A Creative Approach to Integrating Primary Languages in to the
Transcription
A Creative Approach to Integrating Primary Languages in to the
10/12/2009 Primary Modern Languages Derbyshire Languages Conference – June 2009 Building More Bridges A Creative Approach to integrating Primary MFL into the Curriculum Nick Warren 1 10/12/2009 Nick Warren Recently Head at Parkroyal Community School - Macclesfield, Cheshire Who are we? 400+ pupils – very mixed catchment • you are a teacher, a Head or an MFL co-ordinator 2 specialist linguists including a Leading Teacher of French – • you may be a linguist Ex Derbyshire Head and Advisor • you may be a Modern Foreign Languages enthusiast NOW • you may be an aspirational linguist and keen to learn Languages Consultant • you may be seeking inspiration as a new MFL Subject Leader • you may be well down the MFL road in your school • you may be just coming down the sliproad onto the main carriageway Associate Language Teaching Adviser at CILT The National Centre for Languages Governor of CILT - The National Centre for Languages Member – Advisory Board of The Languages Company Member - National Advisory Committee on Languages in Education Why we are all here is because in this session we all want to:- • to increase our MFL skill base • to revitalize our MFL enthusiasm • rejuvenate our MFL interest • to network, meet new and old friends • to take away a “bucket” of ideas we can use in our schools • to have FUN • and for me because I am passionate about language teaching Did you do this when you were young? I did, only I pretended I was p speaking French. 2 10/12/2009 Fun is a word we will refer to again and again. Fun To get us going here is a PE warm up only it’s in French. Languages make sense, it’s only people who sometimes don’t. ♫ Singing is very much part of learning a foreign language. ♫♫♫♫♫♫♫♫♫ ♫♫♫♫♫ “I didn’t understand a word of what you said, but I knew exactly what you meant”. Year 2 child 3 10/12/2009 As a Head, as a teacher, I believe that:High standards and a broad and rich curriculum go hand in hand. Literacy and Numeracy are vital building blocks, and it is right to focus attention on them. Languages for All: Languages for Life Three overarching objectives: But it is important that children have a rich and exciting experience e perience at primar primary school, school learning a wide ide range of things in a wide range of different ways. I believe that schools should have an extended curriculum which is rich and broad and includes modern languages. •To improve teaching and learning of languages •To introduce a recognition system •To increase the numbers of people studying languages The Primary Entitlement “Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality g and learning g opportunities, pp , making g use of teaching native speakers and e-learning. By age 11 they should have the opportunity to reach a recognised level of competence on the Common European Framework and for that achievement to be recognised through a national scheme.” Languages for All: Languages for Life p15 The staff believe in and are actively involved in what goes on. All staff take part in the methodology training which is offered in school twice each year to local teachers. “Speaking a foreign language provides an opportunity for children who might otherwise be challenged by written tasks, to thrive and grow in confidence.” JB Year 5 “Children adore learning about the lives of other children and MFL teaching is an ideal way to enhance children’s children s knowledge and understanding of all aspects of the world around them. As an adult with limited MFL skills I wish fervently that I had been given the opportunity to learn a foreign language as young as the children in our school, because like all education it gives children choices and opens up so many opportunities in their adult lives.” CK Assistant Head 4 10/12/2009 The language work taking place across the school adds a whole dimension to the work of the school and to each individual child. It is NOT a replacement activity to facilitate PPA. The children enjoy their language learning – how do we know? Because they tell us and they tell us frequently. Every member of staff is involved. Every member of staff has had some training, and volunteered for it. Every