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Back the bac!


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Presented by Vicki Simpson, St Kentigern's Academy at Unlocking the Potential (May 2010)

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Back the bac!

  1. 1. Languages Interdisciplinary Project Vicki Simpson, St Kentigern’s Academy
  2. 2. <ul><li>Interdisciplinary Project Unit Advanced Higher (16 SCQF points, can also be taken as stand-alone unit) </li></ul><ul><li>2 eligible Courses Advanced Higher (64 SCQF points) </li></ul><ul><li>1 eligible Course Higher (24 SCQF points) </li></ul><ul><li>Over all you need two different eligible modern or classical Language Courses, at least one of which must be at Advanced Higher level. </li></ul><ul><li>One of the above Courses must be English (or ESOL or Gàidhlig) and this may be at Higher or Advanced Higher level. Learners who have Gàidhlig as their first Language may count both English and Gàidhlig </li></ul>
  3. 3. <ul><li>Meeting the language requirements: allow pupils to crash a Higher language in S6/ online courses. </li></ul><ul><li>Timetable IP as a discrete subject for pupils </li></ul><ul><li>Allow teacher time to mentor pupils (at least one or two periods a week) </li></ul><ul><li>Make use of partnerships </li></ul>
  4. 4. <ul><li>Assessed on 5 mandatory pieces of evidence- Proposal, Plan, Presentation of Project, Evaluation of Project & Self Evaluation of skills </li></ul><ul><li>Internally assessed- teacher mentor as assessor </li></ul><ul><li>Must have a robust internal verification system </li></ul><ul><li>Examples of verification: </li></ul><ul><li>Co-mentoring with a colleague </li></ul><ul><li>Forming verification panels (get science colleagues, SMT involved) </li></ul><ul><li>Pair up with a nearby school or college </li></ul>
  5. 5. <ul><li>Skills for learning, life and work </li></ul><ul><li>'Every child and young person is entitled to develop skills for learning, skills for life and skills for work, with a continuous focus on literacy and numeracy and health and wellbeing.’ </li></ul><ul><li>Curriculum Overview </li></ul>
  6. 6. <ul><li>Discuss pupil interests and career aspirations to ascertain possible topics for IP </li></ul><ul><li>Must fulfil at least one of 5 contexts: employability, enterprise, citizenship, sustainable development, economic development. </li></ul><ul><li>Make use of SQA Development Manager and resources on SQA Baccalaureate pages </li></ul><ul><li>Contact Scottish CILT to visit your school in June to talk through project ideas and processes. </li></ul><ul><li>Don’t underestimate the time it will take to set up external links- start straight away </li></ul><ul><li>Set clear timelines from the beginning and monitor these throughout the duration of the project </li></ul>
  7. 7. <ul><li>application: of subject knowledge and understanding </li></ul><ul><li>research skills: analysis and evaluation </li></ul><ul><li>interpersonal skills: negotiation and collaboration </li></ul><ul><li>planning: time, resource and information management </li></ul><ul><li>independent learning: autonomy and challenge in own learning </li></ul><ul><li>problem solving: critical thinking; logical and creative approaches </li></ul><ul><li>presentation skills </li></ul><ul><li>self evaluation: recognition of own skills development and future areas for development </li></ul>
  8. 8. <ul><li>Cultural Exchange for S Grade pupils through online magazine </li></ul><ul><li>Accessed British Council, Newspapers, News Agencies, Italian and French School. </li></ul><ul><li>Presentation to panel including HT and EO </li></ul>
  9. 9. <ul><li>Motivating factors in primary MFL in the UK compared to France and Spain </li></ul><ul><li>Reports, articles, Edinburgh University, Primary schools </li></ul><ul><li>Presentation to ML Department, HT and Primary Teachers </li></ul>
  10. 10. <ul><li>Impact of language on the mood of music </li></ul><ul><li>Producing an information brochure for young French people visiting North East Fife. </li></ul><ul><li>Accessing information from Musician in Austria, working with Music Department in school, tourist industry. </li></ul>
  11. 11. <ul><li>Independent learning </li></ul><ul><li>Focus on skills development for university and work- not about the product </li></ul><ul><li>Student personalisation and choice </li></ul><ul><li>Using language skills in a practical and relevant context </li></ul><ul><li>Learning opportunities and environments outside of school </li></ul><ul><li>Self Evaluation throughout </li></ul><ul><li>One thing in ML which has the emphasis on the process rather than the outcome. </li></ul>
  12. 12. <ul><li>“ I’ve really enjoyed doing my project. All the self-evaluation involved has been especially interesting and useful since in Advanced Highers we rarely get the opportunity to step back and review our work. The freedom allowed by the template of the project has allowed me to cultivate my ideas with independence which will help prepare me for more independent work at university” </li></ul><ul><li> Madras student 1 </li></ul>
  13. 13. <ul><li>“ Personally, I have really enjoyed the flexibility of this project as it has allowed me to combine my two main interests in the form of a project that doesn’t get in the way of my other subjects. I have thoroughly enjoyed learning so many new skills and discovering new ideas which will be beneficial for future research and studies in university” </li></ul><ul><li> Madras Student 2 </li></ul>
  14. 14. <ul><li>“ I, myself, have noticed that whereas previously I tended to ask for help as soon as I encountered any problem, now I am more likely to find a logical solution independently.” </li></ul><ul><li>“ Feedback from presentations has always been very positive and I have broadened my skills by presenting in a more formal manner to different audiences.” </li></ul><ul><li>St Kentigern’s Academy Student </li></ul>
  15. 15. <ul><li>UCMLS warmly welcomes the decision to introduce the Languages Baccalaureate in schools. UCMLS views this innovation as a highly important development in the recognition and promotion of language and intercultural skills. Such skills will be key to Scotland’s economic and cultural development within Europe and in a globalised world. In response to the introduction of the Baccalaureate, and following discussion with SQA and teachers, UCMLS members have agreed a collective policy on the qualification. This sector-wide agreement both indicates the value we place on the Baccalaureate and aims to provide support to students and teachers. </li></ul><ul><li>Professor Andrew Ginger , Chair of the University Council of </li></ul><ul><li>Modern Languages Scotland , 14th May 2010 </li></ul>
  16. 16. <ul><li>Turning to the languages baccalaureate, I must emphasise the value of multilingual employees to businesses. […] ensuring there are opportunities for those with language qualifications helps build competitive advantage in companies. Iain McMillan, Director, CBI Scotland </li></ul><ul><li>If everything else is equal (and make no mistake the emergent world economies are hot on our tails or already overtaking us) you are always going to choose as business partner the people and organisation who communicate best with you. That’s why I personally welcome the movement for a Scottish Languages Baccalaureate [...] Ron Hewitt, Chief Executive, Edinburgh Chamber of Commerce </li></ul>