Building bridges to scaffold learning

1. Building bridges to scaffold learning Cross-curricular learning for MFL The Royal Grammar School, Monday 22nd March

2. http://sdvaughan.edublogs.org

3. The Aims 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

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

5. How might you summarise the key elements of teaching and learning in the new curriculum? Independent & whole learners Creativity Meanings that matter Cross curricular collaboration Skills & Processes development Inter-cultural understanding

8. Make a strong case for what MFL has to offer in the wider curriculum • Absorb/be open to what other curriculum areas may have to offer language learning

9. The New Secondary curriculum balances subject knowledge with the key concepts and processes that underlie the discipline of each subject.

10. Many subject areas share key concepts and processes. • Curriculum opportunities highlight the potential for links between subjects

11. http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/subjectcomparisonhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/subjectcomparison

12. Curriculum opportunitieshighlight the potential for links between subjects.

13. There are 7 cross-curricular dimensions: • identity and cultural diversity • healthy lifestyles • community participation • enterprise • global dimension and sustainable development • technology and the media • creativity and critical thinking.

14. New cross-curricular dimensions can be used to cut across the curriculum and make links to the major ideas and challenges that face society. Statutory requirements of the New Secondary Curriculum

15. Enables pupils to make links between subject skills & subject knowledge Has clear purpose What is good cross-curricular learning? Broadens learning opportunities Maintains the integrity of the subjects delivered within it

16. Relocation, relocation, relocation... MFL, History and PHSE moving together…

17. Developing language skills & processes • Widen vocabulary & tenses regarding house and home, justifying opinion & using persuasive language. • Enhance presentation skills: inc. oracy • Provide opportunities for PLTS: develop ways of working together as a team and connecting with the wider school community • Enhanced Cultural Understanding • Understanding risk in both positive and negative terms. • Develop financial capability • Develop skills for change and transition • use approaches to working with others, problem-solving and action planning What are we trying to achieve? • Develop aspects of local history and how they relate to a broader historical context • Develop understanding of cultural, ethnic and religious diversity • Develop use of evidence in historical enquiry • Widen curriculum opportunities

18. What differences do we want to see in our learners? • Understanding of the house buying process • Understanding of job application process • Greater skills of evaluating the positive and negatives of a situation/scenario • Development of intercultural understanding • Improved concentration and focus in a group scenario • Confident use of language for communication • Enhanced research & presentation skills

19. Prepare a portfolio of evidence for a family from (X) that they should relocate to your local area. Provide information about: • Your local area and facilities • The local housing market, and buying process • Local job markets and application processes • Financial Projections, taking into account currency markets.

20. How can we organise learning? • Study migration, migratory patterns and arguments within • Study local history in relation to population change • Study history of TL country in relation to migration • Develop use of historical terminology and chronology in discussion • Using evidence to build arguments • Describe local area • Describe House and home • Design ideal home for family • Construct for and against arguments for Town vs Country – push/pull factors. • Compare ways of life in each country • Prepare key ‘relocation’ vocabulary • Prepare FAQs re: local area. • Learn about mortgage process • Learn about Currency markets • Study and evaluate ‘risk’ – prepare risk assessment • Explore change management – prepare FAQs • Research local housing market • Research local job market

21. How well did we achieve our aims? Pupils produce a portfolio of evidence across the subject areas for presentation which demonstrates: • Knowledge about local area and influences over time in demographics : FAQs • Knowledge about TL country and influences over time in demographics: FAQs • Presentation about local housing market: properties available and budgets etc (video?) • Key vocabulary presented for the visiting family ( from TL into English) • Flow chart explaining mortgage process These presentations could be judged by local Estate Agents or other...

22. Key Processes • identify patterns in the target language • develop techniques for memorising words, phrases and spellings • use previous knowledge, context and other clues to work out the meaning of what they hear or read • listen for gist or detail • Skim and scan written texts • use correct pronunciation • adapt language they already know in new contexts for different purposes Key concepts • Developing the skills of listening, speaking, reading and writing in a range of situations and contexts. • Using familiar language for new purposes and in different contexts • Appreciating the richness and diversity of other cultures • Recognising that there are different ways of seeing the world and developing an international outlook. • Range & content • learning about different countries and cultures • comparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is spoken. • Use a range of resources including live or recorded audio (including on-screen and multimodal texts) and the internet. • Curriculum Opportunities • communicate in the target language individually, in pairs, in groups and with speakers of the target language, for a variety of purposes. • use an increasing range of more complex language • listen to, read or view a range of materials, • in the target language, both to support learning and for personal interest and enjoyment • use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum

23. Key Processes • identify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypotheses • reflect critically on historical questions or issues. • evaluate the sources used in order to reach reasoned conclusions. • present and organise accounts and explanations about the past that are coherent, • communicate using chronological conventions and historical vocabulary. Key concepts • Developing a sense of period through describing and analysing the relationships between the characteristic features of periods and societies. • Identifying and explaining change and continuity within and across periods of history. • Analysing and explaining the reasons for, and results of, historical events, situations and changes. • Considering the significance of events, people and developments in their historical context and in the present day. • Range & content • the impact through time of the movement and settlement of diverse peoples to, from and within the British Isles • the way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time • Curriculum Opportunities • explore the ways in which the past has helped shape identities, shared cultures, values and attitudes today • investigate aspects of personal, family or local history and how they relate to a broader historical context

