Developing Intercultural Developing Intercultural UnderstandingUnderstanding
Hello everyone!
Ahoy Sevrus Salut Salaam
Bom dia czesc Guten Tag namaskar
Adaab jambo vanakkam marhabah
Pree-vyet hola bonjour zdravo
Intercultural Understanding
Intercultural Understanding
Intercultural Understanding
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
http://home.earthlink.net/~mariefrance/map.html
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 email, letter or postcard to a partner school
Footballer’s 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 children’s 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!”
‘J’aime 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.
http://www.nicecarnaval.com/carnaval4.html
Mother’s 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 4Year 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.html
French Traditional tales– http://fslactivities.sd61.bc.ca/stories.html– www.momes.net– http://ngfl.northumberland.gov.uk/languages
Where do people speak French?Où est-ce qu’on 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 FrancePour aller en France en voiture en voiture de Hull à de Hull à
PortsmouthPortsmouth
et en bateauet en bateau de Portsmouth àde Portsmouth à Le HavreLe Havre CaenCaen CherbourgCherbourg St. MaloSt. 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 FranceLa 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
ParisParis
la Défensela Défense
Autres villes et monumentsAutres villes et monuments
le Pont du Gard, Nle Pont du Gard, NîîmesmesNimes ●
Year 6Year 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 françaisQuelques clubs de football français
Olympique LyonnaisOlympique Lyonnais
Lyon ●
Quelques clubs de football françaisQuelques clubs de football français
Olympique de MarseilleOlympique de Marseille
Marseille ●
Quelques clubs de football françaisQuelques clubs de football français
Paris St. Germain F.C.Paris St. Germain F.C.
● Paris
Quelques clubs de football françaisQuelques clubs de football français
FC NantesFC Nantes
● Nantes
Quelques clubs de football françaisQuelques clubs de football français
A.S. MonacoA.S. Monaco
Monaco ●
Quelques clubs de football françaisQuelques clubs de football français
A.S. Saint-A.S. Saint-ÉÉtiennetienne
Saint-Étienne ●
Contredanse?Contredanse?
Catherine Cheater SoW – Years 3-6
Conclusion
How will you use the Framework to help you develop progression in IU in the future?
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