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Focus group meeting
Develop inquiring, knowledgeable and caring young people
International minded – is a person who demonstrates the Learner Profile◦ Attitudes
◦ Standards and Practices
◦ Engaging, relevant, significant and challenging curricular
◦ Transdisciplinary model
Active, compassionate, lifelong learners
Learning transcends the subjects.
“Education has a long-standing practice of turning worthy goals into lists of bits…leads to meaningless fractured, boring and ultimately ineffective learning that never prepares students to be fluent and skilled in authentic work”, Wiggins, 2013
What do we want to learn?
(The written curriculum)◦ Knowledge
◦ Concepts
◦ Skills
◦ Attitudes
◦ Action
Where we are in place and time◦ Orientation of place and time; histories & relationships from
local and global perspectives…
Who we are◦ Nature of self; beliefs and values; rights responsibilities…
How the world works◦ The natural world; laws, interactions, scientific principles…
Sharing the planet◦ Rights and responsibilities; finite resources, human impact…
How we express ourselves◦ Expression – feelings, culture; creativity and appreciation…
How we organise ourselves◦ Connectedness of human systems; economic activity,
decision making…
Form◦ What is it like?
Function◦ How does it work?
Causation◦ Why is it like it is?
Change◦ How is it changing?
Connection◦ How is it connected to other things?
Perspective◦ What are the points of view?
Responsibility◦ What is our responsibility?
Reflection◦ How do we know?
Form◦ Every language has a form and a structure that makes
it unique. Form may vary according to whether language is written or spoken.
Function◦ The type of language we use varies depending on the
circumstances, purpose, audience and genre.
Causation◦ Language is fundamental to human activity. Many
factors affect the development of language.
Change◦ Language is not static; it changes constantly.
Connection◦ Language is a major connecting system within, between
and among all societies.
Perspective◦ Language can be interpreted and expressed in different
ways. Literature, in particular, offers cultural, historical and personal perspectives on the world, and invites different interpretations.
Responsibility◦ Language is powerful and can have a profound effect, both
positive and negative. Therefore, it must be used responsibly.
Reflection◦ Through language, we can reflect on our experiences and
knowledge.
Self Management Skills◦ Motor skills, spatial awareness, organisation, time
management…
Research Skills◦ Formulating questions, observing, planning, data…
Communication Skills◦ Listening, reading, writing, viewing, presenting, non-verbal
Thinking Skills◦ Acquisition of knowledge, comprehension, application…
Social Skills◦ Accepting responsibility, respecting others, cooperating…
Appreciation
Commitment
Confidence
Cooperation
Creativity
Curiosity
EmpathyEnthusiasm Independence IntegrityRespectTolerance
“…commitment to a values laden curriculum.” (MTPYPH, page 24)
“Learning should extend beyond the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action.” (MTPYPH, p25)
All PYP schools are required to teach an additional language to all students from age seven, except for bilingual schools who may be teaching two languages from an earlier age.
There is no prescribed time for the teaching of an additional language.
Schools need to make decisions regarding language instruction so that it is in alignment with the school's language policy.
The additional language ideally represents one that is an addition to the repertoire of languages that the child brings to the learning situation. However, it is recognized that, due to the complexity of language needs within schools, the additional language may not, in fact, represent a language that is completely new to the child. In this instance, the additional language may be the English provided through English as an additional language (EAL) instruction or the language used in mother tongue support.
It is important that PYP schools carefully consider the factors outside the school when planning their additional language instruction and make choices that will naturally bolster student motivation to learn the language and, as much as possible, ensure that opportunities to use the language for real communication purposes are available.
