The new secondary curriculum

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The new secondary curriculum

• Rachel Hawkes
• Assistant Principal, AST, SSAT Lead Practitioner
• Comberton Village College, Cambridgeshire
• www.rachelhawkes.typepad.com/linguacom

Rachel Hawkes, April 2008
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Re-conscientisation
A process of learning through reflection and
action that leads to a re-awakening of critical
consciousness a new way of seeing and
understanding in which existing structures and
dominant relationships are creatively
reworked.(interpretive definition of the
concept of conscientizacão from the work of
Paolo Freire, Brazilian educator, 1970s)
Rachel Hawkes, April 2008
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My key questions

• 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?
• How much do I need to change?

Rachel Hawkes, April 2008
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Successful learners
What do we want our learners to look like?What
skills do we want them to have?
Confident individuals
Responsible citizens
Rachel Hawkes, April 2008
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analytical
Successful learners
What do we want our learners to look like?What
skills do we want them to have?
link makers
effective memorisers
independent
Confident individuals
structure/organise ideas
risk takers
capable communicators
able to self-assess
enquiring
Responsible citizens
good listeners
confident performers
interested in other cultures
able to cope with unpredictable
creative thinkers
tolerant
collaborative group workers
Rachel Hawkes, April 2008
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What skills and attributes?

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

How do we embed these skills in our teaching?
Rachel Hawkes, April 2008
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Lecture
5
5
10
10
Reading
20
Audio-Visual
20
30
Demonstration
30
50
Discussion Group
50
Source Accelerated Learning Systems Ltd
75
75
Practice by Doing
90
90
Immediate Use of Learning Teach Others
Average Retention Rate
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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, February 2008
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7 ideas for creativity
Song
Poem
Titles
Story
Characters
Hotseating
Definitions
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Last week song
Quest-ce que tu as fait lundi dernier? Je suis
allé en France et jai mangé Jai mangé des
bananes avec mes copains Ooh la la la la. Ooh la
la la la. Ooh la la la la laaa
What did you do last Monday? I went to France and
I ate I ate some bananas with my friends
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Landscape Noon (The Hay Wain), 1821, John
Constable
Self-Portrait with Bandaged Ear 1889, Vincent
Van Gogh
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Charakter 1dooflacht vieljünger als die
anderen Personen
Charakter 3schüchternspricht sehr leise
Charakter 4 sehr energischbewegt sich viel
Charakter 2selbstbewusstspricht sehr laut
Charakter 6sehr schlechter Launehört sich
launisch anstampft mit dem Fuß
Charakter 7enthusiastischlächelt und klatscht
in die Hände
Charakter 8nachdenklichkratzt sich am
Kopfstarrt vor sich hin
Charakter 5kommandiert gernunterbricht ständig
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Er ist der Dschungelkönig.
ein Löwe (Rebecca F)
Er wohnt in der Antarktis, isst Fisch und ist
schwarz und weiß.
ein Pinguin (Jess L)
Es ist grün, wohnt im Wasser und schnappt.
ein Krokodil (Stuart K)
Es ist ein holperndes Tier mit einer Tasche für
seine Kinder.
ein Kanguruh (Elliot C-G)
Es ist ein Tier, das im Dschungel wohnt und ein
Tier, das viel Wasser trinkt.
ein Elefant (Kitty R)
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• Owning a phrase or sentence
• Choosing 1 small text from several and being that
  person when interviewed
• Answering questions as a celebrity
• Being the person from a longer thinking skills
  lesson e.g. Heinrich und Wilhelm
• Inventing a character from a Reading Images lesson

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Je dis. Je vois
Rouge comme..Noir comme..
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• Communicative purpose
• Fun
• Creativity
• Memory
• Audience

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7 ideas for memory
7 ideas for autonomy

• Chunking into 7s
• Sound-picture-word association
• Own flashcards
• www.vokabel.com
• Eye-brain connection
• Song, rhythm, mvt
• Post-its
• Partner

• Whole class gesture responses
• no hands
• Whiteboards
• Choose own vocabulary
• Self-service lessons
• Knowing the sounds of the language
• Exercise book messages

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7 ideas for pattern-finding
7 ideas for oral confidence

• Colour for gender
• Teach practise the sounds of the language
• Collective memory
• Card-sorting
• Odd one out
• Poetry/song with rhyme
• Working with texts

• Peer consultation
• no hands
• Characters in role play
• Dice game (scaffolding)
• Core language sheets
• Knowing the sounds of the language
• Group work
• Rehearsal time/playback

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7 ideas for pronunciation
7 ideas for collaboration

• Teach the sounds
• Starters plenaries
• Predicting the spellings
• Spotting rhymes
• Writing rhymes
• Reading aloud/playback
• Working with texts

• Peer consultation
• no hands
• Speaking line
• Suspend IRF/E sequence
• Dialogue
• Team games
• Peer assessment

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Learning the sounds of the language

• develops pronunciation
• builds pattern-finding and link-making
• increases autonomy
• improves confidence in performance
• facilitates comprehension

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Support from new curriculum 1 key concepts

• 1.1b Applying linguistic knowledge and skills to
  understand and communicate effectively
• 1.2a Understanding how a language works and how
  to manipulate it
• 1.2b Recognising that languages differ but may
  share common grammatical, syntactical or lexical
  features

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Support from new curriculum 2 Key processes

• 2.1a identify patterns in the TL
• 2.1b develop techniques for memorising words,
  phrases and spellings
• 2.1d use previous knowledge, context and other
  clues to work out the meaning of what they hear
  or read
• 2.2d use correct pronunciation and intonation
• 2.2k deal with unfamiliar language, unexpected
  responses and unpredictable situations

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Support from new curriculum 3 Range and
content4 Curriculum opportunities

• 3a the spoken and written forms of the TL
• 3b the interrelationship between sounds and
  writing in the TL
• 4c use an increasing range of more complex
  language

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How to teach the sounds?

• VAK approach picture, sound, gesture for key
  sounds
• Constant re-visiting
• Frequent practice opportunities
• Embed the links in the classroom discourse

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The new secondary MFL curriculum KS3
Year 7
Year 8
Year 9
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Two stars and a wish
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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 ?

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Further support from me

• my blog www.rachelhawkes.typepad.com/linguacom
• ALL Regional Network twilight 3 Wednesday 30th
  April 4.30 6.30 Comberton Village College (to
  book ashorten_at_comberton.cambs.sch.uk )

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For further information http//curriculum.qca.org
.ukhttp//all-nsc.org.ukhttp//all-languages.org
.ukkathywicksteed_at_tiscali.co.uk