intercultural understanding CPD

Intercultural Understanding in the PMFL Classroom(KS2) : 

Intercultural Understanding in the PMFL Classroom(KS2) (Ideas and Suggestions)

Aims : 

Aims Familiarise ourselves with the IU strand of the Framework Look at ways to teach the IU objectives of the Framework Investigate cross-curricular links

The Strands of the Framework : 

The Strands of the Framework 3 Core Strands Oracy Literacy Intercultural Understanding 2 Cross-cutting strands Knowledge about language Language Learning Strategies

What are the objectives? : 

What are the objectives? The Framework shows very clearly how children can progress in their Intercultural Understanding over the four years of Key Stage 2, and develop and articulate their new insights which represent an essential part of being a citizen and help prepare them for adult life. In groups read the objective you have been given and work out which activity would match this best Feedback to the rest of us…

The objectives of the I.U Strand : 

The objectives of the I.U Strand Children discuss aspects of daily life which they have in common with children in different countries. They look at the similarities and differences between their own locality and that of another country. ACTIVITY= Children also learn about symbols, objects and products that represent countries. ACTIVITY=

The objectives : 

The objectives 3. Children compare attitudes of different cultures.ACTIVITY= 4. They discuss stereotypes and reflect on the importance of developing tolerance and understanding between people.ACTIVITY= 5. They celebrate their understanding and knowledge with others.ACTIVITY=

The objectives : 

The objectives 6. Children think about the linguistic diversity of their own school and talk about the languages they would like to learn. They find out where the language they are learning is spoken.ACTIVITY= 7. They make contact either in person or through Internet or video with a partner school or native speaker, e.g. a parent, or a language assistant.ACTIVITY=

The objectives : 

The objectives 8. Children reflect on celebrations in which they participate at home, at school and in the wider community and discuss the similarities with celebrations in other cultures. They compare aspects of everyday life at home and abroad, e.g. sports and hobbies, with children from other countries. ACTIVITY= 9. They identify common elements in traditional stories from other cultures. ACTIVITY=

The Intercultural Understanding Dimension : 

The Intercultural Understanding Dimension “It brings the world into your classroom!”“It’s good because you can make friends with children in other countries.” The quotes above are from primary children finding out about aspects of culture from other countries as a central part of their language learning. Why is the intercultural dimension so important? What support is available?

Why is it important? : 

Why is it important? “They are like us but, different somehow.”“I love getting a letter from my penpal!”“I want to live there!” The quotes above are all from primary children finding out about aspects of culture from other countries, as a central part of their language learning. We can all relate to these excited reactions of the children as they encounter festivals, information on school life, facts about food, sport, TV, cities abroad and lifestyles that engage their interest and provide the best and most motivating context for their language acquisition. Many language teachers in primary will also have their own special memories of early encounters with other cultures, such as a visit abroad, or a penpal contact (many still continue these friendships today) and enjoy that infectious love of culture and language that they wish to share with their classes.

What support is available? : 

What support is available? The Primary Languages Training Zone offers a wealth of practical information on this particular Strand, importantly showing links to the others and offering practical suggestions for extension and development. Examples currently on offer range from cookery lessons to receiving penpal letters; use of song, movement, and reports on visits abroad. Primary teachers and other professionals involved in languages in this sphere will be well rewarded for their time looking here and will find a wealth of practical and motivating suggestions for activities, exploration, discussion and professional development (as well as language support) which they might share with colleagues at a staff meeting or use for their own purposes.

www.primarylanguages.org.uk : 

www.primarylanguages.org.uk

It brings the world into your classroom!” : 

It brings the world into your classroom!” The  QCA schemes of work also offer a range of activities that support the IU strand. Thus for example, Unit 7 looks at the weather and towns in respective countries, and further down KS2 Unit 22 looks at theme parks abroad. The units also suggest some traditional songs and relevant cross-curricular links to support this aspect and encourage children to encounter and engage with culture.

Linking with a ‘real school’-The DCSF Global Gateway : 

Linking with a ‘real school’-The DCSF Global Gateway Since the beginning of 2008 more than 1000 schools have registered on the Gateway (460 from the UK and the rest from Europe and Worldwide). They have availability in all types of partnerships, from simple email links to formal funded partnerships, and feedback shows that their support in finding partners and giving advice is considered to be helpful, with satisfaction running at 80% in primary schools since the start of the school year.  They help you with school linking, projects and the DCSF International School Award Scheme for a global outlook. “A 'distinctive feature' of your school (SEF 2007)” partnerfinding@globalgateway.org www.globalgateway.org

www.nacell.org.uk/resources/ : 

www.nacell.org.uk/resources/ Festivals and special events can be a fun way to introduce primary modern foreign languages and encourage intercultural understanding. The Nacell website is full of resources that have been gathered to help young learners celebrate different occasions. (Take a look at the NACELL website to get a taste of other exciting projects going on in schools around the country. New articles include the perspectives of children on their recent visit to France and more…)

