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  • Look at 5 examples of where Less can definitely be More!
  • This bit is statutory too! Worth starting here – get back to basics (sounds like Margaret Thatcher!)
  • I find the Renewed Framework helps with progression across different skill areas – look now at the framework objective summary sheets for years 7,8,9 and complete the planning activity for Year 9.
  • At this point get them to think about a possible link and do the planning sheet for CCL.
  • Open-ended tasks must be supported by skills development Dictionary skills 2) Sentence-building skills 3) Pronunciation 4) Doing a lot with a little - simplifying what you want to say 5) Understanding of structures/grammar Then you can have: - poetry, song writing, generating own activities, using known language for new purposes, play writing, narrative writing, putting subtitles to film clips, also homeworks can have choice e.g. choice of ways to learn vocabulary (but first they need to know how to recognise what they know and how they remember best hence memory lessons)
  • A thinking activity where colleagues identify two links already made with another subject – could be a project, could be a skill overlap (even if not explicit at the moment), could be ways of working

R hawkes cheney_school_session1_planning ks3 R hawkes cheney_school_session1_planning ks3 Presentation Transcript

  • Planning KS3: when less is more “ The new secondary curriculum is the map and the renewed framework is the route planner” Rachel Hawkes Cheney School Oxford 26 May 2010 less more
  • Messages from the classroom
    • Languages are seen as important but also often difficult and boring
    • All learners need to feel successful
    • Experiencing clear progress = success
    • Learners most want to work at their own pace
    • Learners often feel anxiety in whole class oral interaction
    • It is not generally ok to acknowledge confusion
    • Learners need 1-1 teacher attention at times
    Rachel Hawkes, May 2009 Rachel Hawkes
  • Therefore teaching should…
    • be clear
    • be memorable (this includes ‘be interesting’)
    • be planned for learner success
    • make progress explicit and manageable
    • include some sophistication
    • allow different pace and strategies
    • include individual teacher feedback
    • reduce anxiety (in all skills)
    • respond to learner needs
    • build key skills
    Rachel Hawkes
  • More and more……..! new Ofsted framework new secondary curriculum re new ed framework new GCSE “ Employers want conversational ability, which will give a good impression, help to build relationships and make new contacts.” Extract from a House of Lords Debate, 3 December 2009 Rachel Hawkes And what’s next…???
  • NC PoS Framework QCA Progression Material Pedagogy Rachel Hawkes
    • Any languages can be taught
    • No prescribed topics
    • Emphasis now on:
    • Creativity
    • Culture
    • Links with other subjects
    • Active learning
    • International contacts
    • Meaningful topics
    • Skills
    • Learning beyond the classroom
    prescription freedom “ Less.. is more..” Less prescribed content but an increased focus on subject discipline… the key ideas and skills that underpin a subject. Rachel Hawkes
  • Rachel Hawkes
  • What do we want our learners to look like? What skills do we want them to have? Successful learners Confident individuals Responsible citizens analytical link makers enquiring independent risk takers good listeners effective memorisers interested in other cultures able to self-assess structure/organise ideas tolerant collaborative group workers confident performers able to cope with unpredictable capable communicators creative thinkers Rachel Hawkes
  • Successful learners in MFL
    • Readers who can skim, scan challenging texts and decipher meaning
    • Effective users of memory strategies to learn new language
    • Active acquirers of new language
    • Initiators of conversation and discussion
    • Successful pronouncers of (unfamiliar) text
    • Confident listeners
    • Capable communicators of meaning in spoken and written language
    • Analytical thinkers who make links, re-using known structures in new contexts
    Rachel Hawkes
  • Confident individuals
    • Risk takers in oral interaction
    • Inferers of meaning in unfamiliar spoken/written language
    • Assessors of own progress against targets
    • Confident performers orally in presentations and asking questions
    • Able communicators who think creatively
    Rachel Hawkes
  • Responsible citizens
    • Good listeners, turn takers with high level ‘audience’ skills
    • Successful group workers
    • Tolerant individuals
    • Culturally aware and interested
    Rachel Hawkes
  • teacher talk student talk “ Less.. is more..” Rachel Hawkes
    • Teaching sound-written patterns (phonics)
    • Building a framework for spontaneous talk
    • Providing opportunities for planned and unplanned talk
    • Focusing on key structures
    • Providing a range of stimulus material to respond to
    • Using technology to enhance interactions
  • Cognates Jollyphonics El sistema fónico Syllable squares Pronounce! Tongue twisters News Comic strips
  • Group Talk adverts songs pictures film clips Rachel Hawkes
  • Planned  Unplanned Asking questions
    • group talk routines
    • speaking lines
    • Find someone who
    • what are the questions?
