Similarities to my current programme of work

1
Similarities to my current programme of
work Teaching of relevant strategies to be used
whenever pupils listen and talk with others (e.g.
one person speaking at a time/ eye contact
etc) Range of activities which encourage pupils
within realistic contexts to listen to and
collaborate with other pupils - sharing
information, knowledge, experiences and opinions.
Similarities to my current practice Revisit prior
learning/ summarise key points of previous
lessons Make connections between new learning
and how it can be used in real situations for
real purposes link to strategies used in
teaching of 1st language Encourage pupils to
bring and discuss prior knowledge of given topics
and build on this. Use non-verbal gestures to
support comprehension. Transfer skills developed
in other curricular areas Interact regularly
offering support and encouragement Encourage
pupils to learn / work/ evaluate
collaboratively Transfer teaching strategies /
conventions used in teaching and learning of
language and other curricular areas

• How I might make use of ICT
• Provide effective learning experiences and
  opportunities for INTERACTION / language
  consolidation / peer evaluation - Simple Podcasts
  / video tapes/ audio tapes/iPods / Mp3 / Personal
  stereo for private listening and reinforcing
  (Provision of transcripts may be of benefit)
• E-twinning to link up with / learn from and
  about / observe pupils from the country where the
  language being learned is spoken

How I might change my programme of
work Activities which focus on language patterns
and structures and which promote enjoyment e.g.
short plays and stories, rap, competitions,
games Short role plays / Art and Craft
activities / realistic contexts which are
relevant to pupils / of their choice - use these
to focus on key language such as time phrases,
prepositions, questions, commands etc. Short
stories / poems / TV programmes etc. which
reflect a wide range of cultures and develop
pupils thinking and understanding.
Draft Outcome I can participate in a range of
collaborative activities, including games, paired
speaking and structured role-plays, in a range of
realistic contexts and settings located mainly in
a country where the language I am learning is
spoken. LAN 342MB
How I might make links to other themes /
curricular areas CITIZENSHIP central aims of
respecting / caring for /listening to others /
confident communicators in local, regional,
national and international settings /
intercultural awareness / negotiation of rights
and responsibilities in order to experience the
nature of the democratic process that underpins
21st century Europe-link to Social
Subjects ENTERPRISE apply knowledge and skills
in a creative and enterprising manner (e.g.
Communication/problem solving/reasoning etc..
) HEALTH and WELLBEING Explore and discuss
using relevant contexts how the country where the
language I am learning promote these / confident
attitude to learning.
How I might change my current practice Share
learning intentions /objectives with pupils and
discuss/generate agreed success criteria (orally
and visually) Vary questioning techniques using
closed questions to reassure and open questions
to encourage other learners to expand responses
and encourage pupils to do likewise when
undertaking collaborative activities. Give oral
and comment-only feedback helps learner to
improve by acting on strengths and development
needs. Encourage pupils to evaluate their own
and others learning against agreed success
criteria / checklist and feedback as above and
plan their next steps in learning. Listen to
feedback from pupils, teachers, parents, to
reflect on teaching/learning experiences.
Consider how they may be improved to further
support the learners Transfer and apply language
skills / teaching strategies / conventions
across/between different curricular areas. Make
best use of all classroom resources Share
learning / individual targets with
parents Focus on Lifelong Learning of language
skills and learning of a modern language as a
valuable social skill.
Resources / contexts / knowledge about language
which I might need Emphasis on links to English
language formal/Informal / language tone /
conventions Encourage pupils to recognise common
words in a sequence (First/Then/Next) as a means
of retaining the overall coherence of the game /
conversation / role play. Raise awareness of the
effects of intonation and how it may alter
meaning. Preparation of phrases in order to ask
for help / clarity / repetition / ask questions /
continue conversations (i.e. repair strategies to
sustain conversation)
How I might evaluate the outcome has been
achieved Response to tasks / Observations of
paired speaking (e.g. Question and Answer
Sessions) Peer evaluations of role-plays /
paired speaking against agreed Success
Criteria Ongoing gathering of evidence of
learning and use of professional
judgement