The new curriculum in the classroom

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The new curriculum in the classroom

• Monday 16 MarchRegional Training for the
• New Curriculum

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What can you do/say better now in Spanish
compared to the start of year 7?
Evry thing my confidons to engoy spanish has
rocited!
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Monday Spanglovision!

• How it works
• 10 year 7 tutor groups 10 songs
• Learning, preparing, performing, recording
• Year 7 voting (not for themselves!)
• Years 8,9,10,11 voting ? Spanglovision winners
• Winners awarded Cup in assemly

• Skills and active learning
• Memory
• Pronunciation
• Confidence and finding their voice
• Performance
• Creativity
• Fun

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Do, re, mi Buscar ante todo el origen Debemos sin
más tardar Para leer, estudiar y ser el a, be,
ce Y a cantar empezar con do, re. mi Do, re,
mi Do, re, mi, las tres primeras notas sabéis Do,
re, mi Do, re, mi Do, re, mi, fa, sol, la, si,
do Do - estrato de varón Re - selvático animal Mi
- denota posesión Fa - es lejos en inglés Sol -
ardiente esfera es La - al nombre es anterior Si
asentimiento es Y otra vez ya viene el Do (X3)
Sol do la fa mi do re Sol do la fa mi do re Sol
do la si do re do Sol do la si do re do Sol do la
fa mi do re Sol do la si do re do Si las notas
conocéis Todos ya bien cantareis Do - estrato de
varón Re - selvático animal Mi - denota
posesión Fa - es lejos en inglés Sol - ardiente
esfera es La - al nombre es anterior Si
asentimiento es Y otra vez ya viene el Do
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Do - estrato de varón Re - selvático animal
Mi - denota posesión Fa - es lejos en inglés Sol
- ardiente esfera es La - al nombre es
anterior Si asentimiento es Y otra vez ya
viene el Do (X3)
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Tuesday Phonics beyond

• How it works
• Take time to embed the sounds of the language
  (VAK to strengthen memory)
• Build on this knowledge at every opportunity
• Improve on existing resources increase the
  challenge

• Skills and active learning
• Memory
• Pronunciation
• Pattern-finding
• Link-making
• Autonomy

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1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
idea
elefante
araña
olvidar
casa
universo
cerdo
ciclista
coche
cucaracha
gimnasia
hamburguesa
España
zumo
guitarra
llave
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ca a i len as
res st ri ba le
tu le lla as va
na ón cia las ri
as cia ca mur is
1.
1. Asturias
2.
2. Castilla-León
3.
3. Valencia
4.
4. Islas Baleares
5. Murcia
5.
6. Islas Canarias
6.
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Don Glotón
Don Feliz
Don Curioso
Don Tontainas
Don Alreves
Don Lioso
Don Pupas
Don Cosquillas
Don Inteligente
Don Quisquilloso
Don Pequeño
Don Vago
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Una cacatrepa que trepa tiene tres cacatrepitos
(A caterpillar that climbs has three baby
caterpillars) 
Tres tristes tigres tragaban trigo en un trigal
(Three sad tigers were swallowing wheat in a
wheat field )
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Y ahora, pelucas para perros Una empresa de
California creó un nuevo producto para el mercado
de accesorios de mascotas pelucas para perros.
Las pelucas fueron creadas en 2007 y fueron tan
populares que las empresarias Jenny y Crissy
Slaughter decidieron iniciar la producción en
masa de las pelucas. Cada peluca cuesta en
promedio US30 y se comercializan en seis países
y la respuesta ha sido tan positiva que otras
empresas iniciarán la producción de artículos
similares pero para gatos. Las primeras pelucas
fueron inspiradas en personalidades como Paris
Hilton y la modelo Betty Page. Además de
pelucas, también hay zapatos, lentes de sol,
collares personalizados y ropas para los
animalitos.
http//news.bbc.co.uk/hi/spanish/misc/newsid_78670
00/7867371.stm
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Qué?
Pelucas para perros
Cuándo?
(desde) 2007
Dónde?
En los EE UU (o 6 países)
Quién?
Las empresarias Slaughter
Por qué?
??
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Wednesday Collective memory!

