecoutez s’il vous plaît!

Regardez s’il vous plaît!

Mettez-vous en ligne!

Oui

Non

Merci!

Non merci!

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.

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!

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.

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!

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

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

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

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

S’il vous plaît ou non merci?

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.

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.

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.

L’institut français http://www.ifecosse.org.uk/Resources-for-P5-P7.html?lang=en

BBC languages weather games, videos and songs. http://www.bbc.co.uk/schools/primarylanguages/french/our_world/videos/

Languages online http://www.languagesonline.org.uk/ On this site, click on Français on the left hand side and you will see les couleurs listed under Primary.

Au revoir!

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.

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

IDL choice topics

French Level 1 Party Games!

Le Hokey Pokey! The hokey cokey

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.

Le Hokey Pokey! The hokey cokey

Met le pied droit devant Put your right foot in

Met le pied droit derrière Put the right foot out

Met le pied droit devant Put your right foot in

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.

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.

Tu tournes sur toi-même Turn yourself about

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

Ohhh hokey, pokey, pokey! X 3

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

Level 1 Les dinosaures! Raar!

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.

Here is Stegosaurus Voici Stégosaure!

Stegosaurus is large Stégosaure est gros…

Like a bus …comme un bus…

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

…comme une noix! Comme = like a nut

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?

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

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

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

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

Ça va mal! Ça va Tyrannosaure?

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

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

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

Oui, super! C’est Tyrannosaure!

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

Oui, fantastique! C’est Stégosaure!

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?

Oui, bravo la classe! C’est Tricérotops!

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

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.

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.

French Level 1/ 2 La magie!

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

Le crayon magique!

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. http://www.youtube.com/watch?v=JunssyiHBk0

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

Je prends un crayon I take a pencil

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

Je souffle sur le crayon Blow on the pencil

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

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

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

Je souffle sur le crayon. I blow on the pencil

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

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.

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.

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.

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

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

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.

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