Creative Arts - Accelerated Modern Language Acquisition

AMLA (Accelerated Modern Foreign Language Acquisition)
A Partnership of Outstanding Practice
KS2 French Scheme of Work
Planning for Progression: Creative Arts Theme
© AMLA Partnership
January 2014
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The Creative Arts Theme Stage A - Learning Expectations
By the end of Stage A children achieving Grade 1 will be able to:
• understand a few familiar spoken words and phrases
• say and repeat single words and short simple phrases
• recognise and read out a few familiar words and phrases
• write or copy simple words or symbols correctly
By the end of Stage A children achieving Grade 2 will be able to:
• understand a range of familiar spoken phrases
• answer simple questions and give basic information
• understand and read out familiar written phrases
• write one or two short sentences to a model and fill in the words on a
simple form
In the Creative Arts Theme Stage A the children will achieve this through:
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Listening to and responding to simple classroom instructions
Recognising and using colour vocabulary
Counting objects/colours in pictures
Counting/marching time in music
Singing and responding to songs
Understanding the position of colour adjectives (see also Language Awareness Programme)
Recognising patterns in colour words in a range of languages (see also Language Awareness Programme)
Expressing likes and dislikes about art or music
Recognising and making sounds in words and music (see also Language Awareness Programme)
Using colours to describe, compare and contrast art or music from a range of cultures
Using colours to describe emotions and feelings portrayed in art or music
Reflecting on strategies to support language learning e.g. through songs, poems, raps and visual representations
Links with Literacy Curriculum (see also Language Awareness Programme):
 Grammar: nouns, adjectival agreement, positioning of adjectives, word order, definite and indefinite articles
 Spelling: phonological awareness, word roots, etymology, cognates, syllables
 Descriptive writing
 Speaking and listening
 Poetry
© AMLA Partnership
January 2014
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Links with Maths Curriculum:
 Recognising and describing repeating colour patterns
 Patterns in multicultural art
Core Vocabulary at Stage A
Instructions
Levez-vous ! Lève-toi !
Asseyez-vous ! Assieds-toi !
Ecoutez! Écoute!
Répétez! Répète!
Regardez ! Regarde !
Silence!
Arrêtez-vous! Arrêtes-toi!
Rangez vos affaires!
Mettez-vous en ligne!
Donnez-moi ! Donne-moi ! e.g. Donne(z)-moi un crayon bleu !
Montrez-moi ! Montre-moi ! e.g. Montre(z)-moi un crayon bleu !
Marchez ! Marche !
Levez le main/doigt ! Lève le main/doigt !
Stop !
Common praise words
Super ! Excellent ! Merveilleux ! Fantastique!
Classroom responses and polite requests:
S’il vous plaît
Merci
Comment dit-on … en français ?
© AMLA Partnership
January 2014
Please
Thank you
How do you say … in French ?
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e.g. Comment dit-on ‘yellow’ en français? Comment dit-on ‘jaune’ en anglais ?
Question and answer phrases:
C’est de quelle couleur? C’est bleu.
C’est bleu ou rouge ? C’est rouge.
As-tu des crayons? Oui, j’ai un crayon bleu.
Est-ce qu’il y a un chat ? Oui, il y a un chat. Non, il n’y a pas de chat.
C’est combien ? C’est deux.
Combien de…. ? Dix
Tu aimes la peinture/la musique ? Oui, j’aime la peinture/la musique Non, je n’aime pas la peinture/la musique.
Conjunctions
et
Classroom objects:
un crayon, des ciseaux, un cahier, un stylo, une gomme, une règle, une trousse
Colours :
bleu, blanc, rouge, noir, jaune, vert, brun, orange, violet
Emotions :
Content(e), triste
Metalanguage
nom (n.), adjectif (a.),
See the resources section for an example 6 week planning overview for Creative Arts Stage A
© AMLA Partnership
January 2014
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By the end of Stage B children achieving Grade 2 will be able to:
• understand a range of familiar spoken phrases
• answer simple questions and give basic information
• understand and read out familiar written phrases
• write one or two short sentences to a model and fill in the words on
a simple form
By the end of Stage B children achieving Grade 3 will be able to:
• understand the main points from a short spoken passage made up of
familiar language
• ask and answer simple questions and talk about their interests
• understand the main points from a short written text in clear printed script
• write a few short sentences with support, using expressions which they
have already learnt
In the Creative Arts Theme Stage B the children will achieve this through:
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Listening to and responding to a sequence of simple classroom instructions
Using a range of colour vocabulary to describe art and music, including shades of colour
Further development of word order through colour qualifiers e.g. bleu sombre, bleu clair
Expressing likes and dislikes about art or music
Writing colour poems and songs using models and reference sources
Participating in thinking skills activities linked to colour vocabulary
Investigating the work of artists and composers
Using colours to describe, compare and contrast art or music from a range of cultures
Using colours to describe emotions and feelings portrayed in art or music
Reflecting on strategies to support language learning e.g. through songs, poems, raps, visual representations, best guess
Links to Literacy Curriculum (see also Language Awareness Programme):
 Grammar: adjectival agreement, word order, conjunctions, clauses
 Spelling: phonological awareness, word roots, etymology, morphology, cognates, syllables
 Descriptive writing
 Speaking and listening
 Poetry
Links with Maths Curriculum:
 Recognising and describing repeating patterns
© AMLA Partnership
January 2014
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Patterns and shapes in multicultural art
Stage B vocabulary additions
Polite classroom responses
Je ne comprends pas I don’t understand
Questions and answers
Pourquoi ?
