Modern Languages Subject Leaders’ Meeting May 2014
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Modern Languages Subject Leaders’ Meeting May 2014 Liz Gray Quality Improvement Officer English and Modern Languages Ann Robertson Development Officer Modern Languages
description
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. 2020. Timeline for implementation Funding for 2013/14 2014/2015 - PowerPoint PPT Presentation
Transcript of Modern Languages Subject Leaders’ Meeting May 2014
Modern Languages Subject Leaders’
MeetingMay 2014
Liz Gray Quality Improvement Officer English and Modern Languages
Ann RobertsonDevelopment Officer Modern Languages
City of Edinburgh Modern Languages
1+2
2020
Timeline for implementation Funding for
2013/14 2014/20152015/2016
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
Gaelic
Mandarin
Spanish
Italian
French
Urdu
Polish German
BGE and entitlement
Language Learning in Scotland A 1+2 Approach: Report and Recommendations [PDF, 259.3 kb: 16 May 2012]
Recommendation 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.
BGE and entitlementLanguages within a broad general education4. 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, 259.3 kb: 16 May 2012]
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, 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.2This ‘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
L2 – FrenchL3 - German
L2 – FrenchL3 - Spanish
L2 – SpanishL3 - French
Rolling programme of French and
German P6/P7
P6/P7 French with specialist input
from secondary
P5 – P7 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
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
VocabulaireClassroom Talk!
Ecoutez ListenRegardez Look S’il vous plaît Please (for use when pupil is
talking to the teacher, or the teacher is talking to the wholeclass)
Mettez-vous en ligne Line up
Oui YesNon NoMerci Thank youNon 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 semaineMot 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!
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?
Regardez
les photos
et décidez si
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?
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)
Mettez-vous en ligne!Mettez-vous en ligne!
Tous les enfants de la classe,Mettez-vous en ligne!
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
BBC languages weather games, videos and songs.
Au revoir!
• 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.
Embedded language
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!
Activité 6 – Teacher’s notes
Activité: Le Hokey Pokey
1.Practise the lyrics and actions and then do it to the music.2.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!
Met le pied droit devant
Met le pied droit derrière
Met le pied droit devant
Et remule-le dans tous les sens
On fait le Hokey Pokey
Tu tournes sur toi-même
Voilà, c’est comme ça!
Ohhh hokey, pokey, pokey! X 3
Voilà, c’est comme ça!
Level 1Les dinosaures!
Raar!
Activité 1 – Teacher’s notesModern 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 descriptions3. Colours 4. Pets5. Food and drink
ActivityRead and listen to the information about the different dinosaurs and then do the quiz in groups or as a whole class.
Voici Stégosaure!
Stégosaure est gros…
…comme un bus…
…mais son cerveau est petit…
le cerveau
…comme une noix!
Qu’est-ce que c’est? C’est un oiseau?
Non! C’est Ptérodactyle!
Salut tout le monde!
Ptérodactyle est grand ou petit?
Ptérodactyle est très grand!
J’habite en Afrique. Et
toi?
Qui est-ce?
Coucou!
C’est Tyrannosaure!
Ça va Tyrannosaure?
Ça va mal!
Tyrannosaure mange les petits dinosaures.
Raarr! J’ai
faim!
Il y a un Tyrannosaure dans le Musée Nationale
d’Ecosse à Chambers Street.
Quiz!
8. Le chien est déguisé en quel dinosaure?
Raar!
Oui, super! C’est Tyrannosaure!
Quiz!
9. Le chien est déguisé en quel dinosaure?
Ouaf!
Oui, fantastique! C’est Stégosaure!
Quiz!
10. Le chien est déguisé en quel dinosaure?
Je suis un
dinosaure. Je ne suis pas
un chien!
Oui, bravo la classe! C’est Tricérotops!
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.
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!
Bonjour les magiciens!
Bienvenue à l’école de magie!
Le crayon magique!
Comment faire?
C’est la magie?
Je prends un crayon
Je roule le crayon
sur mon pullover
Je souffle sur le crayon
Je mets le crayon sur la table
Je fais des gestes magiques!
Et maintenant le grand sécret!
Je souffle sur le crayon.
Et voilà! Le crayon roule!
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