Primary Years Programme: Learning Additional Languages in the Primary Years, January 2002, p. 18
The necessary components required to support additional language learning are :◦ Mother tongue support
◦ ESOL support
◦ Special needs support
◦ Articulation between language learning in primary and secondary schools
◦ Consideration of the host country context
(The purpose of learning a language is to)
Michael Halliday’s (1985) Inugai-Dixon (2009)
Language Scope and Sequence
Writing moderation G4, G5
Reading assessment G5 Advanced/ Intermediate
Level transition criteria
Parent feedback
Student attitudes
GRADE 4
1
10
Writing Moderation - Grade 4Portuguese Beginners (Nov. 2013)
Exceeds
Meets
Developing
Insuficient
GRADE 4
4
1
3
Writing Moderation - Grade 4Portuguese Intermediate (Nov. 2013)
Exceeds
Meets
Developing
Insuficient
GRADE 4
1
9
8
Writing Moderation - Grade 4Portuguese Advanced (Nov. 2013)
Exceeds
Meets
Developing
Insuficient
GRADE 5
1
11
Writing Moderation - Grade 5Portuguese Beginners (Nov. 2013)
Exceeds
Meets
Developing
Insuficient
GRADE 5
13
Writing Moderation - Grade 5Intermediate Portuguese (Nov. 2013)
Exceeds
Meets
Developing
Insuficient
GRADE 5
4
7
Writing Moderation - Grade 5Advanced Portuguese (No. 2013)
Exceeds
Meets
Developing
Insuficient
Insufficient
18%
Developing
18%
Meets
37%
Exceeds
27%
Reading ComprehensionPortuguese A - Grade 5 (Nov. 2013)
0%18%
18%
18%0%0%
46%
Reading FluencyPortuguese A - Grade 5 (Nov. 2013)
100% correction
99% correction
98% correction
97% correction
96% correction
95% correction
below 95%
correction
106
1612
8
17
6
0
10
20
30
40
50
60
70
80
90
100
G1 G2 G3 G4 G5
% Students moving first semester
2012/2013
Beginners to
Intermediate
Intermediate to
Advanced
28
8
13
7
13
0
10
20
30
40
50
60
70
80
90
100
G1 G2 G3 G4 G5
% Students moving second semester
2012/2013
Beginners to
Intermediate
Intermediate to
Advanced
40
15
47
6
35
0
10
20
30
40
50
60
70
80
90
100
G1 G2 G3 G4 G5
Total % Students moving 2012/2013
Students moving
http://professionaldevelopment.ibo.org/ocd/build-it/written
promoting integrated language development teaching language as isolated strands
language as a transdisciplinary element throughout the curriculum
additional-language teachers viewed (and viewing themselves) as PYP teachers
a literature-based approach to learning language
a teaching approach that sees making mistakes in language as inevitable and necessary for learning
reading for meaning
reading selected according to interest level
student-selected reading materials
making world classics available for reading
making culturally diverse reading material available
focusing on meaning when reading and writing
encouraging appropriate cooperative discussion in the classroom
students engaged in spontaneous writing
a variety of scaffolded learning experiences—with the teacher providing strategies for the student to build on his or her own learning
writing as a process developing a range of independent
spelling strategies nurturing appreciation of the richness
of language literature as a means of understanding
and exploring teaching students to read and research
using multimedia resources using language for creative problem
solving and information processing a range of appropriate assessment
methods such as portfolios, conferencing, miscue analysis, writing sample analysis, response journals.
Central Ideas Lines of inquiry
2 BIG ideas or related concepts that have Local relevance and global significance.
Portuguese has evolved over time under the influence of other languages
Develop an understanding of the central idea.
The evolution of the Portuguese language
How words from different languages show a common origin
Language strands
During the unit… At the end of a unit…
Formative SummativeCRITÉRIOS E M D I
Ideia Central: As histórias são um meio para explorar quem somos e como nos relacionamos com os outros.
O conteúdo está claramente relacionado com a ideia central.
As ideias estão muito bem desenvolvidas.
Os pormenores são significativos.
O conteúdo está bem relacionado com a ideia central.
As ideias estão bem desenvolvidas.
Os pormenores são suficientes.
O conteúdo está minimamente relacionado com a ideia central.
As ideias não são muito claras nem estão suficientemente desenvolvidas.
Os pormenores nem sempre são relevantes.
O conteúdo não se relaciona coma ideia central.
As ideias não são claras nem coerentes.
Os pormenores são inexistentes ou pouco efectivos.
Conceitos: Perspectiva Relação
A compreensão dos conceitos está claramente em evidência.
O vocabulário é muito adequado aos conceitos e foi escolhido com cuidado.
A compreensão dos conceitos começa a evidenciar-se
O vocabulário é adequado em relação aos conceitos.
A compreensão dos conceitos ainda não está definida.
O vocabuário é limitado em relação aos conceitos.
A compreensão dos conceitos está pouco evidente ou é nula.
O vocabulário revela dificuldade em apreender os conceitos.
Perfil do aluno: Eu arrisco
O aluno revela claros indícios do que é arriscar.
