Modern Languages Subject Leaders

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Modern Languages Subject Leaders MeetingMay
2014
Liz Gray Quality Improvement Officer English
and Modern Languages Ann Robertson Development
Officer Modern Languages
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City of Edinburgh Modern Languages 12
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2020

• Timeline for implementation
• Funding for
• 2013/14
• 2014/2015
• 2015/2016

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L2

• A progressive experience for all of learning an
  additional language from P1 onwards (L2).

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L3

• A revisited and progressive experience of another
  language in addition to this from P5 onwards (L3)
  

Scots
Urdu
Gaelic
Polish
German
French
Mandarin
Spanish
Italian
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BGE and entitlement
Recommendation 9 The Working Group recommends
that language learning be recognised as an
entitlement for all young people through to the
end of their broad general education, S1 to
S3. Recommendation 10 The Working Group
recommends that within the broad general
education schools further develop the links
between language learning and employability and
citizenship.
Language Learning in Scotland A 12 Approach
Report and Recommendations PDF, 259.3 kb 16 May
2012
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BGE and entitlement
Languages within a broad general education 4. All
pupils in secondary schools have an entitlement
to language learning throughout the broad general
education. Young people learning languages
are expected to experience the third level
experiences and outcomes as part of their broad
general education, under the umbrella of language
study. The Working Group expects young people to
continue with some form of language study in the
L2 language up to the end of the broad general
education, i.e to the end of S3. In terms of the
L3 language, a number of approaches are possible
besides a full subject option. For example,
during the broad general education a new language
could be taken forward through a carefully
planned interdisciplinary approach, or through an
elective or enrichment activity which runs for
all or part of the session. These options should
be introduced in a way that allows for genuine
progression in L3 , which would ideally be the
third language children had learned in primary
school. The L3 language could thereafter be
studied for certification purposes within the
senior phase, based on learner choice. Such
certification need not mean a full SQA course.
Language Learning in Scotland A 12 Approach
Report and Recommendations PDF, 259.3 kb 16 May
2012
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Senior Phase
Recommendation 16 The Working Group recommends
that schools provide all young people with
flexible opportunities and encouragement to study
more than one modern language to the level of a
National Qualification Unit or course in the
senior phase, whether in their own school or
through cluster arrangements with other schools.
Language Learning in Scotland A 12 Approach
Report and Recommendations PDF, 259.3 kb 16 May
2012
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• The Economic Case for Improving Language Skills
  in the Scottish Workforce
• Language is a barrier to trade, which can be
  represented as equivalent to tax.
• There is evidence that Britains language
  investment is so low that it imposes a heavier
  tax on British Trade than the average for the
  rest of the world.2
• This tax currently equates to 0.5 GDP 7.3
  billion to the UK economy, pro-rata that is a
  cost of 591.3 million to the Scottish economy

Talking the talk, so that Scotland can walk the
walk A rapid review of the evidence of impact on
Scottish business of a monolingual workforce
PDF, 250.6 kb 16 May 2012
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Where are we now?

• 12 Strategic group convened 2013
• 3 pilot clusters agreed in 2014/2015
• 2 X 0.4FTE 12 DOs appointed
• Focus on developing a training model and support
  resources in 2013/2014
• Lead teachers appointed from each of the pilot
  schools

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• 3 pilot clusters agreed in 2014/2015

Drummond
Balerno
St Augustines
Rolling programme of French and German P6/P7
P6/P7 French with specialist input from secondary

P5 P7 French
L2 French L3 - German
L2 French L3 - Spanish
L2 Spanish L3 - French
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Training model

• Developed by lead teachers
• One day in-service initially, reduced to half a
  day following staff feedback
• Cultural, engaging, fun
• Embedded language throughout the day
• Rationale e.g. business case, EAL
• Resource presentation
• Break out sessions with stage partners
• Whole school session for planning
• Promoted funding for in-service training in
  country