    • free conversation
    Understanding & responding
    • Target talk
    • Odd one out
    • Spot the difference
    • Reading Images
    • Say something else
    • 5 Ws
    • Tell a story
    • Then & now
  • Key structures
    • More time
    • Embedding and elaborating
    • Projects
    • Known language in new contexts
    • Time to re-draft and re-visit
    • Creative outcomes
    coverage mastery “ Less.. is more..” Rachel Hawkes
  • Year 7 Spanish Curriculum Language skills Pronunciation Memory Sentence-building Creativity Performance Autonomy CREATE Creative: creative thinking generating ideas taking risks Reasoning: Analysing Problem-solving Decision-making Justifying Categorising Making links Empathic: Communicating Cooperating Speaking & listening (well) Group working Progression: Language structures pronouns common Irregular Verbs – SER, ESTAR, TENER, Hay present tense – REG verbs – AR/ER/IR indefinite & definite articles adjectives & adjective endings common conjunctions – y, pero, tambi én, porque, sin embargo time expressions question words impersonal verbs – me gusta etc.. radical-changing verbs se puede + infin near future – voy a +infin Progression: Text types Report Definition Questionnaire Description Informal letter Cross-curriculum links Content – Geography, Art Skills – ICT, Music, Geography, English Ways of working – Drama, Geography, English, FT, PE Content My world and the Spanish-speaking world – Personal details, Countries, Describing Places, Geographical features, Animals, Family, Physical Description School – Subjects, Likes & Dislikes, Reasons, Preferences, School Day, Time & Timetables, Comparisons of different schools Free time – Sports, Hobbies, Keeping Fit, Plans for the summer/weekend Town – Places in town, facilities, directions, describing places, saying what you can do, ‘selling’ a place Active: being active being attentive noticing responding with confidence Tenacious: persevering coping strategies leeping positive having goals Everlasting: effective memory skills developing ICT skills developing learning styles revising (well) transferring skills personal study skills PLTS S elf manager E ffective participator C reative Thinker R eflective learner Independent E nquirer T eam worker Rachel Hawkes Joined-up thinking
  • KS3 French Core Language je – I tu – you ( sing .) il/elle – he/she on – we / one nous – we vous – you ( pl or formal.) ils/elles – they avoir – to have être – to be faire – to do Time words maintenant – now avant – before apr ès – after aujourd’hui – today hier – yesterday demain – tomorrow encore une fois - again toujours – always souvent – often quelquefois – sometimes jamais – never la semaine dernière – last week la semaine prochaine – next week Referring to things une chose – a thing ceci – this cela – that quelque chose – something (un) autre – (an)other beaucoup (de) – a lot (of) (un) peu – (a) little très – very tout – all/everything trop – too (much) Making links et – and ou – or aussi – also mais – but parce que – because avec – with sans - without Asking questions Porquoi? – why? Qu’est-ce que? – what? quand? – when? o ù ? – where? Qui? – who? Combien? – how much/many? C omment ? – how? Referring to places ici – here l à -(bas) – (over) there Opinions Je pense que – I think that Je crois que – I believe that Il me semble que – it seems that.. A mon avis.. – in my opinion.. Sentence building Pronouns Saying what you did Je suis all é(e) – I went j’ai fait– I did J’ai vu – I saw j’ai joué – I played j’ai mangé – I ate j’ai bu – I drank J’ai regardé – I watched J’ai travaillé – I worked J’ai voyagé – I travelled Rachel Hawkes j’ai I have tu as you have il /elle/on a he/she/we have nous avons we have vous avez you have ( formal or .pl.) Ils/ elles ont they have je suis I am tu es you are il/elle/on est he/she is/we are nous sommes we are vous êtes you are ils / elles sont they are je fais I do tu fais you do il / elle/ on fait he/she /we do nous faisons we do vous faites you do ils / elles font they/you do Je peux / on peut I can / you/we can... Je veux I want to.. Je dois I have to… Je vais / on va + verb I’m going to/we’re going to… J’aime /je n’aime pas I like to / I don’t like to.. J’aime beaucoup I love to… Je voudrais I would like to…
