Stepping away from the text

book

Southampton, February 2012

http://sdvaughan.edublogs.org

• Responds to individual learner needs

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

Content free KS3

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House & Home Items of furniture Using prepositions Describing where one lives

Using the past tense

Telling the time Colours and adjectival endings

‘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 motivation through a more compelling context

Improved language learning skills

To develop the use of tenses

More creative outcomes

Pupils produce a police file investigating a crime

Clear assessment criteria laid out as NC levels

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

Outcomes

Plan of the Castle Description of the castle and area Plan of crime scene: before and after Completed chronology of events using past

tense Series of listening tasks completed Witness statement (written & recorded) Suspect line up with descriptions

Minimum Content:

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

‘Topic’ and Language content,

Knowledge about

languageGrammar

points

Language Le

arn

ing skills

and In

tercu

ltura

l understa

ndin

g/cro

ss-cu

rricula

r oppotu

nitie

s

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

Transcriptsaudio

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 A day in the life of… My dream holiday: Give budget, book tickets, book

accommodation etc Compare & Contrast: TL Countries/Cultural aspects Healthy Living Manual Protecting our Planet campaign Sporting Event dossier: Tour De France, World Cup,

Olympics

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

Where to begin:

http://sdvaughan.edublogs.org