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Planning KS3: when less is more “The new secondary curriculum is the map and the renewed framework is the route planner” Rachel Hawkes Cheney School Oxford 26 May 2010 les s more

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Page 1: R hawkes cheney_school_session1_planning ks3

Planning KS3: when less is more

“The new secondary curriculum is the map and the renewed framework is the route planner” Rachel Hawkes

Cheney SchoolOxford

26 May 2010

less more

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Messages from the classroom• Languages are seen as important but also often

difficult and boring• All learners need to feel successful• Experiencing clear progress = success• Learners most want to work at their own pace• Learners often feel anxiety in whole class oral

interaction• It is not generally ok to acknowledge confusion• Learners need 1-1 teacher attention at times

Rachel Hawkes, May 2009Rachel Hawkes

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Therefore teaching should…• be clear • be memorable (this includes ‘be interesting’)• be planned for learner success• make progress explicit and manageable• include some sophistication• allow different pace and strategies• include individual teacher feedback• reduce anxiety (in all skills)• respond to learner needs• build key skills

Rachel Hawkes

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More and more……..!

new Ofsted frameworknew secondary curriculum

renewed frameworknew GCSE

“Employers want conversational ability, which will give a good impression, help to build relationships and make new contacts.”

Extract from a House of Lords Debate, 3 December 2009Rachel Hawkes

And what’s next…???

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NC PoS

Framework

QCA ProgressionMaterial

Pedagogy

Rachel Hawkes

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prescription freed

om“Less.. is

more..”

• Any languages can be taught• No prescribed topicsEmphasis now on:• Creativity• Culture• Links with other subjects• Active learning• International contacts• Meaningful topics• Skills• Learning beyond the classroom

Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject.

Rachel Hawkes

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Rachel Hawkes

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What do we want our learners to look like?What skills do we want them to have?

Successful learners

Confident individuals

Responsible citizens

Rachel Hawkes

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Successful learners in MFL

• Readers who can skim, scan challenging texts and decipher meaning

• Effective users of memory strategies to learn new language• Active acquirers of new language• Initiators of conversation and discussion• Successful pronouncers of (unfamiliar) text• Confident listeners• Capable communicators of meaning in spoken and written

language• Analytical thinkers who make links, re-using known structures

in new contexts

Rachel Hawkes

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Confident individuals

• Risk takers in oral interaction• Inferers of meaning in unfamiliar

spoken/written language• Assessors of own progress against targets• Confident performers orally in presentations

and asking questions• Able communicators who think creatively

Rachel Hawkes

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Responsible citizens

• Good listeners, turn takers with high level ‘audience’ skills

• Successful group workers• Tolerant individuals• Culturally aware and interested

Rachel Hawkes

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teacher talk stu

den

t ta

lk“Less.. is more..”

Rachel Hawkes

• Teaching sound-written patterns (phonics)• Building a framework for spontaneous talk• Providing opportunities for planned and

unplanned talk• Focusing on key structures• Providing a range of stimulus material to

respond to• Using technology to enhance interactions

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Cognates

JollyphonicsEl sistema

fónico

Syllable squares

Pronounce!

Tongue twisters

News

Comic strips

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Group Talk

adverts

songs

pictures

film clips

Rachel Hawkes

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Planned Unplanned

Asking questions

• group talk routines •speaking lines•Find someone who• what are the questions?• free conversation

Understanding & responding

• Target talk • Odd one out • Spot the difference • Reading Images

• Say something else • 5 Ws • Tell a story • Then & now

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Key structures

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coverage mast

ery“Less.. is

more..”

Rachel Hawkes

• More time • Embedding and elaborating• Projects• Known language in new contexts• Time to re-draft and re-visit• Creative outcomes

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Year 7 Spanish

Curriculum

Language skillsPronunciationMemorySentence-buildingCreativityPerformanceAutonomy CREATE

Creative:creative thinkinggenerating ideastaking risks

Reasoning:AnalysingProblem-solvingDecision-makingJustifyingCategorisingMaking links

Empathic:CommunicatingCooperatingSpeaking & listening (well)Group working

Progression: Language structurespronounscommon Irregular Verbs – SER, ESTAR, TENER, Hay

present tense – REG verbs – AR/ER/IRindefinite & definite articlesadjectives & adjective endingscommon conjunctions – y, pero, también, porque, sin embargo time expressionsquestion wordsimpersonal verbs – me gusta etc..radical-changing verbsse puede + infinnear future – voy a +infin

