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BBC Bitesize – KS3 German – Video Brief
BBC Learning
October 2018
BBC Bitesize: KS3 German Video Brief
October 2018
1
Contents About BBC Bitesize ....................................................................................................................... 2
Who is the BBC Bitesize audience? ..................................................................................................... 2
Style, tone and the Bitesize brand ...................................................................................................... 2
The Brief – KS3 German Video Content .............................................................................................. 2
The Commission .................................................................................................................................. 3
Look and feel ....................................................................................................................................... 4
KS3 German - Learning Aims ............................................................................................................... 4
Differing national curricula ................................................................................................................. 6
Requirements .............................................................................................................................. 6
Outline of work ................................................................................................................................... 6
General points ..................................................................................................................................... 6
Storyboards and scripts ...................................................................................................................... 7
Suggested titles ................................................................................................................................... 7
Education consultant .......................................................................................................................... 7
Deliverables......................................................................................................................................... 7
Working together......................................................................................................................... 9
Who’s responsible for what? .............................................................................................................. 9
The BBC Learning team ....................................................................................................................... 9
Schedule/project management .......................................................................................................... 9
The process................................................................................................................................ 10
Proposal ............................................................................................................................................ 10
Proposal deliverable list ................................................................................................................ 10
Selection ............................................................................................................................................ 11
Pitch .................................................................................................................................................. 11
Key dates ........................................................................................................................................... 11
Sustainable productions ................................................................................................................... 11
APPENDIX ..................................................................................................................................... I
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About BBC Bitesize
Who is the BBC Bitesize audience? Bitesize is the BBC’s study support service for students, helping 5-16+ year olds with their
coursework, homework and preparation for tests and exams. Bitesize covers core subjects at
primary, Scottish 1st and 2nd levels, and a much wider range of subjects at secondary, including KS3,
GCSE, Welsh TGAU, Scottish National 4 and 5 and Higher. It also covers Functional Skills Maths and
English in England and equivalent Core Skills qualifications in Scotland, Wales and Northern Ireland.
Bitesize is used by approximately three-quarters of secondary school students in the UK. It received
an average of 2.5 million unique UK users per week – with weekly traffic peaking at 3.5 million.
Style, tone and the Bitesize brand BBC Bitesize is a highly trusted brand that students know they can turn to for reliable and
trustworthy information that is produced in a high quality and entertaining way.
Bitesize values:
• Quality learning resources with high production values, tailored to the needs of our
audience
• Clear, concise delivery of the key educational points - bite-sized chunks
• Inclusive
• Factually correct, high-quality and curriculum-relevant
• Simple, straightforward language
• Funny, quirky or irreverent tone where appropriate
• Accessible to every level of academic ability
The video links below show our current provision for KS3 German which will soon be migrating to
the BBC Teach site for use by teachers in classrooms. The links give an indication of the variety of
KS3 Bitesize videos currently available. However for this commission we will be looking for student-
facing content rather than resources for teachers.
https://www.bbc.com/bitesize/clips/zphj3k7
https://www.bbc.com/bitesize/clips/zqjhfrd
https://www.bbc.com/bitesize/clips/z3hqb82
The Brief – KS3 German Video Content We would like to commission a series of short, student-facing videos to replace our current German
Language provision for 11-14 year olds which will be migrating to the BBC Teach website.
The films should appeal to students in the 11-14 age range: England and Wales Years 7, 8 & 9,
Northern Ireland Years, 8, 9 & 10 and Scotland Years P7, S1 & S2.
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We are looking to engage a really creative production company who can combine the demands of
the national curricula in this subject, but also bring high production values as well as devising
engaging treatments to bring this subject area to life.
We know that children are sophisticated consumers of media; be it through TV viewing, on-line use
or gaming and recognise instantly unappealing, tired and poorly thought-out content.
Students will use this content for independent learning, accessing the content as a resource for
homework and/or to improve their own understanding of the subject matter so it needs to grab
their attention and keep their interest.
