Less is definitely more

less
more
When less is definitely more:
success with the new
secondary curriculum
“Less is more.”
The notion that
simplicity and clarity
lead to good design.
19th century proverbial phrase, first
found in print in Andrea del Sarto, 1855,
a poem by Robert Browning
More and more……..!
new Ofsted framework
new secondary curriculum
renewed framework
new GCSE
“Employers want
conversational ability,
which will give a good
impression, help to build
relationships and make
new contacts.”
Extract from a House of Lords Debate, 3 December 2009
And what’s
next…???
Rachel Hawkes
• Any languages can be taught
• No prescribed topics
Emphasis now on:
• Creativity
• Culture
• Links with other subjects
• Active learning
• International contacts
• Meaningful topics
• Skills
• Learning beyond the classroom
freedom
prescription
Less prescribed content
but an increased focus
on subject discipline…
the key ideas and skills
that underpin a subject.
Rachel Hawkes
Getting the learning right @KS3
Rachel Hawkes
Materials
Content
Skills
Structures
Themes
Model for curriculum
design in languages
Ways of working
Rachel Hawkes
Pictures
Songs
Authentic
texts
History
Art
Citizenship
Prejudice
Materials
Content
Pronunciation
Memory
Sentence-building
Skills
Structures
Key verbs & patterns
Question words
& Adjectives
Environment Nouns
Key modals
Reading images
Pair/Group
Film
Adverts
Stories
Geography
Culture
Music
War/Peace
Poverty
Creation
Themes
Composing
Research
Living
Graphs
Role Play Physical theatre
Collective memory
Model for curriculum
design in languages
Ways of working
Hot Seating
Activity
Card sorting
Rachel Hawkes
Progression: Language structures
pronouns
common Irregular Verbs – SER, ESTAR, TENER, Hay
present tense – REG verbs – AR/ER/IR
indefinite & definite articles
adjectives & adjective endings
common conjunctions – y, pero, también,
porque, sin embargo
time expressions
question words
impersonal verbs – me gusta etc..
radical-changing verbs
se puede + infin
near future – voy a +infin
Progression: Text types
Report
Definition
Questionnaire
Description
Informal letter
Cross-curriculum links
Content – Geography, Art
Skills – ICT, Music, Geography,
English
Ways of working – Drama,
Geography, English, FT, PE
Language skills
Pronunciation
Memory
Sentence-building
Creativity
Performance
Autonomy
PLTS
Self manager
Effective participator
Creative Thinker
Reflective learner
Independent Enquirer
Team worker
CREATE
Creative:
Year 7
Spanish
Curriculum
Joined-up
thinking
Active:
creative thinking
generating ideas
taking risks
being active
being attentive
noticing
responding with confidence
Reasoning:
Tenacious:
Analysing
Problem-solving
Decision-making
Justifying
Categorising
Making links
persevering
coping strategies
leeping positive
having goals
Everlasting:
effective memory skills
developing ICT skills
Communicating
developing learning styles
Cooperating
revising (well)
Speaking & listening (well)transferring skills
Group working
personal study skills
Empathic:
Content
My world and the Spanish-speaking world – Personal details, Countries,
Describing Places, Geographical features, Animals, Family, Physical Description
School – Subjects, Likes & Dislikes, Reasons, Preferences, School Day, Time &
Timetables, Comparisons of different schools
Free time – Sports, Hobbies, Keeping Fit, Plans for the summer/weekend
Town – Places in town, facilities, directions, describing places, saying what you can
do, ‘selling’ a place
Rachel Hawkes
more
less
less
more
prescription
freedom
teacher talk
learner talk
coverage
mastery
textbook
meaning
control
creativity
Rachel Hawkes
student talk
teacher talk
• Teaching sound-written patterns (phonics)
• Building a framework for spontaneous talk
• Providing opportunities for planned and
unplanned talk
• Focusing on key structures
• Providing a range of stimulus material to
respond to
• Using technology to enhance interactions
Rachel Hawkes
Jollyphonics
El sistema
fónico
Cognates
Pronounce!
News
Comic strips
Syllable squares
Tongue twisters
songs
film clips
Group Talk
pictures
adverts
Rachel Hawkes
C’est super!
C’est nul!
J’aime!
Je n’aime pas!
Qu’est-ce que tu
penses?

Oui, c’est vrai!
Non, c’est faux!
X X
Moi aussi!
Moi non plus!
X
Tu es dingue!
Je pense que...