member of staff feels some ownership of the language learning taking place. It is the whole team approach that makes « La Difference ». It is now very much part of everyday life for all the children. In this case French forms a part of many of the elements within our curriculum. Using a foreign language is embedded in the daily routines. There is rigour and progression in the language teaching and learning. Parents see MFL as a very natural part of school life. One can see evidence of MFL language learning throughout the school. Secondary colleagues work closely with primary colleagues in regular MFL INSET for teachers and we have learnt a lot from each other. Secondary colleagues are extremely impressed by our work. Children learn better when they are excited and engaged – what excites them is truly excellent teaching, which challenges them and shows them what they can do. When there is joy in what they are doing they learn to love learning. Finding that illusive 60 minutes The 60 minute entitlement – where do we fit it into an already crowded curriculum. The model at Parkroyal School is:- Teachers also need joy in what they are doing and when there is joy and inspiration then they too love learning and teaching. y 1 lesson from a specialist teacher each week – the subject leader who is also a leading teacher for French – Adèle Napper Happy ppy empowered p teachers are effective teachers. y + A programme of embedding activities undertaken by ALL staff including TAs. My job as a Head was to try and make sure that children and teachers were both inspired. y Always look for MFL opportunities in a lot of the work. e..g. Arts Week - Circus OFSTED agreed and we were recently judged outstanding. At the beginning of each year I reminded my staff that interesting schools are staffed by interesting people. y This year, the current Y6 will have done 4 years of French y There is a transition project between some primary schools and the 4 feeder High Schools. There is agreement in some, that the Y7 curriculum will be rewritten to meet the needs of children with prior MFL knowledge in 2009. We hope that our High Schools will not let our children down. 5 10/12/2009 Arts Week 2008 Parkroyal Community School There is increasing recognition that enriching the curriculum and releasing children’s and young people’s creative energy through languages, drama, music, arts and sport reinforces their understanding of the basics and helps them enjoy a broader, more balanced curriculum. curriculum For example the singing, dancing and drama in the MFL work contributed towards gaining the Arts’ Council Artsmark Gold Award. I believe that the University of Cambridge agreed with me some months ago. un Quelques bouffon profs une mime Histoire du cirque Les élèves de CE1 ont principalement utilisé le dossier pédagogique "Le cirque et le jouet" édité par le musée des Arts Décoratifs. Un peu d'histoire Les documents les plus anciens représentent des scènes de cirque remontant à 3500 ans avant notre ère. Il y a 3000 ans, les Egyptiens organisaient des défilés de bêtes sauvages venus de toute ll'Afrique: Afrique: lions, lions chameaux chameaux, éléphants. éléphants C'est en Grèce qu'apparaissent les premiers théâtres en plein air, mais c'est sous les Romains que le stade prit le nom de CIRQUE. Sur les gradins, les spectateurs peuvent parier sur des combats entre hommes (les gladiateurs) ou contre les animaux sauvages. Ceux qui affrontent les animaux sont les "bestiaires": ils luttent contre des taureaux, des fauves ou des ours. Au Moyen Age, les curieux se basculent à la foire pour apercevoir les jongleurs, les montreurs d'ours, les singes savants. Tous les grands rois de France et d'Europe possèdent des ménageries avec des lions, des ours, des lynx ou des panthères. 1840 à 1850 sont les années d'or du cirque français, elles furent les témoins de l'ouverture de nombreux cirques parisiens. des clowns La musique et le cirque un clown Monsieur Loyal Cette année une thème était - European Day of Languages is the ‘starting gun’ for the year’s language teaching. • Every member of the school community is involved. • 80+ activities take place throughout the day. • 2008 saw 25 languages being used in differing activities. • It is inspirational for our children. • It is equally as inspirational for the staff. • It is enjoyed by all, including parents. • It celebrates linguistic diversity and is a great source of inclusion within the school. 