Progression: Text typesReportDefinitionQuestionnaireDescriptionInformal letter

Cross-curriculum linksContent – Geography, ArtSkills – ICT, Music, Geography, EnglishWays of working – Drama, Geography, English, FT, PE

ContentMy world and the Spanish-speaking world – Personal details, Countries, Describing Places, Geographical features, Animals, Family, Physical DescriptionSchool – Subjects, Likes & Dislikes, Reasons, Preferences, School Day, Time & Timetables, Comparisons of different schoolsFree time – Sports, Hobbies, Keeping Fit, Plans for the summer/weekend

Town – Places in town, facilities, directions, describing places, saying what you can do, ‘selling’ a place

Active:being activebeing attentivenoticingresponding with confidence

Tenacious:perseveringcoping strategiesleeping positivehaving goals

Everlasting:effective memory skillsdeveloping ICT skillsdeveloping learning stylesrevising (well)transferring skillspersonal study skills

PLTSSelf managerEffective participatorCreative Thinker Reflective learnerIndependent EnquirerTeam worker

Joined-up thinking

Rachel Hawkes

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KS3 French Core Language

je – Itu – you (sing.)il/elle – he/sheon – we / one

nous – wevous – you (pl or formal.)ils/elles – they

j’ai I have

tu as you have

il /elle/on a he/she/we have

nous avons we have

vous avez you have (formal or .pl.)

Ils/ elles ont they have

avoir – to have être – to beje suis I am

tu es you are

il/elle/on est he/she is/we are

nous sommes

we are

vous êtes you are

ils / elles sont

they are

je fais I do

tu fais you do

il / elle/ on fait he/she /we do

nous faisons we do

vous faites you do

ils / elles font they/you do

faire – to do

Time words

maintenant – nowavant – beforeaprès – afteraujourd’hui – todayhier – yesterdaydemain – tomorrowencore une fois - againtoujours – alwayssouvent – oftenquelquefois – sometimesjamais – neverla semaine dernière – last weekla semaine prochaine – next week

Referring to thingsune chose – a thingceci – thiscela – thatquelque chose– something (un) autre – (an)otherbeaucoup (de) – a lot (of)(un) peu – (a) littletrès – verytout – all/everythingtrop – too (much)

Making linkset – andou – oraussi – alsomais – butparce que – becauseavec – withsans - without

Asking questions

Porquoi? – why?Qu’est-ce que? – what?quand? – when?où? – where?Qui? – who?Combien? – how much/many?Comment? – how?

Referring to placesici – herelà-(bas) – (over) there

OpinionsJe pense que – I think thatJe crois que – I believe thatIl me semble que – it seems that..A mon avis.. – in my opinion..

Sentence buildingJe peux / on peut I can / you/we can...

Je veux I want to..

Je dois I have to…

Je vais / on va + verb I’m going to/we’re going to…

J’aime /je n’aime pas

I like to / I don’t like to..

J’aime beaucoup I love to…

Je voudrais I would like to…

Pronouns

Saying what you did

Je suis allé(e) – I wentj’ai fait– I didJ’ai vu – I sawj’ai joué – I playedj’ai mangé – I atej’ai bu – I drankJ’ai regardé – I watchedJ’ai travaillé – I workedJ’ai voyagé – I travelled

Rachel Hawkes

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Asking questions

Wer? Who?Wo? Where?Was? What? Wann? When?Warum? Why?Wie? How?Wie viel? How much? Wie viele? How many?

pronouns wohnen:to live

haben:to have

sein:to be

tragen:to wear

helfen:to help

sehen:to see

ich I wohne habe bin trage helfe sehe

du you (sing.) wohnst hast bist trägst hilfst siehst

er/es/sie he/it/she wohnt hat ist trägt hilft sieht

man (every)one wohnt hat ist trägt hilft sieht

wir we wohnen haben sind tragen helfen sehen

ihr you (pl.) wohnt haben seid tragt helft seht

Sie you (formal) wohnen habt sind tragen helfen sehen

sie they wohnen haben sind tragen helfen sehen

Time

jetzt: nowheute: todaymorgen: tomorrowgestern: yesterdayletzte Woche: last weeknächste Woche: next weekdiese Woche: this weeknie: nevermanchmal: sometimesoft: oftenimmer: alwaysdann: then