Gracias @ Greg
Asking questions
Understanding &
responding
Planned 
Unplanned
• group talk routines
•speaking lines
•Find someone who
• what are the
questions?
• free conversation
• Target talk
• Say something else
• Odd one out • Spot the difference
• 5 Ws
• Tell a story
• Reading Images
• Then & now
Your answer must contain EXACTLY 7 words!
Your answer must contain more than 8 words!
Now make sure your answer contains an opinion!
This time make sure your answer contains the words
ne…jamais!
Hay montañas grandes.
El paisaje es muy verde.
Hay muchos árboles.
No hay muchas casas.
La casa es vieja y gris/marrón.
Pienso que es un lugar muy
tranquilo.
Key structures
Je ne peux pas...
Je ne veux pas...
J’aime.....
J’aime beaucoup.....
manger
peler
presser
couper
boire
cuire
attraper
préparer
voler
acheter
lancer
donner
Gracias a Steven Fawkes
•
•
•
•
•
•
mastery
coverage
More time
Embedding and elaborating
Projects
Known language in new contexts
Time to re-draft and re-visit
Creative outcomes
Rachel Hawkes
KS3 French Core Language
Pronouns
je – I
tu – you (sing.)
il/elle – he/she
on – we / one
nous – we
vous – you (pl or formal.)
ils/elles – they
j’ai
I have
tu as
you have
il /elle/on a
he/she/we have
faire – to do
je suis
I am
je fais
I do
tu es
you are
tu fais
you do
il/elle/on est
he/she is/we are
il / elle/ on
fait
he/she /we do
we are
nous faisons
we do
nous avons
we have
nous
sommes
vous avez
you have (formal or
vous êtes
you are
vous faites
you do
Ils/ elles ont
they have
ils / elles
sont
they are
ils / elles font
they/you do
Time words
maintenant – now
avant – before
après – after
aujourd’hui – today
hier – yesterday
demain – tomorrow
encore une fois - again
toujours – always
souvent – often
quelquefois – sometimes
jamais – never
la semaine dernière – last week
la semaine prochaine – next week
Opinions
Je pense que – I think that
Je crois que – I believe that
Il me semble que – it seems that..
A mon avis.. – in my opinion..
être – to be
avoir – to have
.pl.)
Referring to things
une chose – a thing
ceci – this
cela – that
quelque chose– something
(un) autre – (an)other
beaucoup (de) – a lot (of)
(un) peu – (a) little
très – very
tout – all/everything
trop – too (much)
Referring to places
ici – here
là-(bas) – (over) there
Saying what you did
Making links
et – and
ou – or
aussi – also
mais – but
parce que – because
avec – with
sans - without
Je suis allé(e) – I went
j’ai fait– I did
J’ai vu – I saw
j’ai joué – I played
j’ai mangé – I ate
j’ai bu – I drank
J’ai regardé – I watched
J’ai travaillé – I worked
J’ai voyagé – I travelled
Sentence building
Je peux / on peut
I can / you/we can...
Je veux
I want to..
Je dois
I have to…
Je vais / on va
+ verb
I’m going to/we’re going to…
J’aime /je n’aime pas
I like to / I don’t like to..
J’aime beaucoup
I love to…
Je voudrais
I would like to…
Asking questions
Porquoi? – why?
Qu’est-ce que? – what?
quand? – when?
où? – where?
Qui? – who?
Combien? – how much/many?
Comment? – how?
Rachel Hawkes
Wer? Who?
Wo? Where?
Was? What?
Wann? When?
Warum? Why?
Wie? How?
Wie viel? How much?
Wie viele? How many?
Time
jetzt: now
heute: today
morgen: tomorrow
gestern: yesterday
letzte Woche: last week
nächste Woche: next week
diese Woche: this week
nie: never
manchmal: sometimes
oft: often
immer: always
dann: then
Things
das: that
etwas: something
nichts: nothing
viel: much
viele: many
ein bisschen: a bit
sehr: very
zu: too
pronouns
wohnen:
to live
haben:
to have
sein:
to be
tragen:
to wear
helfen:
to help
sehen:
to see
ich
I
wohne
habe
bin
trage
helfe
sehe
du
you (sing.)
wohnst
hast
bist
trägst
hilfst
siehst
he/it/she
wohnt
hat
ist
trägt
hilft
sieht
(every)one
wohnt
hat
ist
trägt
hilft
sieht
wohnen
haben
sind
tragen
helfen
sehen
wohnt
haben
seid
tragt
helft
seht
er/es/sie
man
wir
we
ihr
you (pl.)
