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Induction course (key stage 3)
Respect for all: Induction course
This activity was used with pupils in key stage 3, year 7.
Context
This activity was taught in an inner-city, mixed 11-16 comprehensive school that is a specialist language college. Pupils come from a range of ethnic and linguistic backgrounds. Many pupils are bilingual.
Aims
- To explore linguistic variety and the relationships between languages.
- To promote awareness and appreciation of the languages spoken within the school community.
- To offer an international curriculum that incorporates a multicultural and multilingual approach.
Activity objectives
- To think globally.
- To investigate different languages spoken in the world and consider the connections between them.
- To explore the range of languages spoken at the school.
- To build on what was learnt during the primary school languages course (delivered by teachers from the school).
This activity relates to the following schemes of work:
- French – unit 2 'En famille' (section 9) and unit 5 'Une journée' (section 5);
- German – unit 3 'Der Schultag' (section 2) and unit 5 'Freizeit' (section 1);
- Spanish – unit 1 '¡Hola!' (section 3), unit 3 'El horario' (section 1) and unit 8 'La comida' (section 1).
Activity description
The school designed an induction course in modern foreign languages that is taught in the first term of year 7. All pupils learn French, German and either Panjabi or Urdu, each for 10 hours, before choosing one of these as their main foreign language for key stage 3. By introducing pupils to a local community language, the school stresses the equal status of non-European languages and highlights the linguistic diversity in the school community. This is part of a policy of actively celebrating the variety of languages spoken at the school.
The course has an integrated approach to learning foreign languages, with an emphasis on developing transferable language-learning skills and awareness of the way in which languages work.
During the course pupils explore the relationships between different languages, including links between Asian and European languages, particularly the way in which English has developed from different linguistic roots. The work involves pupils in active learning that covers all four national curriculum attainment targets for modern foreign languages, as well as key skills, particularly the use of IT.
In addition to the four languages taught in key stage 3, the school offers Mandarin Chinese or Japanese to gifted and talented pupils in key stage 4. The 40-hour courses emphasise cultural awareness, as well as basic communication.
The international dimension of the curriculum is further emphasised through work in other subject areas, international curriculum projects and special events.
Commentary
By teaching a range of European, Asian and Oriental languages, and by encouraging pupils to explore the links between them, teachers emphasise the importance of valuing different languages and their associated cultures. This celebration of linguistic and cultural diversity extends to many areas of the curriculum, with the overall aim of creating an enlightened, tolerant and harmonious school community.
Resources
The modern foreign languages schemes of work can be found at www.standards.dfes.gov.uk/schemes
The online national curriculum can be found at www.nc.uk.net
| Modern foreign languages introduction |
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