Things

das: thatetwas: somethingnichts: nothingviel: muchviele: manyein bisschen: a bitsehr: veryzu: too

Ich kann/man kann

+ infinitive verb(at end of sentence)

I am/you are able to…

Ich will I want to …

Ich muss I have to …

Ich werde I will …

Ich mag I like to …

Ich möchte I would like to …

Sentence building

Opinions

Ich mag …(nicht): I (don’t) like …Ich liebe …: I love …Ich hasse …: I hate …Ich finde … : I find …Meiner Meinung nach …: In my opinionIch denke/glaube, dass … :I think/believe that …

Saying what you did

Ich habe … gemacht: I did …Ich habe … gespielt: I played …Ich habe … gesehen: I saw …Ich habe … gegessen: I ate …Ich habe … getrunken: I drank …Ich bin … gegangen: I went …Ich bin … gefahren: I travelled …

Conjunctions

und: andaber: butoder: ordenn: because/for

auch: also

weil: because

KS3 Germ

an Core Language

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KS3 Spanish Core Language

yo – Itú – youél/ella – he/sheUsted – you (polite, sing.)nosotros – wevosotros – you (fam.pl.)ellos/ellas – theyUstedes – you (polite, pl.)

tengo I have

tienes you have

tiene he/she/you have (pol.sing)

tenemos we have

tenéis you have (fam.pl.)

tienen they/you have (pol.pl.)

tener – to have ser – to besoy I am

eres you are

es he/she is/you are (pol.sing)

somos we are

sois you are (fam.pl.)

son they/you are (pol.pl.)

estoy I am

estás you are

está he/she is/you are (pol.sing)

estamos we are

está you are (fam.pl.)

están they/you are (pol.pl.)

estar – to be

Time words

ahora – nowantes – beforedespués – afterhoy – todayayer – yesterdaymañana – tomorrowotra vez - againsiempre – alwaysa menudo – oftena veces – sometimesnunca – neverla semana pasada – last weekla semana que viene – next week

Referring to thingsuna cosa – a thingesto – thiseso – thatalgo (más) – something (else)otro – (an)othermucho – a lot(un) poco – (a) littlemuy – verytodo – all/everything

Making linksy – ando – ortambién – alsopero – butporque – becausecon – withsin - without

Asking questions¿Por qué? – why?¿Qué? – what?¿Cuándo? – when?¿Dónde? – where?¿Quién? – who?¿Cuánto(s)? – how much/many?¿Cómo? – how?

Referring to placesaquí – hereallí - there

OpinionsPienso que – I think thatCreo que – I believe thatMe parece que – it seems that..

Sentence buildingpuedo/puede I can/he,she can

quiero/quiere I want to/he,she wants to…

tengo que/tiene que I have to/he has to…

voy a/va a + verb I’m going to/he is going to…

(no) me (le) gusta I (don’t) like to/he doesn’t like to

me (le) encanta I love to/he loves to…

me (le) gustaría I/he/she would like to…

Pronouns

Saying what you didfui – I wenthice – I didví – I sawjugué – I playedcomí – I atebebí – I drank

Rachel Hawkes

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1. A,an 2. After 3. Again 4. All 5. Almost

