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Kathy Wicksteed 17 May 2014

Cross-curricular activities for the New KS2 Programme of Study. Kathy Wicksteed 17 May 2014. FLAME: what we are doing. Open classrooms Creating learning modules Sharing ideas and resources Providing information and advice Online events Raising awareness

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Kathy Wicksteed 17 May 2014

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  1. Cross-curricular activities for the New KS2 Programme of Study Kathy Wicksteed 17 May 2014

  2. FLAME: what we are doing • Open classrooms • Creating learning modules • Sharing ideas and resources • Providing information and advice • Online events • Raising awareness • Research (in development) flame@all-languages.org.uk

  3. The Plan! • CLIL/cross-curricular learning and the KS2 programme of study • Classroom strategies: film of science in French • Easy to access resources – mainly free! • Q and A

  4. CLIL/cross-curricular benefits according to the EU Sponge effect • more contact with the language • varied learning activities • better language skills and proficiency • motivation and confidence • intercultural understanding • multilingual awareness The benefits of CLIL document @ http://ec.europa.eu/languages/language-teaching/content-and-language-integrated-learning_en.htm

  5. In a cross-curricular lesson… It is the subject that is being taught. Language is learned, because it is being used, but it is not being ‘taught’. The child’s view: “I am learning a subject, not a language, but I am improving my French at the same time.” The teacher’s view: “I am teaching a subject, not a language, but the way I have planned the lesson enables the children to use target language to learn.”

  6. Using the language to learn parts of other curriculum subjects Connecting three ways of learning Explicit learning about the language, understanding its systems, memorising, practising … and differentiating them Literacy Subject lessons taught in English

  7. Challenges of new KS2 curriculum - Numbers 1-6 Pupils should be taught to: (achieved by end of Year 6) • listen attentively to spoken language and show understanding by joining in and responding • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help • speak in sentences, using familiar vocabulary, phrases and basic language structures • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases • present ideas and information orally to a range of audiences

  8. Numbers 7 - 12 • read carefully and show understanding of words, phrases and simple writing • appreciate stories, songs, poems and rhymes in the language • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary • write phrases from memory, and adapt these to create new sentences, to express ideas clearly • describe people, places, things and actions orally and in writing • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

  9. Pippa’s advice 1: Plan clear learning objectives • Have simple, clear objectives in the content of your unit of work • Use learning objectives you would use in a normal lesson • Don’t ‘dumb it down’ • Keep your eye on your main objectives • Plan progression that is clear (avoid vague subject/language links)

  10. 2: Go slowly • Make the pace slower than a traditional lesson because pupils are learning via a ‘new code’ • Give pupils time to explore the language and the concepts and respond

  11. 3: Don’t just talk from the front • It may be tempting to talk a lot. Avoid this by using an array of methodology. Get the pupils active by using • picture/word cards • pair work • gesture and mime • authentic materials • dictionaries etc • Make sure the pupils get a chance to speak! (even if responses are simple)

  12. The Integrated Language Learning film can be accessed at http://www.ucet.ac.uk/4749

  13. FLAME primary resources

  14. Free cross-curricular resources for KS2

  15. West Sussex cross-curricular resource packs • Mainly French, with some Spanish and German • Topics include Romans, Animals, Habitats, Healthy eating, Children in wartime, Storms and Shipwrecks, The Planets and Zoo animals. https://www.westsussex.gov.uk/learning/west_sussex_grid_for_learning/curriculum/modern_foreign_languages_mfl/key_stage_2/cross_curricular_resource_pack.aspx Or:http://tinyurl.com/ws-mflks2

  16. Scheme of work for Habitats (German)

  17. Seven pages of Maths activities in French and Spanish From Lightbulb www.lightbulblanguages.co.uk

  18. And a Planets module in French and Spanish From Lightbulb www.lightbulblanguages.co.uk

  19. And a song…

  20. Los Planetas Los Planetas del Sistema Solarpor el espacio salen a pasear. Mercurio y Venus tan cerca del Solno pueden vivir de tanto calor. Marte es más pequeño, Júpiter gigante,Saturno tiene anillos y es muy elegante. Después van Urano, Neptuno y Plutón,que dejó de ser planeta en esta canción.

  21. CLIL materials from LinkedUpwww.linksintolanguages.ac.uk/linkedup

  22. Once upon a Digital AgeSt Helens LA Young learners combine language learning with ICT to produce their own animated films

  23. Once upon a Digital Age http://www.linksintolanguages.ac.uk/resources/1949

  24. PSHE module Year 6 explore issues of tolerance in French through advice about how to deal with bullying

  25. Three versions of Jonas et la baleine – simple text, no text and fuller text LinkedUp Project: Water water everywhere

  26. Jonas et la baleine(simple text)

  27. Jonas, va à Ninive!

  28. Ninive? Non, non, non!

  29. Jonas, va à Ninive! Tout le monde est méchant.

  30. Ninive? Non, non, non! J’ai peur!

  31. Un bateau! La mer!

  32. Bonjour Jonas! Bonjour Jonas! Bonjour Jonas!

  33. Il fait mauvais. Il y a du vent. C’est dangereux.

  34. Il pleut! Il y a de l’orage! C’est très dangereux!

  35. J’ai peur! Je n’aime pas ça! Aïeee!

  36. Ninive? Non, non, non!

  37. C’est très dangereux.

  38. Je suis désolé. Jetez-moi dans la mer.

  39. Aïeeeeeeee!

  40. Aïeeeeeeee! C’est froid!

  41. Il ne pleut pas. Il n’y a pas d’orage. Ce n’est pas dangereux. C’est calme.

  42. Il y a une baleine. La baleine mange Jonas.

  43. Lundi, mardi, mercredi…. Jonas est dans la baleine pour trois jours.

  44. Je suis désolé. Oui, je vais à Ninive!

  45. La baleine ouvre la bouche! Jonas nage!

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