When less is definitely more: success with the new secondary curriculum

less more

RH

“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

More and more……..!

new Ofsted frameworknew secondary curriculum

renewed frameworknew 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 2009Rachel Hawkes

And what’s next…???

prescription freed

om“Less.. is

more..”

• Any languages can be taught• No prescribed topicsEmphasis now on:• Creativity• Culture• Links with other subjects• Active learning• International contacts• Meaningful topics• Skills• Learning beyond the classroom

Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject.

Rachel Hawkes

Getting the learning right @KS3

Rachel Hawkes

SkillsStructures

Content

Themes

Materials

Ways of workingModel for curriculum design in languages Rachel

Hawkes

SkillsStructures

Content

Themes

Materials

Ways of working

Pictures

Songs

Film

AdvertsAuthentic

texts

Pair/Group Research

Creation

Activity

Geography

Culture

Music

History

Citizenship

Art

War/Peace

Poverty

Prejudice

Environment

PronunciationMemory

Sentence-building

Key verbs & patternsQuestion words

Nouns & AdjectivesKey modals

Stories

Model for curriculum design in languages Rachel

Hawkes

Reading images

Physical theatreRole PlayLiving Graphs

Hot Seating Card sorting

Collective memory

Composing

Year 7 Spanish

Curriculum

Language skillsPronunciationMemorySentence-buildingCreativityPerformanceAutonomy CREATE

Creative:creative thinkinggenerating ideastaking risks

Reasoning:AnalysingProblem-solvingDecision-makingJustifyingCategorisingMaking links

Empathic:CommunicatingCooperatingSpeaking & listening (well)Group working

Progression: Language structurespronounscommon Irregular Verbs – SER, ESTAR, TENER, Hay

present tense – REG verbs – AR/ER/IRindefinite & definite articlesadjectives & adjective endingscommon conjunctions – y, pero, también, porque, sin embargo time expressionsquestion wordsimpersonal verbs – me gusta etc..radical-changing verbsse puede + infinnear future – voy a +infin

Progression: Text typesReportDefinitionQuestionnaireDescriptionInformal letter

Cross-curriculum linksContent – Geography, ArtSkills – ICT, Music, Geography, EnglishWays of working – Drama, Geography, English, FT, PE

ContentMy world and the Spanish-speaking world – Personal details, Countries, Describing Places, Geographical features, Animals, Family, Physical DescriptionSchool – Subjects, Likes & Dislikes, Reasons, Preferences, School Day, Time & Timetables, Comparisons of different schoolsFree 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 activebeing attentivenoticingresponding with confidence

Tenacious:perseveringcoping strategiesleeping positivehaving goals

Everlasting:effective memory skillsdeveloping ICT skillsdeveloping learning stylesrevising (well)transferring skillspersonal study skills

PLTSSelf managerEffective participatorCreative Thinker Reflective learnerIndependent EnquirerTeam worker

Joined-up thinking

Rachel Hawkes

“Less.. is more..” less more

less more

prescription freedom

teacher talk learner talk

coverage mastery

textbook meaning

control creativityRachel Hawkes

teacher talk stu

den

t ta

lk“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

JollyphonicsEl sistema

fónico

Syllable squares

Pronounce!

Tongue twisters

News

Comic strips

Group Talk

adverts

songs

pictures

film clips

Rachel Hawkes

X

C’est super!C’est nul!

J’aime! Je n’aime pas!

Qu’est-ce que tu penses?

Oui, c’est vrai!Non, c’est faux!

Moi aussi!Moi non plus!

Tu es dingue!

Je pense que...

X X

Gracias @ Greg Horton

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

Your answer must contain EXACTLY 7 words!

Now make sure your answer contains an opinion!

This time make sure your answer contains the words ne…jamais!

RH

Your answer must contain more than 8 words!

Hay montañas grandes.El paisaje es muy verde.Hay muchos árboles.No hay muchas casas.La casa es vieja y gris/marrón.Pienso que es un lugar muy tranquilo.

A B

Key structures

Je veux.....Je peux.....

Je dois.....

J’aime.....Je vais.....

Je voudrais.....

Je ne veux pas...

Je ne peux pas...

J’aime beaucoup.....

pelermanger

couper

cuire

préparer

acheter

donnerlancer

voler

attraper

boire

presser

Gracias a Steven Fawkes

coverage mast

ery“Less.. is

more..”

