S1 Languages Carousel Louise Campbell Head of Languages St George’s School for Girls 25 th  May 2010 SCILT Unlocking the P...
Language Awareness & Global Citizenship <ul><li>Development </li></ul><ul><li>Rationale </li></ul><ul><li>Content </li></u...
Strategic Review of Language Provision <ul><li>S1 stage needed most immediate attention </li></ul><ul><li>Learners should ...
Aims <ul><li>Development of international outlook </li></ul><ul><li>Focus on the four capacities of Curriculum for Excelle...
Pre-carousel Provision P1-P3 P4-P5 P6 P7 S1 S2 French French Chinese French (2 lessons) Chinese (1 lesson) French (3 lesso...
Post-carousel Provision P1-P3 P4-P5 P6 P7 S1 S2 French French Chinese French (2 lessons) Chinese (1 lesson) French (3 less...
Basics of the Carousel <ul><li>4 sections of 9 weeks </li></ul><ul><li>Spanish </li></ul><ul><li>German </li></ul><ul><li>...
Keeping it interesting… <ul><li>Should NOT be a repetitive exercise </li></ul><ul><li>Each course has a strong cultural co...
German <ul><li>Centred on a trip to Germany </li></ul><ul><li>Topics include German geography, tourist attractions in main...
Spanish <ul><li>Based on eating out in Spain </li></ul><ul><li>Topics include directions to the restaurant, typical Spanis...
Language Awareness <ul><li>In German and Spanish, lots of links are made with English and other foreign languages, and the...
Chinese <ul><li>Primarily cultural focus </li></ul><ul><li>Enables students who have not accessed Chinese in the Primary C...
Pupil-centred <ul><li>In P7, students are asked to select from a list of cultural topics related to China </li></ul><ul><l...
Chinese 2009-2010 <ul><li>Topics covered this session include: </li></ul><ul><li>Chinese Music </li></ul><ul><li>A Chinese...
International Education <ul><li>Course is constantly evolving </li></ul><ul><li>Use links with partner schools in USA, Can...
International Education Rules! <ul><li>Extremely popular with students </li></ul><ul><li>S1 students use the phrase ‘Globa...
Decisions, decisions! <ul><li>At end of S1, students must select two languages from French, Spanish, German, Chinese and L...
Free choice <ul><li>French no longer compulsory, although continuing is advised for most </li></ul><ul><li>70-80% of stude...
<ul><li>15-25% of students opt for Chinese, German, Latin </li></ul><ul><li>2010-2011 sees 20% of cohort opt for three lan...
Curriculum for Excellence <ul><li>All teachers should aim to produce </li></ul><ul><li>successful </li></ul><ul><li>respon...
7 Principles of Curriculum Design <ul><li>All curricular innovations should be measured against these </li></ul><ul><li>Ho...
ENJOYMENT & CHALLENGE <ul><li>ENJOYMENT is the main thrust of the carousel </li></ul><ul><li>Provided through lots of diff...
BREADTH & DEPTH <ul><li>By giving each section a different focus we have ensure BREADTH </li></ul><ul><li>Yet each individ...
RELEVANCE <ul><li>Linguistic focuses on useful, usable language </li></ul><ul><li>International Education & Global Citizen...
COHERENCE <ul><li>As a stand-alone educational experience </li></ul><ul><li>In terms of our students’ journey through St G...
PERSONALISATION & CHOICE <ul><li>Carousel has something for everyone  </li></ul><ul><li>Allows us to offer more of this to...
PROGRESSION <ul><li>Not adversely affected </li></ul><ul><li>S1 progress in French slows slightly, but is faster from S2 o...
CONCLUSION <ul><li>Think outside the box </li></ul><ul><li>Shake things up! </li></ul><ul><li>Modern Languages need pupil ...
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The world as a carousel

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Presented by Helen Mackie, St George's School for Girls, at Unlocking the Potential (May 2010)

