Multi Choice Quiz Ashfield Direct Learning Roanne Walker Ks4 Energy.
Southampton, February 2012. Responds to individual learner needs Builds towards KS4 invites...
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![Page 1: Southampton, February 2012. Responds to individual learner needs Builds towards KS4 invites cross-curricular learning Accommodates ‘local’ learning.](https://reader035.fdocuments.us/reader035/viewer/2022070407/56649e185503460f94b043f8/html5/thumbnails/1.jpg)
Stepping away from the text
book
Southampton, February 2012
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http://sdvaughan.edublogs.org
![Page 3: Southampton, February 2012. Responds to individual learner needs Builds towards KS4 invites cross-curricular learning Accommodates ‘local’ learning.](https://reader035.fdocuments.us/reader035/viewer/2022070407/56649e185503460f94b043f8/html5/thumbnails/3.jpg)
• Responds to individual learner needs
• Builds towards KS4 • invites cross-curricular learning• Accommodates ‘local’ learning• Embraces skills & processes
Content free KS3
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House & Home Items of furniture Using prepositions Describing where one lives
Using the past tense
Telling the time Colours and adjectival endings
![Page 6: Southampton, February 2012. Responds to individual learner needs Builds towards KS4 invites cross-curricular learning Accommodates ‘local’ learning.](https://reader035.fdocuments.us/reader035/viewer/2022070407/56649e185503460f94b043f8/html5/thumbnails/6.jpg)
‘Le Chateau
Mystère’Phoning
the police
Past Tense
Personal description
Problem solving
Story telling & extended reading
Time Phrases/telling
the time
Prepositions
Adjectives/adjectival
ending
Colours
Items of furniture
Rooms in the house
Question words
Emergency services in TL country
Illness/injury
Parts of the body
New verbs/vocabular
y
PronunciationOpinion
& supposition
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What were we trying to achieve?
Improved motivation through a more compelling context
Improved language learning skills
To develop the use of tenses
More creative outcomes
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Pupils produce a police file investigating a crime
Clear assessment criteria laid out as NC levels
Clear minimum content for the final piece of work to be handed in.
Outcomes
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Plan of the Castle Description of the castle and area Plan of crime scene: before and after Completed chronology of events using past
tense Series of listening tasks completed Witness statement (written & recorded) Suspect line up with descriptions
Minimum Content:
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Written description of the crime scene ‘Before and after’ comparison of scene Completed transcript of a witness statement. Audio/video recording of Police interview of
witness or perpetrator inc. writing their own questions
Chronology of events using clues from the crime scene/witness statements
Redrafting of the story in first person as a witness statement
Tasks:
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‘Le Chateau
Mystère’Phoning
the police
Past Tense
Personal description
Problem solving
Story telling & extended reading
Time Phrases/telling
the time
Prepositions
Adjectives/adjectival
ending
Colours
Items of furniture
Rooms in the house
Question words
Emergency services in TL country
Illness/injury
Parts of the body
New verbs/vocabular
y
PronunciationOpinion
& supposition
‘Topic’ and Language content,
Knowledge about
languageGrammar
points
Language Le
arn
ing skills
and In
tercu
ltura
l understa
ndin
g/cro
ss-cu
rricula
r oppotu
nitie
s
![Page 12: Southampton, February 2012. Responds to individual learner needs Builds towards KS4 invites cross-curricular learning Accommodates ‘local’ learning.](https://reader035.fdocuments.us/reader035/viewer/2022070407/56649e185503460f94b043f8/html5/thumbnails/12.jpg)
Rooms in the house
Furniture & prepositions
‘Before and after’ &
comparatives
Introduced details about
the crime: Past tense
Question words: used to elicit information
Time phrases & chronology
of events
Re-drafting into 1st/3 person
Transcriptaudio/video
Suspect line up
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Rooms in the house
Furniture & prepositions
‘Before and after’ &
comparatives
Introduced details about the crime: Past tense
Question words: used to elicit information
Time phrases & chronology
of events
Re-drafting into 1st/3 person
Transcriptsaudio
Suspect line up
Adjectives & adjectival endings
Creativity
Language processes & presentation
skills
Forming questions
Problem solving
Storytelling & extending reading and
writing
Colour & form
New vocabulary and tenses
Language for real purpose
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Personal description Body parts/illness Using the Emergency Services
Cross-curricular links:
Further learning & development:
•Science: Forensics – fingerprinting
•PHSE: Crime & Punishment
•DT: House construction
•Drama : crime reconstruction
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Food types
Likes/dislikes
Currency/exchange
Quantities
Colour & Form
Adjectives/Adjectival
ending
Bon app!
Imperatives
Presentation Skills
Giving & Justifying opinion
Research skills
PLTS/Team work
Cultural aspects
Writing instruction
sTransactional Language: Au café, au marché etc
Regular verbs
Cookery skills
Regions& produce
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Countries & Nationality
Directions
Places in the town
Transports
Telling the Time/ Numbers
Colour & Form
Adjectives/
Adjectival ending
Le Grand Prix
Tenses
Map reading
Giving & Justifying opinion
Research skills
PLTS/Team work
History & Cultural aspects
Dealing with
problems
Transactional Language
Verb ‘aller’ + simple
future
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Other Ideas:
‘The Great Dinner debate’ Relocation, Relocation... Fantasy football portfolio/WAGS A day in the life of… My dream holiday: Give budget, book tickets, book
accommodation etc Compare & Contrast: TL Countries/Cultural aspects Healthy Living Manual Protecting our Planet campaign Sporting Event dossier: Tour De France, World Cup,
Olympics
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Identify the required content first Design the ‘theme’ around them Keep ‘themes’ generic Have clear learning outcomes Plan for progression within a unit Plan for progression across a Key Stage
Where to begin:
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http://sdvaughan.edublogs.org
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