Joined up thinking – Bringing all together

Liz FotheringhamRegional subject adviser

lizfotheringham1@yahoo.co.uk

Téléthon : les Français moins généreux cette année

Russie. Au moins 103 morts dans l'incendie d'un restaurant

Ronaldo : "Je suis humain"

Après la grève, les musées rouvrent leurs portes

Téléthon : les Français moins généreux cette année

Russie. Au moins 103 morts dans l'incendie d'un restaurant

Ronaldo : "Je suis humain"

Après la grève, les musées rouvrent leurs portes

• Brief update on New secondary curriculum, KS3 framework and related initiatives

• Creative approaches to implementing the Programme of study – some practical examples and ideas

• Planning and adapting schemes of work

The whole curriculum aims to enable all young people to become:

• successful learners who enjoy learning, make

progress and achieve

• confident individuals who are able to live safe,

healthy and fulfilling lives

• responsible citizens who make a positive

contribution to society

The Aims

Key stage 2 Framework Renewed key stage 3 Framework

Oracy Listening and speaking

Literacy Reading and writing

Intercultural understanding Intercultural understanding

Knowledge about language Knowledge about languages

Language learning strategies

Language learning strategies

Renewed KS3 Framework Key stage 3 Programme of Study

Listening and speakingLinguistic competence

Reading and Writing + Creativity

Intercultural understanding Intercultural understanding

Knowledge about language Knowledge about language

Language learning strategies Developing language learning strategies

Developing language skills

KEY CONCEPTS

KEY PROCESSES

• apply knowledge of common letter strings, sound patterns, accents and other characters

• identify and recall common exceptions to the usual patterns of sounds and spellings

• identify the specific function or meaning of some letter strings

• build and use in new contexts a stock of high-frequency words and words relating to everyday settings

• increase their stock of words, including a range of abstract items and words with more than one meaning

• develop and refine their vocabulary by adding to their knowledge of word families and words with close meanings

• use knowledge of gender and plural forms to make changes to words and phrases

• apply knowledge of gender and plural forms in their own writing and speaking

• explore more complex points of inflection using reference materials if needed

• use knowledge of word order, high-frequency words and punctuation to understand and build simple and compound sentences

• develop and improve sentences by adding, rearranging or replacing elements

• use knowledge of word order, phrases and clauses to understand and build a wider range of extended sentences

• understand and use present tense forms of high-frequency verbs, and examples of past and other tense forms for set phrases

• understand and use some high-frequency modal verb forms in simple statements and questions

• understand and use a range of verb forms referring to past, present and future events

• understand and use a range of modal verb forms in different contexts

• recognise past, present and future verb forms and switch from one tense to another in speaking and writing

• understand and use key past and future tense forms of modal verbs for set phrases

• understand and use confidently some common question types in different contexts

• understand and use confidently some common negative forms in different contexts

• understand and use a range of question types

• understand and use a range of negative forms

• make confident use of question types with simple and compound tenses

• make confident use of negative forms with simple and compound tenses

Using the Framework

The renewed Key Stage 3 Framework

• Framework of Objectives• Guidance• Exemplification• Glossary• Online planning tool

Year 6 to Year 7 Transition

• Literacy 6.1

• Y6 Read and understand the main points and some detail from a short written passage

Reading and Writing (R & W) Strand 2.1

Y7 Identify the main points and some detail in written passages, stories and poems

Online modules availablewww.standards.dcsf.gov.uk/nationalstrategies/mfl• Using the Framework (updated September 09)• Planning (updated September 09)• Questioning• Modelling• Starters• Plenaries• Assessment for Learning• Creativity (updated March 09)• Target language• Practice• Thinking skills• Literacy and Learning• ICT • Transfer and Transition• Coaching• Motivation and Participation

AfL

KS2KS3Framewor

k

NC PoS KS 3- 5

PLTS/Dimensions/Other subjects

I hated the school topic because I did not find it

interesting and I will probably never need it again.

I didn’t like the pencil case items because it wasn’t

interesting or very relevant to me.

I didn’t like doing the time because I had already done

it at primary school.I prefer working outside the text book because you have

more freedom so it is fun

I liked the work on Euro 2008. We got really creative

and made posters.

I enjoyed doing the work on the Olympics the most. I

loved putting my French skills to the test and learning about

the mascots. It made me realise how much French I

knew.

Compelling learning?