6. Also 7. Always 8. And 9. Because 10. Before

11. Big 12. But 13. (I) can 14. (I) come 15. Either/or

16. (I) find 17. First 18. For 19. Friend 20. From

21. (I) go 22. Good 23. Good-bye 24. Happy 25. (I) have

26. He 27. Hello 28. Here 29. How 30. I

31. (I) am 32. If 33. In 34. (I) know 35. Last

36. (I) like 37. Little 38. (I) love 39. (I) make 40. Many

41. One 42. More 43. Most 44. Much 45. My

46. New 47. No 48. Not 49. Now 50. Of

51. Often 52. On 53. One 54. Only 55. Or

56. Other 57. Our 58. Out 59. Over 60. People

61. Place 62. Please 63. Same 64. (I) see 65. She

66. So 67. Some 68. Sometimes 69. Still 70. Such

71. (I) tell 72. Thank you 73. That 74. The 75. Their

76. Them 77. Then 78. There is 79. They 80. Thing

81. (I) think 82. This 83. Time 84. To 85. Under

86. Up 87. Us 88. (I) use 89. Very 90. We

91. What 92. When 93. Where 94. Which 95. Who

96. Why 97. With 98. Yes 99. You 100. Your

The hundred most common wordsTony Buzan, in his book 'Using your Memory', points out that just 100 words comprise 50% of all words used in conversation in a language. Learning this core 100 words gets you a long way towards being able to speak in that language, albeit at a basic level. The 100 basic words used in conversation are shown below: (See also lists of 100 most common French, German and Spanish words)

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content

skill

s

“Less.. is more..”

Rachel Hawkes

• Pattern-finding• Link-making• Pronunciation• Memorising• Autonomy• Communicating (meaning making)• Creativity• Performing• Collaborating• Listening (audience skills)

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textbook mean

ing“Less.. is

more..”

Rachel Hawkes

• Thematic• Skills• Ways of working

In all parts of the school curriculum the emphasis now is on the integration of learning – on the links between subjects and the importance of subjects in enabling children to access new meanings and develop generic thinking skills. Within the languages curriculum the focus has moved away from the ubiquitous topic to the acquisition of language through ‘meanings that matter’ to learners. Dr Lid King, CLIL National Statement and Guidelines, July 2009

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Hotseating

Character role-playGive the answers!

Using the textbook

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ContentThemes Skills

Ways of working

Rachel Hawkes

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ContentThemes Skills

Ways of working

Rachel Hawkes

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control creati

vit

y“Less.. is more..”

• Choice• Open-ended tasks• Autonomy• Researching own language• Applied contexts• Ownership and mastery

Rachel Hawkes

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VisualUse colour coded background to support gender acquisition when teaching and practising new nouns in any language.

AuditoryUse music and rhythm to teach and practise key structures and vocabulary – see list of songs and music in your pack and on your CD for some ideas.

KinaestheticUse gesture (and miming) as strategies when introducing new language and later when eliciting it from students. Gestures are powerful ‘fixing’ agents in memory.

NB: Never forget to tell the students WHY you are asking them to act, gesture, sing, mouth, use colour etc.. – they need to know!

Keep it active!

VKSCollective memory

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Rachel Hawkes

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Rachel Hawkes

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Rachel Hawkes

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http://zwook.ecolevs.ch/martigny/zwook/enfants/ecritsetfantaisies/jacquesprevertfaitecole/jp101

Pour faire le portrait d'un oiseau Peindre d'abord une cageavec une porte ouvertepeindre ensuite quelque chose de joliquelque chose de simplequelque chose de beauquelque chose d'utilepour l'oiseau…………………………©Jacques Prévert

Haiku - 5,7,5 syllablesla poésie

¡Me gusta Cuba!Descanso en la playaY bailo salsa

Sustantivo AdjetivoEl libro es un perro simpáticoEl colegio es un buho inteligenteLa televisión es un profesor constanteEl patio de recreo es

una aventura diaria

La ventana es una televisión vivaEl gimnasio es

Tan simpático como mi mejor amigo

Tan cruel como un dinosaurio feroz

Tan rápido como … Tan lento como …Tan bajo como … Tan alto como …Tan dulce como … Tan amargo como …Tan tonto como … Tan inteligente como …Tan rico como … Tan pobre como …

Gracias @ Neil Jones

met

apho

rssi

mile

s

Page 36: R hawkes cheney_school_session1_planning ks3

Three sons, eleven cats and Yvonne, (Michael Govan)

Unravelled career reknitted as baby blankets

(Clare Hobba)

Started slowly, then dash to line

(Richard Draper)

Beginning gurgly. Middle sombre. End gurgly.

