Download
1 / 112
1.12k likes | 1.36k Views
Modern Languages Subject Leaders’ Meeting May 2014. Liz Gray Quality Improvement Officer English and Modern Languages Ann Robertson Development Officer Modern Languages. City of Edinburgh Modern Languages 1+2. 2020. Timeline for implementation Funding for 2013/14 2014/2015
E N D
Modern Languages Subject Leaders’ MeetingMay 2014 Liz Gray Quality Improvement Officer English and Modern Languages Ann Robertson Development Officer Modern Languages
2020 Timeline for implementation Funding for 2013/14 2014/2015 2015/2016
L2 A progressive experience for all of learning an additional language from P1 onwards (L2).
L3 A revisited and progressive experience of another language in addition to this from P5 onwards (L3) Scots Urdu Gaelic Polish German French Italian Spanish Mandarin
Recommendation 9: The Working Group recommends that language learning be recognised as an entitlement for all young people through to the end of their broad general education, S1 to S3. Recommendation 10: The Working Group recommends that within the broad general education schools further develop the links between language learning and employability and citizenship. BGE and entitlement Language Learning in Scotland A 1+2 Approach: Report and Recommendations [PDF, 259.3 kb: 16 May 2012]
Languages within a broad general education 4. All pupils in secondary schools have an entitlement to language learning throughout the broad general education. Young people learning languages are expected to experience the third level experiences and outcomes as part of their broad general education, under the umbrella of language study. The Working Group expects young people to continue with some form of language study in the L2 language up to the end of the broad general education, i.e to the end of S3. In terms of the L3 language, a number of approaches are possible besides a full subject option. For example, during the broad general education a new language could be taken forward through a carefully planned interdisciplinary approach, or through an elective or enrichment activity which runs for all or part of the session. These options should be introduced in a way that allows for genuine progression in L3 , which would ideally be the third language children had learned in primary school. The L3 language could thereafter be studied for certification purposes within the senior phase, based on learner choice. Such certification need not mean a full SQA course. BGE and entitlement Language Learning in Scotland A 1+2 Approach: Report and Recommendations [PDF, 259.3 kb: 16 May 2012]
Recommendation 16: The Working Group recommends that schools provide all young people with flexible opportunities and encouragement to study more than one modern language to the level of a National Qualification Unit or course in the senior phase, whether in their own school or through cluster arrangements with other schools. Senior Phase Language Learning in Scotland A 1+2 Approach: Report and Recommendations [PDF, 259.3 kb: 16 May 2012]
The Economic Case for Improving Language Skills in the Scottish Workforce Language is a barrier to trade, which can be represented as equivalent to tax. There is evidence that Britain’s language investment is so low that it imposes aheavier tax on British Trade than the average for the rest of the world.2 This ‘tax’currently equates to 0.5% GDP £7.3 billion to the UK economy, pro-rata that is a cost of £591.3 million to the Scottish economy Talking the talk, so that Scotland can walk the walk; A rapid review of the evidence of impact on Scottish business of a monolingual workforce [PDF, 250.6 kb: 16 May 2012]
Where are we now? • 1+2 Strategic group convened 2013 • 3 pilot clusters agreed in 2014/2015 • 2 X 0.4FTE 1+2 DOs appointed • Focus on developing a training model and support resources in 2013/2014 • Lead teachers appointed from each of the pilot schools
3 pilot clusters agreed in 2014/2015 Drummond Balerno St Augustine’s Rolling programme of French and German P6/P7 P6/P7 French with specialist input from secondary P5 – P7 French L2 – French L3 - German L2 – French L3 - Spanish L2 – Spanish L3 - French
Training model • Developed by lead teachers • One day in-service initially, reduced to half a day following staff feedback • Cultural, engaging, fun • Embedded language throughout the day • Rationale e.g. business case, EAL • Resource presentation • Break out sessions with stage partners • Whole school session for planning • Promoted funding for in-service training in country
Training model • Follow up CPD of shared classroom practice • CAT sessions being delivered in school • More flexible range of MLPS training courses being offered • Courses now offered in French (3), Spanish (3), German (1), Italian, Mandarin • Looking at accreditation for MLPS training • Actively promoting ERASMUS Plus funding
2 parts to the resource Embedded language IDL Choice Topics
Supportive • Embedded • Practical • Accessible • Engaging • Flexible • Progressive Resource edinburghmodernlanguages.yolasite.com
Embedded language • Minimum expectation for full implementation by 2020 • Covers a set of core vocabulary topics which can be embedded in daily routines and across classroom practice • Greetings, numbers (1 -31), dates, weather, classroom talk • Resources developed at Early, First and Second Levels including all vocabulary, sound files, activities, web links and songs. French from P1 Framework
Classroom Talk! French Early Level
Use language in a range of contexts and across learning • Develop confidence and enthusiasm to communicate using the language being learnt • Begin to develop an awareness of other countries, cultures and languages • Listen and join in with simple songs, stories and rhymes • Explore and recognise patterns and sounds of language through listening, watching and playing • Understand, respond to and say simple greetings and personal information (e.g. name) • Repeat and understand simple familiar language from a familiar source • Actively take part in simple daily routine language • Participate in familiar games including outdoor learning • Begin to explore resources to support my learning e.g. picture dictionaries Early Level Significant Aspects of Learning
Classroom Talk! Ecoutez Listen Regardez Look S’il vous plaît Please (for use when pupil is talking to the teacher, or the teacher is talking to the whole class) Mettez-vous en ligne Line up Oui Yes Non No Merci Thank you Non merci No thank you Vocabulaire
Ecoutez s’il vous plaît!
Regardez s’il vous plaît!
Embedding the language • Using s’ilvousplaît, merci, oui and non as part of everyday classroom language. • You could do the register with oui and non on some days. • The language for the teacher e.g. line up, listen and look are designed to be embedded in everyday classroom practice. • For this topic, this would be the focus as opposed to the language being taught as such. • There are example activities however to help teachers reinforce the language being used.
Mot de la semaineMot du mois • Mot de la semaine means word of the week. Mot du mois means word of the month. • As a way of building up classroom vocabulary gently, you could have a word of the week/month which everyone will use in class (or out of class too if they like!) • Once you move onto your next word, keep the previous words going! This way the pupils will build up their language gradually!
Sample activities You will find a bank of sample activities which you can use to practise the vocabulary in the classroom. This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class. You will find a set of more challenging activities in Level 1 Classroom Talk.
S’il vous plaît ou non merci? Pupils look at the following slides and decide if they would like it or not by saying either S’il vous plaît or non merci! You could make this more active by having 2 sides of the room with each designated as the S’il vous plaît side and the other as the Non merci! side. Ask pupils to then choose a side which matches their opinion and say their opinion (S’il vous plaît or non merci) as a group. You could follow this up with asking them to choose pictures from cut outs or create their own drawings under the headings S’il vous plaît and non merci!
S’il vous plaît ou non merci? les photos Regardez décidez si et ou S’il vous plaît! Non merci!
S’il vous plaît ou non merci? Version professeurs de français!
Songs and videos! You will find a bank of sample songs and videos which you can use to practise the vocabulary in the classroom. This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class.
Mettez-vous en ligne (to the tune of farmers in his den) Mettez-vous en ligne! Mettez-vous en ligne! Tous les enfants de la classe, Mettez-vous en ligne!
ICT Resources online You will find a bank of sample ICT activities which you can use to practise the vocabulary in the classroom. This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class. Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes.