Sie
you (formal)
wohnen
habt
sind
tragen
helfen
sehen
sie
they
wohnen
haben
sind
tragen
helfen
sehen
Opinions
Saying what you did
Ich mag …(nicht): I (don’t) like …
Ich liebe …: I love …
Ich hasse …: I hate …
Ich finde … : I find …
Meiner Meinung nach …: In my opinion
Ich denke/glaube, dass … :I think/believe that …
Ich habe … gemacht: I did …
Ich habe … gespielt: I played …
Ich habe … gesehen: I saw …
Ich habe … gegessen: I ate …
Ich habe … getrunken: I drank …
Ich bin … gegangen: I went …
Ich bin … gefahren: I travelled …
Sentence building
Ich kann/man kann
I am/you are able to…
Ich will
I want to …
Ich muss
Ich werde
+ infinitive
verb
(at end of
sentence)
I have to …
I will …
Ich mag
I like to …
Ich möchte
I would like to …
Conjunctions
und: and
aber: but
oder: or
denn: because/for
auch: also
weil: because
KS3 German Core Language
Asking questions
KS3 Spanish Core Language
Pronouns
yo – I
tú – you
él/ella – he/she
Usted – you (polite, sing.)
nosotros – we
vosotros – you (fam.pl.)
ellos/ellas – they
Ustedes – you (polite, pl.)
Time words
ahora – now
antes – before
después – after
hoy – today
ayer – yesterday
mañana – tomorrow
otra vez - again
siempre – always
a menudo – often
a veces – sometimes
nunca – never
la semana pasada – last week
la semana que viene – next
week
Opinions
Pienso que – I think that
Creo que – I believe that
Me parece que – it seems that..
ser – to be
tener – to have
estar – to be
tengo
I have
soy
I am
estoy
I am
tienes
you have
eres
you are
estás
you are
tiene
he/she/you have
es
he/she is/you are
está
he/she is/you are
tenemos
we have
somos
we are
estamos
we are
tenéis
you have (fam.pl.)
sois
you are (fam.pl.)
está
you are (fam.pl.)
tienen
they/you have
son
they/you are
están
they/you are
(pol.sing)
(pol.pl.)
Referring to things
una cosa – a thing
esto – this
eso – that
algo (más) – something
(else)
otro – (an)other
mucho – a lot
(un) poco – (a) little
muy – very
todo – all/everything
(pol.sing)
(pol.pl.)
Referring to places
aquí – here
allí - there
Making links
y – and
o – or
también – also
pero – but
porque – because
con – with
sin - without
Sentence building
puedo/puede
I can/he,she can
quiero/quiere
I want to/he,she wants to…
tengo que/tiene que
I have to/he has to…
voy a/va a
+ verb
I’m going to/he is going to…
(no) me (le) gusta
I (don’t) like to/he doesn’t like to
me (le) encanta
I love to/he loves to…
me (le) gustaría
I/he/she would like to…
(pol.sing)
(pol.pl.)
Asking questions
¿Por qué? – why?
¿Qué? – what?
¿Cuándo? – when?
¿Dónde? – where?
¿Quién? – who?
¿Cuánto(s)? – how
much/many?
¿Cómo? – how?
Saying what you did
fui – I went
hice – I did
ví – I saw
jugué – I played
comí – I ate
bebí – I drank
Rachel Hawkes
The hundred most common words
Tony Buzan, in his book 'Using your Memory', points out that just 100 words comprise 50% of all words used in
conversation in a language. Learning this core 100 words gets you a long way towards being able to speak in that
language, albeit at a basic level. The 100 basic words used in conversation are shown below: (See also lists of 100
most common French, German and Spanish words)
1. A,an
2. After
3. Again
4. All
5. Almost
6. Also
7. Always
8. And
9. Because
10. Before
11. Big
12. But
13. (I) can
14. (I) come
15. Either/or
16. (I) find
17. First
18. For
19. Friend
20. From
21. (I) go
22. Good
23. Good-bye
24. Happy
25. (I) have
26. He
27. Hello
28. Here
29. How
30. I
31. (I) am
32. If
33. In
34. (I) know
35. Last
36. (I) like
37. Little
38. (I) love
39. (I) make
40. Many
41. One
42. More
43. Most
44. Much
45. My
46. New
47. No
48. Not
49. Now
50. Of
51. Often
52. On
53. One
54. Only
55. Or
56. Other
57. Our
58. Out
59. Over
60. People
61. Place
62. Please
63. Same
64. (I) see
65. She
66. So
67. Some
68. Sometimes
69. Still
70. Such
71. (I) tell
72. Thank you
73. That
74. The
75. Their
76. Them
77. Then
78. There is
79. They
80. Thing
81. (I) think
82. This
83. Time
84. To
85. Under
86. Up
87. Us
88. (I) use
89. Very
90. We
91. What
92. When
93. Where
94. Which
95. Who
96. Why
97. With
98. Yes
99. You
100. Your
Year 8 German
Sams Fragen:
1. Wie findet Sam Deutsch?
anstrengend/langweilig/Er mag Deutsch nicht.