How Many?! : 

How Many?! Explain how many Fiestas there are in the Spanish/South American calendar (approx.11) and what they are (making it clear that although there are many more ‘holidays’-people still do normal things like go to work and school!) 1.January=El día de los Reyes 2. February=El Carnaval 3. March=Las Fallas (burning of huge models in Valencia) 4. March=Semana Santa 5.July 25th=La Fiesta de Santiago de Compostela 6. July=The Fiesta of San Fermin

In San Fermin specially-trained men, dressed in white with red scarves, race with bulls through the streets of the town. : 

In San Fermin specially-trained men, dressed in white with red scarves, race with bulls through the streets of the town.

How Many?! : 

How Many?! 7. August-La Tomatina 8. September-The Grape Harvest Festival 9. September-La Vuelta de España (Grand Tour of Spain cycle Race) 10.November-Todos los santos (All Souls day) 11.December-Navidad

Las Fiestas : 

Las Fiestas (See Merryman Primary Resources for fantastic free resources). 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Choosing a Fiesta : 

Choosing a Fiesta Choose one that will appeal to your pupils in your school. It may be that you choose ‘La Tomatina’ as the pupils would love to see the video footage of this- or a fiesta that ties in with the time of year and a British holiday/celebration such as Easter or Christmas.

What Activities could you do? : 

What Activities could you do? Having heard about the Fiesta and watched some video footage YouTube - La Tomatina, Spain, 2007 www.youtube.com/watch?v=XRfRRAHKmg4 - 64k –OR looked at http://www.youtube.com/watch?v=hL-c4J_8nIc&feature=related Ask them what they think about this fiesta-then… Do some Tomatina maths! See Merryman resource… Play a game of hunt the Tomato Flashcard (or real Tomato!)-Hot and Cold game-repeating the Spanish numbers Ask them to find Buñol on a map of Spain and then some other major Cities in Spain and find out what they are famous for using the Internet. Introduce colours starting with Red Introduce other vegetables in Spanish For older pupils they could imagine they were at the fiesta and write a postcard home explaining what they saw. Give them the ingredients in Spanish for a basic paella recipe and in teams they have to find out what they are in English using dictionary skills. You could do these sort of activities with most of the Fiestas!

In the Tomatina, traditionally trucks of tomatoes are brought into the town and people pelt each other with tomatoes. : 

In the Tomatina, traditionally trucks of tomatoes are brought into the town and people pelt each other with tomatoes. http://www.bbc.co.uk/schools/primaryspanish/festivals/fiestas/slideshow5.shtml

www.bbc.co.uk/schools/primaryspanish/festivals/fiestas/practice.shtml : 

www.bbc.co.uk/schools/primaryspanish/festivals/fiestas/practice.shtml

Introduce and practice the months of the year/dates : 

Introduce and practice the months of the year/dates Pupils ask each other ‘Cuándo es la fiesta de San Fermin/Semana Santa..?’etc.. And the other (using the list from Merryman) replies with the month or the month and date for the older pupils who may know their numbers up to 31. For example, the response could be ‘La Fiesta de San Fermin es en julio or es el 6 de julio’. They could then extend this with a class survey of ‘Cuándo es tu cumpleaños’? (When is your birthday?) ‘Mi cumpleaños es el tres de diciembre’….using a grid to help them.

Use the Merryman Resource as a guide.. : 

Use the Merryman Resource as a guide..

Finally… : 

Finally… The ‘Let’s Sing and Learn in Spanish’ resource has a fantastic song that revises the months and there is also a song about a fiesta which is easy to sing. The ‘Tú y Yo Early Start Spanish’ section 8 p.56 with video shows pupils extracts from the Fiesta of San Fermin and footage of the weather in Spain for each month. Explore BBC Schools for Spanish festivals games and language activities Visit Merryman to download free resources for eight Spanish festivals Download Pics4Learning's pictures for the Mexican Day of the Dead

Slide 27: 

Primary Languages Show booking now openAnybody planning to attend the CILT Primary Languages Show in Liverpool on 6-7 March 2009 as a delegate or exhibitor is encouraged to book early to avoid disappointment

What do you already do? : 

What do you already do? Discussion in pairs: 5 mins What good examples have you seen of IU being developed already in your school? How could this be extended using some of the ideas from the presentation?