Exploring the Opportunities of the New Secondary Curriculum for

Languages

Sara VaughanRegional School Advisor

South East

Objectives

• To explore the opportunities for Languages within the New Curriculum

• Share examples & ideas for implementing the New Secondary Curriculum

We know Learners are different

• Ability & Responses

• Learning Styles

• Support

• Attitude

In delivering the New Curriculum we cater for all of these needs

Where are the new opportunities/emphasis for Languages?

Independent & wholelearners

Creativity

Inter-cultural understanding

Skills & Processesdevelopment

Cross-curricular collaboration

Meanings that matter

Everyone needs to work things out for themselves

Experiences that are multi-sensory, dramatic, unusual,

or emotionally strong are remembered for longer and in

more detail than ordinary routine experiences.

Everyone needs to feel secure and psychologically safe

Learners are more motivated and engaged and open where they have

control over their learning

Learner’s have four things in commonLearner’s have four things in common

Independent learnersWhole learnersA wide range of learning to suit all

CreativityMeanings that Matter‘Compelling’ learning experiences rather than superficial teaching & learning

FlexibilityFamiliar contexts for studentsSkills for joined up learningPLTS – to equip students better for learning & progress

Independent & Themed learningAFL/APPPLTS Independent & Themed learningPLTS

An opportunity to refresh and renew the languages curriculum

An good opportunity to

make it broader and

more relevant

Food types

Likes/dislikes

Currency/exchange

Quantities

Colour & Form

Adjectives/Adjectival

ending

Bon app!Bon app!

Imperatives

Presentation Skills

Giving & Justifying opinion

Research skills

PLTS/Team work

Cultural aspects

Writing instructions

Transactional Language: Au café, au marché etc

Regular verbs

Cookery skills

Regions& produce

‘Le Chateau

Mystère’Phoning

the police

Past Tense

Personal description

Problem solving

Story telling & extended reading

Time Phrases/telling

the time

Prepositions

Adjectives/adjectival

ending

Colours

Items of furniture

Rooms in the house

Question words

Emergency services in TL

country

Illness/injury

Parts of the body

New verbs/vocab

Pronunciation

Opinion& supposition

Countries & Nationality

Directions

Places in the town

Transports

Telling the Time/

Numbers

Colour & Form

Adjectives/Adjectival

ending

Le Grand PrixLe Grand Prix

Tenses

Map reading

Giving & Justifying opinion

Research skills

PLTS/Team work

History & Cultural aspects

Dealing with problems

Transactional Language

Verb ‘aller’ + simple

future

‘Themed Learning’ Ideas

• Research Project: any theme• Fantasy football portfolio• A day in the life of…• My dream holiday: Give budget, book tickets, book accommodation etc• MTV Cribs• Design a Board game on a topic• Compare & Contrast: TL Countries/Cultural aspects• Healthy Living Manual• Protecting our Planet campaign• Eurovision• The Great Dinner debate• Sporting Event dossier: Tour De France, World Cup, Olympics

http://www.in-terre-actif.com/fr/

http://www.in-terre-actif.com/fiches_pays/haiti.htm#

http://www.tv5.org/• Adopte un pays

• Chansons/Fiches

• Tour du monde

• Le Palme D’or : Film Study

Create a character

NumbersPercentages

Fractions

GraphsBar charts

Venn DiagramsSondage

Personal description/ Guess Who

Clothing

E-mailText/Chat/letter

writing.

Comparing appearance,

clothing etc to a similar photo of their

own class

Degrees of separation –

lots of contexts!

Mis zapatos son de _______Mis vaqueros son de_______Mi IPod es de ___________Mi equipo de música es de________Mi coche es de ____________Mi televisión es de _____________Mi ordenador es de __________Mi comida favorita es de ___________Mi osito es de ___________Mi fruta favorite es de __________ Mi mundo

un círculo un punto

un triángulo

una línea

un cuadrado

una estrella

un rectángulo

una espiral

un óvalo un ojo

EsIt is

No esIt isn’t

HayThere is

No hayThere isn’t

TieneIt has

No tieneIt hasn’t got

una líneaa lineunas líneas

muyvery

bastantequite

realmentereally

recto/a(s)straight

y

and

rojo/a(s)red

una espirala spiralunas espirales

grande(s)big

negro/a(s)black

una estrellaa starunas estrellas

pequeño/a(s)small

blanco/a(s)white

un círculoa circleunos círculos

fino/a(s)thin, fine

amarillo/a(s)yello

un cuadrado

a squareunos cuadrados

grueso/a(s)thick,fat

verde(s)green

un triángulo

a triangleunos triángulos

curvo/a(s)curved

azul(es)blue

un puntoa dotunos puntos

enorme(s)enormous

de color rosapink

un óvaloan ovalunos ovalos

minúsculo/a(s)

tinyde color violeta

purple

un ojoan eyeunos ojos

ondulado/a(s)wavy

oscuro/adark

un rectángulo

a rectangleunos rectángulos

claro/alight

1

• le lapin• le chien• monter• descendre• enfant• parent• Voler• l’homme• vieux• jeune• tener• nager• court• longue• foncé• clair• monsieur• les mains• la lumière• l’ombre• la musique• chanter• ensemble• devant• derrière

• le lapin• le chien• monter• descendre• enfant• parent• Voler• l’homme• vieux• jeune• tener• nager• plonger

• court• longue• foncé• clair• monsieur• les mains• la lumière• l’ombre• la musique• chanter• ensemble• devant• derrière

Sort by ‘type’ of word

Sort by pair

Sort by inclusion/exclusion

Sort by opinion

Sort by genre

Sort by ‘rule’

Write about film plot

Translate

Compare & Contrast two works

Expand each word into a sentence about film

Write own response

Make own film and commentate

HeureusementPlierOiseauManteauEloignerVerseau AnsMaisJ’aiDouze BeaucoupFois

•Highlight letter strings•Pronounce & practice•Look up meaning•Learn meaning against the clock•Test Vocabulary•Find new examples in TL for each letter string ( team / individual)•Place letter strings in correct places – gap fill type ex•Use each word in a sentence of their own creation and pass to each other to read – testing pronunciation ( or start list again!)

Les virelangues

• Dans la gendarmerie, quand un gendarme rit, tous les gendarmes rient dans la gendarmerie.

• Pauvre petit pêcheur, prend patience pour pouvoir prendre plusieurs petits poissons.

• Il était une fois, un homme de foi qui vendait du foie dans la ville de Foix. Il dit ma foi, c'est la dernière fois que je vends du foie dans la ville de Foix.

MES VACANCES

Details de Voyage

Activites

Positifs/negatifs

Destination

Le temps

Exploiting the Calendar

• Religious Festival traditions & New Year traditions – compare & contrast -

• World Events eg. World cup, Olympics, Film festivals

• Carnivals/Special days of celebration – cooking, costume, music

• News/current affairs – debate

What next…..

Short term: 1. Evaluate daily and weekly lesson plans for particular elements of the curriculum. 2.Have a personal or departmental focus which changes regularly and keep a log:

annotate working documents/SoW 3. Plan lessons incorporating what’s been shared today

Medium Term: 1. Plan a (series of) lesson(s) focusing on a particular element as a Department, or

as individuals, then share

Long term: 1. Evaluate the impact on learning for Yr 7 and plan how to continue/improve 2. Decide how to build on this year for Yr 7 as they move through into Yr 8 3. Be ready for the next Yr7! 4. Set some targets at your departmental & whole school planning meetings

which can be followed

Reflective Practice

Innovative Practice

Effective practice

http://sdvaughan.edublogs.org

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