O aluno revela indícios do que é arriscar.
O aluno revela poucos indícios do que é arriscar.
O aluno não revela indícios do que é arriscar.
How will we best learn ?
(The taught curriculum)◦ Inquiry and the construction of meaning
◦ Collaboration around a central idea and lines of inquiry
◦ Assessment planned for
◦ The planner – planning, checking in and reflection
◦ The environment
◦ The role of the adult/s
Constructivism -
Vygotsky – the creation of meaning
Bruner & Gardner – make connections between the known and the unknown
Inquiry – build meaning (Reggio, Steiner, Montessori)
Adults as sensitive facilitators
Explicit learning outcomes
Students supported on their journey to mastery
Differentiation – planned for, prepared for and executed
The Environment
The role of the teacher
http://professionaldevelopment.ibo.org/ocd/build-it/taught
How will we know what we have learned?
(The assessed curriculum)◦ Feedback to the learning process
◦ During a unit - formative
◦ After a unit - summative
◦ Recording – strategies and tools
◦ Reporting – progress, narrative, conferences
◦ The Exhibition
“Mastery must be tested using authentic tasks and scenarios at the heart of ‘doing’ the subject.” Wiggins, 2013
http://professionaldevelopment.ibo.org/ocd/build-it/assessed
Progress Reports are given out in the middle of every quarter. All new students receive a ‘settling in’ progress report.
Parent Teacher Conferences (Quarter 1)
Narrative Report (Quarter 2)
Student Led Conferences (Quarter 3)
Narrative Report (Quarter 4)
The culminating project of the PYP
Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life problems.◦ Demonstrate independence
◦ Explore multiple experiences
◦ Synthesize and apply learning
◦ Take action
Pre-authorisation◦ Consultant working with the school
Authorisation◦ A team inspecting documentation and practise
PYP Evaluation cycle◦ 3 and 5 years
Standards and Practices◦ All 4 programmes and programme specific
Self-study and Action Plan◦ Year long self evaluation
Visiting teams◦ 3 days
Report◦ Commendations and recommendations◦ Additions to Action Plan
Common assessment tasks
Moderation of all assessment tasks
Anchor papers
Planned differentiation
Differentiation
Portuguese team works collaboratively
From level to level within a grade
From grade to grade
Grade 5/6 transition
Disaggregate data by groups and time in program
Review transition criteria and scope and sequence to determine expectation
Survey attitudes of parents and students
Survey opinion on additional language and mother tongue programs
Parents and students◦ Personal view of Portuguese as world language
◦ Portuguese program
◦ Innovations
◦ Comments/Questions
New Additional Language Program
George Weber’s article “Top Languages: The World’s 10 Most Influential Languages” in Language Today (Vol. 2, Dec 1997)
The article highlights the societal differences that have influenced these
rankings. Weber argues that French is one of the most aggressively
promoted languages in the world, and its knowledge often carries a certain
prestige.
Chinese and Japanese, conversely, are not very common as second languages, due both to the complexity of the language as well as the attitudes of the Chinese and Japanese people. The article states “Chinese is a language whose speakers are noticeably disinterested in spreading its use outside their own people; Not unlike the Japanese, the Chinese prefer to deal with foreigners in English.”
Ranking points:◦ English (37)
◦ French (23)
◦ Spanish (20)
◦ Russian (16)
◦ Arabic (14)
◦ Chinese (13)
◦ German (12)
◦ Japanese (10)
◦ Portuguese (10)
◦ Hindi/Urdu (9)
native speakers
Mandarin Chinese (1.1 billion) English (330 million) Spanish (300 million) Hindi/Urdu (250 million) Arabic (200 million) Bengali (185 million) Portuguese (160 million) Russian (160 million) Japanese (125 million) German (100 million) Punjabi (90 million) Javanese (80 million) French (75 million)
Secondary speakers
French (190 million) English (150 million) Russian (125 million) Portuguese (28 million) Arabic (21 million) Spanish (20 million) Chinese (20 million) German (9 million) Japanese (8 million)
Native and secondary
Mandarin Chinese (1.12 billion)
English (480 million) Spanish (320 million) Russian (285 million) French (265 million) Hindi/Urdu (250 million) Arabic (221 million) Portuguese (188 million) Bengali (185 million) Japanese (133 million) German (109 million)
Countries
English (115) French (35) Arabic (24) Spanish (20) Russian (16) German (9) Portuguese (8) Mandarin (5) Hindi/Urdu (2) Bengali (1) Japanese (1)
Local context: Mozambique◦ Language with most speakers in Mozambique:
Makhua, Shangana
◦ Common local languages in Africa: Zulu, Swahili
Local context: Southern Africa◦ Zulu, Afikaans, Swazi
World context: BRIC
◦ Economic developing countries: Brasil, Russia, India, China
◦ Languages: Portuguese, Russian, Hindi, Mandarin
French: ◦ Second most influential in the world, ◦ Fourth most spoken in Africa, ◦ Sixth native speakers at AISM, ◦ Easy Secondary School transition (IB continuity-exams)
Spanish: ◦ Third most influential in the world, ◦ Second most spoken in the US, ◦ Third with most native speakers at AISM (to continue in SS)
Russian: ◦ Fourth most influential, ◦ eighth with more native speakers
Mandarin: ◦ Most native and secondary speakers, ◦ Sixth most influential
Mother Tongue Program
http://www.is-hr.de/learning/primary-years/◦ International School of Hannover Region is an
English medium school.
