when less is definitely more: success with the new
TRANSCRIPT
When less is definitely more: success with the new secondary curriculum
less mo
re
“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 framework
new secondary curriculum
renewed framework
new 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 fre
ed
om
• 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
Adverts
Authentic
texts
Pair/Group Research
Creation
Activity
Geography
Culture
Music
History
Citizenship
Art
War/Peace
Poverty
Prejudice
Environment
PronunciationMemory
Sentence-building
Key verbs & patterns
Question words
Nouns & Adjectives
Key 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 types
ReportDefinitionQuestionnaireDescriptionInformal letter
Cross-curriculum linksContent – Geography, ArtSkills – ICT, Music, Geography, EnglishWays of working – Drama, Geography, English, FT, PE
Content
My world and the Spanish-speaking world – Personal details, Countries,
Describing Places, Geographical features, Animals, Family, Physical Description
School – Subjects, Likes & Dislikes, Reasons, Preferences, School Day, Time &
Timetables, Comparisons of different schools
Free 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 mo
re
less more
prescription freedom
teacher talk learner talk
coverage mastery
textbook meaning
control creativity
Rachel Hawkes
teacher talk stu
de
nt
talk
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!
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 muytranquilo.
J’aime.....
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 ma
ste
ry
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
sommeswe are
vous êtes you are
ils / elles
sontthey are
je fais I do
tu fais you do
il / elle/ on
faithe/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 things
une 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 links
et – 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 places
ici – herelà-(bas) – (over) there
Opinions
Je 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
Ge
rman
Co
re Lan
guage
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 be
soy 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 things
una cosa – a thingesto – thiseso – thatalgo (más) – something (else)otro – (an)othermucho – a lot(un) poco – (a) littlemuy – verytodo – all/everything
Making links
y – 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 places
aquí – hereallí - there
Opinions
Pienso 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 did
fui – 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 me
an
ing
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 cre
ati
vit
y
• 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
VocabMan designed by
Kim Rhodes
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 Adjetivo
El libro es un perro simpático
El colegio es un buho inteligente
La televisión es un profesor constanteEl patio de recreo es
una aventura diaria
La ventana es una televisión viva
El gimnasio es
Tan simpático comomi 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
aph
ors
sim
iles
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 mo
re
less more
prescription freedom
teacher talk learner talk
coverage mastery
textbook meaning
control creativity
Rachel 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 judíasmágicas
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: LinkedUpSpanishGroup home page: http://uk.groups.yahoo.com/group/LinkedUpSpanishGroup email: [email protected]
Group name: LinkedUpGermanGroup home page: http://uk.groups.yahoo.com/group/LinkedUpGermanGroup email: [email protected]
Group name: LinkedUpFrenchGroup home page: http://uk.groups.yahoo.com/group/LinkedUpFrenchGroup email: [email protected]
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.comThis is the wiki where you can download support material to set up and deliver a language leader programme in your school
http://rilspellingbee.wikispaces.comThis 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 HawkesComberton Village CollegeSSAT Lead Practitioner ASTMFL Adviser TES Resourcesformer Regional Subject [email protected]
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.espacefranco
phone.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