new secondary curriculum and repurposed framework knowsley15 april

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 protected]

Objectives:• Get an overview of the opportunities and challengespresented 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

1. Linguistic Competence2. Knowledge about language3. Creativity4. 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

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KS2 Framework

KS3 revisedFramework

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: 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



Exemplification-downloadable pdf

Not language-specific!



5 strands:

1.Listening and Speaking2.Reading and Writing3.Intercultural Understanding 4.Knowledge about Language5.Language Learning Strategies

Good activities will overlap between 2 or more strands


1. Listening and Speaking

1.1.Understanding & Responding to the spoken word1.2.Developing capability & confidence in listening1.3.Being sensitive to the spoken word1.4.Talking together1.5.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


*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



Rachel Hawkes, AST Comberton Village College (Cambridgeshire)http://rachelhawkes.typepad.com/linguacom Curriculum NOW!, published by ALL

Phonics examples in Spanish and French

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

araña elefante idea

olvidar

universo cerdo ciclista casa

coche cucaracha gimnasia hamburguesa

España zumo guitarra llave

le poisson le vin le jeu-vidéo

le midi

les dents le pont

la poule la lune

les ciseaux

oi in eu

au en on

i ou u

la maison la tête la sorcière

les fruits Espagne

la questionla pollution

tion qu r

ill ui gn

ai ê è

le requin

le gorille

• 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 MixImprove 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


2. Reading and Writing

2.1.Understanding & Responding to the written word2.2.Developing capability & confidence in reading2.3.Being sensitive to the written word2.4.Adapting & Building text2.5.Writing to create meaning

2.1 Understanding & Responding to the Written word

20 s presentationin English about whatthe main articles in the magazine are about.

*in pairs*dictionary/ no dictionary*open-ended/ check listprovided

1.Who is magazine for?2.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 aninterview on a relatedissue: fashion, health, famous person...

2.2 My Film dice game

Raconte le film comme si tu étais dans le role principal!

A. Le role principal

1=une petite fille 2=un SDF 3=un joueur de foot4=une tortue 5=une danseuse 6=un chanteur de rock

B. L’ événement principal

1=un spectacle 2=des vacances horribles 3=un cambriolage4=un voyage 5=un mariage 6=une course

B. Le lieu principal

1=une école 2=les Bahamas 3=un château hanté4=un bateau de croisière 5=un stade 6=une bibliothèque

2.3 Reading/ Writing Stories & Story-Telling

http://mfl-storybirds.wikispaces.com/French+Storybirdshttp://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……

Do all of this conversely to turn them into a text

With thanks to Sara Vaughan

2.4 Adapting and Building Text


3. Intercultural Understanding (IU)

3.1.Appreciating cultural diversity3.2.Recognising different way of seeing the world


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 &

CultureINTO the classroom

FLAs, In-house visits,TV, Radio through the InternetMusic, food, fashion, design. New TechnologiesCelebrationsTraditions and HistoryCurrent Affairs


¿Qué? ¿Quién(es)? ¿Dónde? ¿Cuándo? ¿Por qué?


http://www.plan-uk.org/wherewework/


Intercultural understanding-identifying features


http://www.flickr.com/

http://www.flickr.com/groups/imagestoteachlanguages/ set up by @aliceayel

http://www.youtube.com /http://www.kickyoutube.com

13/04/23 42

España España

Cuba

El Salvador


4. Knowledge about Language (KaL)

4.1.Letters and sounds4.2.Words4.3.Gender, number & other inflections4.4.Sentence structure4.5.Verbs and tenses4.6.Questions & negatives


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


5. Language Learning Strategies (LLS)

5.1.Identifying patterns in the target language5.2.Memorising5.3.Using knowledge of English or another language5.4.Working out meaning5.5.Using reference materials5.6.Reading aloud5.7.Planning & preparing5.8.Evaluating & improving


5.2 Memorising

MèrePieds

•Make/guess the analogy:Maison + voiture =Maison + douche =

GarageSalle de bains

¿ Quién va a sufrir problemas de salud y ¿ por qué?

Me llamo Bea. Tengo catorce años. Estoy estresada porque siempre estoy estudiando y nunca me relajo.

Estoy preocupada por los exámenes y no duermo bien durante la semana. Sin embargo los fines de semana duermo practicamente todo el tiempo.

Me llamo Javi y tengo quince años. Vivo en el norte de España con mi abuelo.

Me encanta hacer el ejercicio, no obstante bebo demasiado café.

Mis padres fuman y eso me preocupa mucho.

Soy muy gordo y no estoy en forma.

Mis amigos beben demasiado y toman drogas. Intentan convencerme para hacerlo.

Hace dos años mi abuela murió de un cáncer de los pulmones.

Debería hacer más ejercicio y comer menos. Hay que comer más verduras

El viernes pasado comimos en una hamburguesería.

Hacía el footing todos los días en el parque con mi primo.

Tengo que trabajar mucho ahora a causa de mis exámenes. No he estudiado bastante y tengo miedo.


5.8 Evaluation and Improving

2 stars and 1 wish WallwisherPeer assessment (peer assessed by...)Speaking check listsWikisVLE?


http://www.wallwisher.com

http://www.diigo.com/user/isabellejones/wallwisher


http://langwitch.wikispaces.com/8qF1

Objectives:• Get an overview of the opportunities and challengespresented 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 protected]

new secondary curriculum and repurposed framework knowsley15 april

Education

new language

new secondary curriculum

practising language

compelling language

languages blog

speaking reading

developing language

phases speaking