◦ English as second language (ESL) for beginning English language learners.
◦ In addition, students receive instruction in German as a second language, or German as a first language, depending on their German language proficiency.
http://blogs.istafrica.com/eslanguages/◦ International School of Tanganyika is an English medium
school.
◦ Kiswahili (B/I/A) as host country language for all children from Early Childhood to Grade 2
◦ From grades 3 to 5, students have the option to learn French, Spanish or Kiswahili, depending on class size
◦ English as an Additional Language (EAL) addresses the needs of students from non-English speaking backgrounds
◦ Upper elementary children who are on a student services register (English as a Second Language and Learning Support) do not have the option of taking a modern language.
http://www.wab.edu/what-we-do/china-context◦ Western Academy of Beijing is an English medium school
◦ Offers a variety of second-language programs
◦ All students and staff are strongly encouraged to take advantage of the opportunity to learn Chinese
◦ The program caters for Chinese beginners through to native speakers
http://www.eabh.com.br/academics.php?id=20&grupo=3◦ American School of Belo Horizonte is an English
medium school
◦ From Grade 1 Portuguese and History/Geography of Brazil as mandatory. Grades 6-9 have separates Portuguese language and literature from text production
Separate Portuguese as mother tongue?
Should be supported but changes according to needs ofthe school population
Should be for students who already have 3 or more languages instead of Portuguese (FL) (What does research say about number of language?)
Should be more structured (E.g. current French – where, when)
Common needs for resources
o Staff (PYP training – Portuguese, Spanish, French)
o Materials: Literature and ICT
o Rooms
o Schedule - should be every day? After school?
Make Portuguese program/language more visible
◦ Include more Portuguese in Community Time
E.g. Sing Parabéns a você and Happy birthday
◦ Include facts/Did you know…? about Portuguese in the newsletter
◦ Website/blog
Article:◦ http://www2.ignatius.edu/faculty/turner/languages.htm◦ http://www.forbes.com/2008/02/22/popular-foreign-languages-tech-language_sp08-
cx_rr_0222foreign.html◦ http://www.edutopia.org/blog/coding-new-foreign-language-requirement-helen-mowers
Graphs:◦ http://www.thescoopng.com/the-worlds-top-languages-in-one-interesting-infographic/◦ http://en.wikipedia.org/wiki/Languages_of_the_United_States◦ http://www.elearning-africa.com/eLA_Newsportal/international-mother-language-day-2014/◦ http://media.economist.com/images/images-magazine/2011/01/22/ma/20110122_mac719.gif◦ National Language Map, Moçambique Nossa Terra, Ciências Sociais - 4ª Classe, Livro do Aluno,
Júnior, Moçambique Editora
IB Documents:◦ Learning additional languages in the primary years: A review of the research◦ Learning in a language other than mother tongue in IB programmes◦ Language and learning in IB programmes◦ PYP language scope and sequence◦ Guidelines for developing a school language policy
Advocacy Continuance
Student motivation
Parent support
Opportunities to utilise Portuguese inside school
Parent information
Home learning structure
Philosophical development of the IB programmes
The futureImproved teacher/student outcome
The new sciences
Behaviourist activity and the scientific connection
Opportunities to use Portuguese within our PS day
Transdiscipliarity ? Mother tongue support