(Roger Noble)

Drei Jahre DDR; drei Jahrzehnte Erinnerungen

Collège, fac, Belgique, supermarché, Paris, collège

Tenis, cine, ciclismo, natación, paseos, idiomas

J’ai toujours voulu visiter le mali

life in 6 words

Gracias @ Pete Spain

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media

http://www.pubstv.com/

http://www.apple.com/fr/iphone/gallery/ads/

la publicité

les films

les chansonswww.youtube.com

http://www.lepointdufle.net/chansons.htm

http://www.tv5.org/TV5Site/musique/recherche.php?domaine=paroles

http://les-gosses-du-mercredi.blogspot.com/

http://www.espacefrancophone.org/en/audiovisuel/telechargement.htm

http://www.1001feuilles.com/p_fle_film.htm

http://www.allocine.fr/ ♫♫

♫♫

http://wps.prenhall.com/wl_krueger_mise_1/43/11083/2837350.cw/index.html

http://www.routesintolanguages.ac.uk/east/resources.html

http://rilanguageonfilm.wikispaces.com/

http://www.lachansondudimanche.com/

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La révolution françaisehttp://clil4teachers.pbworks.com/History http://clil4teachers.pbworks.com/

Geography

http://pedagogie2.ac-reunion.fr/cotamarp/

Other subjects

Material on CD thanks to Liz Fotheringham (RSA)

l’histoire

la géographie

le sport

les maths

le dessin

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http://www.oup.com/uk/i-cafe/main/index/fr/francelive/ http://www.classzone.com

http://www.partage.org/index.php

http://www.in-terre-actif.com/fr/index.php

Thanks to Sara Vaughan (RSA)

culture

Thanks to Neil Jones (SSAT LP)

http://www.sciafyouth.org.uk/youth/fun_stuff/la_vie_en_rdc/new_video_wall

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Questions for planning• What does a good (language) learner look like?• How do these skills/attributes overlap with those in

other subjects?• How are these skills best learnt?• How will I know if these skills are being learnt in my

lessons?• What do I want learners to be able to do (and by when?)• What structures do learners therefore need to know?• What content do I want to teach? (What do learners

want to learn?)• How much do I need to change?

Finally……..• How should the ‘learning plan’ be presented so that all

teachers make the most of teaching and learning?

Rachel Hawkes

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Term 1 Self & others

Term 2 Food & DrinkHealthy Living

Term 3HolidaysShopping

Term 1 The Spanish-speaking

world

Term 2Film & Media

Term 3History & Culture

Comberton Village College: Spanish KS3 overview

Year 7 Term 1My world and the Spanish-speaking

world

Term 2School & opinions

Term 3Town

Free time

Year 8

Year 9

Rachel Hawkes

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Year 7 Spanish

Curriculum

Language skillsPronunciationMemorySentence-buildingCreativityPerformanceAutonomy CREATE

Creative:creative thinkinggenerating ideastaking risks

Reasoning:AnalysingProblem-solvingDecision-makingJustifyingCategorisingMaking links

Empathic:CommunicatingCooperatingSpeaking & listening (well)Group working

Progression: Language structurespronounscommon Irregular Verbs – SER, ESTAR, TENER, Hay

present tense – REG verbs – AR/ER/IRindefinite & definite articlesadjectives & adjective endingscommon conjunctions – y, pero, también, porque, sin embargo time expressionsquestion wordsimpersonal verbs – me gusta etc..radical-changing verbsse puede + infinnear future – voy a +infin

Progression: Text typesReportDefinitionQuestionnaireDescriptionInformal letter

Cross-curriculum linksContent – Geography, ArtSkills – ICT, Music, Geography, EnglishWays of working – Drama, Geography, English, FT, PE

ContentMy world and the Spanish-speaking world – Personal details, Countries, Describing Places, Geographical features, Animals, Family, Physical DescriptionSchool – Subjects, Likes & Dislikes, Reasons, Preferences, School Day, Time & Timetables, Comparisons of different schoolsFree time – Sports, Hobbies, Keeping Fit, Plans for the summer/weekend

Town – Places in town, facilities, directions, describing places, saying what you can do, ‘selling’ a place

Active:being activebeing attentivenoticingresponding with confidence

Tenacious:perseveringcoping strategiesleeping positivehaving goals

Everlasting:effective memory skillsdeveloping ICT skillsdeveloping learning stylesrevising (well)transferring skillspersonal study skills

PLTSSelf managerEffective participatorCreative Thinker Reflective learnerIndependent EnquirerTeam worker

