At all stages, early years to S6 the curriculum will include learning through:

1
In planning learning for children and young
people 3 18, practitioners will focus on the
purpose of the curriculum as enabling young
people to develop the four capacities
SUCCESFUL LEARNERS, CONFIDENT INDIVIDUALS ,
RESPONSIBLE CITIZENS, EFFECTIVE CONTRIBUTORS
In planning learning for children and young
people 3 18, practitioners will apply the seven
principles of curriculum design to develop a
curriculum which promotes effective learning
teaching. Although all should apply at any one
stage, the principles will have different
emphases as young people learn and develop. At
all stages, early years to S6 the curriculum will
include learning through

• Progression
• Building on previous learning achievement,
  especially at transitions.
• Progressing at an appropriate rate with suitable
  support.
• Planning to develop skills, the 4 capacities and
  personal reflection.
• Learning supported by assessment.

• Breadth
• Experiencing a rich variety of curricular
  activities.
• Maintaining the wide ranging Scottish curriculum.
• Learning out with and within the classroom.
• Developing the 4 capacities in all aspects of
  school life and beyond.

• Challenge Enjoyment
• Challenging but attainable activities
• Encouraging stimulating and motivating work.
• Encouraging creativity and developing active
• learning.
• Achieving full potential.

• Depth
• Developing and using research skills.
• Transferring knowledge and skills across
  different levels of difficulty.
• Ensuring projects provide opportunities for
  thorough investigation.
• Engaging in progressively more rigorous studies.

• Personalisation Choice
• Personal learning planning underpinning
  personalisation choice.
• Offering meaningful choices throughout the
  educational process.
• Using skills and knowledge gained outwith
  educational establishments.
• Providing opportunities for personal achievement
  and responsibility.

• Relevance
• Understanding the purpose of each activity and
  its relevance now and in the future.
• Acquiring skills for life, work and life long
  learning.
• Recognising the significance of life outwith
  school to the learning process.
• Educational experiences reflecting personal and
  local cultural backgrounds as well as those of
  Scotland and the wider world.

• Coherence
• Recognising connections within and across
  curriculum areas.
• Learning through a balance of disciplinary
  interdisciplinary approaches.
• Transferring skills and knowledge within and
  across curriculum areas, including cross cutting
  themes where appropriate.
• Literacy, numeracy aspects of Health
  Wellbeing permeating all areas of the curriculum.

At all stages, early years to S6 the curriculum
will include learning through Ethos
life of the school as a community
Curriculum areas subjects
Interdisciplinary Projects Studies
Opportunities for personal achievement
2
Knowledge, understanding and skills

• Purposes
• Shift the emphasis away from knowledge onto
  understanding and skills
• Principles
• Shift the emphasis from what you teach to how
  you teach it

3
Which contexts would be rich and relevant ones
for developing cultural awareness?
What approaches to teaching language (e.g.
use of ICT) can I transfer to the teaching of
the Modern Language?
Big Questions
Reflective questions
The key Introductory Statements for learning new
languages
Which experiences will support the transfer
and development of core skills from Language 1
to Language 2?
How do we develop young peoples communicative
competence?
4
Building the Curriculum 3 a framework for
learning and teaching.

• BtC 3 encourages a responsive approach to
  planning at all levels
• To support curriculum planning and to ensure
  that all learners have access to an active,
  enterprising learning environment, a coherent
  approach to planning learning, teaching and
  assessment and to sharing information about
  progress and achievement is needed. (BtC 3)
• Planning should encourage participation by, as
  well as being responsive to, the learner, who can
  and should influence and contribute to the
  process.
• (BtC 3)

5
Responsive questions

What do I know already? I know about the
importance of cafes in French culture I know some
differences from British cafes I know some French
foods and drinks I have a limited French food and
drinks vocabulary I have learned some French
Greetings I have learned some Context Vocabulary
e.g. time, weather , colours etc
What would I like to learn? More about French
culture including food drinks, music,
entertainment etc Information about money used in
France , prices, counting etc How to extend
vocabulary to facilitate communication Advertising
/ invitations formats and how to write these in
French How to create presentations using
different media How to use a webcam to record