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Training model

• Follow up CPD of shared classroom practice
• CAT sessions being delivered in school
• More flexible range of MLPS training courses
  being offered
• Courses now offered in French (3), Spanish (3),
  German (1), Italian, Mandarin
• Looking at accreditation for MLPS training
• Actively promoting ERASMUS Plus funding

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2 parts to the resource
Embedded language
IDL Choice Topics
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Resource

• Supportive
• Embedded
• Practical
• Accessible
• Engaging
• Flexible
• Progressive

edinburghmodernlanguages.yolasite.com
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French from P1 Framework

• Embedded language
• Minimum expectation for full implementation by
  2020
• Covers a set of core vocabulary topics which can
  be embedded in daily routines and across
  classroom practice
• Greetings, numbers (1 -31), dates, weather,
  classroom talk
• Resources developed at Early, First and Second
  Levels including all vocabulary, sound files,
  activities, web links and songs.

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French Early Level
Classroom Talk!
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Early Level Significant Aspects of Learning

• Use language in a range of contexts and across
  learning
• Develop confidence and enthusiasm to communicate
  using the language being learnt
• Begin to develop an awareness of other countries,
  cultures and languages
• Listen and join in with simple songs, stories and
  rhymes
• Explore and recognise patterns and sounds of
  language through listening, watching and playing
• Understand, respond to and say simple greetings
  and personal information (e.g. name)
• Repeat and understand simple familiar language
  from a familiar source
• Actively take part in simple daily routine
  language
• Participate in familiar games including outdoor
  learning
• Begin to explore resources to support my learning
  e.g. picture dictionaries

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Vocabulaire
Classroom Talk! Ecoutez Listen Regardez Loo
k Sil vous plaît Please (for use when pupil
is talking to the teacher, or the
teacher is talking to the whole class) M
ettez-vous en ligne Line up Oui Yes Non
No Merci Thank you Non merci No thank
you
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Ecoutez
sil vous plaît!
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Regardez
sil vous plaît!
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Mettez-vous en ligne!
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Oui
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Non
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Merci!
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Non merci!
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Embedding the language

• Using sil vous plaît, merci, oui and non as
• part of everyday classroom language.
• You could do the register with oui and non on
  some days.
• The language for the teacher e.g. line up, listen
  and look are designed to be embedded in everyday
  classroom practice.
• For this topic, this would be the focus as
  opposed to the language being taught as such.
• There are example activities however to help
  teachers reinforce the language being used.

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Mot de la semaineMot du mois

1. Mot de la semaine means word of the week. Mot du
   mois means word of the month.
2. As a way of building up classroom vocabulary
   gently, you could have a word of the week/month
   which everyone will use in class (or out of class
   too if they like!)
3. Once you move onto your next word, keep the
   previous words going! This way the pupils will
   build up their language gradually!

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Sample activities
You will find a bank of sample activities which
you can use to practise the vocabulary in the
classroom. This is not a prescriptive list of
activities and you can use or adapt them to suit
the needs of your class. You will find a set of
more challenging activities in Level 1 Classroom
Talk.
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Sil vous plaît ou non merci?

• Pupils look at the following slides and decide if
  they would like it or not by saying either Sil
  vous plaît or non merci!
• You could make this more active by having 2 sides
  of the room with each designated as the Sil vous
  plaît side and the other as the Non merci! side.
  Ask pupils to then choose a side which matches
  their opinion and say their opinion (Sil vous
  plaît or non merci) as a group.
• You could follow this up with asking them to
  choose pictures from cut outs or create their own
  drawings under the headings Sil vous plaît and
  non merci!

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Sil vous plaît ou non merci?
les photos
Regardez
décidez si
et
ou
Sil vous plaît!
Non merci!
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Sil vous plaît ou non merci?
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Sil vous plaît ou non merci?
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Sil vous plaît ou non merci?
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Sil vous plaît ou non merci?
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Sil vous plaît ou non merci?

• Version professeurs de français!

