An
audit of the Modern Languages Draft Outcomes, with reference to "Metro" (though this can easily be adapted to suit any
course).
Overarching experiences for learning new languages
|
Through
my learning of a new language: |
|
I
gain a deeper understanding of my first language and appreciate the richness
and interconnected nature of languages |
We regularly draw parallels with English (and other
languages) when we give vocabulary, and discuss structures and grammar in
general. This allows and enables pupils to develop a deeper understanding of
their own language as well as the FL. Grammar and grammatical terms (applicable
to English) are reinforced and taught even where these may not be covered in
English (or other) classes.
|
I enhance my understanding and enjoyment of other
cultures and of my own and gain insights into other ways of thinking and
other views of the world |
Numerous contexts are used to provide vocabulary, and also background information on various aspects of life elsewhere. Contexts include personal information and formalities, the European community and FL-speaking countries, family and daily routine, schooling with particular reference to subjects and sporting activities. We also discuss home life, discussing food and daily habits, and towns and communities. Use may also be made of films and video clips from internet sites to introduce broader issues and themes.
|
I develop skills that I can use and enjoy in work
and leisure throughout my life. |
Communication skills gained through knowledge of an FL (and mother tongue) may be used in a large variety of ways in terms of work, leisure interests and holiday-making. There is the possibility of gaining promotion at work, or being invited to travel on behalf of work as a result of language skills. This extends to skills to do with meeting people, knowledge of other cultures, and the exercising of tolerance and understanding toward others.
Overarching
experiences for all language learning
|
In
all my language learning: |
|
I communicate, collaborate and build relationships |
Work is done in a number of ways - paired work, group work, in conversation with the teacher (both in spoken and written form), allowing pupils to develop relationships with one another and with the member of staff. Pupils may be asked for contributions to a discussion, a dialogue or a brief descriptive paragraph, sharing their thoughts and ideas, and listening to those of others.
|
I learn to reflect on and explain my thinking |
When pupils answer questions such as "how" and "why", they are encouraged to give reasons for their thoughts and answers, necessitating thought and reflection. This applies equally to linguistic and thematic reflection. Discussion arises as a response to stimulation through judicious questioning.
|
I develop my understanding of how language works and
what is special, vibrant and valuable about other languages and cultures and
my own |
The answer to this is largely covered by the response to the first two overarching outcomes, but it should be noted it is also important to recognise the importance of idiom (differences in ways of expressing ideas).
|
I engage with a rich range of texts in different
media |
A variety of text types and media are used regularly: book, internet, worksheets, Metro Electro, Boardworks, interactive whiteboard, computer, bibliobus, wordsearch, film, magazine articles, video clips from internet, texts of teacher's own fabrication.
|
I explore the richness and diversity of language,
how it can affect me and the wide range of ways in which I and others can be
creative |
We extend pupils' vocabulary in a variety of contexts and invite pupils to produce their own material in written form, for internet, posters, pictures, dialogues, paired speaking, enabling pupils to deal effectively with various situations and improving their communication skills.
|
I appreciate the power of language to influence and
bring about change |
This can be achieved through successful communication - understanding questions and situations, and making appropriate responses, making statements or suggestions while giving reasons and opinions.
|
I develop an understanding of relationships,
motivations, ideas and actions |
This can be achieved through research and investigation into topics and situations (linguistically), while social education is undertaken by way of interaction with other pupils and members of staff.
|
I take advantage of the opportunities offered by
information and communication technology. |
Pupils can take advantage of internet access, interactive whiteboards, computers, DVDs, video clips, good quality sound systems, digital cameras and audio recorders.
Literacy and numeracy
If literacy and numeracy are to be improved, it is strongly suggested that efforts should be made to embed this improvement across the curriculum rather than introduce separate tests (aimed at what age group, and for what purpose?) which would simply replicate elements of English and Maths testing.
Assuming literacy can be defined as "expressing oneself with clarity and accuracy", we are of the opinion that pupils would be best served through increased rigour in language correction across all subjects.
Stuart Fernie
Curriculum
for Excellence
Audit
of Metro 1 at Second level
Listening
and talking
LAN 251MA Listening for information
I can
listen to and show understanding of familiar instructions and language from
familiar voices and sources.
Pupils are encouraged to use French in
simple situations in class. One of the first things we do is teach class room
language (instructions, excuses, asking for help) and it is used on a daily
basis. Pupils get used to the voice of their teacher and the voices of the
speakers in the course book and IT material.
LAN 252MB Listening and talking with others
I can
listen and respond to familiar voices in short, predictable conversations using
straightforward language and/or non-verbal techniques such as gesture and eye
contact.
There are opportunities for short
predictable conversational responses, which arise from routine class work with
the teacher, with a partner or in end of module assessments.
