26 February 2007

Enniskillen

Area of LearningModern Languages

Ice Breaker

• Complete science worksheet

• X official EU languages: what are they?

Aim:To build on prior learning in relation to the Revised Curriculum within the context of an Area of LearningLearning Outcomes:• To explore the learning experiences that characterise the Revised Curriculum • To consider approaches to planning for implementation

Programme09.30 Introduction

10.00 Activity 1: Exploring the Learning Experience

10.30 Coffee

11.30 Activity 2: Exploring the Learning Experience: Debrief

12.00 Activity 3: Beginning to Consider Approaches to Planning

12.30 Lunch

13.30 Activity 4: Planning a Learning Experience

14.35 Reflection and Next Steps

Leading Learning 1 November 2005

Leading Learning 2 April/May 2006

Suggested Whole School Development Day August 2006

Development Team Day 1 September/October 2006

Suggested Staff Development Day Halloween

Development Team Day 2 November/December 2006

Suggested Whole School Development Day December 2006/January 2007

Learning Areas Day 1

Out-centre based training day

February/April 2007

Curriculum AimCurriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potentialThe Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.and to make informed and responsible decisions throughout their lives.

Curriculum ObjectivesCurriculum Objectives To develop the young person as an To develop the young person as an individualindividual

To develop the young person as a To develop the young person as a contributor to societycontributor to society

To develop the young person as a contributor To develop the young person as a contributor to the economy & environmentto the economy & environment

personal understandingpersonal understandingmutual understandingmutual understandingpersonal healthpersonal healthmoral charactermoral characterspiritual awarenessspiritual awareness

citizenshipcitizenshipcultural understandingcultural understandingmedia awarenessmedia awarenessethical awarenessethical awareness

employabilityemployabilityeconomic awarenesseconomic awarenesseducation for sustainable education for sustainable developmentdevelopment

KeyKeyElementsElements

Key Elements

Modern Languages

Curriculum AimCurriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potentialThe Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.and to make informed and responsible decisions throughout their lives.

Curriculum ObjectivesCurriculum Objectives To develop the young person as an To develop the young person as an individualindividual

To develop the young person as a To develop the young person as a contributor to societycontributor to society

To develop the young person as a contributor To develop the young person as a contributor to the economy & environmentto the economy & environment

personal understandingpersonal understandingmutual understandingmutual understandingpersonal healthpersonal healthmoral charactermoral characterspiritual awarenessspiritual awareness

citizenshipcitizenshipcultural understandingcultural understandingmedia awarenessmedia awarenessethical awarenessethical awareness

employabilityemployabilityeconomic awarenesseconomic awarenesseducation for sustainable education for sustainable developmentdevelopment

KeyKeyElementsElements

Personal Personal DevelopmentDevelopment

Local & Global Local & Global CitizenshipCitizenship

EmployabilityEmployabilityHome EconomicsHome EconomicsLearning for Life Learning for Life and Workand Work

FORFOR

THROUGHTHROUGH

The The ArtsArts

English (And IrishIn Irish medium

schools) with Media Education

Environment Environment & Society& Society

Mathematics Mathematics with Financial with Financial

CapabilityCapability

Modern Modern LanguagesLanguages

Physical Physical EducationEducation

Science & Science & TechnologyTechnology

Religious Religious EducationEducation

Areas of Areas of LearningLearning

ACROSSACROSS

Attitudes and Attitudes and DispositionsDispositions

Personal responsibilityPersonal responsibility concern for othersconcern for others commitment-determination – resourcefulness commitment-determination – resourcefulness openness to new ideas openness to new ideas

Self-belief-optimism-pragmatismSelf-belief-optimism-pragmatism curiosity community spirit flexibility tolerance integrity-moral courage curiosity community spirit flexibility tolerance integrity-moral courage respect respect

Promoting/EncouragingPromoting/Encouraging

Learning Learning ExperiencesExperiences

Investigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choiceInvestigating & problem-solving linked to other curriculum areas relevant & enjoyable media rich skills integrated active & hands on offers choice

Challenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry basedChallenging & engaging supportive environment culturally diverse positive reinforcement varied to suit learning style on-going reflection enquiry based

INFUSINGINFUSING

Cross-Curricular Skills Cross-Curricular Skills

Thinking Skills and Thinking Skills and Personal CapabilitiesPersonal Capabilities

Communication Using Mathematics Using ICT

Managing Information Thinking, Problem Solving, Decision Making Being Creative

Working with Others Self Management

Assessment for Assessment for LearningLearning

Clear learning Clear learning intentions intentions

shared with shared with pupilspupils

Taking risksTaking risksfor learningfor learning

Shared/negotiated Shared/negotiated success criteriasuccess criteria

Peer and Peer and selfself

assessmentassessment

IndividualIndividualtargettargetsettingsetting

Building a more Building a more open relationship open relationship between learner between learner

and teacherand teacher

Celebrate Celebrate success against success against agreed success agreed success

criteriacriteria

Advice on what Advice on what to improve and to improve and how to improve how to improve

itit

Peer and self Peer and self evaluation of evaluation of

learninglearning

Activity 1- What will it look like in the ML classroom?