  • Asking questions Wer? Who? Wo? Where? Was? What? Wann? When? Warum? Why? Wie? How? Wie viel? How much? Wie viele? How many? Time jetzt: now heute: today morgen: tomorrow gestern: yesterday letzte Woche: last week n ächste Woche: next week diese Woche: this week nie: never manchmal: sometimes oft: often immer: always dann: then Things das: that etwas: something nichts: nothing viel: much viele: many ein bisschen: a bit sehr: very zu: too Sentence building Opinions Ich mag …(nicht): I (don’t) like … Ich liebe …: I love … Ich hasse …: I hate … Ich finde … : I find … Meiner Meinung nach …: In my opinion Ich denke/glaube, dass … :I think/believe that … Saying what you did Ich habe … gemacht: I did … Ich habe … gespielt: I played … Ich habe … gesehen: I saw … Ich habe … gegessen: I ate … Ich habe … getrunken: I drank … Ich bin … gegangen: I went … Ich bin … gefahren: I travelled … Conjunctions und: and aber: but oder: or denn: because/for auch: also weil: because KS3 German Core Language pronouns wohnen: to live haben: to have sein: to be tragen: to wear helfen: to help sehen: to see ich I wohne habe bin trage helfe sehe du you (sing.) wohnst hast bist tr ägst hilfst siehst er/es/sie he/it/she wohnt hat ist tr ägt hilft sieht man (every)one wohnt hat ist tr ägt hilft sieht wir we wohnen haben sind tragen helfen sehen ihr you (pl.) wohnt haben seid tragt helft seht Sie you (formal) wohnen habt sind tragen helfen sehen sie they wohnen haben sind tragen helfen sehen Ich kann/man kann + infinitive verb (at end of sentence) I am/you are able to… Ich will I want to … Ich muss I have to … Ich werde I will … Ich mag I like to … Ich m öchte I would like to …
  • KS3 Spanish Core Language yo – I tú – you él/ella – he/she Usted – you (polite, sing.) nosotros – we vosotros – you (fam.pl.) ellos/ellas – they Ustedes – you (polite, pl.) tener – to have ser – to be estar – to be Time words ahora – now antes – before despu és – after hoy – today ayer – yesterday mañana – tomorrow otra vez - again siempre – always a menudo – often a veces – sometimes nunca – never la semana pasada – last week la semana que viene – next week Referring to things una cosa – a thing esto – this eso – that algo (m ás) – something (else) otro – (an)other mucho – a lot (un) poco – (a) little muy – very todo – all/everything Making links y – and o – or tambi én – also pero – but porque – because con – with sin - without Asking questions ¿Por qué? – why? ¿Qué? – what? ¿Cu ándo ? – when? ¿D ónde ? – where? ¿Qui én ? – who? ¿Cu ánto(s) ? – how much/many? ¿C ómo ? – how? Referring to places aqu í – here allí - there Opinions Pienso que – I think that Creo que – I believe that Me parece que – it seems that.. Sentence building Pronouns Saying what you did fui – I went hice – I did v í – I saw jugué – I played comí – I ate bebí – I drank Rachel Hawkes tengo I have tienes you have tiene he/she/you have (pol.sing) tenemos we have tenéis you have (fam.pl.) tienen they/you have (pol.pl.) soy I am eres you are es he/she is/you are (pol.sing) somos we are sois you are (fam.pl.) son they/you are (pol.pl.) estoy I am est ás you are est á he/she is/you are (pol.sing) estamos we are est á you are (fam.pl.) est án they/you are (pol.pl.) puedo/puede I can/he,she can quiero/quiere I want to/he,she wants to… tengo que/tiene que I have to/he has to… voy a/va a + verb I’m going to/he is going to… (no) me (le) gusta I (don’t) like to/he doesn’t like to me (le) encanta I love to/he loves to… me (le) gustar ía I/he/she would like to…
  • The hundred most common words Tony Buzan, in his book 'Using your Memory', points out that just 100 words comprise 50% of all words used in conversation in a language. Learning this core 100 words gets you a long way towards being able to speak in that language, albeit at a basic level. The 100 basic words used in conversation are shown below: (See also lists of 100 most common French , German and Spanish words) 1. A,an 2. After 3. Again 4. All 5. Almost 6. Also 7. Always 8. And 9. Because 10. Before 11. Big 12. But 13. (I) can 14. (I) come 15. Either/or 16. (I) find 17. First 18. For 19. Friend 20. From 21. (I) go 22. Good 23. Good-bye 24. Happy 25. (I) have 26. He 27. Hello 28. Here 29. How 30. I 31. (I) am 32. If 33. In 34. (I) know 35. Last 36. (I) like 37. Little 38. (I) love 39. (I) make 40. Many 41. One 42. More 43. Most 44. Much 45. My 46. New 47. No 48. Not 49. Now 50. Of 51. Often 52. On 53. One 54. Only 55. Or 56. Other 57. Our 58. Out 59. Over 60. People 61. Place 62. Please 63. Same 64. (I) see 65. She 66. So 67. Some 68. Sometimes 69. Still 70. Such 71. (I) tell 72. Thank you 73. That 74. The 75. Their 76. Them 77. Then 78. There is 79. They 80. Thing 81. (I) think 82. This 83. Time 84. To 85. Under 86. Up 87. Us 88. (I) use 89. Very 90. We 91. What 92. When 93. Where 94. Which 95. Who 96. Why 97. With 98. Yes 99. You 100. Your
