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Planning KS3: when less is more
“The new secondary curriculum is the map and the renewed framework is the route planner” Rachel Hawkes
Cheney SchoolOxford
26 May 2010
less more
Messages from the classroom• Languages are seen as important but also often
difficult and boring• All learners need to feel successful• Experiencing clear progress = success• Learners most want to work at their own pace• Learners often feel anxiety in whole class oral
interaction• It is not generally ok to acknowledge confusion• Learners need 1-1 teacher attention at times
Rachel Hawkes, May 2009Rachel Hawkes
Therefore teaching should…• be clear • be memorable (this includes ‘be interesting’)• be planned for learner success• make progress explicit and manageable• include some sophistication• allow different pace and strategies• include individual teacher feedback• reduce anxiety (in all skills)• respond to learner needs• build key skills
Rachel Hawkes
More and more……..!
new Ofsted frameworknew secondary curriculum
renewed frameworknew GCSE
“Employers want conversational ability, which will give a good impression, help to build relationships and make new contacts.”
Extract from a House of Lords Debate, 3 December 2009Rachel Hawkes
And what’s next…???
NC PoS
Framework
QCA ProgressionMaterial
Pedagogy
Rachel Hawkes
prescription freed
om“Less.. is
more..”
• Any languages can be taught• No prescribed topicsEmphasis now on:• Creativity• Culture• Links with other subjects• Active learning• International contacts• Meaningful topics• Skills• Learning beyond the classroom
Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject.
Rachel Hawkes
Rachel Hawkes
What do we want our learners to look like?What skills do we want them to have?
Successful learners
Confident individuals
Responsible citizens
Rachel Hawkes
Successful learners in MFL
• Readers who can skim, scan challenging texts and decipher meaning
• Effective users of memory strategies to learn new language• Active acquirers of new language• Initiators of conversation and discussion• Successful pronouncers of (unfamiliar) text• Confident listeners• Capable communicators of meaning in spoken and written
language• Analytical thinkers who make links, re-using known structures
in new contexts
Rachel Hawkes
Confident individuals
• Risk takers in oral interaction• Inferers of meaning in unfamiliar
spoken/written language• Assessors of own progress against targets• Confident performers orally in presentations
and asking questions• Able communicators who think creatively
Rachel Hawkes
Responsible citizens
• Good listeners, turn takers with high level ‘audience’ skills
• Successful group workers• Tolerant individuals• Culturally aware and interested
Rachel Hawkes
teacher talk stu
den
t ta
lk“Less.. is more..”
Rachel Hawkes
• Teaching sound-written patterns (phonics)• Building a framework for spontaneous talk• Providing opportunities for planned and
unplanned talk• Focusing on key structures• Providing a range of stimulus material to
respond to• Using technology to enhance interactions
Cognates
JollyphonicsEl sistema
fónico
Syllable squares
Pronounce!
Tongue twisters
News
Comic strips
Group Talk
adverts
songs
pictures
film clips
Rachel Hawkes
Planned Unplanned
Asking questions
• group talk routines •speaking lines•Find someone who• what are the questions?• free conversation
Understanding & responding
• Target talk • Odd one out • Spot the difference • Reading Images
• Say something else • 5 Ws • Tell a story • Then & now
Key structures
coverage mast
ery“Less.. is
more..”
