Take 10 en fran

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Take 10 en français

• 11th September 08

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Why are we here?

• To learn a little about the background behind
  Take 10
• To have a chance to look at the resource
• To share initial thoughts on how we could begin
  to use take 10 en français in our school
• To explore possibilities for linking DPA and MFL
• To get a free resource

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Outline for the morning
09.30 09.35 Welcome and Health Safety
Information and
Procedures 09.35 10.00 An introduction to
Take 10 PE Adviser
10.00 10.45 Take 10 en
français  becoming familiar with the
resource 10.45 11.00
break 11.00 11.45 Possibilities for Take 10
en français in the primary
curriculum. Initial steps for you, your
school and your
CELL 11.45 12.00 Plenary and departure
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Sharing ideas

• How has it been used so far?
• What impact has it had?
• Any areas you / teachers have needed support?

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Our thoughts

• Real enthusiasm from schools
• If we are to get the most out of this resource
  / opportunity (from a MFL and a DPA perspective)
  then we need to consider its potential.
• We need to consider the variety of teachers
  delivering and supporting PMFL, with varied
  experience and language skills, who will approach
  this in different ways.
• We are funding these resources and would like to
  feel confident they are going to be beneficial,
  both in terms of MFL and DPA

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• Gouzi-gouzi
• Je mets la main devant!
• Hand held out in front
• Je mets la main derrière!
• Hand held out behind
• Je mets la main devant
• Et je fais un petit rond
• All move to the right
• Je fais le gouzi gouzi
• Wiggle body, standing on spot
• Et je saute trois fois
• Jump 3 times
• Undeuxtrois
• Et un pas sur le côte
• Step to right

Chorus Oh, le gouzi-gouzi! Oh, le
gouzi-gouzi! Oh, le gouzi-gouzi! Wiggle
body Pliez les genoux Bend knees, raise arms
Et un.deuxtrois Three jumps
.
song
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A brief look and initial discussion the songs

• Some are more challenging in terms of DPA (eg.
  Savez-vous plantez les choux)
• Some have potential for Intercultural
  Understanding (eg. Jaime les gallettes)
• Initial thoughts about the activities? How would
  you approach these?

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Take 10 component parts

• The Framework suggests that children will learn
  best if
• Language learning is integrated into other
  aspects of the curriculum and into regular class
  routines
• Language teaching is enhanced by short practice
  episodes throughout the week.
• Take 10 en français provides just such
  opportunities!

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Take 10 component parts

• A bilingual booklet containing
• 29 French activities set out alongside the
  original English text
• Texts of 21 Action Rhymes and Songs with details
  of how to use them in the classroom
• Guidance on how best to use the resources.

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Take 10 component parts

• DVD
• 20 Action rhymes performed by small groups
• (and individual) of English children to a musical
  
• soundtrack and lyrics sung by native speakers.
• 2 Audio CDs
• Original soundtracks for 21 Action Rhymes (la
  tete short and long)
• Instructions for each of the 29 activities
  recorded by French native speakers to help
  teachers with their pronunciation

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The 29 activities

• Coordination and manipulation (brown pages)
• Foundation 5-7
• KS1 12-13
• Lower KS219-22
• Upper KS2 29
• Running and chasing (green pages)
• KS1 8-11
• Lower KS2 18
• Upper KS2 27-28
• Activities for small places (blues pages)
• Foundation 1-4
• Lower KS2 14 -17
• Upper KS2 23-26

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Giving instructions in French

• Original text in English explaining and
• describing the activity Ready Steady Go
• Extension opportunities / Lifestyle tip /
  Learning
• Outcomes (physical)
• Key (simple) language / extended language
• Cultural Tip
• Classroom tip

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A closer look at the first section lets try
one or 2!

• Number 17 le Dé dansant!!
• Number 1 Fairytale fun
• flipchart

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A task

• In small groups read the context and find a one
  or two activities which you might chose in this
  situation.
• Feedback by describing one or two to the whole
  group
• Now fill in the blank scenario for YOU. Choose a
  couple of the activities which you intend to try.

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Integrating Take 10 into your planning

• Moving on from just trying isolated activities /
  having a bit of a sing and dance. Integrating the
  resource into your PMFL provision.

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Example 1

• Introducing and extending use of classroom
  language. Building activity and song enroulez le
  fil into a lesson
• flipchart

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Example 2 Writing a song using Savez-vous
planter les choux? As a model

• www.cilt.org.uk/transition (Devon)
• Flashcards to learn key vocab
• Asked class what they would like to learn during
  a unit of work based on the song
• (learn other fruits and vegetables, make up
  their own song)
• Put lyrics in order
• Identify words which can be changed in text
• Categorise words (verbs, vegetables, parts of
  body)
• Write own lyrics eg. savez-vous jouer au foot,
  savez-vous voler des bonbons)
• Produce powerpoint showing song lyrics and
  pictures to illustrate song

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Example 3 sharing activities with other schools
/ pupils

• Video conferencing project

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You personally.

• Look back to your scenario. Think about your own
  medium term planning. How are you going to use
  Take 10

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Your school situation how might take 10 extend
beyond YOU? What is your role?

• High school teacher supporting a few primary
  schools with the resource
• Individual teacher wanting to try activities with
  your own class
• MFL co-ordinator who would like all staff to
  have a go
• MFL co-ordinator who would like to use this as a
  way in for other members of staff to feel that
  they can join in with MFL
• Is Take 10 used and known already? Have any staff
  been on the training? How are you intending to
  develop use of take 10 en français?
• Are you seeing this as a way of getting more PA
  into your classroom?
• Do you want to start to embed PMFL more and see
  this as a start?
• Others????

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What are your initial thoughts about its use?

• Some questions.
• Are their any implications for support needed?
• The language content. How will non-specialists in
  particular find this?
• How, if take 10 is already used at your school,
  will this fit in?
• Some ideas
• Get more copies (using CELL money) so that all
  teachers have access on a day to day basis.
• Identify activities for all year groups and
  opportunities for each activity eg. between
  lessons, TA does 5 mins at certain times when
  teacher is occupied, certain activities
  requiring more space done as warm ups for PE???
  Etc etc
• Your ideas?

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And finally Your CELL

• Have you ensured there is a future time slot to
  share thoughts and ideas from today with other
  CELL members?
• What exactly will you disseminate?
• Leave your e-mail address and well send you this
  powerpoint.

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Plenary your next steps

• YOU personally with your classes
• Within your school
• Within your CELL