_____________________________________________________
2. Was ist Sams Lieblingsfach?
Sport
_____________________________________________________
3. Was macht Sam am Wochenende?
Er spielt Sport.
_____________________________________________________
4. Wer ist Zoe?
Sams Schwester
_____________________________________________________
5. Wie viele Hobbys hat Sam?
vier/4
_____________________________________________________
6. Wie viele Haustiere hat Sam?
fünf/5
_____________________________________________________
7. Warum ist Sam nicht perfekt?
____________________________________________________
Er ist faul in Deutsch.
meaning
textbook
In all parts of the school curriculum the emphasis now is on the integration of learning –
on the links between subjects and the importance of subjects in enabling children to
access new meanings and develop generic thinking skills. Within the languages curriculum
the focus has moved away from the ubiquitous topic to the acquisition of language
through ‘meanings that matter’ to learners.
Dr Lid King, CLIL National Statement and Guidelines, July 2009
• Thematic
• Skills
• Ways of working
Rachel Hawkes
Give the answers!
Character role-play
Hotseating
Using the
textbook
Ton Christ est Juif
Ton Christ est juif
Ta voiture est japonaise
Ta pizza est italienne
Ton couscous est algérien
Ta démocratie est grecque
Ton café est brésilien
Et tu reproches à ton voisin d'être un étranger
Ta montre est suisse
Ta chemise est indienne
Ta radio est coréenne
Tes vacances sont tunisiennes
Tes chiffres sont arabes
Ton écriture est latine
Et tu reproches à ton voisin d'être étranger
•
•
•
•
•
•
creativity
control
Choice
Open-ended tasks
Autonomy
Researching own language
Applied contexts
Ownership and mastery
Rachel Hawkes
Visual
Use colour coded
background to support
gender acquisition when
teaching and practising
new nouns in any
language.
Keep it active!
Auditory
Use music and rhythm to
teach and practise key
structures and vocabulary –
see list of songs and music in
your pack and on your CD for
some ideas.
Collective memory
VKS
Kinaesthetic
Use gesture (and miming) as
strategies when introducing new
language and later when eliciting
it from students. Gestures are
powerful ‘fixing’ agents in
memory.
NB: Never forget to tell the students WHY you are asking them to act, gesture, sing, mouth, use
colour etc.. – they need to know!
VocabMan designed by
Kim Rhodes
Rachel Hawkes
Rachel Hawkes
Rachel Hawkes
la poésie
similes
¡Me gusta Cuba!
Descanso en la playa
Y bailo salsa
metaphors
Pour faire le portrait d'un oiseau
Peindre d'abord une cage
avec une porte ouverte
peindre ensuite quelque chose de joli
quelque chose de simple
quelque chose de beau
quelque chose d'utile
pour l'oiseau
…………………………
©Jacques Prévert
Haiku - 5,7,5 syllables
http://zwook.ecolevs.ch/martigny/zwook/enfants/ecrit
setfantaisies/jacquesprevertfaitecole/jp101
Tan simpático como
mi mejor amigo
Tan cruel como
un dinosaurio feroz
Tan rápido como …
Tan lento como …
Tan bajo como …
Tan alto como …
Tan dulce como …
Tan amargo como …
Tan tonto como …
Tan inteligente como …
Tan rico como …
Tan pobre como …
El libro es
El colegio es
La televisión es
El patio de recreo
es
La ventana es
El gimnasio es
Sustantivo
un perro
un buho
un profesor
una aventura
Adjetivo
simpático
inteligente
constante
diaria
una televisión
viva
Gracias @ Neil Jones
life in 6 words
Three sons, eleven cats
and Yvonne,
Beginning gurgly. Middle
sombre. End gurgly.