Rachel Hawkes
• More time • Embedding and elaborating• Projects• Known language in new contexts• Time to re-draft and re-visit• Creative outcomes
Year 7 Spanish
Curriculum
Language skillsPronunciationMemorySentence-buildingCreativityPerformanceAutonomy CREATE
Creative:creative thinkinggenerating ideastaking risks
Reasoning:AnalysingProblem-solvingDecision-makingJustifyingCategorisingMaking links
Empathic:CommunicatingCooperatingSpeaking & listening (well)Group working
Progression: Language structurespronounscommon Irregular Verbs – SER, ESTAR, TENER, Hay
present tense – REG verbs – AR/ER/IRindefinite & definite articlesadjectives & adjective endingscommon conjunctions – y, pero, también, porque, sin embargo time expressionsquestion wordsimpersonal verbs – me gusta etc..radical-changing verbsse puede + infinnear future – voy a +infin
Progression: Text typesReportDefinitionQuestionnaireDescriptionInformal letter
Cross-curriculum linksContent – Geography, ArtSkills – ICT, Music, Geography, EnglishWays of working – Drama, Geography, English, FT, PE
ContentMy world and the Spanish-speaking world – Personal details, Countries, Describing Places, Geographical features, Animals, Family, Physical DescriptionSchool – Subjects, Likes & Dislikes, Reasons, Preferences, School Day, Time & Timetables, Comparisons of different schoolsFree time – Sports, Hobbies, Keeping Fit, Plans for the summer/weekend
Town – Places in town, facilities, directions, describing places, saying what you can do, ‘selling’ a place
Active:being activebeing attentivenoticingresponding with confidence
Tenacious:perseveringcoping strategiesleeping positivehaving goals
Everlasting:effective memory skillsdeveloping ICT skillsdeveloping learning stylesrevising (well)transferring skillspersonal study skills
PLTSSelf managerEffective participatorCreative Thinker Reflective learnerIndependent EnquirerTeam worker
Joined-up thinking
Rachel Hawkes
KS3 French Core Language
je – Itu – you (sing.)il/elle – he/sheon – we / one
nous – wevous – you (pl or formal.)ils/elles – they
j’ai I have
tu as you have
il /elle/on a he/she/we have
nous avons we have
vous avez you have (formal or .pl.)
Ils/ elles ont they have
avoir – to have être – to beje suis I am
tu es you are
il/elle/on est he/she is/we are
nous sommes
we are
vous êtes you are
ils / elles sont
they are
je fais I do
tu fais you do
il / elle/ on fait he/she /we do
nous faisons we do
vous faites you do
ils / elles font they/you do
faire – to do
Time words
maintenant – nowavant – beforeaprès – afteraujourd’hui – todayhier – yesterdaydemain – tomorrowencore une fois - againtoujours – alwayssouvent – oftenquelquefois – sometimesjamais – neverla semaine dernière – last weekla semaine prochaine – next week
Referring to thingsune chose – a thingceci – thiscela – thatquelque chose– something (un) autre – (an)otherbeaucoup (de) – a lot (of)(un) peu – (a) littletrès – verytout – all/everythingtrop – too (much)
Making linkset – andou – oraussi – alsomais – butparce que – becauseavec – withsans - without
Asking questions
Porquoi? – why?Qu’est-ce que? – what?quand? – when?où? – where?Qui? – who?Combien? – how much/many?Comment? – how?
Referring to placesici – herelà-(bas) – (over) there
OpinionsJe pense que – I think thatJe crois que – I believe thatIl me semble que – it seems that..A mon avis.. – in my opinion..
Sentence buildingJe peux / on peut I can / you/we can...
Je veux I want to..
Je dois I have to…
Je vais / on va + verb I’m going to/we’re going to…
J’aime /je n’aime pas
I like to / I don’t like to..
J’aime beaucoup I love to…
Je voudrais I would like to…
Pronouns
Saying what you did
Je suis allé(e) – I wentj’ai fait– I didJ’ai vu – I sawj’ai joué – I playedj’ai mangé – I atej’ai bu – I drankJ’ai regardé – I watchedJ’ai travaillé – I workedJ’ai voyagé – I travelled
Rachel Hawkes
Asking questions
Wer? Who?Wo? Where?Was? What? Wann? When?Warum? Why?Wie? How?Wie viel? How much? Wie viele? How many?
