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Relocation, relocation, relocation...

Relocation, relocation, relocation...

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Relocation, relocation, relocation...

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  1. Relocation, relocation, relocation... MFL, History and PHSE moving together…

  2. Developing language skills & processes • Widen vocabulary & tenses regarding house and home, justifying opinion & using persuasive language. • Enhance presentation skills: inc. oracy • Provide opportunities for PLTS: develop ways of working together as a team and connecting with the wider school community • Enhanced Cultural Understanding • Understanding risk in both positive and negative terms. • Develop financial capability • Develop skills for change and transition • use approaches to working with others, problem-solving and action planning What are we trying to achieve? • Develop aspects of local history and how they relate to a broader historical context • Develop understanding of cultural, ethnic and religious diversity • Develop use of evidence in historical enquiry • Widen curriculum opportunities

  3. What differences do we want to see in our learners? • Understanding of the house buying process • Understanding of job application process • Greater skills of evaluating the positive and negatives of a situation/scenario • Development of intercultural understanding • Improved concentration and focus in a group scenario • Confident use of language for communication • Enhanced research & presentation skills

  4. Prepare a portfolio of evidence for a family from (X) that they should relocate to your local area. Provide information about: • Your local area and facilities • The local housing market, and buying process • Local job markets and application processes • Financial Projections, taking into account currency markets.

  5. How can we organise learning? • Study migration, migratory patterns and arguments within • Study local history in relation to population change • Study history of TL country in relation to migration • Develop use of historical terminology and chronology in discussion • Using evidence to build arguments • Describe local area • Describe House and home • Design ideal home for family • Construct for and against arguments for Town vs Country – push/pull factors. • Compare ways of life in each country • Prepare key ‘relocation’ vocabulary • Prepare FAQs re: local area. • Learn about mortgage process • Learn about Currency markets • Study and evaluate ‘risk’ – prepare risk assessment • Explore change management – prepare FAQs • Research local housing market • Research local job market

  6. How well did we achieve our aims? Pupils produce a portfolio of evidence across the subject areas for presentation which demonstrates: • Knowledge about local area and influences over time in demographics : FAQs • Knowledge about TL country and influences over time in demographics: FAQs • Presentation about local housing market: properties available and budgets etc (video?) • Key vocabulary presented for the visiting family ( from TL into English) • Flow chart explaining mortgage process These presentations could be judged by local Estate Agents or other...

  7. Key Processes • identify patterns in the target language • develop techniques for memorising words, phrases and spellings • use previous knowledge, context and other clues to work out the meaning of what they hear or read • listen for gist or detail • Skim and scan written texts • use correct pronunciation • adapt language they already know in new contexts for different purposes Key concepts • Developing the skills of listening, speaking, reading and writing in a range of situations and contexts. • Using familiar language for new purposes and in different contexts • Appreciating the richness and diversity of other cultures • Recognising that there are different ways of seeing the world and developing an international outlook. • Range & content • learning about different countries and cultures • comparing pupils’ own experiences and perspectives with those of people in countries and communities where the target language is spoken. • Use a range of resources including live or recorded audio (including on-screen and multimodal texts) and the internet. • Curriculum Opportunities • communicate in the target language individually, in pairs, in groups and with speakers of the target language, for a variety of purposes. • use an increasing range of more complex language • listen to, read or view a range of materials, • in the target language, both to support learning and for personal interest and enjoyment • use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum

  8. Key Processes • identify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypotheses • reflect critically on historical questions or issues. • evaluate the sources used in order to reach reasoned conclusions. • present and organise accounts and explanations about the past that are coherent, • communicate using chronological conventions and historical vocabulary. Key concepts • Developing a sense of period through describing and analysing the relationships between the characteristic features of periods and societies. • Identifying and explaining change and continuity within and across periods of history. • Analysing and explaining the reasons for, and results of, historical events, situations and changes. • Considering the significance of events, people and developments in their historical context and in the present day. • Range & content • the impact through time of the movement and settlement of diverse peoples to, from and within the British Isles • the way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time • Curriculum Opportunities • explore the ways in which the past has helped shape identities, shared cultures, values and attitudes today • investigate aspects of personal, family or local history and how they relate to a broader historical context

  9. Key Processes • explain financial terms and products • manage change and transition • use approaches to working with others, problem-solving and action planning Key concepts • Understanding that everyone has a ‘career’. • Learning how to manage money and personal finances. • Becoming critical consumers of goods and services. • Understanding risk in both positive and negative terms. • Understanding the need to manage risk in the context of financial and career choices. • Taking risks and learning from mistakes. • Understanding the functions and uses of money • Curriculum Opportunities • explore the ways in which the past has helped shape identities, shared cultures, values and attitudes today • investigate aspects of personal, family or local history and how they relate to a broader historical context • Range & content • the range of opportunities in learning and work and changing patterns of employment (local, national, European and global) • the personal review and planning process • a range of economic and business terms, including the effect of competition on product and price

  10. Looking for evidence • Photographs & videos • Accounts & professional judgements from staff or pupils • Results from practical tasks and assessment • Listening to evidence • Questionnaires and surveys • Interviews and focus • Learner logs and diaries • Comments or Vox Pops from teachers, pupils and parents