MFL Strategic Learning Network

1. MFL Strategic Learning Network Skills based teaching and learning Thursday 24th September, 2009 Sarah Brown MFL AST, Judgemeadow, Leicester

2. Strategic Learning Networks • Last 2 years - 355 SLN’s in England • 2,490 schools involved • 4-15 schools per network and each has lead school • 2007-9 phase 1 and 2. • Phase 3 –funding for only 1 SLN per authority. • Enable teachers to work together to increase the quality and consistency of teaching and learning in KS3

3. Objectives of this network • To improve teaching and learning in MFL • To disseminate our work • To embed a change in practice across city schools. • To provide case studies and evaluations to be submitted to CILT - national picture. • To empower you all as “leaders” within the city. • To achieve a TLA accreditation (embedding your learning and so helping to change your practice).

5. Session 1: objectives • To have a better understanding of skills based teaching and learning and how this fits in with the new secondary curriculum. • To become familiar with a range of strategies and approaches and to share examples of good practice. • To plan the first part of your project. • To reflect on how “impact” is going to be measured.

6. Today’s Desired Outcomes By the end of today we will have identified: • Features of skills based teaching and strategies and approaches to promote this. • Who you will collaborate with. • A class/ year group/ unit of work with which the activities/approaches/strategies will be trialed. • How you are going to measure impact. • Agreed actions to undertake before our next collaboration date. • An agreed date for the next collaboration! • Any support/ materials/ preparation required.

7. The new secondary curriculum

8. “Weaker features of teaching included..too much emphasis on memorising individual words and phrases at the expense of teaching language skills” “Too close an adherence to the course book was often a feature of mundane and unexciting learning.” The Changing Landscape of Languages: An evaluation of language learning 2004-2007 Ofsted on Key Stage 3:

9. A Dual Continuum Subject matter and activities of interest in their own right Passive learning/ low cognition Skills/ independence Dull/ unchallenging subject matter and activities Thanks to Kathy Wicksteed

10. What are the key features of the new mfl secondary curriculum?

11. Focus on skills Active learning Cross-curricular links Meaningful topics Culture Creativity Learning beyond the classroom

12. What does a good language learner look like? • What skills do they possess? • What are they able to do?

13. Cross-curricular skills • Personal • Learning • Thinking • Skills • Functional skills • Maths • English • ICT

15. The PLTS Framework

16. Skills that can be taught/learnt through MFL. • Which skills? • How are we going to teach these? • How are we going to know if they can use these skills?

17. The renewed KS3 Framework www.standards.dcsf.gov.uk/nationalstrategies/mfl • Online • 5 strands, 26 substrands, 26 sets of objectives for Y7/8/9 • 8 cross-cutting objectives • Exemplification and guidance • New online modules • Using the Framework and Planning • Creativity

19. Programme of Study Key concepts, key processes, range and content, curriculum opportunities map of the territory Revised KS3 Framework Strands, objectives, exemplification, guidelines, online modules/case studies route guide Thanks to Kathy Wicksteed

20. The focus for our network

21. The 5 Strands • Listening and speaking • Reading and writing • Intercultural understanding • Knowledge about Language • Language learning strategies

22. Strand 4: KAL • 4. Knowledge about Language • Pupils will develop their understanding of how a language works and then how to manipulate it. • 4.1 Letters and sounds • Yr 7 : apply knowledge of common letter strings, sound patterns, accents and other characters

23. 4.1 Letters and sounds Jolly phonics

24. 1 Phonics How it works • Take time to embed the sounds of the language (VAK to strengthen memory) • Build on this knowledge at every opportunity • Improve on existing resources – increase the challenge p p p Rachel Hawkes, Regional Subject Advisor

25. idea elefante araña olvidar casa universo cerdo ciclista coche cucaracha gimnástica hamburguesa España zumo guitarra llave

27. 1. 1. Asturias 2. 2. Castilla-León 3. 3. Valencia 4. 4. Islas Baleares 5. Murcia 5. 6. Islas Canarias 6.

28. Don Glotón Don Feliz Don Curioso Don Tontainas Don Alreves Don Lioso Don Pupas Don Cosquillas Don Inteligente Don Quisquilloso Don Pequeño Don Vago

29. 4.1 Letters and sounds Franco-phoniques

30. Letterstrings

31. 4.2 Words4.4 Sentence structure Using art

32. 4.4 Sentence structure4.5 Verbs and tenses Describing places

33. Sharing of good practice

34. Strand 5: LLS • 5. Language Learning Strategies • Pupils will become increasingly able to manage their own learning by selecting, using and evaluating different language learning strategies. (Cross-cutting strand) • 5.2Memorising • Yr 7/8/9 :discuss, compare and use a range of techniques for memorising words, phrases, structures and spellings.

35. 5.2 Memorising Memorising techniques

36. Collective Memory

37. How it works Material to be memorised prepared on A4 sheet Learners grouped in 4s or 5s 1 learner from each group comes to front and get 20 secs to look at the material Back at table, s/he tries to commit to paper Discussion in groups – revise plan of action All learners take turns – re-construction continues Plenary – reviews learning on different levels: linguistic, cognitive, strategic Skills and active learning Memory Group work Noticing Analysis & thinking skills Collective memory! Rachel Hawkes

40. Reflection Sheet

41. 5.3 Using knowledge of English or another language. Cognates

42. Español la pronunciaciónunos cognados Rachel Hawkes)

43. ¿Qué es un cognado? un hospital un adulto celebrar eléctrico un animal una familia un círculo un continente enorme

44. ¿Qué son estas palabras?

45. Y ahora, pelucas para perros Una empresa de California creó un nuevo producto para el mercado de accesorios de mascotas: pelucas para perros. Las pelucas fueron creadas en 2007 y fueron tan populares que las empresarias Jenny y Crissy Slaughter decidieron iniciar la producción en masa de las pelucas. Cada peluca cuesta en promedio US$30 y se comercializan en seis países y la respuesta ha sido tan positiva que otras empresas iniciarán la producción de artículos similares pero para gatos. Las primeras pelucas fueron inspiradas en personalidades como Paris Hilton y la modelo Betty Page. Además de pelucas, también hay zapatos, lentes de sol, collares personalizados y ropas para los animalitos. http://news.bbc.co.uk/hi/spanish/misc/newsid_7867000/7867371.stm

46. ¿Qué? Pelucas para perros ¿Cuándo? (desde) 2007 ¿Dónde? En los EE UU (o 6 países) ¿Quién? Las empresarias Slaughter ¿Por qué? ??

47. Songs, rhythm and poems

48. La cucaracha, la cucarachaYa no puede caminarPorque porque le falta, porque no tiene La patita principal. La cucaracha, la cucarachaYa no puede caminarPorque no tiene, porque le faltaLimonada que tomar RH

49. Tengo, tengo, tengoTú no tienes nada Tengo tres ovejas en una cabaña Una me da leche Otra me da lana Y otra mantequilla para la semana RH

50. Familia rap RH