pronouns wohnen:to live
haben:to have
sein:to be
tragen:to wear
helfen:to help
sehen:to see
ich I wohne habe bin trage helfe sehe
du you (sing.) wohnst hast bist trägst hilfst siehst
er/es/sie he/it/she wohnt hat ist trägt hilft sieht
man (every)one wohnt hat ist trägt hilft sieht
wir we wohnen haben sind tragen helfen sehen
ihr you (pl.) wohnt haben seid tragt helft seht
Sie you (formal) wohnen habt sind tragen helfen sehen
sie they wohnen haben sind tragen helfen sehen
Time
jetzt: nowheute: todaymorgen: tomorrowgestern: yesterdayletzte Woche: last weeknächste Woche: next weekdiese Woche: this weeknie: nevermanchmal: sometimesoft: oftenimmer: alwaysdann: then
Things
das: thatetwas: somethingnichts: nothingviel: muchviele: manyein bisschen: a bitsehr: veryzu: too
Ich kann/man kann
+ infinitive verb(at end of sentence)
I am/you are able to…
Ich will I want to …
Ich muss I have to …
Ich werde I will …
Ich mag I like to …
Ich möchte I would like to …
Sentence building
Opinions
Ich mag …(nicht): I (don’t) like …Ich liebe …: I love …Ich hasse …: I hate …Ich finde … : I find …Meiner Meinung nach …: In my opinionIch denke/glaube, dass … :I think/believe that …
Saying what you did
Ich habe … gemacht: I did …Ich habe … gespielt: I played …Ich habe … gesehen: I saw …Ich habe … gegessen: I ate …Ich habe … getrunken: I drank …Ich bin … gegangen: I went …Ich bin … gefahren: I travelled …
Conjunctions
und: andaber: butoder: ordenn: because/for
auch: also
weil: because
KS3 Germ
an Core Language
KS3 Spanish Core Language
yo – Itú – youél/ella – he/sheUsted – you (polite, sing.)nosotros – wevosotros – you (fam.pl.)ellos/ellas – theyUstedes – you (polite, pl.)
tengo I have
tienes you have
tiene he/she/you have (pol.sing)
tenemos we have
tenéis you have (fam.pl.)
tienen they/you have (pol.pl.)
tener – to have ser – to besoy I am
eres you are
es he/she is/you are (pol.sing)
somos we are
sois you are (fam.pl.)
son they/you are (pol.pl.)
estoy I am
estás you are
está he/she is/you are (pol.sing)
estamos we are
está you are (fam.pl.)
están they/you are (pol.pl.)
estar – to be
Time words
ahora – nowantes – beforedespués – afterhoy – todayayer – yesterdaymañana – tomorrowotra vez - againsiempre – alwaysa menudo – oftena veces – sometimesnunca – neverla semana pasada – last weekla semana que viene – next week
Referring to thingsuna cosa – a thingesto – thiseso – thatalgo (más) – something (else)otro – (an)othermucho – a lot(un) poco – (a) littlemuy – verytodo – all/everything
Making linksy – ando – ortambién – alsopero – butporque – becausecon – withsin - without
Asking questions¿Por qué? – why?¿Qué? – what?¿Cuándo? – when?¿Dónde? – where?¿Quién? – who?¿Cuánto(s)? – how much/many?¿Cómo? – how?
Referring to placesaquí – hereallí - there
OpinionsPienso que – I think thatCreo que – I believe thatMe parece que – it seems that..
Sentence buildingpuedo/puede I can/he,she can
quiero/quiere I want to/he,she wants to…
tengo que/tiene que I have to/he has to…
voy a/va a + verb I’m going to/he is going to…
(no) me (le) gusta I (don’t) like to/he doesn’t like to
me (le) encanta I love to/he loves to…
me (le) gustaría I/he/she would like to…
Pronouns
Saying what you didfui – I wenthice – I didví – I sawjugué – I playedcomí – I atebebí – I drank
Rachel Hawkes
1. A,an 2. After 3. Again 4. All 5. Almost
6. Also 7. Always 8. And 9. Because 10. Before
11. Big 12. But 13. (I) can 14. (I) come 15. Either/or
16. (I) find 17. First 18. For 19. Friend 20. From
21. (I) go 22. Good 23. Good-bye 24. Happy 25. (I) have
26. He 27. Hello 28. Here 29. How 30. I
31. (I) am 32. If 33. In 34. (I) know 35. Last
36. (I) like 37. Little 38. (I) love 39. (I) make 40. Many
41. One 42. More 43. Most 44. Much 45. My
46. New 47. No 48. Not 49. Now 50. Of
51. Often 52. On 53. One 54. Only 55. Or
56. Other 57. Our 58. Out 59. Over 60. People
61. Place 62. Please 63. Same 64. (I) see 65. She
66. So 67. Some 68. Sometimes 69. Still 70. Such
71. (I) tell 72. Thank you 73. That 74. The 75. Their
76. Them 77. Then 78. There is 79. They 80. Thing
81. (I) think 82. This 83. Time 84. To 85. Under
86. Up 87. Us 88. (I) use 89. Very 90. We
91. What 92. When 93. Where 94. Which 95. Who
96. Why 97. With 98. Yes 99. You 100. Your
The hundred most common wordsTony Buzan, in his book 'Using your Memory', points out that just 100 words comprise 50% of all words used in conversation in a language. Learning this core 100 words gets you a long way towards being able to speak in that language, albeit at a basic level. The 100 basic words used in conversation are shown below: (See also lists of 100 most common French, German and Spanish words)
content
skill
s
“Less.. is more..”