Given the videos are being produced for the KS3 Bitesize audience we tend to steer clear of talking
animals and inanimate objects in animations (which can ‘age-down’ content).
The Commission For this commission we expect 40 minutes of video content.
We are looking for 10 x 3 minute films with an additional 1 minute of social media
teaser/cut-down per film.
This commission is for either live action, animated content or a mixture of both.
Delivery of all content is required by the 22nd March 2019.
The BBC reserves the right to award this contract in the way that provides the best service and value
for money.
The BBC Learning tariff ranges from £500 to £2000 per minute. Budget is dependent on the idea and
editorial ambition.
Your budgeting should not assume the BBC will deliver archive at no cost. [Independent Producers
have access to the BBC archives subject to the usual copyright restrictions of reuse etc.]
Please refer to the Independent Production User Guide and the FAQ for Independent companies
more information: http://downloads.bbc.co.uk/informationandarchives/PACT_june_2016.pdf
The video content needs to appeal to KS3 students but should not alienate or patronise a wider
audience. Videos should be concise, lively, imaginative and accurate.
Subject specialism is not a prerequisite (although clearly it would be useful) – what we’re looking for
are creative and engaging solutions.
Likewise, learning experience is not a prerequisite. However, a thorough understanding of the needs
of the Bitesize audience and a clear approach to addressing those needs is expected. Companies
should have experience delivering engaging content for young audiences, ideally including short
form content.
Deadline for submissions is 5pm on Sunday 11th November 2018.
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Look and feel This commission is for video content only. The video content should appeal to KS3 German students
in the 11-14 age range. Each video should provide an engaging and succinct explanation of the
content and be age appropriate.
Videos should be concise, lively and imaginative, and should present the information in a way that is
interesting to everyone
Humour may work for these films but we must ensure it is aimed at KS3-aged students, and that it
does not detract from the learning objectives.
Students need to apply German in the real world, so it is useful to be mindful of this when devising
scenarios and locations for the films.
We welcome your suggestions for on-screen or vocal talent for the films, but would expect them to resonate with 11-14 year olds in the UK.
KS3 German - Learning Aims For most students, KS3 will be the start of their learning journey with the German language as very
few primary schools in the UK teach German. You should assume the majority of the students
consuming the content will have little or no prior knowledge of the subject.
Therefore, the emphasis should be on introducing and reinforcing phonics, grammar and vocabulary
for early KS3 students equipping them with the skills to develop language skills independently.
The topic structure below covers KS3 students beginning to learn German but also works to
reinforce learning for Yrs 8 and 9.
Special thought should be given to how the videos can be made as accessible as possible to students
of differing academic abilities.
The National Curriculum in England states the purpose of language study (at 11-14) is:
‘Purpose of study Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.’
The key learning outcomes for this commission are to:
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identify and use tenses or other structures which convey the present, past, and future
explain a range of key grammatical structures (articles, nouns, adjectives, adverbs, etc.) and patterns (verb conjugation and sentence structure, etc.)
introduce vocabulary that goes beyond students immediate needs and interests and enables them to give and justify opinions and take part in discussions
enable the use of accurate grammar, spelling and punctuation.
Our education consultant has highlighted a number of areas where KS3 German students studying
the course are likely to struggle. Particular areas of difficulty for students are:
Mastery of high frequency verbs.
Pronunciation- knowledge and application of sound-spelling links.
Gender and cases and how they impact on the definite and indefinite article.
Using a variety of tenses.
Ability to use and reuse high frequency vocabulary and structures across a range of contexts
and topics.
Using a dictionary or online tool to research and use correctly, new and personally
meaningful vocabulary.
Word order- verb as the second idea, conjunctions and time, manner, place rule.
Using a dictionary or online tool effectively.
