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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?