Rachel Hawkes
• Pattern-finding• Link-making• Pronunciation• Memorising• Autonomy• Communicating (meaning making)• Creativity• Performing• Collaborating• Listening (audience skills)
textbook mean
ing“Less.. is
more..”
Rachel Hawkes
• Thematic• Skills• Ways of working
In all parts of the school curriculum the emphasis now is on the integration of learning – on the links between subjects and the importance of subjects in enabling children to access new meanings and develop generic thinking skills. Within the languages curriculum the focus has moved away from the ubiquitous topic to the acquisition of language through ‘meanings that matter’ to learners. Dr Lid King, CLIL National Statement and Guidelines, July 2009
Hotseating
Character role-playGive the answers!
Using the textbook
ContentThemes Skills
Ways of working
Rachel Hawkes
ContentThemes Skills
Ways of working
Rachel Hawkes
control creati
vit
y“Less.. is more..”
• Choice• Open-ended tasks• Autonomy• Researching own language• Applied contexts• Ownership and mastery
Rachel Hawkes
VisualUse colour coded background to support gender acquisition when teaching and practising new nouns in any language.
AuditoryUse music and rhythm to teach and practise key structures and vocabulary – see list of songs and music in your pack and on your CD for some ideas.
KinaestheticUse gesture (and miming) as strategies when introducing new language and later when eliciting it from students. Gestures are powerful ‘fixing’ agents in memory.
NB: Never forget to tell the students WHY you are asking them to act, gesture, sing, mouth, use colour etc.. – they need to know!
Keep it active!
VKSCollective memory
Rachel Hawkes
Rachel Hawkes
Rachel Hawkes
http://zwook.ecolevs.ch/martigny/zwook/enfants/ecritsetfantaisies/jacquesprevertfaitecole/jp101
Pour faire le portrait d'un oiseau Peindre d'abord une cageavec une porte ouvertepeindre ensuite quelque chose de joliquelque chose de simplequelque chose de beauquelque chose d'utilepour l'oiseau…………………………©Jacques Prévert
Haiku - 5,7,5 syllablesla poésie
¡Me gusta Cuba!Descanso en la playaY bailo salsa
Sustantivo AdjetivoEl libro es un perro simpáticoEl colegio es un buho inteligenteLa televisión es un profesor constanteEl patio de recreo es
una aventura diaria
La ventana es una televisión vivaEl gimnasio es
Tan simpático como mi mejor amigo
Tan cruel como un dinosaurio feroz
Tan rápido como … Tan lento como …Tan bajo como … Tan alto como …Tan dulce como … Tan amargo como …Tan tonto como … Tan inteligente como …Tan rico como … Tan pobre como …
Gracias @ Neil Jones
met
apho
rssi
mile
s
Three sons, eleven cats and Yvonne, (Michael Govan)
Unravelled career reknitted as baby blankets
(Clare Hobba)
Started slowly, then dash to line
(Richard Draper)
Beginning gurgly. Middle sombre. End gurgly.
