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New secondary curriculum and repurposed framework knowsley15 april
 

New secondary curriculum and repurposed framework knowsley15 april

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Powerpoint from Training session in Knowsley on Thursday 15 April 2010

Powerpoint from Training session in Knowsley on Thursday 15 April 2010

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    New secondary curriculum and repurposed framework knowsley15 april New secondary curriculum and repurposed framework knowsley15 april Presentation Transcript

    • New Secondary Curriculum and Renewed Framework: Fitting the Pieces Together Isabelle Jones The Radclyffe School, Oldham My Languages blog: http://isabellejones.blogspot.com Twitter: http://twitter.com/icpjones email: [email_address]
      • Objectives :
      • Get an overview of the opportunities and challenges
      • presented by the Renewed KS3 Framework &
      • New Secondary Curriculum
      • Provide examples of classroom activities linking in
      • with the Renewed Framework
    • New Secondary Curriculum Renewed Framework
    • New Secondary Curriculum: 4 Key Concepts
      • Linguistic Competence
      • Knowledge about language
      • Creativity
      • Intercultural Understanding
    • New Secondary Curriculum: Key Concepts
      • In practice this means ...
      • Making learning more engaging: Compelling language-learning
      • More emphasis on skills development & creativity
      • More opportunities to make connections between subjects
    • New Secondary Curriculum: Changes to consider
      • Cutting back on content to focus more strongly on developing language skills
      • Providing more opportunities for active & creative learning
      • More focus on Intercultural Understanding
      • Cross-curricular approaches
      • http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html
      • http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html
    • New Secondary Curriculum http://www.all-nsc.org.uk/nsc/?q=node/86
    • Oracy Literacy Intercultural Understanding Knowledge about Language Language Learning Strategies Listening & Speaking Reading & Writing Intercultural Understanding Knowledge about Language Language Learning Strategies KS2 Framework KS3 revised Framework Thanks to K Scappaticci
    • Renewed KS3 Framework for Languages http://nationalstrategies.standards.dcsf.gov.uk/search/secondary/results/nav:46155
    • Renewed KS3 Framework for Languages http://nationalstrategies.standards.dcsf.gov.uk/search/secondary/results/nav:46155
    • Renewed KS3 Framework for Languages: ICT http://nationalstrategies.standards.dcsf.gov.uk/node/194445?uc=force_uj
    • Renewed KS3 Framework for Languages: ICT ICT appears as a weakness in OFSTED report from 2008-09 subject inspections-mainly as inconsistent practice. However, when judged outstanding, main features were : *innovative use to practise all 4 skills *IWB used regularly by students and not just teacher *Department has a useful website or area on VLE for teachers and students, with resources that can be accessed from home or outside school *It has led to higher standards “ The changing landscape of languages ” OfSTED (2004-2008)
    • Renewed KS3 Framework for Languages: PLTS http://nationalstrategies.standards.dcsf.gov.uk/node/194438?uc=force_uj
    • Renewed KS3 Framework for Languages Exemplification-downloadable pdf Not language-specific! http://nationalstrategies.standards.dcsf.gov.uk/node/189433?uc=force_uj
    • Renewed KS3 Framework for Languages
      • 5 strands:
      • Listening and Speaking
      • Reading and Writing
      • Intercultural Understanding
      • Knowledge about Language
      • Language Learning Strategies
      • Good activities will overlap between 2 or more strands
    • Renewed KS3 Framework for Languages
      • Listening and Speaking
      • 1.1.Understanding & Responding to the spoken word
      • 1.2.Developing capability & confidence in listening
      • 1.3.Being sensitive to the spoken word
      • 1.4.Talking together
      • 1.5.Presenting & Narrating
    • Renewed KS3 Framework for Languages: 1. Listening and Speaking “ The changing landscape of languages ” OfSTED (2004-2008) “ Across all phases speaking is the least well developed of all the skills. Students’ inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm .” “ A further hindrance to speaking fluently was that sound-spelling links not been taught well .” “ ...it was much rarer for reading or listening to be used to stimulate discussion and communicative activities .” ‘ When required to speak at greater length or in new situations, ...accuracy and fluency deteriorate, partly because [the] grasp of structure is usually less secure than [the] retention of vocabulary .’
    • Renewed KS3 Framework for Languages: Key strategies for Listening and Speaking
      • Listening and Speaking
      *Teaching sound-written patterns (phonics) *Systematically practising language-enhancing structures *Providing opportunities for planned & unplanned talk *Focusing on key structures and verbs in different tenses *Catering for a wide range of preferred learning styles *Using technology to motivate & record interactions or Individual speaking work
    • Renewed KS3 Framework for Languages
      • Listening and Speaking
      Rachel Hawkes, AST Comberton Village College (Cambridgeshire) http://rachelhawkes.typepad.com/linguacom Curriculum NOW!, published by ALL Phonics examples in Spanish and French
    • a r a ñ a e l e fant e i dea o lvidar u niverso ce rdo ci clista ca sa co che cu caracha gi mn as ia h amburguesa Espa ñ a z umo gu itarra ll ave 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
    • le p oi sson le v in le j eu -vidéo le m i d i les d en ts le p on t la p ou le la l u ne les cise au x oi in eu au en on i ou u