It is worth noting that the Modern Foreign Languages Pedagogy Review undertaken by the Teaching
Schools Council reports that there is evidence to suggest that weak vocabulary teaching is a major part of the low standards achieved by many British pupils, and their often weak sense of progress.
"Vocabulary to be taught should be informed by frequency of occurrence in the language, and special attention should be paid to common verbs in the early stages. Many language courses are organised around thematic topics, such as ‘free time activities’, ‘the environment’, ‘home and family’ etc. which act as ‘vehicles’ for vocabulary. In such cases the choice of vocabulary can be too specialised, teaching relatively rarely used words at the expense of common words which it is harder to plan for re-encountering later. A consequence of not attending to frequency of occurrence in vocabulary choice is pupils realising that they cannot say or understand basic things in the language. “
Phonics and dictionary use should be revisited regularly within the video content to reinforce basic
skills.
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Differing national curricula Throughout the UK the national curricula differ slightly across the 4 nations. Production
companies bidding for this work should familiarise themselves with the intricacies and
requirements of each of the curriculums to ensure their pitch will provide content that is
suitable for use throughout the UK.
We strongly advise potential companies/producers, bidding for this commission, who don’t
have an in-house teaching specialist to seek expert curriculum advice to sense check your
content and programme treatments. You need to ensure your response caters for each of
the curricula in the four UK nations.
Requirements
Outline of work 10 short-form videos of 3 minutes in total (10 x 3 min). Within this total, there may be
some flexibility to make some videos shorter and others longer as the learning requires.
Each video should stand alone in its own right as an engaging piece of content but also should feel part of a connected suite e.g use of recurring characters or locations.
The videos must be able to be consumed in any order.
Videos will be published on bbc.com, the Bitesize App and other channels as appropriate.
Videos should include voiceover, music and sound effects where appropriate.
All video content should use the learning outcomes provided by Bitesize as the basis for their
scripts. Bitesize is open to discussion about the number and breadth of learning outcomes.
A 1 minute teaser/cut-down of each of the films, to be agreed with BBC Bitesize. (10x 1min
social media video content)
General points The videos should encourage multiple viewings and sharing with friends.
Video content typically remains live on Bitesize for at least 4-5 years, so topical references should be avoided to ensure that the content does not date too quickly.
Video content should be engaging and informative. The video content should present the
key points using a practical approach. We are open to all fresh, creative ideas.
We are not necessarily looking for responses featuring established star names for the voice
overs or people on screen – in fact up and coming talent would be preferred.
Films should be linear - interactivity is out of scope for this commission.
Bitesize will require final sign-off on voices and on-screen talent, as well as initial concepts,
scripts, sfx, rough cuts/animatics and final versions. Please build into your schedule.
Where used, music should be production/mood music rather than commercial.
The overall tone should be informal, chatty and appealing to the audience.
It is vital that the content feels part of the students’ world – the subject area can seem daunting so using easily-accessible examples should pique their interest.
Content should feel confident and assured, but not teacher-like. It should feel friendly and informal, but not like it is ‘trying too hard’.
The delivery should be quite pacey and natural, but not so quick that it loses learners. Clarity
is very important.
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It is essential that, where applicable, the characters featured represent the diversity of the
Bitesize audience in terms of gender, gender identity, sexuality, race, ethnicity, disability,
socio-economic status and regionality. For example, approximately 25% of school children
today identify themselves as not being White British.
BBC Bitesize celebrates diversity in all its forms: BBC Bitesize has produced a ‘Diversity and
Inclusion Commissioning Guidelines’ document to support the attainment of the BBC and
BBC Bitesize’s diversity targets.
Please note that although Bitesize currently incorporates video clips for use in class by
teachers, this commission is part of our student-facing content and will sit within our Study
Guides.
Storyboards and scripts The company awarded the contract will produce initial concepts, storyboards and scripts for each of
the video titles below.
Bitesize requires full consultation during the scripting process, including the reviewing of drafts to
ensure the scripts hit the learning points, and full sign-off on completed scripts.