(Roger Noble)
Drei Jahre DDR; drei Jahrzehnte Erinnerungen
Collège, fac, Belgique, supermarché, Paris, collège
Tenis, cine, ciclismo, natación, paseos, idiomas
J’ai toujours voulu visiter le mali
life in 6 words
Gracias @ Pete Spain
media
http://www.pubstv.com/
http://www.apple.com/fr/iphone/gallery/ads/
la publicité
les films
les chansonswww.youtube.com
http://www.lepointdufle.net/chansons.htm
http://www.tv5.org/TV5Site/musique/recherche.php?domaine=paroles
http://les-gosses-du-mercredi.blogspot.com/
http://www.espacefrancophone.org/en/audiovisuel/telechargement.htm
http://www.1001feuilles.com/p_fle_film.htm
http://www.allocine.fr/ ♫♫
♫♫
♫
http://wps.prenhall.com/wl_krueger_mise_1/43/11083/2837350.cw/index.html
http://www.routesintolanguages.ac.uk/east/resources.html
http://rilanguageonfilm.wikispaces.com/
http://www.lachansondudimanche.com/
♫
La révolution françaisehttp://clil4teachers.pbworks.com/History http://clil4teachers.pbworks.com/
Geography
http://pedagogie2.ac-reunion.fr/cotamarp/
Other subjects
Material on CD thanks to Liz Fotheringham (RSA)
l’histoire
la géographie
le sport
les maths
le dessin
http://www.oup.com/uk/i-cafe/main/index/fr/francelive/ http://www.classzone.com
http://www.partage.org/index.php
http://www.in-terre-actif.com/fr/index.php
Thanks to Sara Vaughan (RSA)
culture
Thanks to Neil Jones (SSAT LP)
http://www.sciafyouth.org.uk/youth/fun_stuff/la_vie_en_rdc/new_video_wall
Questions for planning• What does a good (language) learner look like?• How do these skills/attributes overlap with those in
other subjects?• How are these skills best learnt?• How will I know if these skills are being learnt in my
lessons?• What do I want learners to be able to do (and by when?)• What structures do learners therefore need to know?• What content do I want to teach? (What do learners
want to learn?)• How much do I need to change?
Finally……..• How should the ‘learning plan’ be presented so that all
teachers make the most of teaching and learning?
Rachel Hawkes
Term 1 Self & others
Term 2 Food & DrinkHealthy Living
Term 3HolidaysShopping
Term 1 The Spanish-speaking
world
Term 2Film & Media
Term 3History & Culture
Comberton Village College: Spanish KS3 overview
Year 7 Term 1My world and the Spanish-speaking
world
Term 2School & opinions
Term 3Town
Free time
Year 8
Year 9
Rachel Hawkes
Year 7 Spanish
Curriculum
Language skillsPronunciationMemorySentence-buildingCreativityPerformanceAutonomy CREATE
Creative:creative thinkinggenerating ideastaking risks
Reasoning:AnalysingProblem-solvingDecision-makingJustifyingCategorisingMaking links
Empathic:CommunicatingCooperatingSpeaking & listening (well)Group working
Progression: Language structurespronounscommon Irregular Verbs – SER, ESTAR, TENER, Hay
present tense – REG verbs – AR/ER/IRindefinite & definite articlesadjectives & adjective endingscommon conjunctions – y, pero, también, porque, sin embargo time expressionsquestion wordsimpersonal verbs – me gusta etc..radical-changing verbsse puede + infinnear future – voy a +infin
Progression: Text typesReportDefinitionQuestionnaireDescriptionInformal letter
Cross-curriculum linksContent – Geography, ArtSkills – ICT, Music, Geography, EnglishWays of working – Drama, Geography, English, FT, PE
ContentMy world and the Spanish-speaking world – Personal details, Countries, Describing Places, Geographical features, Animals, Family, Physical DescriptionSchool – Subjects, Likes & Dislikes, Reasons, Preferences, School Day, Time & Timetables, Comparisons of different schoolsFree time – Sports, Hobbies, Keeping Fit, Plans for the summer/weekend
Town – Places in town, facilities, directions, describing places, saying what you can do, ‘selling’ a place
Active:being activebeing attentivenoticingresponding with confidence
Tenacious:perseveringcoping strategiesleeping positivehaving goals
Everlasting:effective memory skillsdeveloping ICT skillsdeveloping learning stylesrevising (well)transferring skillspersonal study skills
PLTSSelf managerEffective participatorCreative Thinker Reflective learnerIndependent EnquirerTeam worker
Joined-up thinking
Rachel Hawkes