    • Pattern-finding
    • Link-making
    • Pronunciation
    • Memorising
    • Autonomy
    • Communicating (meaning making)
    • Creativity
    • Performing
    • Collaborating
    • Listening (audience skills)
    content skills “ Less.. is more..” Rachel Hawkes
    • Thematic
    • Skills
    • Ways of working
    textbook meaning “ Less.. is more..” Rachel Hawkes In all parts of the school curriculum the emphasis now is on the integration of learning – on the links between subjects and the importance of subjects in enabling children to access new meanings and develop generic thinking skills. Within the languages curriculum the focus has moved away from the ubiquitous topic to the acquisition of language through ‘meanings that matter’ to learners . Dr Lid King, CLIL National Statement and Guidelines, July 2009
  • Hotseating Character role-play Give the answers! Using the textbook
  • Content Themes Skills Ways of working Rachel Hawkes
  • Content Themes Skills Ways of working Rachel Hawkes Festivals War Poverty Artists Film Citizenship Places Rap music Pattern-finding Creativity Group work Memory Autonomy Living graphs Reading Images Composing Collective memory Role play Card sorting Hot seating Physical theatre
  •  
  •  
    • Choice
    • Open-ended tasks
    • Autonomy
    • Researching own language
    • Applied contexts
    • Ownership and mastery
    control creativity “ Less.. is more..” Rachel Hawkes
  • Visual Use colour coded background to support gender acquisition when teaching and practising new nouns in any language. Auditory Use music and rhythm to teach and practise key structures and vocabulary – see list of songs and music in your pack and on your CD for some ideas. Kinaesthetic Use gesture (and miming) as strategies when introducing new language and later when eliciting it from students. Gestures are powerful ‘fixing’ agents in memory. NB: Never forget to tell the students WHY you are asking them to act, gesture, sing, mouth, use colour etc.. – they need to know! Keep it active! VKS Collective memory
  • Rachel Hawkes
  • Rachel Hawkes
  • Rachel Hawkes
  • http://zwook.ecolevs.ch/martigny/zwook/enfants/ecritsetfantaisies/jacquesprevertfaitecole/jp101 Pour faire le portrait d'un oiseau Peindre d'abord une cage avec une porte ouverte peindre ensuite quelque chose de joli quelque chose de simple quelque chose de beau quelque chose d'utile pour l'oiseau ………………………… ©Jacques Prévert Haiku - 5,7,5 syllables la poésie ¡Me gusta Cuba! Descanso en la playa Y bailo salsa Gracias @ Neil Jones metaphors similes Sustantivo Adjetivo El libro es un perro simpático El colegio es un buho inteligente La televisión es un profesor constante El patio de recreo es un a aventura diari a La ventana es un a televisión viv a El gimnasio es Tan simpático como mi mejor amigo Tan cruel como un dinosaurio feroz Tan rápido como … Tan lento como … Tan bajo como … Tan alto como … Tan dulce como … Tan amargo como … Tan tonto como … Tan inteligente como … Tan rico como … Tan pobre como …
  • Three sons, eleven cats and Yvonne, (Michael Govan) Unravelled career reknitted as baby blankets (Clare Hobba) Started slowly, then dash to line (Richard Draper) Beginning gurgly. Middle sombre. End gurgly. ( Roger Noble) Drei Jahre DDR; drei Jahrzehnte Erinnerungen Collège, fac, Belgique, supermarché, Paris, collège Tenis, cine, ciclismo, natación, paseos, idiomas J’ai toujours voulu visiter le mali life in 6 words Gracias @ Pete Spain
  • media http://www.pubstv.com/ http://www.apple.com/fr/iphone/gallery/ads/ la publicité les films les chansons www.youtube.com http://www.lepointdufle.net/chansons.htm http://www.tv5.org/TV5Site/musique/recherche.php?domaine=paroles http://les-gosses-du-mercredi.blogspot.com/ http://www.espacefrancophone.org/en/audiovisuel/telechargement.htm http://www.1001feuilles.com/p_fle_film.htm http://www.allocine.fr/ ♫ ♫ ♫ ♫ ♫ http://wps.prenhall.com/wl_krueger_mise_1/43/11083/2837350.cw/index.html http://www.routesintolanguages.ac.uk/east/resources.html http://rilanguageonfilm.wikispaces.com/ http://www.lachansondudimanche.com/ ♫