Joined-up thinking

Rachel Hawkes

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Year 8 Spanish

Curriculum

Language skillsPronunciationMemorySentence-buildingCreativityPerformanceAutonomy CREATE

Creative:creative thinkinggenerating ideastaking risks

Reasoning:AnalysingProblem-solvingDecision-makingJustifyingCategorisingMaking links

Empathic:CommunicatingCooperatingSpeaking & listening (well)Group working

Progression: Language structurescommon Irregular Verbs – SER, ESTAR, TENER, Hay & IR (in present & imperfect forms) greater range of regular present tense verbs – all personsradical-changing verbs key irregular preterit verbs – IR, SERregular preterit verbs – ARimpersonal verbs – me gusta etc..se puede + infinnear future – voy a +infin adjectives & adjective endingscomparisons :(más/menos que/tan..como)time expressions

Progression: Text typesDefinitionQuestionnaireInstructionsDescriptionLeaflet/BrochureNarrative(Poetry)

Cross-curriculum linksContent – PSHE & RESkills – ICT, Music, Geography, EnglishWays of working – Drama, Geography, English, FT, PE

ContentMy World – Comparing people, Describing Freetime, Likes & Dislikes

Healthy Living – Food & Drink, Diet, Comparing typical dishes, how to lead a healthy life, describing a meal outHolidays – Christmas & other festivals, holiday preferences, describing past holiday experiencesShopping – clothing, buying clothes and souvenirs, shops and facilities, comparing with Spain & other countries around the world

Active:being activebeing attentivenoticingresponding with confidence

Tenacious:perseveringcoping strategiesleeping positivehaving goals

Everlasting:effective memory skillsdeveloping ICT skillsdeveloping learning stylesrevising (well)transferring skillspersonal study skills

PLTSSelf managerEffective participatorCreative Thinker Reflective learnerIndependent EnquirerTeam worker

Joined-up thinking

Rachel Hawkes

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Year 9 Spanish

Curriculum

Language skillsPronunciationMemorySentence-buildingCreativityPerformanceAutonomy CREATE

Creative:creative thinkinggenerating ideastaking risks

Reasoning:AnalysingProblem-solvingDecision-makingJustifyingCategorisingMaking links

Empathic:CommunicatingCooperatingSpeaking & listening (well)Group working

Progression: Text typesDefinitionQuestionnaireDescriptionLeaflet/BrochureArticlePersuasive writingNarrativeSummary

Cross-curriculum linksContent – History, Art, Geography, RESkills – ICT, Music, Geography, EnglishWays of working – Drama, Geography, English, FT, PE

ContentThe Wider World – Description & comparison of customs, festivals, placesMedia & Entertainment – Describing film & television programmes

Health – Body and illness, discussing lifestyles

Culture – Looking at cultural stereotypes, describing Spanish art, music & poetry, architecture, comparing life now and then, making predictions about society in the future

Active:being activebeing attentivenoticingresponding with confidence

Tenacious:perseveringcoping strategiesleeping positivehaving goals

Everlasting:effective memory skillsdeveloping ICT skillsdeveloping learning stylesrevising (well)transferring skillspersonal study skills

Progression: Language structuresrange of verbs used confidently in:present, imperfect, preterit, simple futurefuture tenselonger phrases & subordinate clausesrange of negatives:(no..nada, no..nunca, no..nadie)adverbscomparisons (as in Year 8)range of time expressionslinks & reasons: (así que, por lo tanto, no obstante, por esta razón, sin , para, en lugar de, con la intención de)

PLTSSelf managerEffective participatorCreative Thinker Reflective learnerIndependent EnquirerTeam worker

Joined-up thinking

Rachel Hawkes

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Rachel Hawkes

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NEW OFSTED LESSON OBSERVATION CRITERIADescription Characteristics of the lesson

Outstanding(1)

The pupils acquire knowledge, develop understanding and learn and practise skills exceptionally well. Pupils demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an adult. They have developed resilience when tackling challenging activities in a range of subjects. Their keenness and commitment to succeed and ability to grasp opportunities to extend and improve their learning are exceptional. Progress is at least good and is exemplary in some.

