The New Secondary Curriculum for MFL

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The New Secondary Curriculum for MFL

• Theory into Practice driving sustaining change.

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• Independent
• Themed
• Learning projects

(AKA standing away from the text book.)
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What are the benefits?

• Opportunities for AFL PLTS
• Skills processes within language work
• Independent learning opportunities
• Creative outcomes
• Differentiation inherent in task
• Intercultural understanding
• Cross-curricular opportunities
• Ownership meanings that matter improved
  standard of work

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Murder Mystery
Time Phrases/telling the time
Prepositions
New verbs/vocab
Illness/injury
Past Tense
Parts of the body
Question words
Pronunciation
Opinion supposition
Rooms in the house
Problem solving
Items of furniture
Emergency services in TL country
Personal description
Adjectives/adjectival ending
Colours
Story telling extended reading
Phoning the police
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Themed Learning Ideas

• Produce a recipe book for the TL country
• Historical and/controversial events or debate
• Fantasy football portfolio
• A day in the life of
• My dream holiday Give budget, book tickets, book
  accommodation etc
• MTV Cribs
• Murder mystery story
• Board game design/Computer game design
• The Great dinner debate
• Compare Contrast TL Countries/Culture
• Research Project any subject
• Healthy Living Manual
• Eurovision
• Europe its Instititions

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• Skills Processes

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• Teach with overt grammar terms this is a
  natural follow on from primary for pupils learn
  from our KS2 practitioners!
• Colour coding grammar in your teaching materials
• Reading activities in which pupils highlight
  specific examples in colour or with illustration
• Teach pupils about letter strings and spelling
  conventions and apply them openly
• Starters and Plenary tasks which relate to a
  grammar point (odd one out, acronyms, missing
  words, re-ordering text, correction, shrink me
  sentences)

• Look for grammar opportunities such as developing
  from 1st to 3rd person (or back the other way)
• Kinaesthetic activities really help reinforce
  grammar Venn Diagrams Flash Cards
• Teach pupils HOW to learn skills
• Give activities with no instruction - allow
  pupils to draw their own conclusions and design
  their own outcomes
• Concept Maps

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ou oi eau
en ans ie
eu on ai
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Heureusement Plier Oiseau Manteau Eloigner Verseau
Ans Mais Jai Douze Beaucoup Fois

• Highlight letter strings
• Pronounce practice
• Look up meaning
• Learn meaning against the clock
• Test Vocabulary
• Find new examples in TL for each letter string (
  team / individual)
• Place letter strings in correct places gap fill
  type ex
• Use each word in a sentence of their own creation
  and pass to each other to read testing
  pronunciation ( or start list again!)

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• Like/dislikes any topic!
• Food healthy living
• Sports Hobbies Indoor/Outdoor,
  Team/Individual, good or bad at it
• Clothes M/F, daytime/evening
• Grammar classification Verbs/adjectival endings,
  M/F/P
• Opinion positive/negative/neutral
• Information from Texts
• Comparing/contrasting information finding
  similarities
• You can give them the vocabulary to place in it
  or you can leave it for them to find vocabulary.
• Team or individual
• Pass them on and add to them
• Use as reference in the classroom.

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• Inter-cultural
• understanding

Where can I plan for this aspect within the
content of my existing curriculum? Where can I
change contexts without losing the impact on
learning?
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1. New Context for Familiar Content.

• For example, when looking at contexts of school
  life or daily routine examine other cultures.

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TAKE THE INSIDE OUT
E-Mail, Chat Letter, Exchanges, Trips
abroad Out of classroom learning Visits, Primary
Links etc
HOW OFTEN?
Resources FLAs In-house visits Media TV, Radio
etc Internet Cultural Mediums Music, food,
fashion, design. New Technologies Customs
celebrations History Current Affairs
BRING THE OUTSIDE IN
HOW OFTEN?
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Give a new context to familiar topics
Comparing, analysing and evaluating.

• Look at popular topics through different contexts
• Look at differences in food, school life, family
  life.

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Mis zapatos son de _______Mis vaqueros son
de_______Mi IPod es de ___________Mi equipo de
música es de________Mi coche es de
____________Mi televisión es de _____________Mi
ordenador es de __________Mi comida favorita es
de ___________Mi osito es de ___________Mi
fruta favorite es de __________
Mi mundo
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Create a character
Numbers Percentages Fractions
Degrees of separation lots of contexts!
Graphs Bar charts Venn Diagrams Sondage
E-mail Text/Chat/letter writing.
Personal description/ Guess Who
Comparing appearance, clothing etc to a similar
photo of their own class
Clothing
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Exploit the Calendar

• Religious Festival traditions New Year
  traditions compare contrast -
• World Events eg. World cup, Olympics, Film
  festivals
• Carnivals/Special days of celebration cooking,
  costume, music
• News/current affairs debate
• www.teteamodeler.com
• www.jedessine.com

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Exploit culture from other countries.

• Cross-curricular working ie Dali project

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Spanglovision! By Rachel Hawkes

• 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 assembly

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

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Collective memory task

• 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 seconds 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
• New Vocabulary
• New Structures

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• Architecture Google Earth
• Virtual touring - http//www.navigaia.com/fr/count
  ry/FR/france-carte-videos.html
• Using cultural myths/phenomenon for learning
  purposes fairy tales etc http//www.bayswaterps.
  vic.edu.au/lote/maerchen/project.htm

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Using Music Film

• http//uk.youtube.com/watch?vtYkm3d_JNmI
  pigloo
• http//www.languageswork.org.uk/laftas/ - set
  your own work to music
• www.voki.com
• Manga project
• TV programmes

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Planning for change

• Agree what you will focus on an area, a strand,
  an element of learning WHAT ARE WE TRYING TO
  ACHIEVE?
• Where could this fit in with schemes already
  planned? HOW WILL WE (re)ORGANISE OUR LEARNING?
• Plan for (deep) change which will have a
  measurable impact - this doesnt need to be a
  summative assessment type impact
• Execute
• EvaluateHOW WELL ARE WE ACHIEVING OUR AIMS?
• Improve

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• Our blog http//sdvaughan.edublogs.org/
• RSA team contact
• http//www.cfbt.com/nsc
• ALL website http//www.all-nsc.org.uk/nsc/
• http//www.all-nsc.org.uk/files/MFLPoS.pdf
• CLIL and Cilt