Year 8 Spanish
Curriculum
Language skillsPronunciationMemorySentence-buildingCreativityPerformanceAutonomy CREATE
Creative:creative thinkinggenerating ideastaking risks
Reasoning:AnalysingProblem-solvingDecision-makingJustifyingCategorisingMaking links
Empathic:CommunicatingCooperatingSpeaking & listening (well)Group working
Progression: Language structurescommon Irregular Verbs – SER, ESTAR, TENER, Hay & IR (in present & imperfect forms) greater range of regular present tense verbs – all personsradical-changing verbs key irregular preterit verbs – IR, SERregular preterit verbs – ARimpersonal verbs – me gusta etc..se puede + infinnear future – voy a +infin adjectives & adjective endingscomparisons :(más/menos que/tan..como)time expressions
Progression: Text typesDefinitionQuestionnaireInstructionsDescriptionLeaflet/BrochureNarrative(Poetry)
Cross-curriculum linksContent – PSHE & RESkills – ICT, Music, Geography, EnglishWays of working – Drama, Geography, English, FT, PE
ContentMy World – Comparing people, Describing Freetime, Likes & Dislikes
Healthy Living – Food & Drink, Diet, Comparing typical dishes, how to lead a healthy life, describing a meal outHolidays – Christmas & other festivals, holiday preferences, describing past holiday experiencesShopping – clothing, buying clothes and souvenirs, shops and facilities, comparing with Spain & other countries around the world
Active:being activebeing attentivenoticingresponding with confidence
Tenacious:perseveringcoping strategiesleeping positivehaving goals
Everlasting:effective memory skillsdeveloping ICT skillsdeveloping learning stylesrevising (well)transferring skillspersonal study skills
PLTSSelf managerEffective participatorCreative Thinker Reflective learnerIndependent EnquirerTeam worker
Joined-up thinking
Rachel Hawkes
Year 9 Spanish
Curriculum
Language skillsPronunciationMemorySentence-buildingCreativityPerformanceAutonomy CREATE
Creative:creative thinkinggenerating ideastaking risks
Reasoning:AnalysingProblem-solvingDecision-makingJustifyingCategorisingMaking links
Empathic:CommunicatingCooperatingSpeaking & listening (well)Group working
Progression: Text typesDefinitionQuestionnaireDescriptionLeaflet/BrochureArticlePersuasive writingNarrativeSummary
Cross-curriculum linksContent – History, Art, Geography, RESkills – ICT, Music, Geography, EnglishWays of working – Drama, Geography, English, FT, PE
ContentThe Wider World – Description & comparison of customs, festivals, placesMedia & Entertainment – Describing film & television programmes
Health – Body and illness, discussing lifestyles
Culture – Looking at cultural stereotypes, describing Spanish art, music & poetry, architecture, comparing life now and then, making predictions about society in the future
Active:being activebeing attentivenoticingresponding with confidence
Tenacious:perseveringcoping strategiesleeping positivehaving goals
Everlasting:effective memory skillsdeveloping ICT skillsdeveloping learning stylesrevising (well)transferring skillspersonal study skills
Progression: Language structuresrange of verbs used confidently in:present, imperfect, preterit, simple futurefuture tenselonger phrases & subordinate clausesrange of negatives:(no..nada, no..nunca, no..nadie)adverbscomparisons (as in Year 8)range of time expressionslinks & reasons: (así que, por lo tanto, no obstante, por esta razón, sin , para, en lugar de, con la intención de)
PLTSSelf managerEffective participatorCreative Thinker Reflective learnerIndependent EnquirerTeam worker
Joined-up thinking
Rachel Hawkes
Rachel Hawkes
NEW OFSTED LESSON OBSERVATION CRITERIADescription Characteristics of the lesson
Outstanding(1)
The pupils acquire knowledge, develop understanding and learn and practise skills exceptionally well. Pupils demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an adult. They have developed resilience when tackling challenging activities in a range of subjects. Their keenness and commitment to succeed and ability to grasp opportunities to extend and improve their learning are exceptional. Progress is at least good and is exemplary in some.