  • La révolution française http://clil4teachers.pbworks.com/History http://clil4teachers.pbworks.com/Geography http://pedagogie2.ac-reunion.fr/cotamarp/ Other subjects Material on CD thanks to Liz Fotheringham (RSA) l’histoire la géographie le sport les maths le dessin
  • http://www.oup.com/uk/i-cafe/main/index/fr/francelive/ http://www.classzone.com http://www.partage.org/index.php http://www.in-terre-actif.com/fr/index.php Thanks to Sara Vaughan (RSA) culture Thanks to Neil Jones (SSAT LP) http://www.sciafyouth.org.uk/youth/fun_stuff/la_vie_en_rdc/new_video_wall
  • Questions for planning
    • What does a good (language) learner look like?
    • How do these skills/attributes overlap with those in other subjects?
    • How are these skills best learnt?
    • How will I know if these skills are being learnt in my lessons?
    • What do I want learners to be able to do (and by when?)
    • What structures do learners therefore need to know?
    • What content do I want to teach? (What do learners want to learn?)
    • How much do I need to change?
    • Finally……..
    • How should the ‘learning plan’ be presented so that all teachers make the most of teaching and learning?
    Rachel Hawkes
  • Comberton Village College: Spanish KS3 overview Year 7 Year 8 Year 9 Rachel Hawkes Term 1 Self & others Term 2 Food & Drink Healthy Living Term 3 Holidays Shopping Term 1 The Spanish-speaking world Term 2 Film & Media Term 3 History & Culture Term 1 My world and the Spanish-speaking world Term 2 School & opinions Term 3 Town Free time
  • Year 7 Spanish Curriculum Language skills Pronunciation Memory Sentence-building Creativity Performance Autonomy CREATE Creative: creative thinking generating ideas taking risks Reasoning: Analysing Problem-solving Decision-making Justifying Categorising Making links Empathic: Communicating Cooperating Speaking & listening (well) Group working Progression: Language structures pronouns common Irregular Verbs – SER, ESTAR, TENER, Hay present tense – REG verbs – AR/ER/IR indefinite & definite articles adjectives & adjective endings common conjunctions – y, pero, tambi én, porque, sin embargo time expressions question words impersonal verbs – me gusta etc.. radical-changing verbs se puede + infin near future – voy a +infin Progression: Text types Report Definition Questionnaire Description Informal letter Cross-curriculum links Content – Geography, Art Skills – ICT, Music, Geography, English Ways of working – Drama, Geography, English, FT, PE Content My world and the Spanish-speaking world – Personal details, Countries, Describing Places, Geographical features, Animals, Family, Physical Description School – Subjects, Likes & Dislikes, Reasons, Preferences, School Day, Time & Timetables, Comparisons of different schools Free time – Sports, Hobbies, Keeping Fit, Plans for the summer/weekend Town – Places in town, facilities, directions, describing places, saying what you can do, ‘selling’ a place Active: being active being attentive noticing responding with confidence Tenacious: persevering coping strategies leeping positive having goals Everlasting: effective memory skills developing ICT skills developing learning styles revising (well) transferring skills personal study skills PLTS S elf manager E ffective participator C reative Thinker R eflective learner Independent E nquirer T eam worker Rachel Hawkes Joined-up thinking
  • Year 8 Spanish Curriculum Language skills Pronunciation Memory Sentence-building Creativity Performance Autonomy CREATE Creative: creative thinking generating ideas taking risks Reasoning: Analysing Problem-solving Decision-making Justifying Categorising Making links Empathic: Communicating Cooperating Speaking & listening (well) Group working Progression: Language structures common Irregular Verbs – SER, ESTAR, TENER, Hay & IR (in present & imperfect forms) greater range of regular present tense verbs – all persons radical-changing verbs key irregular preterit verbs – IR, SER regular preterit verbs – AR impersonal verbs – me gusta etc.. se puede + infin near future – voy a +infin adjectives & adjective endings comparisons : (más/menos que/tan..como) time expressions Progression: Text types Definition Questionnaire Instructions Description Leaflet/Brochure Narrative (Poetry) Cross-curriculum links Content – PSHE & RE Skills – ICT, Music, Geography, English Ways of working – Drama, Geography, English, FT, PE Content My World – Comparing people, Describing Freetime, Likes & Dislikes Healthy Living – Food & Drink, Diet, Comparing typical dishes, how to lead a healthy life, describing a meal out Holidays – Christmas & other festivals, holiday preferences, describing past holiday experiences Shopping – clothing, buying clothes and souvenirs, shops and facilities, comparing with Spain & other countries around the world Active: being active being attentive noticing responding with confidence Tenacious: persevering coping strategies leeping positive having goals Everlasting: effective memory skills developing ICT skills developing learning styles revising (well) transferring skills personal study skills PLTS S elf manager E ffective participator C reative Thinker R eflective learner Independent E nquirer T eam worker Rachel Hawkes Joined-up thinking
  • Year 9 Spanish Curriculum Language skills Pronunciation Memory Sentence-building Creativity Performance Autonomy CREATE Creative: creative thinking generating ideas taking risks Reasoning: Analysing Problem-solving Decision-making Justifying Categorising Making links Empathic: Communicating Cooperating Speaking & listening (well) Group working Progression: Text types Definition Questionnaire Description Leaflet/Brochure Article Persuasive writing Narrative Summary Cross-curriculum links Content – History, Art, Geography, RE Skills – ICT, Music, Geography, English Ways of working – Drama, Geography, English, FT, PE Content The Wider World – Description & comparison of customs, festivals, places Media & Entertainment – Describing film & television programmes Health – Body and illness, discussing lifestyles Culture – Looking at cultural stereotypes, describing Spanish art, music & poetry, architecture, comparing life now and then, making predictions about society in the future Active: being active being attentive noticing responding with confidence Tenacious: persevering coping strategies leeping positive having goals Everlasting: effective memory skills developing ICT skills developing learning styles revising (well) transferring skills personal study skills Progression: Language structures r ange of verbs used confidently in: present, imperfect, preterit, simple future future tense longer phrases & subordinate clauses range of negatives: (no..nada, no..nunca, no..nadie) adverbs comparisons (as in Year 8) range of time expressions links & reasons: (así que, por lo tanto, no obstante, por esta razón, sin , para, en lugar de, con la intención de) PLTS S elf manager E ffective participator C reative Thinker R eflective learner Independent E nquirer T eam worker Rachel Hawkes Joined-up thinking
  • Rachel Hawkes
  • NEW OFSTED LESSON OBSERVATION CRITERIA Rachel Hawkes Description Characteristics of the lesson Outstanding (1) The pupils acquire knowledge, develop understanding and learn and practise skills exceptionally well. Pupils demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an adult. They have developed resilience when tackling challenging activities in a range of subjects. Their keenness and commitment to succeed and ability to grasp opportunities to extend and improve their learning are exceptional. Progress is at least good and is exemplary in some. Good (2) The pupils acquire knowledge, develop understanding and learn and practise skills well. The pupils are keen to do well, apply themselves diligently in lessons and work at a good pace. They seek to produce their best work and are usually interested and enthusiastic about their learning. A very large majority of groups of pupils make at least good progress and some may make outstanding progress, with nothing that is inadequate. Satisfactory (3) The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is at least satisfactory. Most pupils work effectively and are provided with appropriate tasks and guidance but lack confidence in improving the quality of their work. They generally work steadily and occasionally show high levels of enthusiasm and interest. The pupils make the progress expected given their starting points and some, although not the majority, may make good progress. Progress is inadequate in no major respect, and may be good in some respects. Inadequate (4)
    • The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is inadequate.