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Sil vous plaît ou non merci?
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Sil vous plaît ou non merci?
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Sil vous plaît ou non merci?
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Sil vous plaît ou non merci?
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Sil vous plaît ou non merci?
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Songs and videos!
You will find a bank of sample songs and videos
which you can use to practise the vocabulary in
the classroom. This is not a prescriptive list
of songs and you can use or adapt them to suit
the needs of your class.
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Mettez-vous en ligne (to the tune of farmers in
his den)
Mettez-vous en ligne! Mettez-vous en ligne! Tous
les enfants de la classe, Mettez-vous en ligne!
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ICT Resources online
You will find a bank of sample ICT activities
which you can use to practise the vocabulary in
the classroom. This is not a prescriptive list
of activities and you can use or adapt them to
suit the needs of your class. Each of the
slides contains an image of the website page. If
you click on the image it will take you to the
page. Alternatively you can use a link address
which you will find in the slide notes.
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Linstitut français
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BBC languages weather games, videos and songs.
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Languages online
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Au revoir!
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Embedded language

• Choose a starting point which suits you and your
  class
• Dont worry about repetition of language
  repetition is everything in language learning,
  they cant hear it enough.
• Little and often drip, drip effect.
• For Early P2 start with Early Level
• P3 perhaps Early too
• Everyone else First for vocabulary. You can
  apply the approaches of 2nd to the amount of
  vocab at 1st Level.
• P6/7 working up to 2nd
• Approaches are more linked to Levels rather than
  the vocabulary there is usually just more of it
  the higher you go.
• Dont be afraid to get it wrong! Its a positive
  thing for the pupils to see you learning with
  them.
• Go at a pace which you are comfortable with.

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IDL Choice topics

• Range of contexts which can be fitted in across
  the curriculum
• Designed to promote pupil and teacher choice
• Some contain new vocabulary
• Others build on previous learning
• Some require no previous knowledge
• Still mostly in development
• Pupils and teachers requests for resources

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IDL choice topics
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French Level 1
Party Games!
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Le Hokey Pokey!

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Activité 6 Teachers notes

• Activité Le Hokey Pokey
• Practise the lyrics and actions and then do it to
  the music.
• Ive included two versions one which is
  simplified and another which goes with the
  Youtube version.

Prior learning Body parts and left and right
but can learn when doing this song.
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Le Hokey Pokey!

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Met le pied droit devant
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Met le pied droit derrière

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Met le pied droit devant
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Et remule-le dans tous les sens
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On fait le Hokey Pokey

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Tu tournes sur toi-même

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Voilà, cest comme ça!

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Ohhh hokey, pokey, pokey! X 3

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Voilà, cest comme ça!