Good (2) The pupils acquire knowledge, develop understanding and learn and practise skills well. The pupils are keen to do well, apply themselves diligently in lessons and work at a good pace. They seek to produce their best work and are usually interested and enthusiastic about their learning. A very large majority of groups of pupils make at least good progress and some may make outstanding progress, with nothing that is inadequate.
Satisfactory(3)
The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is at least satisfactory. Most pupils work effectively and are provided with appropriate tasks and guidance but lack confidence in improving the quality of their work. They generally work steadily and occasionally show high levels of enthusiasm and interest. The pupils make the progress expected given their starting points and some, although not the majority, may make good progress. Progress is inadequate in no major respect, and may be good in some respects.
Inadequate (4)
The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is inadequate.or Too many pupils fail to work effectively unless closely directed by an adult and give up easily. Pupils do not enjoy the activities provided, which is reflected in poor completion of tasks.or Pupils, or particular groups of pupils, make too little progress.
Rachel Hawkes
OFSTED LESSON OBSERVATION CRITERIA ASSESSMENT GRIDJUDGEMENT INADEQUATE (4) SATISFACTORY (3) GOOD (2) OUTSTANDING (1)
Learning The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is inadequate.
The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is at least satisfactory.
The pupils acquire knowledge, develop understanding and learn and practise skills well.
The pupils acquire knowledge, develop understanding and learn and practise skills exceptionally well.
Concentration Too many pupils fail to work effectively unless closely directed by an adult and give up easily.
Most pupils work effectively and are provided with appropriate tasks and guidance but lack confidence in improving the quality of their work.
The pupils are keen to do well, apply themselves diligently in lessons and work at a god pace.
Pupils demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an adult.
Enthusiasm Pupils do not enjoy the activities provided, which is reflected in poor completion of tasks.
They generally work steadily and occasionally show high levels of enthusiasm and interest.
They seek to produce their best work and are usually interested and enthusiastic about their learning.
They have developed resilience when tackling challenging activities in a range of subjects.
Progress The pupils make the progress expected given their starting points and some, although not the majority, may make good progress.
Their keenness and commitment to succeed and ability to grasp opportunities to extend and improve their learning are exceptional.
Overall Progress Pupils, or particular groups of pupils, make too little progress.
Progress is inadequate in no major respect, and may be good in some respects.
A very large majority of groups of pupils make at least good progress and some may make outstanding progress, with nothing that is inadequate.
Progress is at least good for different groups and is exemplary in some.
“Across all phases speaking is the least well developed of all the skills. Students’ inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm.”
‘When required to speak at greater length or in new situations, [students’] accuracy and fluency deteriorate, partly because their grasp of structure is usually less secure than their retention of vocabulary.’
“...it was much rarer for reading or listening to be used to stimulate discussion and communicative activities.”
“A further hindrance to speaking fluently was that sound-spelling links had not been taught well.”
“Overall, there was insufficient emphasis on helping students to use the language spontaneously for real situations. Consequently, too few students could speak creatively, or beyond the topic they were studying, by making up their own sentences in an unrehearsed situation. Several students said that being able to say what they wanted to say would improve their enjoyment.”
Rachel Hawkes
The changing landscape of languages
Getting the learning right @KS3
Rachel Hawkes
I hear, I knowI see, I rememberI do, I understand
Confucius 551 BC - 479
“Covering lots of content by lecturingdoes not mean anything other than
that your students have been exposed
to many ideas:they could not necessarily use
these ideas themselves.”Robert G. Fuller (1994)
“Less is more.”The notion that simplicity and clarity lead to good
design. 19th century proverbial phrase, first found in print in Andrea del Sarto, 1855, a poem
by Robert Browning:
“Less.. is more..”
less more
less more
Rachel Hawkes
Plenary
• What do you do already in your departments that promotes skills-building?(e.g. teaching of phonics/thinking skills/memorisation/pronunciation/creativity)
• What would you like to see further developed?
• What is on your “wish-list” for creative and engaging activities ?
Rachel Hawkes
Rachel Hawkes
Joined up!
Rachel HawkesComberton Village CollegeAssistant Principal, Director of Language College, AST SSAT Lead Practitioner former Regional Subject Advisor New Secondary Curriculum www.rachelhawkes.typepad.com/[email protected]
Rachel Hawkes