Rachel Hawkes

• More time • Embedding and elaborating• Projects• Known language in new contexts• Time to re-draft and re-visit• Creative outcomes

KS3 French Core Language

je – Itu – you (sing.)il/elle – he/sheon – we / one

nous – wevous – you (pl or formal.)ils/elles – they

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

avoir – to have être – to beje 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

faire – to do

Time words

maintenant – nowavant – beforeaprès – afteraujourd’hui – todayhier – yesterdaydemain – tomorrowencore une fois - againtoujours – alwayssouvent – oftenquelquefois – sometimesjamais – neverla semaine dernière – last weekla semaine prochaine – next week

Referring to thingsune chose – a thingceci – thiscela – thatquelque chose– something (un) autre – (an)otherbeaucoup (de) – a lot (of)(un) peu – (a) littletrès – verytout – all/everythingtrop – too (much)

Making linkset – andou – oraussi – alsomais – butparce que – becauseavec – withsans - without

Asking questions

Porquoi? – why?Qu’est-ce que? – what?quand? – when?où? – where?Qui? – who?Combien? – how much/many?Comment? – how?

Referring to placesici – herelà-(bas) – (over) there

OpinionsJe pense que – I think thatJe crois que – I believe thatIl me semble que – it seems that..A mon avis.. – in my opinion..

Sentence buildingJe 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…

Pronouns

Saying what you did

Je suis allé(e) – I wentj’ai fait– I didJ’ai vu – I sawj’ai joué – I playedj’ai mangé – I atej’ai bu – I drankJ’ai regardé – I watchedJ’ai travaillé – I workedJ’ai voyagé – I travelled

Rachel Hawkes

Asking questions

Wer? Who?Wo? Where?Was? What? Wann? When?Warum? Why?Wie? How?Wie viel? How much? Wie viele? How many?

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 trägst hilfst siehst

er/es/sie he/it/she wohnt hat ist trägt hilft sieht

man (every)one wohnt hat ist trägt 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

Time

jetzt: nowheute: todaymorgen: tomorrowgestern: yesterdayletzte Woche: last weeknächste Woche: next weekdiese Woche: this weeknie: nevermanchmal: sometimesoft: oftenimmer: alwaysdann: then

Things

das: thatetwas: somethingnichts: nothingviel: muchviele: manyein bisschen: a bitsehr: veryzu: too

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 möchte I would like to …

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 opinionIch 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: andaber: butoder: ordenn: because/for

auch: also

weil: because

KS3 Germ

an Core Language

KS3 Spanish Core Language

yo – Itú – youél/ella – he/sheUsted – you (polite, sing.)nosotros – wevosotros – you (fam.pl.)ellos/ellas – theyUstedes – you (polite, pl.)

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.)

tener – to have ser – to besoy 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

estás you are

está he/she is/you are (pol.sing)

estamos we are

está you are (fam.pl.)

están they/you are (pol.pl.)

estar – to be

Time words

ahora – nowantes – beforedespués – afterhoy – todayayer – yesterdaymañana – tomorrowotra vez - againsiempre – alwaysa menudo – oftena veces – sometimesnunca – neverla semana pasada – last weekla semana que viene – next week

Referring to thingsuna cosa – a thingesto – thiseso – thatalgo (más) – something (else)otro – (an)othermucho – a lot(un) poco – (a) littlemuy – verytodo – all/everything

Making linksy – ando – ortambién – alsopero – butporque – becausecon – withsin - without

Asking questions¿Por qué? – why?¿Qué? – what?¿Cuándo? – when?¿Dónde? – where?¿Quién? – who?¿Cuánto(s)? – how much/many?¿Cómo? – how?

Referring to placesaquí – hereallí - there

OpinionsPienso que – I think thatCreo que – I believe thatMe parece que – it seems that..

Sentence buildingpuedo/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) gustaría I/he/she would like to…

Pronouns

Saying what you didfui – I wenthice – I didví – I sawjugué – I playedcomí – I atebebí – I drank

Rachel Hawkes

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

The hundred most common wordsTony 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)

Year 8 German

Sams Fragen:1. Wie findet Sam Deutsch?