6 10/12/2009 European Day of Languages La journée européenne des langues is celebrated on the 26th September every year. 2002 2007 2003 2008 2004 2009 This is the Primary Languages Training Zone. 2005 2006 www.primarylanguages.org.uk A look around the school. Let’s look for ideas, inspiration and FUN This is available to be viewed on the Primary Languages Training Zone. www.primarylanguages.org.uk 7 10/12/2009 European Day of Languages 2008 A farm made in the school entrance by the reception classes Combien de poulets? The Entrance Hall – 26th September 2008 Mrs Mo teaching Chinese writing French cinema is popular with our pupils. Tintin, Asterix and others are well known Posters advertising Tintin films – September 2008 8 10/12/2009 Handa’s surprise La surprise de Handa The school uses Story Sacks throughout the year. A group of Teachers and Parents made the storysacks in an after school club. All our story sacks have a wide range of bilingual books in them. Year 1 working on fruits, told the story of La Surprise de Handa. Literacy. Year 1 – les couleurs avec Elmer 9 10/12/2009 Le Café de Year 2 What is the challenge? Les conjonctions – year 6 Combining MFL with Literacy. Embedding French into Charlotte’s Web Y3 l’oie la fille le rat la grange un cochon Year 3 children study and recreate the work of the French sculptor, Georges Saulterre as part of intercultural understanding. The Parkroyal product His work is often found alongside French autoroutes. Les sculptures des enfants 10 10/12/2009 Books, stories and poems Mr Men comic strips but in French Having heard Monsieur Joyeux in French our Year 6 children make models for future use as animation models which are to be done in French. (after SATs) 11 10/12/2009 2008 – The Year 4 Olympics helps embed our everyday French curriculum Year 4 using the locality as part of their Geography also use French. Year 4 Olympics Ou habites-tu? Fits in with Early Start French 2 Number games on the playground using French and German We value dignity at Parkroyal. Luckily European Day of Languages 2008 was fine. 12 10/12/2009 Reception learning about the weather. • il pleut • mes bottes • mon chapeau • mon parapluie At Parkroyal we believe that:If a child’s natural talent and interest in languages is to flourish, early language learning opportunities need to be provided, and their aptitudes need to be tapped into at the earliest opportunity when they are most receptive. We should also celebrate the many bilingual skills of children growing up in our schools today. Reception class at Parkroyal. These children have been with us just over one term. They are being taught by Kath Rigby, an HLTA who is not a French specialist. Children in one of our Year 2 classes can do the register and play games in several languages. These children had been in school for only 10 weeks at the time this film was made. Year 5 Science Project based on The Works of Jules Verne 13 10/12/2009 Aims • Engage and stimulate interest in fiction especially for boys Voyaging y g g with Verne Carol Kennelly 2009 • C Create t a ffocus for f cross curricular i l teaching • Develop my approach to teaching languages Amity with Amiens Amien’s Favourite Son http://uk.encarta.msn.com/encyclopedia_761576584/Verne_Jules. html http://www.amiens.fr/decouvrir/jules-verne/ville-ideale_ang.asp#11 14 10/12/2009 New Science and Technology during Jules Verne’s Lifetime 1828 1905 Design Technology and Art Language Activities 1 • Proof reading 1, 2 • Identifying the story themes • Identifying aspects of character. • Sentence work; punctuation, word choices, connectives, clauses, rearranging words and phrases • Word work – Thesaurus/Dictionary • Film narrative DVD • Story board in French and English 15 10/12/2009 Language Activities 2 Language • Identifying themes through book covers in French , German and English • Cognates - similarity of words • Labelling comic scenes in French and English • Characters Ch t iintroducing t d i themselves th l – Bonjour B j /J /Je m’appelle ’ ll /Regarde • Directions on Compass Quest – North / Nord - South / Sud East / Est – West / Ouest •Comparing vocabulary • Directions