‘Cultivating the Languages Curriculum’ Sara Vaughan RSA South East

1. ‘Cultivating the Languages Curriculum’ Sara Vaughan RSA South East

2. htpp://sdvaughan.edublogs.org

3. Objectives • Place KS2 & KS3 for MFL in it’s current context • Provide practical ideas for maximising the potential of new MFL curriculum

4. The Aims of New Secondary Curriculum The whole curriculum aims to enable all young people to become: • successful learnerswho enjoy learning, make progress and achieve • confident individualswho are able to live safe, healthy and fulfilling lives • responsible citizenswho make a positive contribution to society

5. Key Features within it for MFL: • More personalisation • Less prescription&more innovation • Securing essentials skills– including wider skills for life and work • Greater engagement and participation

6. How do you feel about your MFL curriculum?

8. “The Framework learning objectives relate to the knowledge, skills and understanding which need to be acquired in order to meet the requirements of the programme of study.” “ (It) concentrates on key concepts and key processes.. shows strands of development which describe progression in learning across Years 7 to 9, and sets out a minimum expectation for the progression in learning of most pupils” (http://nationalstrategies.standards.dcsf.gov.uk)

9. Non- statutory A pathway for progression Best practice: renewed focus on learning rather than teaching

10. Intercultural Understanding Knowledge about Language Knowledge about Language Key Concepts ( ICU) Reading & Writing Curriculum opportunities Listening & Speaking Range & Content Language Learning Strategies Key processes (LLS) KS2 & KS3 revised Framework New Secondary Curriculum

11. Reading & Writing Listening & Speaking Intercultural Understanding Knowledge about Language KS3 revised Framework Language Learning Strategies

12. Knowledge about Language Knowledge about Language Intercultural Understanding Intercultural Understanding Reading & Writing Literacy Listening & Speaking Oracy Language Learning Strategies Language Learning Strategies KS2 Framework KS3 revised Framework

15. http://nationalstrategies.standards.dcsf.gov.uk

17. KS2 Framework Statutory provision Content free Rooted in Cross-curricular & Primary practice

18. Knowledge about Language Knowledge about Language Intercultural Understanding Intercultural Understanding Reading & Writing Literacy Listening & Speaking Oracy Language Learning Strategies Language Learning Strategies KS2 Framework KS3 revised Framework

20. Can we pack it all in? • Complimentary content • Great principles to inform creative planning at all levels • Opportunities to draw on all of it to produce a relevant, stimulating KS2 & 3 curriculum full of compelling learning

21. Language Learning Strategies Key Concepts & processes Knowledge about Language Knowledge about Language Reading & Writing Curriculum opportunities Listening & Speaking Range & Content Intercultural Understanding Intercultural Understanding KS2 & KS3 revised Framework New Secondary Curriculum

22. Food types Bon app! Regions & produce Imperatives Giving & Justifying opinion PLTS/ Team work Adjectives/Adjectival ending Cultural aspects Regular verbs Presentation Skills Colour & Form Currency/ exchange Writing instructions Research skills Quantities Transactional Language: Au café, au marché etc Cookery skills Likes/dislikes

23. Le Grand Prix Countries & Nationality Verb ‘aller’ + simple future Giving & Justifying opinion PLTS/ Team work Tenses Directions History & Cultural aspects Map reading Adjectives/Adjectival ending Transports Dealing with problems Colour & Form Research skills Places in the town Telling the Time/ Numbers Transactional Language

24. Year 6 to Year 7 progression.... Literacy 6.1 Y6 Read and understand the main points and some detail from a short written passage Reading and Writing (R & W) Strand 2.1 Y7 Identify the main points and some detail in written passages, stories and poems

25. Lit 6.1: Read and understand the main points and some detail from a short written passage Guess who it is? Children read short descriptions of people in the school, class or famous people and identify who they are. Include e.g. likes, dislikes, hair colour, age, where they live

26. Strand 2.1 (Yr7) Identify the main points and some detail in written passages, stories and poems 1) Pupils answer quiz questions on personal information about resident(s) of target language country(ies). 2) Pupils go to a web pages which provide information relating to the quiz questions. First, they quickly try to identify which section or paragraph seems to address which quiz question. Next, through closer reading, they look for the specific answers to the quiz questions. 3) Using the quiz as a language model they devise a quiz to find out about their classmates Pupils work in mixed-experience groups, sharing expertise as much as possible.

27. Tell me and I forget. Teach me and I remember. Involve me and I learn. – Benjamin Franklin

28. Progression in the range of language learning skills to enable & reinforce language for real purpose in a solid curriculum content which is compelling and ensures good progress

29. Language Learning Skills & Processes

31. Sounds and letters • O3.2 Recognise and respond to sound patterns and words • L3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words • O4.3 Listen for sounds, rhyme and rhythm • O6.4 Use spoken language confidently to initiate and sustain conversations and to tell stories • L6.3 Match sound to sentences and paragraphs

32. Travailler ( to work) Le Travail travailleuse Feuille de travail Heures de travail Travaillant MOI Verbes au Passé EtreAvoir Alléregardé eau

33. http://lps13.free.fr/ Lion Phonics

34. http://brendenisteaching.com/gen/foldovers

35. eu/oeu ou au/eau/o

36. Christian Wörns BastianSchweinsteiger SebastianDeisler ArneFriedrich AnjaMittag BirgitPrinz JenniferZietz SilkeRottenberg

37. http://phonetique.free.fr/

40. Il est Je suisgrand mince de taillemoyenne petit assez cependantmaigre

41. Formulate sentences using each word • Formulate sentences using words in the same font • Formulate sentences using more than one word • Formulate sentences using all of the words • Replace the featured words with another • Use as a starter with key words for the lesson then use in plenary to outline learning Il est Je suisgrand mince de taillemoyenne petit assez cependantmaigre

42. Il est Je suisgrand mince de taillemoyenne petit assez cependantmaigre • Word selection: • Teacher/pupils select around a topic • Teacher/pupils selects around a theme/focus • Pupils • Select at random through a word wall or similar • Collect through learning and use as a HW

47. Story PlatesWhat is happening? Names: Date:

48. Our Story Plate Names: Date:

49. Story Elements Names: Date:

50. Turn a text into…… • Bullet points • Conversation • Vocabulary list Do all of this conversely to turn them into a text Storyboard