_____________________________________________________

2. Was ist Sams Lieblingsfach?

_____________________________________________________

3. Was macht Sam am Wochenende?

_____________________________________________________

4. Wer ist Zoe?

_____________________________________________________

5. Wie viele Hobbys hat Sam?

_____________________________________________________

6. Wie viele Haustiere hat Sam?

_____________________________________________________

7. Warum ist Sam nicht perfekt?

____________________________________________________

anstrengend/langweilig/Er mag Deutsch nicht.

Sport

Er spielt Sport.

Sams Schwester

vier/4

fünf/5

Er ist faul in Deutsch.

textbook mean

ing“Less.. is

more..”

Rachel Hawkes

• Thematic• Skills• Ways of working

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-playGive the answers!

Using the textbook

Ton Christ est Juif

Ton Christ est juif Ta voiture est japonaise

Ta pizza est italienneTon couscous est algérien Ta démocratie est grecque Ton café est brésilien

Et tu reproches à ton voisin d'être un étranger

Ta montre est suisse Ta chemise est indienne Ta radio est coréenne Tes vacances sont tunisiennes Tes chiffres sont arabes Ton écriture est latine

Et tu reproches à ton voisin d'être étranger

control creati

vit

y“Less.. is more..”

• Choice• Open-ended tasks• Autonomy• Researching own language• Applied contexts• Ownership and mastery

Rachel Hawkes

VisualUse colour coded background to support gender acquisition when teaching and practising new nouns in any language.

AuditoryUse 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.

KinaestheticUse 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!

VKSCollective 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 cageavec une porte ouvertepeindre ensuite quelque chose de joliquelque chose de simplequelque chose de beauquelque chose d'utilepour l'oiseau…………………………©Jacques Prévert

Haiku - 5,7,5 syllablesla poésie

¡Me gusta Cuba!Descanso en la playaY bailo salsa

Sustantivo AdjetivoEl libro es un perro simpáticoEl colegio es un buho inteligenteLa televisión es un profesor constanteEl patio de recreo es

una aventura diaria

La ventana es una televisión vivaEl 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 …

Gracias @ Neil Jones

met

apho

rssi

mile

s

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

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

I hear, I knowI see, I rememberI do, I understand

Confucius 551 BC - 479

“Less.. is more..” less more

less more

prescription freedom

teacher talk learner talk

coverage mastery

textbook meaning

control creativityRachel Hawkes

More examples

La música rap Mi deportista favorito

La bandera de Sudafrica

Vamos a BeaumanorMatemáticas Arte de Miró

More examples

La Guerra Civil El balonmano El misterio del pez

Valentin El espía Axel Bond Juan y las judías mágicas

Food for thought!

• 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

“Those who do not move do not notice

their chains.”Rosa Luxemburg

With thanks to my fellow LP, Karen Hutley, for finding this gem!

Group name: LinkedUpSpanish Group home page: http://uk.groups.yahoo.com/group/LinkedUpSpanish Group email: LinkedUpSpanish@yahoogroups.co.ukGroup name: LinkedUpGerman Group home page: http://uk.groups.yahoo.com/group/LinkedUpGerman Group email: LinkedUpGerman@yahoogroups.co.ukGroup name: LinkedUpFrench Group home page: http://uk.groups.yahoo.com/group/LinkedUpFrench Group email: LinkedUpFrench@yahoogroups.co.uk

www.rachelhawkes.typepad.com/linguacom .(blog including links to the wikis below and to TES resources)

www.tes.co.uk (2000+ resources from my school).

http://www.slideshare.net/rachelhawkes60 (conference and other presentations)

http://rilanguageleaderaward.wikispaces.com This is the wiki where you can download support material to set up and deliver a language leader programme in your school

http://rilspellingbee.wikispaces.com This is the wiki with material and details about the spelling bee – now national!.

http://rilanguageonfilm.wikispaces.com/ Film-making competition for Year 9 - support DVD available

Thank you for listening!Rachel Hawkes

Comberton Village College SSAT Lead Practitioner ASTMFL Adviser TES Resourcesformer Regional Subject Adviserrhawkes@comberton.cambs.sch.uk

Rachel Hawkes 2010-11

media

http://www.pubstv.com/

http://www.apple.com/fr/iphone/gallery/ads/

la publicité

les films

les chansonswww.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 françaisehttp://clil4teachers.pbworks.com/History http://clil4teachers.pbworks.com/G

eography

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