in a town / Treasure trail Town Centre/Centre ville, left / a gauche, right / a droite forward / tout droit, reverse /en arriere •French sentences Language • Quelle heure est-il? • Directions 16 10/12/2009 • Book Covers • Kit list Headlines Resources •Write several newspaper headlines for this scene. •Think of at least five quotes from people in the crowd. •List some word or phrases which could be used to write a report on this topic. •Look at your headlines. Write them in French and German e.g. ‘De la terre à la lune’ • • • • • • • Books DVD (old and new) Internet - including language translators Dictionaries Scanned pictures Comics Nick Warren! ( and others) 17 10/12/2009 Review of Aims Le Monde de Jules Verne • Engage and stimulate interest in fiction especially for boys • C Create t a ffocus for f cross curricular i l teaching • Develop my approach to teaching languages Parkroyal Community School Macclesfield Le Projet « Jules Verne » 18 10/12/2009 Je m’appelle Jules Verne. Je suis né à Nantes le 8 février 1828 dans cette maison. Je suis né à Nantes le 8 février 1828. Barbara est une chanteuse nantaise. Voici la ville de Nantes au temps de Jules Verne. Ecoutez le chanson. Qui peut me dire deux choses de cette chanson? Regardez les voiliers. 19 10/12/2009 Nantes est une grande ville en France. Je m’appelle Jules Verne. Mon père s’appelle Pierre Verne. Quelle ville est la capitale de la France? Ma mère s’appelle s appelle Sophie Allote de la Fuÿe. La capitale de la France est Paris. J’ai un frère et trois sœurs. Un arbre généalogique de la famille Verne Mon frère s’appelle Paul. Pierre et Sophie Mes sœurs ss’appellent appellent Anna, Mathilde et Marie. Jules Paul Anna Mathilde Marie 20 10/12/2009 Jules Verne est écrivain. Quelques de ses livres. Le Tour du Monde en 80 Jours. Voyage au Centre de la Terre. De la Terre à la Lune. Vingt lieues sous les mers mers. Roller is a BBC character. One of our weather windows. Year 6 – French plays a part in everyday life French within Geography in Year 6 21 10/12/2009 The Year 6 residential in France We run 3 residentials per year. • Year 4 within Cheshire • Year 5 to London • Year 6 adventure and language activities in France Intercultural Understanding and Language Learning taking place in France. 22 10/12/2009 National Curriculum requirement for Y6 children to use multimedia. Our Year 6 children make multimedia presentations using French. This has been very successful and very challenging to the children. F E N C H R Bonjour By: Alexia Costanda and Bethany Johnson CONTENTS Les Sports • Les sports • Les animaux sauvages Le football football La natation Swimming • Les Vêtements • La Musique Le ski Skiing La voile Sailing 23 10/12/2009 Les VVêtements êtements Les animaux sauvages La girafe Le tigre Giraffe Tiger Shark Le requin L’éléphant Elephant La R L Robe b Dress Le Pantalon Trousers La Chemise Shirt Le Manteau Coat TagalogA Mum from La Musique the Ukraine dressed in national costume sharing a y in story Russian. Arabic Drum Un Tambour Singer Un chanteur Guitar Une Guitare Russian Greek 24 10/12/2009 Language Learning is FUN I am devoted to early language learning – how much better to inspire our pupils whilst they are young You can see clearly how much our children profit from the experience. They undoubtedly enjoy the process. It adds hugely to their experience. MFL is part of our extended curriculum which is judged as outstanding. Be enthusiastic about what you do in your school, MFL adds a lot. Language teaching is a privilege. You are in a uniquely privileged position to initiate, to enthuse, to inspire and to continue to add a lot to our primary schools. We in primary schools are enthusiastic about what we do – most of the time we love it. (If they would just let us get on with it) What about the teaching in your schools? Be enthusiastic, build motivation, maintain the highest expectations of all you do. Make the teaching in your schools so inspirational that you would be excited by it yourself!!!! I leave you with this thought, is this the perfectly happy pupil? 25 10/12/2009 So to send you marching back to school full of enthusiasm, modern linguistic fun, and fervour I offer the Bagad De Lann Bihoué, the B t Pipe Breton Pi Band B d off the th French F h Navy. Intercultural Understanding 26