The new secondary curriculum

1. The new secondary curriculum Rachel Hawkes Assistant Principal, AST, SSAT Lead Practitioner Comberton Village College, Cambridgeshire www.rachelhawkes.typepad.com/linguacom Rachel Hawkes, April 2008

2. Re-conscientisation A process of learning through reflection and action that leads to a re-awakening of critical consciousness; a new way of seeing and understanding in which existing structures and dominant relationships are creatively reworked.(interpretive definition of the concept of ‘conscientizacão’ from the work of Paolo Freire, Brazilian educator, 1970s) Rachel Hawkes, April 2008

3. My key questions • 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? • How much do I need to change? Rachel Hawkes, April 2008

4. Successful learners What do we want our learners to look like?What skills do we want them to have? Confident individuals Responsible citizens Rachel Hawkes, April 2008

5. analytical Successful learners What do we want our learners to look like?What skills do we want them to have? link makers effective memorisers independent Confident individuals structure/organise ideas risk takers capable communicators able to self-assess enquiring Responsible citizens good listeners confident performers interested in other cultures able to cope with unpredictable creative thinkers tolerant collaborative group workers Rachel Hawkes, April 2008

6. What skills and attributes? • Pattern-finding • Link-making • Pronunciation • Memorising • Autonomy • Communicating (meaning making) • Creativity • Performing • Collaborating • Listening (audience skills) How do we embed these skills in our teaching? Rachel Hawkes, April 2008

7. 5% Lecture 5% 10% 10% Reading 20% 20% Audio-Visual 30% Demonstration 30% 50% 50% Discussion Group Source: Accelerated Learning Systems Ltd 75% 75% Practice by Doing 90% 90% Immediate Use of Learning – Teach Others Average Retention Rate

8. 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, February 2008

9. 7 ideas for creativity Song Poem Titles Story Characters Hotseating Definitions

10. Last week song Qu’est-ce que tu as fait lundi dernier? Je suis allé en France et j’ai mangé J’ai mangé des bananes avec mes copains Ooh la la la la. Ooh la la la la. Ooh la la la la laaa What did you do last Monday? I went to France and I ate I ate some bananas with my friends

11. Landscape: Noon (‘The Hay Wain’), 1821, John Constable Self-Portrait with Bandaged Ear1889, Vincent Van Gogh

12. Charakter 1dooflacht vieljünger als die anderen Personen Charakter 3schüchternspricht sehr leise Charakter 4 sehr energischbewegt sich viel Charakter 2selbstbewusstspricht sehr laut Charakter 6sehr schlechter Launehört sich launisch anstampft mit dem Fuß Charakter 7enthusiastischlächelt und klatscht in die Hände Charakter 8nachdenklichkratzt sich am Kopfstarrt vor sich hin Charakter 5kommandiert gernunterbricht ständig

13. Er ist der Dschungelkönig. ein Löwe (Rebecca F) Er wohnt in der Antarktis, isst Fisch und ist schwarz und weiß. ein Pinguin (Jess L) Es ist grün, wohnt im Wasser und schnappt. ein Krokodil (Stuart K) Es ist ein holperndes Tier mit einer Tasche für seine Kinder. ein Kanguruh (Elliot C-G) Es ist ein Tier, das im Dschungel wohnt und ein Tier, das viel Wasser trinkt. ein Elefant (Kitty R)

14. Owning a phrase or sentence • Choosing 1 small text from several and being that person when interviewed • Answering questions as a celebrity • Being the person from a longer thinking skills lesson – e.g. Heinrich und Wilhelm • Inventing a character from a Reading Images lesson

15. Je dis……………. Je vois………… Rouge comme………………..Noir comme…………..

16. bruit rigolo curieux • Communicative purpose • Fun • Creativity • Memory • Audience

17. Chunking into 7s Sound-picture-word association Own flashcards www.vokabel.com Eye-brain connection Song, rhythm, mvt Post-its Partner Whole class gesture responses ‘no hands’ Whiteboards Choose own vocabulary Self-service lessons Knowing the sounds of the language Exercise book messages 7 ideas for memory 7 ideas for autonomy

18. Colour for gender Teach & practise the ‘sounds’ of the language Collective memory Card-sorting Odd one out Poetry/song with rhyme Working with texts Peer consultation ‘no hands’ Characters in role play Dice game (scaffolding) Core language sheets Knowing the sounds of the language Group work Rehearsal time/playback 7 ideas for pattern-finding 7 ideas for oral confidence

19. Teach the ‘sounds’ Starters & plenaries Predicting the spellings Spotting rhymes Writing rhymes Reading aloud/playback Working with texts Peer consultation ‘no hands’ Speaking line Suspend IRF/E sequence Dialogue Team games Peer assessment 7 ideas for pronunciation 7 ideas for collaboration

20. Learning the ‘sounds’ of the language • develops pronunciation • builds pattern-finding and link-making • increases autonomy • improves confidence in performance • facilitates comprehension

21. Support from new curriculum: 1 key concepts • 1.1b Applying linguistic knowledge and skills to understand and communicate effectively • 1.2a Understanding how a language works and how to manipulate it • 1.2b Recognising that languages differ but may share common grammatical, syntactical or lexical features

22. Support from new curriculum: 2 Key processes • 2.1a identify patterns in the TL • 2.1b develop techniques for memorising words, phrases and spellings • 2.1d use previous knowledge, context and other clues to work out the meaning of what they hear or read • 2.2d use correct pronunciation and intonation • 2.2k deal with unfamiliar language, unexpected responses and unpredictable situations

23. Support from new curriculum: 3 Range and content4 Curriculum opportunities • 3a the spoken and written forms of the TL • 3b the interrelationship between sounds and writing in the TL • 4c use an increasing range of more complex language

24. How to teach the ‘sounds’? • VAK approach – picture, sound, gesture for key sounds • Constant re-visiting • Frequent practice opportunities • Embed the links in the classroom discourse

25. The new secondary MFL curriculum: KS3 Year 7 Year 8 Year 9

26. Two stars and a wish

27. 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 ?

28. Further support from me • my blog:www.rachelhawkes.typepad.com/linguacom • ALL Regional Network twilight 3 – Wednesday 30th April 4.30 – 6.30 – Comberton Village College (to book: ashorten@comberton.cambs.sch.uk )

29. For further information: http://curriculum.qca.org.ukhttp://all-nsc.org.ukhttp://all-languages.org.ukkathywicksteed@tiscali.co.uk