Suggested titles The list below shows potential video titles (please note these are subject to change in consultation
with BBC):
1 Pronunciation. Sound spelling links
2 The verb to be
3 The verb to have
4 Gender of nouns
5 Conjugating regular verbs
6 Expressing opinions
7 Asking questions
8 Using conjunctions
9 Extending sentences. Time-manner-place rule
10 Verb inversion- the verb as the second idea
Education consultant You will need to contract and work with an educational specialist/consultant who will be involved
throughout the process to ensure all learning objectives are covered and content is accurate and
relevant to our audience. All content (ie video concepts, initial scripts, final scripts, animatics/rough
cuts, fine cuts/final versions, etc.) will need to be reviewed by your education consultant before they
are sent to us. We strongly advise you to identify the educational consultant you will work with and
to seek their input into your proposal.
Deliverables Final videos in electronic format – 10 x 3 min HD (a technical specification will be provided),
both compressed and uncompressed. Uncompressed audio provided in multiple editable
audio layers.
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A 1 minute teaser of each film of the films, to be agreed with BBC Bitesize.
XML transcripts for subtitles (template will be provided).
Post-production paperwork (template will be provided).
All content should be cleared for all rights in perpetuity. Any exceptions to this must be agreed
with BBC in advance of inclusion. This commission will be based on a framework 2 contract. This
link provides further information:
http://www.bbc.co.uk/commissioning/online/articles/how-we-work#framework
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Working together
Who’s responsible for what? You will be responsible for:
project management and production of deliverables to agreed deadline and budget
chairing regular production meetings and communicating project plans and status
quality assurance of content (in cooperation with the educational consultant)
We will be responsible for:
sharing project documentation from the wider suite of Bitesize content, if available
collaboration throughout the production and delivery
sign-off on the following: storylines/initial concepts, look and feel, scripts, storyboards,
essential cast members, voice-casting, music, sounds effects, rough-cuts/animatics and final
delivery – within an agreed timeframe
We will be jointly responsible for:
ensuring the learning outcomes are met
ensuring that content is best-fit for the Bitesize audience
The BBC Learning team Oonagh Jaquest – Editor, BBC Learning
Charlotte Ingham– Producer, BBC Learning
Laura O’Dwyer – Production Manager
Schedule/project management Although key points such as casting, concepts, script, animatic/rough draft and final delivery
sign-off, etc will be identified in the Editorial Specification, all Bitesize production follows an
iterative development process. We will require accommodation for feedback cycles
(including, but not limited to: initial outlines; scripts – versions 1 and 2; storyboard/animatic
– versions 1 and 2; key talent; music/sound sign off; finished film – rough and fine) in the
schedule. We will feed back ASAP on all editorial decisions, in line with the schedule.
Final delivery for the entire project is 22nd March 2019.
This project is highly dependent on specific delivery dates that will be defined in the contract. As
such we would like you to give particular attention to clause 9 in our standard terms which states
the following:
If you fail or are due to fail to deliver a Deliverable (or any part thereof) due at any stage specified in Schedule 2
for any reason not directly and solely attributable to the BBC, the BBC shall (without prejudice to any other
rights or remedies available to the BBC under this Agreement or at law) be entitled to terminate this
Agreement.
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Should this situation arise and the BBC is forced to terminate, the BBC would only be liable to you for
anything delivered prior to termination. For this reason we would ask that you give timeframes and
delivery the highest priority.
The process
Proposal Proposals should be provided as either MS Word documents or PDFs. They should be a maximum of
15 pages long. Please submit proposals to Charlotte Ingham (BBC Learning Producer)
[email protected] . Proposals that are larger than 7 MB may not be accepted by our
email system. Please let us know, prior to the deadline, if your proposal is 7+ MB and we will agree
another delivery method.
