Document title
Transforming lives through learning
Support for reflection and engagement in
modern languages experiences and outcomes
Document title
Transforming lives through learning
The aims
 To reflect on the principles and practice in modern languages
 To focus on some of the features of the experiences and
outcomes from first to fourth level in modern languages
 To reflect on effective approaches to learning and teaching
modern languages in line with the principles of Curriculum for
Excellence
 To consider at the expectations and challenges for
practitioners
Document title
Transforming lives through learning
What can learning in modern languages enable children
and young people to achieve?
 Learning other languages enables children and young people to make
connections with different people and their cultures and to play a fuller
part as global citizens.
 It is important for many reasons, including for national prosperity, that
young people are attracted to learning a modern language and that they
become confident users of a modern language, well equipped with the
skills needed in Europe and in the global marketplace. This framework of
experiences and outcomes is intended to help to address this national
need.
Document title
Transforming lives through learning
What can learning in modern languages enable children
and young people to achieve? (cont’d).
 Develop their ability to communicate their thoughts and feelings and
respond to those of other people
 Develop the high level of skills in listening, talking, reading and writing
which are essential for learning, work and life
 Use different media effectively for learning and communication
 Develop a secure understanding of how language works, and use
language well to communicate ideas and information in English and other
languages
Building the Curriculum 1
Document title
Transforming lives through learning
What can learning in modern languages enable children
and young people to achieve? (cont’d)
 Exercise their intellectual curiosity by questioning and developing their
understanding, and use creative and critical thinking to synthesise ideas
and arguments
 Enhance their enjoyment and their understanding of their own and other
cultures through literature and other forms of language
 Develop competence in different languages so that they can understand
and communicate including, for some, in work settings.
Building the Curriculum 1
Document title
Transforming lives through learning
Modern Languages and the four capacities
 successful learners, who can reflect on how they have acquired and
learned their first language and how this can assist them in further
language learning
 confident individuals, who, through experiencing success and support,
can interact with others in real-life situations, talk about topics of personal
interest and deliver presentations in their new language
 effective contributors, who can work in individual, paired and group
situations, and establish and maintain contact with other speakers of the
target language
 responsible citizens, who have a growing awareness of life in another
society and of the issues facing citizens in the countries where their new
language is spoken.
Document title
Transforming lives through learning
How are the experiences and outcomes
structured in modern languages?
In modern languages there are three organisers and they are subdivided as follows:
A 1+2 approach to language learning
Document
titleprimary schools – Guidance for P1
Framework
for
Transforming lives through learning
The experiences and outcomes
A 1+2 approach to language learning
Framework for primary schools – Guidance for P1
Document title
Transforming lives through learning
The experiences and outcomes
 allow practitioners to gauge the progress of learners across the key skills
from first to fourth level.
 give clear ideas of expectations of skill development across levels
 are open ended to allow for flexibility and creativity in the classroom
 change the balance of the key skills as the learner progresses through the
levels
A 1+2 approach to language learning
Document
titleprimary schools – Guidance for P1
Framework
for
Transforming lives through learning
The experiences and outcomes - First Level
 reflect the early stages of learning the target language
 have a clear oral/aural focus where the number of Es and Os is greater in
the Listening and Talking section, although the total number of Es and Os
is fewer overall
 support the early development of reading skills to complement language
development in English using similar strategies for young learners
 encourage experimentation with writing in the target language in any
appropriate context by primary 4 for most and earlier for some.
A 1+2 approach to language learning
Document
titleprimary schools – Guidance for P1
Framework
for
Transforming lives through learning
The experiences and outcomes - Second Level
 reflect the learner becoming more confident in their grasp of the target
language and having the ability to seek help and ask questions
 demonstrate a wider range and depth of learning
 in reading, learners will develop their skills in finding information, while
developing a range of strategies including the use of a bi-lingual dictionary
 in writing, learners will demonstrate increasing accuracy supported by a
glossary or a bi-lingual dictionary and will be able to write a few sentences
about themselves and others.
A 1+2 approach to language learning
Document
titleprimary schools – Guidance for P1
Framework
for
Transforming lives through learning
The experiences and outcomes –
Third and Fourth Levels
 Here the dotted line between third and fourth level demonstrates the close
relationship and likely overlap between the two levels.
 Fourth level will provide the depth of learning experiences based on prior
learning from third level.
 Here language moves from the familiar to the unfamiliar, where learners are
beginning to synthesise and build their skills.
 An increasing range of language is used in reading and listening to support
greater spontaneity and confidence in talking and writing.
A 1+2 approach to language learning
Document
titleprimary schools – Guidance for P1
Framework
for
Transforming lives through learning
The experiences and outcomes - Appendix
 The appendix gives an explanation of some of the terminology which is
open to different interpretations and clarifies how the experiences and
outcomes in each of the four language skills are linked together.
 It provides an explanation of some of the expectations for learners,
especially at first and second levels as language skills are beginning to
develop.
 It shows the progression between levels as the language learner develops
his/her skills.
A 1+2 approach to language learning
Document
titleprimary schools – Guidance for P1
Framework
for
Transforming lives through learning
Approaches to learning and teaching
 First level experiences and outcomes reflect the expectation that the
language is embedded from Primary 1 onwards, through daily classroom
routines, so that learners’ awareness of the target language develops
simultaneously with their skills in English and literacy.
 Active learning through play, songs , rhymes and storytelling all help to
develop the oral/aural skills and begin to lay the foundation of matching the
written and the spoken word.
A 1+2 approach to language learning
Document
titleprimary schools – Guidance for P1
Framework
for
Transforming lives through learning
Approaches to learning and teaching
 As learners develop from Primary 5 to Primary 7, the learning continues to
be embedded in classroom routines, but also begins to broaden out.
Learning activities should be engaging, age appropriate and relevant.
 Learners should have opportunities to work on challenging activities through
collaborative tasks.
 Learners should be able to use ICT to research, support and deliver a short
presentation in the target language on a an area of personal interest.
A 1+2 approach to language learning
Document
titleprimary schools – Guidance for P1
Framework
for
Transforming lives through learning
Approaches to learning and teaching
 At third and fourth level, learners are continuing to develop their knowledge
about language, through learning about grammatical rules and concepts.
 Learning activities should reflect a depth of learning, and the ability of
learners to use other sources to find, sort and show understanding of the
language they are learning.
 Relevant and engaging topics from areas where the language they are
learning is spoken are key. Topical culture and interactions with native
speakers and adept use of ICT to blog, e-twinning etc can provide
stimulating contexts.
 At this level, making connections to language learning across the curriculum
is highly desirable as an IDL project or collaboration.
A 1+2 approach to language learning
Document
titleprimary schools – Guidance for P1
Framework
for
Transforming lives through learning
Things to consider….




To what extent do you address active learning in your teaching?
To what extent do you vary your approaches to learning and teaching?
How will you ensure the needs of all learners are met?
Which experiences and outcomes could you link to other areas of the
curriculum?
 To what extent are learners given feedback about the quality of their work
and what they can do to make it better?
A 1+2 approach to language learning
Document
titleprimary schools – Guidance for P1
Framework
for
Transforming lives through learning
Education Scotland
The Optima,
58 Robertson Street,
Glasgow
G2 8DU
T +44 (0)141 282 5000
E [email protected]
www.educationscotland.gov.uk
Document title
Transforming lives through learning
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