Why ? Parce que c’est super/cool/fantastique/excellent
Qu’est-ce que tu aimes dans la peinture ?
Conjunctions
Mais, parce que
Adjectives and qualifers
beau/belle, sombre, clair(e), très
Parts of the body
les cheveux, la tête, un œil, les yeux, le nez, la bouche, la main, une oreille, le bras, le doigt, le pied
Metalanguage for dictionary use
verbe (v.), adverb (adv.) pronom (pron.)
See the resources section for an example 6 week planning overview for Creative Arts Stage B
© AMLA Partnership
January 2014
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By the end of Stage C children achieving Grade 3 will be able to:
• understand the main points from a short spoken passage made up
of familiar language
• ask and answer simple questions and talk about their interests
• understand the main points from a short written text in clear printed
script
• write a few short sentences with support, using expressions which
they have already learnt
By the end of Stage C children achieving Grade 4 will be able to:
• understand the main points and some of the detail from a spoken passage
made up of familiar language in simple sentences
• take part in a simple conversation and express opinions.
• understand the main points and some of the detail from short written texts
in familiar contexts
• write a short text on a familiar topic, adapting language which they have
already learnt
In the Creative Arts Theme Stage C the children will achieve this through:
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Using, understanding and responding to a range of classroom instructions
Using a range of colour vocabulary to describe art and music, including shades of colour
Expressing opinions about art or music
Writing poems and songs and adapting and manipulating language using a range of starting points and models
Participating in thinking skills activities linked to art and music
Investigating the work of artists and composers
Describing, compare and contrasting art or music from a range of cultures
Describing emotions and feelings portrayed in art or music
Reflecting on strategies to support language learning e.g. through songs, poems, raps, visual representations, best guess, references,
transferable skills
Stage C vocabulary additions
Polite classroom requests
Est-ce que je peux (+ infinitive) ? e.g. Est-ce que je peux aller à … ?
Conjunctions
aussi
© AMLA Partnership
January 2014
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Prepositions and Qualifiers
Près, loin, trop, assez
See the resources section for an example 6 week planning overview for Creative Arts Stage C
By the end of Stage D children achieving Grade 4 will be able to:
• understand the main points and some of the detail from a spoken
passage made up of familiar language in simple sentences
• take part in a simple conversation and express opinions.
• understand the main points and some of the detail from short
written texts in familiar contexts
• write a short text on a familiar topic, adapting language which they
have already learnt
By the end of Stage D children exceeding Grade 4 will be able to:
• understand the main points and opinions in spoken passages made up of
familiar material from various contexts
• give a short prepared talk, on a topic of their choice, including expressing
their opinions
• understand the main points and opinions in the written texts from various
contexts
• write a short text on a range of familiar topics, using simple sentences
In the Creative Arts Theme Stage D the children consolidate and extend previous learning through an increasingly independent project based
approach to language learning. Where appropriate, they practice and extend their language learning through subjects and purposeful contents.
Contexts for Learning through the Creative Arts Theme
A study of French artists: Monet, Manet, Renoir
A study of art styles: e.g. Cubists – Picasso, Matisse, Duchamp http://makingartfun.com/pdf/watercolor-matisse.pdf
http://www.oxfam.org.uk/education/resources/global-music-lessons-for-ages-7--11 Oxfam Global Music Lessons – Islamic Art Patterns
A study of colour poetry
A study of musical styles
A cultural study
See the resources section for an example planning grid for Stage D projects
© AMLA Partnership
January 2014
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Progression Exemplars Creative Arts Theme:
Theme – Creative Arts : Speaking
Teacher’s Prompt: C’est bleu ou jaune ?
Stage A example response
C’est bleu.
Teacher’s Prompt : Tu aimes la peinture ?
Stage B example response
Oui, j’aime la peinture. J’aime les oiseaux bleus.
Teacher’s Prompt : Qu’est-ce qu’il y a dans la peinture ?
Stage C example response
Dans la peinture il y a un arbre vert et deux petits oiseaux bleus. J’aime la peinture…c’est
magnifique !
Teacher’s Prompt : Tu aimes la peinture ?
Stage D example response
© AMLA Partnership
January 2014
Je n’aime pas la peinture parce que c’est très ennuyeuse. A mon avis les couleurs sont assez
sombres. Je préfère la peinture rouge et jaune.
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