(Michael Govan)
(Roger Noble)
Unravelled career reknitted
as baby blankets
Started slowly,
then dash to line
(Clare Hobba)
(Richard Draper)
Drei Jahre DDR; drei Jahrzehnte
Erinnerungen
Collège, fac, Belgique,
supermarché, Paris, collège
Tenis, cine, ciclismo, natación,
paseos, idiomas
J’ai toujours voulu visiter le
mali
Gracias @ Pete Spain
Questions for planning
• What does a good (language) learner look like?
• How do these skills/attributes overlap with those in
other subjects?
• How are these skills best learnt?
• How will I know if these skills are being learnt in my
lessons?
• What do I want learners to be able to do (and by when?)
• What structures do learners therefore need to know?
• What content do I want to teach? (What do learners
want to learn?)
• How much do I need to change?
Finally……..
• How should the ‘learning plan’ be presented so that all
teachers make the most of teaching and learning?
Rachel Hawkes
I hear, I know
I see, I remember
I do, I understand
Confucius 551 BC - 479
more
less
less
more
prescription
freedom
teacher talk
learner talk
coverage
mastery
textbook
meaning
control
creativity
Rachel Hawkes
More examples
La música rap
Matemáticas
Mi deportista
favorito
Vamos a Beaumanor
La bandera de
Sudafrica
Arte de Miró
More examples
La Guerra Civil
El balonmano
El misterio del pez
Valentin
El espía Axel Bond
Juan y las judías
mágicas
Food for thought!
• What do you do already in your
departments that promotes skills-building?
(e.g. teaching of phonics/thinking
skills/memorisation/pronunciation/creativity)
• What would you like to see further
developed?
• What is on your “wish-list” for creative and
engaging activities ?
Rachel Hawkes
“Those who do not
move do not notice
their chains.”
Rosa Luxemburg
With thanks to my fellow LP, Karen Hutley, for finding this gem!
www.rachelhawkes.typepad.com/linguacom .(blog including links to the wikis
below and to TES resources)
www.tes.co.uk (2000+ resources from my school).
http://www.slideshare.net/rachelhawkes60 (conference and other presentations)
http://rilanguageleaderaward.wikispaces.com
This is the wiki where you can download support material to set up and deliver a
language leader programme in your school
http://rilspellingbee.wikispaces.com
This is the wiki with material and details about the spelling bee – now national!.
http://rilanguageonfilm.wikispaces.com/
Film-making competition for Year 9 - support DVD available
Group name: LinkedUpSpanish
Group home page: http://uk.groups.yahoo.com/group/LinkedUpSpanish
Group email: [email protected]
Group name: LinkedUpGerman
Group home page: http://uk.groups.yahoo.com/group/LinkedUpGerman
Group email: [email protected]
Group name: LinkedUpFrench
Group home page: http://uk.groups.yahoo.com/group/LinkedUpFrench
Group email: [email protected]
Thank you for listening!
Rachel Hawkes
Comberton Village College
SSAT Lead Practitioner
AST
MFL Adviser TES Resources
former Regional Subject Adviser
[email protected]
Rachel Hawkes 2010-11
les films
http://www.pubstv.com/
la publicité
http://www.routesintolanguages.ac
.uk/east/resources.html
http://rilanguageonfilm.wikis
paces.com/
http://www.1001feuilles.com/p_fle_film.htm
http://wps.prenhall.com/wl_krueger_mise_
1/43/11083/2837350.cw/index.html
http://www.apple.com/fr/iphone/gallery/ads/
♫
http://www.allocine.fr/
les chansons
www.youtube.com
♫
http://www.lachansondudimanche.com/
♫
http://les-gosses-dumercredi.blogspot.com/
♫
http://www.espacefranco
phone.org/en/audiovisuel
/telechargement.htm
♫
http://www.tv5.org/TV5Site/musi
http://www.lepointdufle. que/recherche.php?domaine=par
net/chansons.htm
oles
media
♫
l’histoire
la géographie
http://pedagogie2.acreunion.fr/cotamarp/
La révolution française
http://clil4teachers.pbworks.com/History
http://clil4teachers.pbworks.com/G
eography
les maths
Material on CD thanks to Liz
Fotheringham (RSA)
le sport
Other subjects
le dessin
http://www.in-terreactif.com/fr/index.php
http://www.oup.com/uk/icafe/main/index/fr/francelive/
Thanks to Sara Vaughan (RSA)
http://www.partage.org/index.php
http://www.sciafyouth.org.uk/youth/fun_st
uff/la_vie_en_rdc/new_video_wall
culture
http://www.classzone.com
Thanks to Neil Jones (SSAT LP)