French Café Culture
How will I share my learning? Set up task groups
to organise and run a French café- design and
create invites/posters etc using different
media Make links with local community by inviting
guests, including parents Invite staff and
pupils from within school Make contact with other
local schools and departments e.g. as a cross
curricular transition project Encourage
partnership working / Peer Assessment Presentation
at assembly in order to inform others and share
our learning Use Glow to link with other schools
/ young people
How will I learn? Research from a range of
different types of sources e.g. books, internet,
film etc. to find out more about French culture
and café culture Role play Make contact with
French link school to acquire more information
Learn from others( including those in the
wider community) personal experience e.g.
interviews
6
Activities Combining related experiences
and outcomes within the ML Framework

• Activity
• Group 2
• Working collaboratively and using as much of the
  target language as possible
• plan interview questions
• carry out interviews
• share info with others in class.

Activity

CfE Modern Language Experience(s)/
Outcome(s) MLAN2-06b MLAN2-03b MLAN2-09a MLAN2-10a
CfE Modern Language Experience(s)/
Outcome(s) MLAN2-13a / b MLAN2-01c MLAN2-03a / b
More about French cafe culture

• Activity
• Group 4
• Work individually or in pairs to
• find out more about French food and drink
• use info to design / create an advertising
  poster

Activity
MLAN2-13a / b MLAN2-14a MLAN2-10a
CfE Modern Language Experience(s)/
Outcome(s) MLAN2-01c MLAN2-08a / b
CfE Modern Language Experience(s)/ Outcome(s)
7

• Activity
• Serve customers using as much target language as
  possible
• Record conversations / role plays in French
  (supported by English) on a webcam and save as
  Window Media file

Activity Linking experiences and outcomes to
other curricular areas including those which are
the responsibility of all
Activity

• ENTERPRISE OUTCOMES / BIG IDEAS
• Taking responsibility for learning, showing
  independence and initiative and the ability to
  make informed choices and decisions
• Showing creativity, innovation, and flexibility
  when
• approaching problem solving and entrepreneurial
  activities

CfE Modern Language / Technologies (ICT to
enhance Learning) Experience(s)/ Outcome(s)
MLAN 2-01c TCH 2-04a
MLAN 2-02a MLAN 2-04a
Set up of French Café

• Activity
• Posters / Advertising
• Select ideas and relevant information
• organise these in an appropriate way for my
  purpose
• use suitable vocabulary for my audience

Activity
MNU 2-09a MNU 2-10a MNU 2-10b MNU 2-11b
CfE Literacy / Technologies Experiences (ICT to
enhance Learning) / Outcomes LIT 2-14a
TCH 2-04b LIT 2-15a
LIT 1-20a / 2-20a LIT 1-01a / 2-01a LIT
2-05a LIT 2-06a
CfE Numeracy / Maths Experience(s)/ Outcome(s)
8

Linking experiences and outcomes to areas of the
curriculum which are to be carefully planned for
French Café Culture
9

• successful learners
• with
• enthusiasm and motivation for learning
• determination to reach high standards of
  achievement
• openness to new thinking and ideas
• and able to
• use literacy, communication and numeracy skills
• use technology for learning
• think creatively and independently
• learn independently and as part of a group
• make reasoned evaluations
• link and apply different kinds of learning in
• new situations

• confident individuals
• with
• self respect
• a sense of physical, mental and emotional
  wellbeing
• secure values and beliefs
• ambition
• and able to
• relate to others and manage themselves
• pursue a healthy and active lifestyle
• be self aware
• develop and communicate their own beliefs
• and view of the world
• live as independently as they can
• assess risk and take informed decisions
• achieve success in different areas of activity

To enable all young people to become

• responsible citizens
• with
• respect for others
• commitment to participate responsibly in
• political, economic, social and cultural life
• and able to
• develop knowledge and understanding of
• the world and Scotlands place in it
• understand different beliefs and cultures
• make informed choices and decisions
• evaluate environmental, scientific and
• technological issues
• develop informed, ethical views of complex
• issues

• effective contributors
• with
• an enterprising attitude
• resilience
• self-reliance
• and able to
• communicate in different ways and in
• different settings
• work in partnership and in teams
• take the initiative and lead
• apply critical thinking in new contexts
• create and develop
• solve problems