The delivery date for the submission of proposals is 5pm Sunday 11th November 2018. Please note
that submissions received after this deadline WILL NOT be considered.
If there are any general questions about the project, rather than those specific to your own
approach, we will distribute responses to all companies pitching.
Proposal deliverable list
Company overview
What relevant experience does your company have to deliver this project? We’re interested
in hearing about relevant previous projects, your experience in creating content for young
audiences and your understanding of the challenges of this commission.
Creative approach
Demonstrate what creative approach you would take for this commission in order to cover
learning points described. Please include:
o A creative solution to the topic title Gender of Nouns including provisional script
o Design ideas or concepts
o An outline of the creative approach you would undertake for the other 9 topics
Resourcing
Please define your project team within your response, including an indication of core staff
members and freelance support. Please outline any talent, including – writer, director,
subject matter experts, etc.
Logistics
How do you intend to deliver the project? Please outline your technical approach, project
management approach and approach to risk management.
Budget
Please provide a detailed budget breakdown to show how you intend to cost the project.
Payment schedule to be agreed upon award of contract. Typical payment might be:
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o 5% on signature
o 5% on script sign off
o 10% on first day of principle photography / prod
o 20% on sign off of rough cuts
o 20% on sign off of fine cuts
o 40% on acceptance of full delivery
Schedule
Please include an indication of key milestones and sign-off points for the BBC, as well as any
audience testing.
Selection The BBC will use the following standard criteria to evaluate the proposals submitted:
creative approach – originality / suitability for Bitesize audience
ability to meet editorial requirements, including appropriate consideration of diversity and
inclusion
pricing / value for money
project management / production plan (schedule and budget)
prior experience of company and core staff experience
presentation of response
Any queries on this commission should be emailed to Charlotte Ingham
([email protected]) or Laura O’Dwyer (Laura.O’[email protected])
Pitch Shortlisted companies will be invited to a face-to-face pitch at MediaCityUK, Salford on Monday 19th
November 2018.
Key dates
Brief published 29th October 2018
Deadline for questions 31st October 2018
Response to questions 1st November 2018
Deadline for proposal submission 5pm, 11th November
2018
Invitation to pitch notification 13th November 2018
Face-to-face pitch 19th November 2018
Notification of Contract Award 20th November 2018
Final delivery 22nd March 2019
Sustainable productions BBC Learning is working to ensure that all its projects are environmentally sustainable. As part of this,
we ask that any independent supplier we work with has an environmental sustainability policy,
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carbon literacy aware staff (free training can be found here - http://wearealbert.org/help/get-
trained) and that all productions, where appropriate, complete an Albert carbon footprint
calculation.
A good way to demonstrate your environmental credentials is to undertake Albert certification.
Please see here for more details http://www.bbc.co.uk/responsibility/environment/albert-plus or
contact [email protected] for more information.
More details can be found at http://wearealbert.org/ and
http://www.bbc.co.uk/responsibility/environment/industry-collaboration.
BBC Policies and Guidelines;-
For information on these please follow this link;
https://www.bbc.co.uk/commissioning/tv/production
BBC Health & Safety;-
The BBC needs to ensure that any Independent Production Company it commissions is able and
competent to make the programme with due consideration for health and safety, the following link
will take you to a guide which outlines the BBC's health & safety vetting procedure &
requirements; https://www.bbc.co.uk/safety/generalsafety/thirdparties/working-with-indies.html
If the content being commissioned involves working with children, then ensure that you are familiar
with the BBC’s Child Protection Policy and the Child Protection Safe Guarding Framework, which
provides a guide to the minimum levels of safeguarding on any productions, information on this can
be found here;
https://www.bbc.co.uk/commissioning/tv/production/articles/working-with-children
If you have any queries or concerns about any of the guidelines or polices then please contact the
Production Manager
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APPENDIX
German KS3 videos
Potential video title
Learning objectives
KS3 Programme of Study reference Key aspects to include
Pronunciation Sound spelling links
To understand and apply the link between spelling and pronunciation
Grammar and Vocabulary- use accurate spelling and pronunciation.