• Consider one of the following:• The key elements on the ML A3 sheet• The characteristics of Assessment for Learning• The strands and sub-strands of the Thinking

Skills and Personal Capabilities framework

• What are we currently doing that already relates to this?

• What could be a real challenge for us?• Where could we go next?

Assessment Update

Communication, Using Mathematics and Using ICT are the 3 cross-curricular skills

2007-8 2008-9 2009-10

Year 8 Revised Curriculum statutory

Revised Curriculum statutory

Annual Pupil Profile statutory

Report on:•Learning Areas and LLW•Cross-curricular skills•Thinking Skills and Personal Capabilities

Revised Curriculum statutory

Annual Pupil Profile statutory

Assess and report on:•Learning Areas and LLW•Cross-curricular skills•Thinking Skills and Personal Capabilities

Year 9

Year 10

Questions and Comments

Activity 2

Exploring the Learning Experience

Healthy Eating

Healthy EatingPrior Knowledge

•Likes and dislikes

•Basic vocabulary associated with the topic

•Knowledge about healthy eating acquired in Home Economics and Science

Healthy EatingLearning Intentions

• Justify opinions

•Say which food is good for you

•Become more independent at working out the meaning of unfamiliar words

You say Food Plate

I say Food Pyramid

A prendre ou à laisser

Coffee

Activity 2 – Affective Response

How different would this lesson feel from the point of view of the learner?

Activity 2 cont’d1. How effective was the lesson in meeting the

Learning Intentions? Why? In what ways?2. What could have been done better?

Differently?3. What opportunities for Skills Development

did the lesson provide?4. How did the specific methodologies used in

the taught lesson contribute to developing these skills?

Chile Brasil Ecuador España Blanco rojo azul naranja

Padre madre hermano tio Avión camion bicicleta tren

Limpiar hacer la cama cocinar jardinarCol plátano naranja manzana

Bombero jardinero medico carteroCafé cereals vino zumo de fruta

Carta television ordenador teléfonoLevantarse ducharse divertirse desayunar

Lápiz regla mochila gomaGato raton conejo loro

Fizzy Lifting Drinks“ Oh, these are fabulous!" cried Mr Wonka. “They fill you with

bubbles, and the bubbles are full of a special kind of gas, and this gas is so terrifically lifting that it lifts you right off the ground just like a balloon, and up you go until your head hits the ceiling- and there you stay.”

“But how do you come down again?” asked little Charlie.“You do a burp, of course,” said Mr Wonka.

Charlie and the Chocolate Factory, Roald DahlSERVES 1You will need:cream sodaVanilla ice cream1 Close the doors so that you don’t end up to the moon2 Pour cream soda into a glass3 Top with a giant scoop of vanilla ice cream4 Drink5 Burp

Activity 3Group Discussion:• Look at the unit of work in its

entirety. Consider where reference is made to the following:

• Key elements• Learning intentions• Skills and capabilities• Learning outcomes

• How appropriate is the suggested template for planning purposes?

Lunch

Cadavres Exquis

http://www.francparler.org/fiches/cadavre_exquis.htm

Activity 4

Planning a Learning Experience• In groups, review and discuss this unit and

apply methodologies/approaches from this morning to revamp the unit focusing on learning intentions with some indication of learning experiences etc.

• Share the re-drafts with all groups.

Starting points• What are the headings on your current planning grid?

•What is worth keeping?

•What are you not currently planning for?

•The cherry on the top?

Possible progression for Term1• Key elements

•Knowledge, skills, Understanding

•Notions and functions

•TS&PC

•AfL

•Others

Reflection and Next Steps• Where are we now?• How will we begin to take this forward?• How can we share good practice within our dept?• How can we benefit from good practice

in other areas of the curriculum?

L’enfant du lundi Est lent et laidL’enfant du mardiEst mignon et malinL’enfant du mercrediEst mauvais et maigreL’enfant du jeudiEst joli et joyeux

L’enfant du lundi

L’enfant du vendrediEst vicieux et vilainL’enfant du samediEst souriant et sympaL’enfant du dimancheEst drôle et dynamique

Planning for the Revised Curriculum

• What are the key components for your lesson

• Think about what you are currently doing and how you could make it more in the spirit of the revised curriculum

Activity 3 – Affective Response

How different would this lesson feel from the point of view of the learner?