    • la m ai son la t ê te la sorci è re les fr ui ts Espa gn e la qu estion la pollu tion tion qu r ill ui gn ai ê è le r equin le gor ill e
      • Rebus http://www.rebus-o-matic.com/index.php
    • Le Rap J’ai un chat, Hannibal. Tu as un animal? Elle a un chien. Nous avons un lapin. Vous avez des lions? Elles ont deux serpents longs Et des poissons.
    • Structured Listening => Planned Talk
    • Unplanned Talk ¿Cómo se llaman? ¿Dónde están? ¿Qué hacen? ¿Qué va a pasar?
    • Use Puppets for TALK Provide simple structures: Pick and Mix Improve outcome: NUDEPIGS
    • Toy Telephones
    • Motivate and Record Talk http://www.easi-speak.org.uk/ http://audacity.sourceforge.net/ http://www.voki.com Ppt recording function
    • Renewed KS3 Framework for Languages 2. Reading and Writing 2.1.Understanding & Responding to the written word 2.2.Developing capability & confidence in reading 2.3.Being sensitive to the written word 2.4.Adapting & Building text 2.5.Writing to create meaning
    • 2.1 Understanding & Responding to the Written word
      • 20 s presentation
      • in English about what
      • the main articles in the
      • magazine are about.
      • *in pairs
      • *dictionary/ no dictionary
      • *open-ended/ check list
      • provided
      • Who is magazine for?
      • What is likely to be discussed in that kind of magazines?
      • 3. What key words can you see?
    • 2.1 Understanding & Responding to the Written word
      • Follow-up activities?
      • Design the cover for a Spanish magazine for teenage boys/ 20+ females
      • Write and record an
      • interview on a related
      • issue: fashion, health, famous person...
    • 2.2 My Film dice game Raconte le film comme si tu étais dans le role principal!
      • Le role principal
      • 1=une petite fille 2=un SDF 3=un joueur de foot
      • 4=une tortue 5=une danseuse 6=un chanteur de rock
      B. L’ événement principal 1=un spectacle 2=des vacances horribles 3=un cambriolage 4=un voyage 5=un mariage 6=une course B. Le lieu principal 1=une école 2=les Bahamas 3=un château hanté 4=un bateau de croisière 5=un stade 6=une bibliothèque
    • http://mfl-storybirds.wikispaces.com/French+Storybirds http://wisdom-soft.com/products/screenhunter_free.htm 2.3 Reading/ Writing Stories & Story-Telling
      • Mind map
      • Flow chart
      • Storyboard
      • Chart
      • Key word plan
      • Venn diagram
      • Graph
      • Bullet points
      • Conversation
      • Vocabulary list
      Turn a text into…… 2.3 Reading/ Writing Stories & Story-Telling Do all of this conversely to turn them into a text With thanks to Sara Vaughan 2.4 Adapting and Building Text
    • Renewed KS3 Framework for Languages 3. Intercultural Understanding (IU) 3.1.Appreciating cultural diversity 3.2.Recognising different way of seeing the world
    • Renewed KS3 Framework for Languages Take their Language Skills OUT of the classroom E-Mails, Letters, Video-conferencing, closed NING (online groups) & wikis, Exchanges, Trips abroad, Visits, Primary Links... Bring the Language & Culture INTO the classroom FLAs, In-house visits, TV, Radio through the Internet Music, food, fashion, design. New Technologies Celebrations Traditions and History Current Affairs
    • Renewed KS3 Framework for Languages ¿Qué? ¿Quién(es)? ¿Dónde? ¿Cuándo? ¿Por qué?
    • Renewed KS3 Framework for Languages http://www.plan-uk.org/wherewework/
    • Renewed KS3 Framework for Languages Intercultural understanding-identifying features
    • Renewed KS3 Framework for Languages http://www.flickr.com/ http://www.flickr.com/groups/imagestoteachlanguages/ set up by @aliceayel http://www.youtube.com / http://www.kickyoutube.com
    • 15/04/10 España España Cuba El Salvador
    • Renewed KS3 Framework for Languages 4. Knowledge about Language (KaL) 4.1.Letters and sounds 4.2.Words 4.3.Gender, number & other inflections 4.4.Sentence structure 4.5.Verbs and tenses 4.6.Questions & negatives
    • Renewed KS3 Framework for Languages Learners are given a selection of familiar words and asked to make a concept map by adding connectives between the words already on the list. http://www.wordle.net/show/wrdl/1751079/Me_gusta
    • Give Me 5 for a Level 6+ Present Past Future Opinions Connectives
    • Canté Bailé Comí Escuché Fui Compramos Raison Saison Pantalon Couleur Odd One Out: Patterns in the Language
    • Renewed KS3 Framework for Languages 5. Language Learning Strategies (LLS) 5.1.Identifying patterns in the target language 5.2.Memorising 5.3.Using knowledge of English or another language 5.4.Working out meaning 5.5.Using reference materials 5.6.Reading aloud 5.7.Planning & preparing 5.8.Evaluating & improving
    • Renewed KS3 Framework for Languages 5.2 Memorising Mère Pieds
      • Make/guess the analogy:
      • Maison + voiture =
      • Maison + douche =
      Garage Salle de bains
    • ¿ Quién va a sufrir problemas de salud y ¿ por qué?
    • Renewed KS3 Framework for Languages 5.8 Evaluation and Improving 2 stars and 1 wish Wallwisher Peer assessment (peer assessed by...) Speaking check lists Wikis VLE?
    • Renewed KS3 Framework for Languages http://www.wallwisher.com http://www.diigo.com/user/isabellejones/wallwisher
    • Renewed KS3 Framework for Languages http://langwitch.wikispaces.com/8qF1
    • Renewed KS3 Framework for Languages http://langwitch.wikispaces.com/8qF1
      • Objectives :
      • Get an overview of the opportunities and challenges
      • presented by the Renewed KS3 Framework &
      • New Secondary Curriculum
      • Provide examples of classroom activities linking in
      • with the Renewed Framework
    • New Secondary Curriculum and Renewed Framework: Fitting the Pieces Together Isabelle Jones The Radclyffe School, Oldham My Languages blog: http://isabellejones.blogspot.com Twitter: http://twitter.com/icpjones email: [email_address]