    • or
    • Too many pupils fail to work effectively unless closely directed by an adult and give up easily. Pupils do not enjoy the activities provided, which is reflected in poor completion of tasks.
    • or
    • Pupils, or particular groups of pupils, make too little progress.
  • OFSTED LESSON OBSERVATION CRITERIA ASSESSMENT GRID JUDGEMENT INADEQUATE (4) SATISFACTORY (3) GOOD (2) OUTSTANDING (1) Learning The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is inadequate. The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is at least satisfactory. The pupils acquire knowledge, develop understanding and learn and practise skills well. The pupils acquire knowledge, develop understanding and learn and practise skills exceptionally well. Concentration Too many pupils fail to work effectively unless closely directed by an adult and give up easily. Most pupils work effectively and are provided with appropriate tasks and guidance but lack confidence in improving the quality of their work. The pupils are keen to do well, apply themselves diligently in lessons and work at a god pace. Pupils demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an adult. Enthusiasm Pupils do not enjoy the activities provided, which is reflected in poor completion of tasks. They generally work steadily and occasionally show high levels of enthusiasm and interest. They seek to produce their best work and are usually interested and enthusiastic about their learning. They have developed resilience when tackling challenging activities in a range of subjects. Progress The pupils make the progress expected given their starting points and some, although not the majority, may make good progress. Their keenness and commitment to succeed and ability to grasp opportunities to extend and improve their learning are exceptional. Overall Progress Pupils, or particular groups of pupils, make too little progress. Progress is inadequate in no major respect, and may be good in some respects. A very large majority of groups of pupils make at least good progress and some may make outstanding progress, with nothing that is inadequate. Progress is at least good for different groups and is exemplary in some.
  • “ 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.” ‘ When required to speak at greater length or in new situations, [students’] accuracy and fluency deteriorate, partly because their grasp of structure is usually less secure than their retention of vocabulary.’ “ ...it was much rarer for reading or listening to be used to stimulate discussion and communicative activities.” “ A further hindrance to speaking fluently was that sound-spelling links had not been taught well.” “ Overall, there was insufficient emphasis on helping students to use the language spontaneously for real situations. Consequently, too few students could speak creatively, or beyond the topic they were studying, by making up their own sentences in an unrehearsed situation. Several students said that being able to say what they wanted to say would improve their enjoyment.” Rachel Hawkes The changing landscape of languages
  • Getting the learning right @KS3 Focus on skills Cross-curriculum links Creativity Learning beyond the classroom Age-appropriate content Active Learning Culture Meaningful topics Rachel Hawkes
  • I hear, I know I see, I remember I do, I understand Confucius 551 BC - 479 “ Covering lots of content by lecturing does not mean anything other than that your students have been exposed to many ideas: they could not necessarily use these ideas themselves.” Robert G. Fuller (1994) “ Less is more.” The notion that simplicity and clarity lead to good design. 19th century proverbial phrase, first found in print in Andrea del Sarto , 1855, a poem by Robert Browning:
  • “ Less.. is more..” less more Rachel Hawkes less more
  • Plenary
    • What do you do already in your departments that promotes skills-building? (e.g. teaching of phonics/thinking skills/memorisation/pronunciation/creativity)
    • What would you like to see further developed?
    • What is on your “wish-list” for creative and engaging activities ?
    Rachel Hawkes
  • Two stars and a wish Rachel Hawkes
  • Joined up! Rachel Hawkes Comberton Village College Assistant Principal, Director of Language College, AST SSAT Lead Practitioner former Regional Subject Advisor New Secondary Curriculum www.rachelhawkes.typepad.com/linguacom [email_address] Rachel Hawkes