Stepping away from the text

book

A more creative New Secondary Curriculum for MFL.

http://sdvaughan.edublogs.org

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• Responds to individual learner needs

• Builds towards KS4 • invites cross-curricular learning• Accommodates ‘local’ learning• Embraces skills & processes

Content free KS3

‘Le Chateau

Mystère’Phoning

the police

Past Tense

Personal description

Problem solving

Story telling & extended reading

Time Phrases/telling

the time

Prepositions

Adjectives/adjectival

ending

Colours

Items of furniture

Rooms in the house

Question words

Emergency services in TL country

Illness/injury

Parts of the body

New verbs/vocabular

y

PronunciationOpinion

& supposition

What were we trying to achieve?

Improved independent learning

Improved language learning skills

To develop questioning skills

To develop the use of tenses

Pupils produce a police file investigating a crime

Clear assessment criteria

Clear minimum content for the final piece of work to be handed in.

Clear outcomes

Written description of the crime scene ‘Before and after’ comparison of scene Completed transcript of a witness statement. Audio/video recording of Police interview of

witness or perpetrator inc. writing their own questions

Chronology of events using clues from the crime scene/witness statements

Redrafting of the story in first person as a witness statement

Tasks:

‘Le Chateau

Mystère’Phoning

the police

Past Tense

Personal description

Problem solving

Story telling & extended reading

Time Phrases/telling

the time

Prepositions

Adjectives/adjectival

ending

Colours

Items of furniture

Rooms in the house

Question words

Emergency services in TL country

Illness/injury

Parts of the body

New verbs/vocabular

y

PronunciationOpinion

& supposition

Rooms in the house

Furniture & prepositions

‘Before and after’ &

comparatives

Introduced details about

the crime: Past tense

Question words: used to elicit information

Time phrases & chronology

of events

Re-drafting into 1st/3 person

Transcriptaudio/video

Suspect line up

Rooms in the house

Furniture & prepositions

‘Before and after’ &

comparatives

Introduced details about the crime: Past tense

Question words: used to elicit information

Time phrases & chronology

of events

Re-drafting into 1st/3 person

Transcripts: audio/video

Suspect line up

Adjectives & adjectival endings

Creativity

Language processes & presentation

skills

Forming questions

Problem solving

Storytelling & extending reading and

writing

Colour & form

New vocabulary and tenses

Language for real purpose

Personal description Body parts/illness Using the Emergency Services

Cross-curricular links:

Further learning & development:

•Science: Forensics – fingerprinting

•PHSE: Crime & Punishment

•DT: House construction

•Drama : crime reconstruction

Food types

Likes/dislikes

Currency/exchange

Quantities

Colour & Form

Adjectives/Adjectival

ending

Bon app!

Imperatives

Presentation Skills

Giving & Justifying opinion

Research skills

PLTS/Team work

Cultural aspects

Writing instruction

sTransactional Language: Au café, au marché etc

Regular verbs

Cookery skills

Regions& produce

Countries & Nationality

Directions

Places in the town

Transports

Telling the Time/ Numbers

Colour & Form

Adjectives/

Adjectival ending

Le Grand Prix

Tenses

Map reading

Giving & Justifying opinion

Research skills

PLTS/Team work

History & Cultural aspects

Dealing with

problems

Transactional Language

Verb ‘aller’ + simple

future

Other Ideas:

‘The Great Dinner debate’ Relocation, Relocation... Fantasy football portfolio/WAGS Popular/historical literature/poetry for context A day in the life of… My dream holiday: Give budget, book tickets, book

accommodation etc Relocation, Relocation... Compare & Contrast: TL Countries/Cultural aspects Healthy Living Manual Protecting our Planet campaign ‘The Great Dinner debate’ Sporting Event dossier: Tour De France, World Cup,

Olympics

Identify the required content first Design a ‘theme’ around them Keep ‘themes’ generic Have clear learning outcomes Plan for progression within a unit Plan for progression across a Key Stage

Golden rules:

http://sdvaughan.edublogs.org