• How it works
• Material to be memorised prepared on A4 sheet
• Learners grouped in 4s or 5s
• 1 learner from each group comes to front and get
  20 secs to look at the material
• Back at table, s/he tries to commit to paper
• Discussion in groups revise plan of action
• All learners take turns re-construction
  continues
• Plenary reviews learning on different levels
  linguistic, cognitive, strategic

• Skills and active learning
• Memory
• Group work
• Noticing
• Analysis thinking skills

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Reflection Sheet
Skill This means Did you use this today? Give an example
Identification of vocabulary Finding out the meanings of words
Memory Working out ways to store information in your mind and retrieve it again
Planning and adapting a strategy Deciding how to do a task but perhaps changing your plan if necessary half way through
Noticing Looking really hard to try to see all the relevant details
Q1 What did you do to get the most out of your memory in this task?
Q2 How effective were these strategies? What do you think is worth trying again in different situations?
Q3 Choose one skill from the 4 above and write down how it might be useful in other subjects OR at home
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Thursday Drama

• How it works
• Borrow the mantle! (classroom, routines)
• Borrow the terminology (teatro físico,
  hotseating, role play)
• Use as a teaching strategy whenever it fits

• Skills and active learning
• Memory
• Pronunciation
• Creativity
• Making meanings that matter

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Wie sagt man.?1) lots of2) doesnt have a
favourite day
3) doesnt have a favourite colour4) doesnt
have a favourite subject
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Charakter 1dooflacht vieljünger als die
anderen Personen
Charakter 4 sehr energischbewegt sich viel
Charakter 2selbstbewusstspricht sehr laut
Charakter 3schüchternspricht sehr leise
Charakter 6sehr schlechter Launehört sich
launisch anstampft mit dem Fuß
Charakter 8nachdenklichkratzt sich am
Kopfstarrt vor sich hin
Charakter 7enthusiastischlächelt und klatscht
in die Hände
Charakter 5kommandiert gernunterbricht ständig
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Friday ICT- making it yourself

• How it works
• End of module of work, learners create tasks in
  groups to test the learning of others
• Produce listening tasks using video or digital
  recordings
• Integrate all 4 skills (L,S,R,W)
• To achieve this, you need to know the material
  well yourself

• Skills and active learning
• Pronunciation
• Creativity
• Making meanings that matter
• Reflection on own learning
• AfL thinking about how to assess

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Sams Fragen

• 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?
• __________________________________________________
  ___

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Saturday (Sm)art

• How it works
• Use an artists work to learn language previously
  covered in a different way
• Focus on the underlying structures where
  appropriate not the subject specific vocabulary
• As with any other cross-curricular opportunity,
  talk to the subject specialist in your school to
  maximise the transfer

• Skills and active learning
• Making meanings that matter
• Cultural knowledge
• Interesting topics
• Creative thinking and use of language

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un círculo un punto
un triángulo una línea
un cuadrado una estrella
un rectángulo una espiral
un óvalo un ojo
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1
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2
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3
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2
3
1
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1. Hay una luna.
2. Hay unos círculos.
3. Hay formas rojas.
4. Hay unos triángulos.
5. Hay una persona.
6. Hay una estrella.
7. Hay unas líneas negras.
8. Hay una luna verde.
9. Hay varias formas blancas.
10. No tiene un fondo negro.
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1. Hay una luna.
1 3
2. Hay unos círculos.
1 2 3
3. Hay formas rojas.
1 2 3
4. Hay unos triángulos.
2 3
1 3
5. Hay una persona.
2 3
6. Hay una estrella.
2 3
7. Hay unas líneas negras.
1
8. Hay una luna verde.
1
9. Hay varias formas blancas.
2 3
10. No tiene un fondo negro.
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Ahora escribe 4 frases más para describir lo que
hay sólo en los cuadros 2 y 3.
1.
2.
3.
4.
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Sunday Leadership

• How it works
• Principle you need to know things very well
  yourself to share effectively with others
• Year 7 involvement with SA students, teaching
  them Spanish
• Year 8 plan deliver lessons on year 6 Intake
  day
• Year 9 visit primaries and prepare stories to
  share
• Year 10 Language Leaders award

• Skills and active learning
• Putting own learning into practice for a purpose
• Confidence
• Leadership skills
• Planning learning for others develops own
  language skills

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5
Lecture
5
10
10
Reading
20
20
Audio-Visual
30
Demonstration
30
50
Discussion Group
50
Source Accelerated Learning Systems Ltd
75
75
Practice by Doing
90
90
Immediate Use of Learning Teach Others
Average Retention Rate
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Year 7Discovery Year 8Apprenticeship
Year 9Training Year 10Leading
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Q1 - what skills have you been working on in your
Spanish lessons so far?
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An idea for each day of the week!

• Monday
• Tuesday
• Wednesday
• Thursday
• Friday
• Saturday
• Sunday

• Spanglovision
• Phonics beyond
• Collective memory
• Drama
• ICT- make it yourself
• Sm(art)
• Leadership

Rachel Hawkesemail rhawkes_at_comberton.cambs.sch.u
kblog www.rachelhawkes.typepad.com/linguacomtel
01223 262503 ext.211