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Level 1Les dinosaures!
Raar!
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Activité 1 Teachers notes
Modern Languages I gain a deeper understanding
of my first language and appreciate the richness
and interconnected nature of languages
English and literacy I can use my knowledge of
sight vocabulary, phonics, context clues,
punctuation and grammar to read with
understanding and expression. ENG 1-12a
Prior learning 1. Where I live 2. Simple
descriptions3. Colours 4. Pets5. Food and drink
Activity Read and listen to the information about
the different dinosaurs and then do the quiz in
groups or as a whole class.
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Voici Stégosaure!
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Stégosaure est gros
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comme un bus
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mais son cerveau est petit
le cerveau
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comme une noix!
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Quest-ce que cest? Cest un oiseau?
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Non! Cest Ptérodactyle!
Salut tout le monde!
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Ptérodactyle est grand ou petit?
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Ptérodactyle est très grand!
Jhabite en Afrique. Et toi?
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Qui est-ce?
Cest Tyrannosaure!
Coucou!
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Ça va Tyrannosaure?
Ça va mal!
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Tyrannosaure mange les petits dinosaures.
Raarr! Jai faim!
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Il y a un Tyrannosaure dans le Musée Nationale
dEcosse à Chambers Street.
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Quiz!
Raar!
8. Le chien est déguisé en quel dinosaure?
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Oui, super! Cest Tyrannosaure!
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Quiz!
Ouaf!
9. Le chien est déguisé en quel dinosaure?
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Oui, fantastique! Cest Stégosaure!
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Quiz!
Je suis un dinosaure. Je ne suis pas un chien!
10. Le chien est déguisé en quel dinosaure?
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Oui, bravo la classe! Cest Tricérotops!
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Early years topic box Les jeux de
récréation (Playground games)
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Pauvre petit chat malade (Poor little sick cat)
  Children sit in a circle. One child pretends to
be a cat and goes to another child, who has to
say Pauvre petit chat malade without laughing.
If he laughs, he becomes the cat. If not, the cat
goes to another child.
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Cache-cache (Hide and seek)
Key vocab Jarrive - Im coming Trouvé - Found
  One child hides their eyes and counts to
whatever number is appropriate to the size and
amount of children playing. This could be done
in French if possible. When the child has
finished counting he/she shouts jarrive and
looks for the others who have hidden. If the
child finds one of them he/she shouts trouvé and
that child helps them find the others.
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French Level 1/ 2La magie!
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Bonjour les magiciens!
Bienvenue à lécole de magie!
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Le crayon magique!
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Regardez le tour de magie
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Comment faire?
Cest la magie?
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Je prends un crayon
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Je roule le crayon
sur mon pullover
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Je souffle sur le crayon
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Je mets le crayon sur la table
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Je fais des gestes magiques!
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Et maintenant le grand sécret!
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Je souffle sur le crayon.
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Et voilà! Le crayon roule!
Cest la magie!
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To what extent do you feel your new
skills/knowledge will have a positive impact on
service users?

• I am very excited to start using French in the
  classroom. I have a P2 class and I am planning
  to use the resources straight away.
• Although I am not too good with French, I feel I
  have the resources necessary to get started and
  to motivate my learners.
• I feel more confident in French, with no
  experience, I now feel more comfortable taking it
  into my classroom and cant wait to get started.
• As someone who doesnt speak French, I think that
  the powerpoints and websites will greatly support
  me.

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Any additional comments including any
suggestions for improving this learning
experience, adding/removing content, making it
longer, shorter, more interactive etc

• I think you have managed to create a buzz and
  made it all a lot less daunting, whilst
  explaining what it is all about. The fact it is
  integrated is, in my opinion, very useful. The
  Comenius/Erasmus Plus courses sound amazing too!
• Consistently throughout the day practitioners
  commented on how well-prepared they feel to get
  started. This is testament to the time and
  thinking which has gone in to the resource
  development by the group and to the format of
  todays training. As HT, I am delighted by the
  positive response from staff. This initiative
  will not place undue additional workload on staff
  which is a huge relief.

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Next steps 2014 2016

• Roll out programme over remaining 20 clusters
• Clusters signing up for ML as a priority over
  next two sessions
• Decide L2 and L3 as a cluster group clearly
  stated that this process has to include secondary
  ML link.
• Work with us to identify training dates etc.
• Lead teacher appointed from all schools involved
  including secondary.

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What this will mean for your cluster? What are
the issues and implications for the secondary?
How can you support this change?
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New Qualifications

• Higher materials in development
• 30 reading and listening texts (for each topic)
• Sample questions
• Vocabulary packs
• French, Spanish, German, Italian, Mandarin,
  Gaelic

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New Qualifications group discussion

• Any issues re. exams etc. to be flagged up.
• S1 S3 courses are they challenging enough to
  meet the requirements for Nat 4/5
• What, if anything, will you adapt/change moving
  in following years?
• Anything else to feedback to SQA.

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Foreign Language Assistants

• GETs replacing German FLAs
• Moving to 8 month minimum contracts instead of 9
• Finish at end April
• All depts. will continue to get FLA or GET time
• Any specific requests please let me know
• Can supplement with volunteer/Erasmus assistants
• Model needs revision moving forward

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