Linguistic Competence- transcribe words and short sentences that they hear with increasing accuracy; speak coherently and confidently with increasingly accurate pronunciation and intonation.
The pronunciation of common letters and letter strings which are often mispronounced: most problematic ei, ie, v, er, z, ä.
Others may include ö, ü, eu, ß, w, ch, o, b at th end of a word, d at the end of a word.
The verb to be Who are you?
To be able to use the verb “sein” in the first and second person in the present, future and imperfect tense.
Grammar and Vocabulary- identify and use tenses or other structures which convey the present, past, and future; use accurate grammar.
Linguistic Competence- express and develop ideas clearly and with increasing accuracy, both orally and in writing.
Concept of tenses past, present and future. Ich bin.. Ich war…, Ich werde……sein. Du bist…/ bist du…? Du warst/ warst du…. ? Du wirst ….sein/ wirst du
….sein ? Context could include personal identity e.g. Ich bin Klaus. Ich bin elf. Ich
war klein. Ich werde groß sein.
The verb to have What have you got?
To be able to use the verb ”haben” in the first and second person in the present, future and imperfect tense.
Grammar and Vocabulary- identify and use tenses or other structures which convey the present, past, and future; use accurate grammar.
Linguistic Competence- express and develop ideas clearly and with increasing accuracy, both orally and in writing.
Reinforcement of concept of tenses past, present and future. Ich habe…,ich hatte…, ich werde….haben. Du hast/ hast du…? Du hattest… / hattest du… ? du wirst …haben/wirst
du…haben ? Context could include; family members, pets, items of technology,
Gender of nouns
to be able to use the definite article in the nominative case
to be able to use the indefinite article in the
Grammar and Vocabulary- use and manipulate a variety of key grammatical structures and patterns; use accurate grammar.
Linguistic Competence- write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately
Concept of all nouns being either masculine, feminine, neuter, plural. Indefinite articles einen/ eine/ ein/ with haben. E.g. Ich habe einen Hund. Definite articles der/ die/ das/die with sein. E.g. Der Hund ist schwarz. Encourage and support learners to use a dictionary (online tool) to check
gender of nouns. Clues to gender:
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accusative case into the foreign language 1. Word ends with -or, -ling, -smus or -ig, are masculine.
Word ends with -ung, -keit, -schaft, –tät, -ik, -tion, -heit or -ei are feminine Often words ending with an -e feminine Word ends with -chen, -ma, -um, -ment, -lein or -tum, neuter.
Conjugating regular verbs
To be able to conjugate regular verbs such as machen/ spielen 1
st, 2
nd and 3
rd
person, present, future and perfect tense
Grammar and Vocabulary- identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied; use and manipulate a variety of key grammatical structures and patterns; use accurate grammar.
Linguistic Competence- express and develop ideas clearly and with increasing accuracy; read and show comprehension of original and adapted materials from a range of different sources
Briefly - what is each tense used for. Ich mache/ du machst/ er, sie, es macht/ ich werde ….machen du wirst….
Machen/ er, sie, es wird machen/ ich habe…gemacht/ du hast gemacht/ er, sie, es hat gemacht and the same for spielen.
Possibly show learners how key structures can be adapted to change meaning by substitution by applying grammar rules. E.g. Ich spiele Tennis- substitute noun “Tennis” for noun “Fotos” and substitute verb “spiele” for verb “mache”.
Possibly follow by shwing how Ich spiele Fußball can be changed to ich habe Fußball gespielt.
Expressing opinions
To be able to use the verb “mögen” in the first, second and third person to express and understand opinions on a range of topics.
Grammar and Vocabulary- develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues.
Linguistic Competence- initiate and develop conversations, coping with unfamiliar language and unexpected responses.