LAN 253MB Listening and talking with others
I can
take part effectively in prepared conversations by sharing information about
myself and others or interests of my choice, using familiar vocabulary and
basic language structures.
There are opportunities for prepared
conversations by preparing for and carrying out the mini test midway through
each module and in preparing for the end of module assessments.
LAN 254MB I can ask for help confidently using
learned phrases and familiar language.
Pupils are taught how to ask for help if it
is required. Each end of module assessment includes this as a revision point.
LAN 255MB I can participate in familiar collaborative
activities including games, paired speaking and short role plays.
There are opportunities for familiar
collaborative activities in each module. Every unit has an "A deux" activity and each mini test is done with a partner.
There are end of module class activities which involve songs and music as well
as poetry. There are role play activities such as
buying souvenirs and asking for and giving directions.
LAN 256MC Organising and using information
I can
deliver a brief presentation on a familiar topic using familiar language and
phrases.
There are "en plus" activities such as "Prepare une
presentation"
and
throughout pupils will undertake brief presentations on une
journee au college, uniforme
scolaire, ma chambre, mon week-end.
LAN 257MC I
have worked with others, using ICT where
appropriate,
and can contribute successfully to presentation in English, supported by use of
the language I am learning, on an aspect of life in the country where the
language I am learning is spoken.
Pupils may work individually, with a
partner or in a group to research an aspect of
LAN 258MD Using knowledge about language
I can use my knowledge about language and
pronunciation to ensure that others can understand me when I read aloud or say
familiar words, phrases and short texts.
Pronunciation and intonation are taught
from the beginning of the course. Correct use of both is regularly demonstrated
by the teacher and pupils' attention is drawn to both when listening and
talking activities are being done.
LAN 259ME Finding and using information
I have
demonstrated my understanding of text by matching the written word to pictures
and by reconstructing the text in a logical sequence.
There are frequent activities which involve
deconstruction and reconstruction of text, with explanations and grammar points
being an integral part of these processes. There are also opportunities to use
supported templates for writing activities which further encourage the use of
accurate French. There are many picture matching exercises in the text book, in
Metro Electro and BoardWorks.
LAN 260MF Reading
to appreciate other cultures
I have
worked with others to read and discuss simple texts in the language I am
learning. I can share simple facts about features of life in some of the
countries where the language I am learning is spoken.
Teachers routinely exploit opportunities to
discuss aspects of life in foreign countries, where appropriate, and with
reference particularly to French speaking countries. Use is made of ICT to find
attractive and engaging materials to supplement the course book. We learn about
daily routine, school life, fashion, customs and local community. Pupils are encouraged to be tolerant of other
cultures and ways of life.
LAN 261MG Reading
for enjoyment
I have
selected and can read, on my own and with others, a variety of straightforward
texts of different types, including short imaginative accounts and poetry,
which may have been adapted.
Pupils may access a wide range of authentic
and adapted reading material: Metro Electro, BoardWorks, the internet, Bibliobus,
magazine articles, film posters.
LAN 262MH Using knowledge about language
I can
understand how a bilingual dictionary works.
Pupils are shown how to use a dictionaries
(paper or software), glossaries and word lists. They are encouraged to make
bilingual lists of new words in their jotters.
LAN 263MH I can make comparisons and explore
connections between spelling patterns in English and the language I am
learning.
Pupils are encouraged to look for and
recognise word and spelling patterns. Where it helps they are taught to look for
words within words and every opportunity is taken to exploit this technique.
LAN 264MH I can recognise and comment on other
features of my own language which help to make sense of words in the language I
am learning.
There are frequent cross references made to
the similarities and differences between English and French grammar. Proper
grammatical terms are used from the beginning of the course and pupils are
encouraged to be observant of the processes at work. They are taught to "look,
see what you are looking at, understand what you see, learn from what you
understand and act on what you learn".
Writing
I have
used the support of others and accessed appropriate reference materials of my
choice to help me plan my writing, using ICT when appropriate.
LAN 265MI Organising
and using information
I can
use familiar language to describe myself and to exchange straightforward
information.
Each end of module assessment has a writing
activity. Pupils are given time to prepare these tasks and are encourage to
source material for each topic. These will include factual statements and
personal observation or opinions. Topics are: Self and family, the school
community, free time, local area and planning for a holiday.
LAN 266MJ Using
knowledge about language
I have
used my knowledge of language and success criteria to help me, and I can check
that I have written familiar words and phrases accurately.
The pupils' workbooks have an extensive end
of module checklist for preparing assessment tasks. These prompt the pupils to
reflect not only on what they have learnt, but how well they have learnt it.
There are examples of simple, good and excellent categories for writing. They
are encouraged to check for spelling and meaning when they are preparing these
tasks.
Arthur Scott