Compelling learning – skills and contexts

• Whole curriculum dimensions

• PLTS• Shared key

concepts• Themed learning• Direct working

with another subject area

• Borrow content from another subject – CLIL

• Learning outside the classroom

• Pronunciation - phonics• Memory skills• Creativity• Performance• Sentence building• Working out meaning• Analysing and comparing• Pattern-finding and Link-making• Autonomy• Communicating (meaning

making)• Collaborating• Listening (audience skills)What? How?

What is creativity?

• Exploring

• Risk taking

• Imagination

• Experimenting

• Does not take place in isolation

• Planned

• Making mistakes is part of the process

Engaging contexts

• Engaging contexts stimulate creativity. The Framework has no prescribed content and therefore leaves teachers free to choose contexts likely to motivate learners.

• Engaging contexts stimulate the imagination, but attempts at creativity will be thwarted unless learners are able to combine the words, phrases and structures they know in new ways and to use them in new contexts.

From online guidance to using the Framework – national Strategies

• Research Project: any subject which interests them!• Produce a recipe book for the TL country • Historical and/controversial events or debate• Fantasy football portfolio• A day in the life of…• My dream holiday: Give budget, book tickets, book

accommodation etc• Board game design/Computer game design• The Great Dinner Debate• Compare & Contrast: TL Countries/Culture• Healthy Living Manual• Eurovision

One approach - ‘Themed Learning’ Ideas

With thanks to Sara Vaughan

Sports/hobbies Fitness/healthy lifestyles

Life in TL countries

Sentence building

Imperatives

Travel and tourism

Comparing lifestyles And daily routine

Verb tenses: past, present and future

Interculturalunderstanding

Climate and geography

Skills development

PresentationThe language of football

Role plays and functional language

Independent research

Inspirational figuresEg Nelson Mandela

Identity/ nationalities, Flags and countries

Likes and dislikesand opinions

Africa - wildlife

Advertising

Songs and chants

World cup in Africa

• Simple skills development

• Using songs and videos

• The beautiful game

• Using authentic resources to develop the global dimension

Creativity in Action

Disciplined curriculum innovation – a process that helps tell your story of the impact you are making

Agree what you will focus on – an area, a strand, an element of learning. What do your learners need know & understand? Be able to do? Experience?

Where could this fit in with schemes already planned? Time?Staffing? Space and facilities? Equipment and resources? Approaches to teaching, learning and assessment?Execute…

Evaluate…Maintain… Change……. Improve… Move on….

Year 7 Year 8 Year 9

Co

ntexts fo

r L &

S R

&

W

Countries

Nationalities

Colours (flags/clothes/strips)

Likes and dislikes

Simple geography and weather

Sports

A day in the life…

The language of football

Injuries and body parts

Transactional language

Poverty and wealth

Wealth

Advertising

Tourism

IU

Flags

Countries of TL world

Food

Country/person

Climate and geography

Identity

KA

L

Adjective agreements

Gender

Simple sentence structure

Comparisons

Tenses

Range of questions and negatives

Register

More complex questions and negatives

More complex tenses

LL

S

Phonics

Memory skills

Dictionary skills and more

Phonics

Memory skills

Dictionary skills and more

Phonics

Memory skills

Dictionary skills and more

Possible outcomes

Year 7 Year 8 Year 9

Poster (eg for opening ceremony

Presentation on a country

Structured Poem (Haiku/Life in six word/ … as…

………

Interview with a famous player/person

Presentation about someone..

Profile of a someone

…..

Promotional film and related advertising (Presentation/printed material) for eg Opening ceremony

Presentation/report on an issue eg environment/Africa etc

…….

How will you know you have achieved your aims? - Measuring impact on pupils’ learning

• How do we define impact? FARC

• How do we develop ways of monitoring progress?

• What evidence can we use to evaluate impact in the classroom?

And finally, don’t forget…..

As a result of this workshop:

• I’ve been thinking about. . • I intend to do more. . .• I intend to do less. . .• I will remember to. . . • I feel confident about…• I’d like to further explore… • I recognise I have difficulties with…• I might overcome these difficulties by…• I realise my strengths are…• They will help me to…

http://www.all-nsc.org.uk/nsc/

(materials/case studies + links to NSC/QCDA and National Strategies documentation)

http://www.linksintolanguages.ac.uk

(LinkedUp Award scheme + courses and events)

lizfotheringham1@yahoo.co.uk