Good (2) The pupils acquire knowledge, develop understanding and learn and practise skills well. The pupils are keen to do well, apply themselves diligently in lessons and work at a good pace. They seek to produce their best work and are usually interested and enthusiastic about their learning. A very large majority of groups of pupils make at least good progress and some may make outstanding progress, with nothing that is inadequate.

Satisfactory(3)

The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is at least satisfactory. Most pupils work effectively and are provided with appropriate tasks and guidance but lack confidence in improving the quality of their work. They generally work steadily and occasionally show high levels of enthusiasm and interest. The pupils make the progress expected given their starting points and some, although not the majority, may make good progress. Progress is inadequate in no major respect, and may be good in some respects.

Inadequate (4)

The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is inadequate.or Too many pupils fail to work effectively unless closely directed by an adult and give up easily. Pupils do not enjoy the activities provided, which is reflected in poor completion of tasks.or Pupils, or particular groups of pupils, make too little progress.

Rachel Hawkes

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OFSTED LESSON OBSERVATION CRITERIA ASSESSMENT GRIDJUDGEMENT INADEQUATE (4) SATISFACTORY (3) GOOD (2) OUTSTANDING (1)

Learning The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is inadequate.

The extent to which pupils acquire knowledge, develop understanding and learn and practise skills is at least satisfactory.

The pupils acquire knowledge, develop understanding and learn and practise skills well.

The pupils acquire knowledge, develop understanding and learn and practise skills exceptionally well.

Concentration Too many pupils fail to work effectively unless closely directed by an adult and give up easily.

Most pupils work effectively and are provided with appropriate tasks and guidance but lack confidence in improving the quality of their work.

The pupils are keen to do well, apply themselves diligently in lessons and work at a god pace.

Pupils demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an adult.

Enthusiasm Pupils do not enjoy the activities provided, which is reflected in poor completion of tasks.

They generally work steadily and occasionally show high levels of enthusiasm and interest.

They seek to produce their best work and are usually interested and enthusiastic about their learning.

They have developed resilience when tackling challenging activities in a range of subjects.

Progress The pupils make the progress expected given their starting points and some, although not the majority, may make good progress.

Their keenness and commitment to succeed and ability to grasp opportunities to extend and improve their learning are exceptional.

Overall Progress Pupils, or particular groups of pupils, make too little progress.

Progress is inadequate in no major respect, and may be good in some respects.

A very large majority of groups of pupils make at least good progress and some may make outstanding progress, with nothing that is inadequate.

Progress is at least good for different groups and is exemplary in some.

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“Across all phases speaking is the least well developed of all the skills. Students’ inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm.”

‘When required to speak at greater length or in new situations, [students’] accuracy and fluency deteriorate, partly because their grasp of structure is usually less secure than their retention of vocabulary.’

“...it was much rarer for reading or listening to be used to stimulate discussion and communicative activities.”

“A further hindrance to speaking fluently was that sound-spelling links had not been taught well.”

“Overall, there was insufficient emphasis on helping students to use the language spontaneously for real situations. Consequently, too few students could speak creatively, or beyond the topic they were studying, by making up their own sentences in an unrehearsed situation. Several students said that being able to say what they wanted to say would improve their enjoyment.”

Rachel Hawkes

The changing landscape of languages

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Getting the learning right @KS3

Rachel Hawkes

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I hear, I knowI see, I rememberI do, I understand

Confucius 551 BC - 479

“Covering lots of content by lecturingdoes not mean anything other than

that your students have been exposed

to many ideas:they could not necessarily use

these ideas themselves.”Robert G. Fuller (1994)

“Less is more.”The notion that simplicity and clarity lead to good

design. 19th century proverbial phrase, first found in print in Andrea del Sarto, 1855, a poem

by Robert Browning:

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“Less.. is more..”

less more

less more

Rachel Hawkes

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Plenary

• What do you do already in your departments that promotes skills-building?(e.g. teaching of phonics/thinking skills/memorisation/pronunciation/creativity)

• What would you like to see further developed?

• What is on your “wish-list” for creative and engaging activities ?

Rachel Hawkes

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Rachel Hawkes

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Joined up!

Rachel HawkesComberton Village CollegeAssistant Principal, Director of Language College, AST SSAT Lead Practitioner former Regional Subject Advisor New Secondary Curriculum www.rachelhawkes.typepad.com/[email protected]

Rachel Hawkes