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The world as a carousel

  1. 1. S1 Languages Carousel Louise Campbell Head of Languages St George’s School for Girls 25 th May 2010 SCILT Unlocking the Potential
  2. 2. Language Awareness & Global Citizenship <ul><li>Development </li></ul><ul><li>Rationale </li></ul><ul><li>Content </li></ul><ul><li>Consequences </li></ul><ul><li>Curriculum for Excellence </li></ul>
  3. 3. Strategic Review of Language Provision <ul><li>S1 stage needed most immediate attention </li></ul><ul><li>Learners should be empowered to make informed decisions about the language options in S2 </li></ul>
  4. 4. Aims <ul><li>Development of international outlook </li></ul><ul><li>Focus on the four capacities of Curriculum for Excellence </li></ul><ul><li>Address falling status of languages & change students’ perceptions </li></ul>
  5. 5. Pre-carousel Provision P1-P3 P4-P5 P6 P7 S1 S2 French French Chinese French (2 lessons) Chinese (1 lesson) French (3 lessons) Chinese (1 lesson) French (4 lessons) French (4 lessons) Language 2 (4) Possible Language 3 (Extra-curricular)
  6. 6. Post-carousel Provision P1-P3 P4-P5 P6 P7 S1 S2 French French Chinese French (2 lessons) Chinese (1 lesson) French (3 lessons) Chinese (1 lesson) French (2 lessons) Carousel (2 lessons) Chinese Lang Club for those keen to continue Lang 1 (4 lessons) Language 2 (4) Possible Language 3 (Extra-curricular)
  7. 7. Basics of the Carousel <ul><li>4 sections of 9 weeks </li></ul><ul><li>Spanish </li></ul><ul><li>German </li></ul><ul><li>Chinese </li></ul><ul><li>International Education </li></ul>
  8. 8. Keeping it interesting… <ul><li>Should NOT be a repetitive exercise </li></ul><ul><li>Each course has a strong cultural context as its basis </li></ul>
  9. 9. German <ul><li>Centred on a trip to Germany </li></ul><ul><li>Topics include German geography, tourist attractions in main cities </li></ul><ul><li>Each class also have a ‘virtual tour’ of our German partner school </li></ul><ul><li>Each student prepares a mini-project on a region of Germany </li></ul>
  10. 10. Spanish <ul><li>Based on eating out in Spain </li></ul><ul><li>Topics include directions to the restaurant, typical Spanish food and ingredients, money and settling the bill </li></ul><ul><li>Course includes design of Spanish menu using ICT and extensive use of drama/role-plays </li></ul>
  11. 11. Language Awareness <ul><li>In German and Spanish, lots of links are made with English and other foreign languages, and the way that language evolves is discussed wherever appropriate. </li></ul>
  12. 12. Chinese <ul><li>Primarily cultural focus </li></ul><ul><li>Enables students who have not accessed Chinese in the Primary Curriculum to gain experience in this important area </li></ul>
  13. 13. Pupil-centred <ul><li>In P7, students are asked to select from a list of cultural topics related to China </li></ul><ul><li>The course is designed around their preferences </li></ul>
  14. 14. Chinese 2009-2010 <ul><li>Topics covered this session include: </li></ul><ul><li>Chinese Music </li></ul><ul><li>A Chinese Fashion Show </li></ul><ul><li>Paper Arts </li></ul><ul><li>Knot-making </li></ul><ul><li>Shuttlecocks </li></ul><ul><li>There is also a group research project on Chinese food leading to a presentation to the class </li></ul>
  15. 15. International Education <ul><li>Course is constantly evolving </li></ul><ul><li>Use links with partner schools in USA, Canada, Australia, South Africa and Chile </li></ul><ul><li>Discuss national stereotypes </li></ul><ul><li>Explore a range of issues related to Global Citizenship </li></ul>
  16. 16. International Education Rules! <ul><li>Extremely popular with students </li></ul><ul><li>S1 students use the phrase ‘Global Citizenship’ in conversation with teachers! </li></ul><ul><li>Some have expressed an interest in pursuing this as a subject – of course all subjects are taught in an international context at St George’s so they will all experience this as they move through the school </li></ul>
  17. 17. Decisions, decisions! <ul><li>At end of S1, students must select two languages from French, Spanish, German, Chinese and Latin. </li></ul><ul><li>Some students choose to pursue a third language as an extra-curricular option in S2 </li></ul>
  18. 18. Free choice <ul><li>French no longer compulsory, although continuing is advised for most </li></ul><ul><li>70-80% of students decide to continue with French </li></ul><ul><li>Numbers for Spanish are similar – in line with national trends where choice is available </li></ul>
  19. 19. <ul><li>15-25% of students opt for Chinese, German, Latin </li></ul><ul><li>2010-2011 sees 20% of cohort opt for three languages in S2 </li></ul><ul><li>Students are making informed choices about their language learning & the carousel has had a positive effect on perceptions of languages </li></ul>
  20. 20. Curriculum for Excellence <ul><li>All teachers should aim to produce </li></ul><ul><li>successful </li></ul><ul><li>responsible </li></ul><ul><li>effective </li></ul><ul><li>& confident young people </li></ul><ul><li>prepared for an increasingly multi-cultural & diverse global society </li></ul>
  21. 21. 7 Principles of Curriculum Design <ul><li>All curricular innovations should be measured against these </li></ul><ul><li>How does our carousel adhere to these principles? </li></ul>
  22. 22. ENJOYMENT & CHALLENGE <ul><li>ENJOYMENT is the main thrust of the carousel </li></ul><ul><li>Provided through lots of different kinds of CHALLENGE </li></ul>
  23. 23. BREADTH & DEPTH <ul><li>By giving each section a different focus we have ensure BREADTH </li></ul><ul><li>Yet each individual section goes into its topic in considerable DEPTH </li></ul>
  24. 24. RELEVANCE <ul><li>Linguistic focuses on useful, usable language </li></ul><ul><li>International Education & Global Citizenship are inherently relevant in modern society </li></ul>
  25. 25. COHERENCE <ul><li>As a stand-alone educational experience </li></ul><ul><li>In terms of our students’ journey through St George’s: broadens horizons and empowers with ability to make a coherent language selection for S2 </li></ul>
  26. 26. PERSONALISATION & CHOICE <ul><li>Carousel has something for everyone </li></ul><ul><li>Allows us to offer more of this to our learners as they move on to S2 </li></ul><ul><li>Choice is based on personal experience & not on hard-sell or numbers game </li></ul>
  27. 27. PROGRESSION <ul><li>Not adversely affected </li></ul><ul><li>S1 progress in French slows slightly, but is faster from S2 onwards leading to the introduction of a Higher Unit in S4 </li></ul><ul><li>Producing higher numbers of double linguists from S3 onwards </li></ul>
  28. 28. CONCLUSION <ul><li>Think outside the box </li></ul><ul><li>Shake things up! </li></ul><ul><li>Modern Languages need pupil power to help them survive, particularly post S3 </li></ul><ul><li>Look at the bigger picture! </li></ul><ul><li>Go for it! </li></ul>

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