24. Key Processes • explain financial terms and products • manage change and transition • use approaches to working with others, problem-solving and action planning Key concepts • Understanding that everyone has a ‘career’. • Learning how to manage money and personal finances. • Becoming critical consumers of goods and services. • Understanding risk in both positive and negative terms. • Understanding the need to manage risk in the context of financial and career choices. • Taking risks and learning from mistakes. • Understanding the functions and uses of money • Curriculum Opportunities • explore the ways in which the past has helped shape identities, shared cultures, values and attitudes today • investigate aspects of personal, family or local history and how they relate to a broader historical context • Range & content • the range of opportunities in learning and work and changing patterns of employment (local, national, European and global) • the personal review and planning process • a range of economic and business terms, including the effect of competition on product and price

25. Looking for evidence • Photographs & videos • Accounts & professional judgements from staff or pupils • Results from practical tasks and assessment • Listening to evidence • Questionnaires and surveys • Interviews and focus • Learner logs and diaries • Comments or Vox Pops from teachers, pupils and parents

26. D&T • Arc DeTriomph project • Board game design • Packaging, function & form – problem solving • http://www.professeurphifix.net/index.htm

27. www.teteamodeler.com

29. Miró key words

30. 1

31. 2

32. 3

33. 2 3 1

34. 1. Hay una luna. 1 & 3 2. Hay unos círculos. 1 & 2 & 3 3. Hay formas rojas. 1 & 2 & 3 4. Hay unos triángulos. 2 & 3 1 & 3 5. Hay una persona. 2 & 3 6. Hay una estrella. 2 & 3 7. Hay unas líneas negras. 1 8. Hay una luna verde. 1 9. Hay varias formas blancas. 2 & 3 10. No tiene un fondo negro.

36. Geography • Burkina Faso project on blog • World Mini books project • Fair trade projects • Water project ( www.oxfam/coolplanet.org) • World Flags for colour and form as well as nationality and countries.

37. To make the mini-books you need: 1 sheet of A4 paper Coloured pens Imagination! The books can be on any theme from basic numbers to the geography of France, boy bands in Germany, a day in the life of an alien or a story about Kitty in Japan. It is best if students choose a topic related to the unit they are currently learning about or have covered previously but they can present the language as imaginatively as they wish. The target audience for the books is other student readers. Some students like to create lift-the-flap books. Students plan the text of their book in rough and then create the books in lesson time and share with their class and other students in the school. The project works best when as many students as possible take part. The sharing of ideas inspires creativity and the exchange of books generates enthusiasm for reading. It takes about 2-4 hours to make the books + time to share and enjoy them.

38. MINI BOOKS CAN BE MADE BETWEEN NOW AND SEPTEMBER 2009 • When your students have made the books please e-mail: • worldminibooks@kegs.org.uk • Please give the following information: • Name and address of your school • Age range of students involved • Number of mini-books made • Languages used to make mini-books • If possible please send some photographs of the books and/or short video clips showing the picture books and including a reading of the text. These will be uploaded onto the world mini-books section of our school website for everyone to read, share and enjoy! • Alternatively, send a website address that gives access to your mini-books.

41. History • Trips for out of classroom learning • Castles • WW1/2 • Revolution • Recent events

42. Regarde les images sur l’écran et écoute la musique.Comment tutesens?Souligne les mots qui conviennent le plus:

43. 4 août 1914 Ma chère Suzanne, J’ai rencontré André à la Gare du Nord à 3 heures et demie ; nous avions le cœur gros et nous étions heureux de partir ensemble. Nous avons embarqué à 4 heures dans des fourgons à bestiaux, nous sommes partis à 7 heures de Paris et sommes arrivés ici à Laon à 11 heures et demie. Ah, ce départ ! Les gens sur les quais et les mouchoirs qui s’agitaient ! Cette guerre va être dure et longue mais tant qu’il y aura un Allemand en France nous devons nous battre. Au revoir, ma chère femme, Alexandre 8 août 1914 Chère Suzanne, J’ai passé la première nuit à Laon dans une église sur une botte de paille. J’ai dormi pendant six heures et quand je me suis réveillé j’ai vu que j’avais dormi sous un crucifix, sous la protection du Christ. J’ai pensé à toi Suzanne, certain que tu en serais heureuse ; espérons que cette protection ne me quittera pas et que c’est de bon augure. J’ai foi en Dieu. Ne te décourage pas. Alexandre 12 août 1914 Ma chère Suzanne, Que de serrements de cœur quand je pense à tous ceux que j’aime tant. Je pars ce soir pour une direction inconnue. Le moment du départ va être difficile parce que je sais qu’enfin l’heure des épreuves est venue. Ne te tourmente pas inutilement. Embrasse bien mes petits pour moi et dis-leur que je les aime beaucoup. Pense souvent à moi, qui pense souvent à toi, et surtout sois forte. Quand est-ce que j’aurai de tes nouvelles ? C’est ça le plus dur. • Alexandre

44. Paroles de Poilus – Les lettres d’Alexandre Jacqeau

46. Science • ‘Taste project’ • Astronomy – linked to DT • Alternative Energies • Life cycles, Periodic table – synonyms etc • Great Inventors – linked to Industrialism in History

48. Food Technology • Recipe Book design and production • ‘Pudding night’ fundraiser • Understanding packaging & healthy eating