Ich mag/ Ich mag nicht/ du magst/ er/ sie es mag a range of nouns which could include colours, animals, school subjects, food, sports, as well as others which may fit the narrative of the videos.
Encourage them to use their knowledge of cognates to understand nouns being discussed.
Encourage them to use dictionary or online tool to find nouns they want to express opinions about and to express opinions about their interests e.g. youtubers/ actors/ musicians/ politicians/ historical figures/ TV programmes.
Asking questions? Interrogation!
To be able to ask and answer questions using key questions words and common verbs.
To be able to use the Du and Sie form
Grammar and Vocabulary- identify and use tenses or other structures which convey the present, past, and future; use accurate grammar.
Linguistic Competence- listen to a variety of forms of spoken language to obtain information and respond appropriately; initiate and develop conversations, making use of important social conventions such as formal modes of address;
Forming questions by inversion using high frequency verbs; sein, haben, mögen,- possibly spielen and machen
Introduction and comparison of “du” and “Sie” forms for “you” Key questions words such as; wann, was, wer, wie Using the phrase “und du?/ und Sie?” to initiate conversation Contexts could include; “Wer sind Sie?” Wann hast du Geburtstag?” Wie alt
bist du? Magst du Pommes/ Mathe/ Fußball/. Reflect their current sphere of interest; e.g. youtubers/ actors/ musicians/ politicians/ historical figures etc.
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Using conjunctions
To be able to use und/aber, weil and obwohl and a variety of adjectives to justify and explain opinions.
Grammar and Vocabulary- use and manipulate a variety of key grammatical structures and patterns; develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues; use accurate grammar, spelling and punctuation.
Linguistic Competence- initiate and develop conversations, coping with unfamiliar language and unexpected responses; express and develop ideas clearly.
To understand and answer the question “warum” Weil and obwohl send the verb to the end but und and aber don’t. To justify and explain their opinions e.g. “Ich mag Schokolade, weil es süß
ist.” “ Ich liebe Mathe, obwohl es schwierig ist.” ” Ich mag Englisch, und es ist anspruchsvoll.” “Ich mag nicht Kunst, aber es ist entspannend.”. These are examples only and vocabulary will vary according to your context.
Briefly what an adjective is Encourage and support learners to be able to gather adjectives from a
dictionary (online tool)
Extending sentences
How to extend sentences using the time -manner -place rule
Grammar and Vocabulary- use and manipulate a variety of key grammatical structures and patterns; develop and use a wide-ranging and deepening vocabulary; use accurate grammar.
Linguistic Competence- express and develop ideas clearly and with increasing accuracy;
Explanation of time- manner- place rule. e.g. Ich spiele Fußball am Montag mit meinen Freunden im Park. Du machst deine Hausaufgaben am Sonntag mit deinem Hund im Schlafzimmer. Specific language and context can vary to suit narrative.
Suggest possible “time” e.g. days/ or months/ or regularity;
Suggest possible activities e.g. freetime activities
Suggest possible manner who with, how eagerly they do it etc.
Show that you can build a large number of different sentences from a limited amount of language by swapping the time, manner or place.
Verb inversion
To apply correct word order ensuring the verb is the second idea in the sentence
Grammar and Vocabulary- use and manipulate a variety of key grammatical structures and patterns; develop and use a wide-ranging and deepening vocabulary; use accurate grammar.
Linguistic Competence- (possibly transcribe words and short sentences that they hear with increasing accuracy); express and develop ideas clearly and with increasing accuracy; (possibly write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language)
Develop understanding of the concept of “verbs” so that learners can identify verbs in a sentence.
Explain that the verb has to be the second idea so this sometimes requires inversion.
Introducing the idea of altering the emphasis by what is placed at the beginning of a sentence and the subsequent need to invert. E.g. Ich spiele am Montag Fußball- Am Montag spiele ich Fußball.
BBC Bitesize: KS3 German Video Brief
October 2018
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