Developing Intercultural Understanding

1. Developing Intercultural Understanding

2. Hello everyone! Ahoy SevrusSalut Salaam BomdiaczescGuten Tag namaskar Adaabjambovanakkammarhabah Pree-vyethola bonjour zdravo

3. Intercultural Understanding

4. Intercultural Understanding

5. Intercultural Understanding • Breakdown stereotypes and barriers • Promote understanding – contact with real people • Promote tolerance • Promote appreciation

6. Year 3 • IU 3.1 Learn about the different languages spoken by children in the school • Increase awareness of linguistic and cultural diversity • IU 3.2 Locate country/countries where the language is spoken • Identify some of the countries where the language is spoken, drawing on the knowledge of class members as appropriate • Know some facts about one country, e.g. climate, main towns, famous landmarks, produce

8. http://home.earthlink.net/~mariefrance/map.html

10. Year 3 • IU 3.3 Identify social conventions at home and in other cultures • Learn about polite forms of address • Know how to greet native speakers • Recognise some typical names • IU 3.4 Make indirect or direct contact with the country/countries where the language is spoken • Have contact with a native speaker, including peers where appropriate • View a video or media resource about the country • Send an email, letter or postcard to a partner school

13. Footballer’s names • William Gallas • Patrice Evra • Didier Drogba • Claude Makelele • Nicolas Anelka

14. Year 4 • IU 4.1 Learn about festivals and celebrations in different cultures • Learn how children of different cultures celebrate special days • Identify similarities and differences • Learn simple phrases to celebrate festivals, drawing on the experience of fellow pupils where possible • IU 4.2 Know about some aspects of everyday life and compare them to their own • Compare pastimes of children of different cultures and countries • Exchange information with a partner school, e.g. sports, hobbies

15. Comparing festivals in Britain with those in France

16. Christmas – la veille de Noël, le réveillon, Noël • The French have their celebration meal on Christmas Eve (la veille de Noël) and it is called le réveillon. It is a large meal consisting of oysters, fish, pâté de foiegras (liver pâté), followed by beef, chicken, turkey or goose then, cheese, fruit and lastly a bûche de Noël or Yuletide log. • Traditionally children place wooden shoes/clogs (les sabots) in the fireplace so that Santa Claus (le Père Noël) can bring them presents. Nowadays, they might use ordinary shoes or slippers instead.

17. Feast of the Magi – la fête des Rois • This is a children’s festival. A galette des Rois (a kind of round flat cake made out of puff pastry and almond cream) is baked and a fève (favour) is placed inside. The galette is cut into pieces, and the child who finds the favour is named roi (king) or reine (queen) for the day. The child who finds the favour should say “La voilà!” They then wear a couronne (crown) and the other children say, “Vive le roi!” or “Vive la reine!” which means “Long live the king/queen!”

18. ‘J’aime la Galette’ • Video clip of the song available on Youtube. • Link with ‘RouleGalette’ story (could compare with ‘The Gingerbread Man)

19. Shrove Tuesday/ Pancake Day – Mardi gras • In many French towns and villages, Mardi Gras is also a carnival, where people disguise themselves with masks and costumes and take to the streets. One of the most famous is in Nice, where people wear giant masks in the Mardi Gras parade, so it looks like giant heads with tiny bodies are walking through the streets. • http://www.nicecarnaval.com/carnaval4.html

20. Mother’s Day – la fête des mères • In France it is usually celebrated on the last Sunday in May as opposed to before Easter in Britain. • Mothers are encouraged to rest completely and are given gifts – traditionally, lily of the valley posies and heart-shaped cakes or biscuits decorated with a loving message. Families celebrate together with a special meal.

21. Year 4 • IU 4.3 Compare traditional stories • Compare characteristics of simple stories between cultures • Look at the writing system of the language • IU 4.4 Learn about ways of travelling to the country/countries • Revise the location of country/countries where the language is spoken • Identify a route from own locality to specified destination, drawing on the direct experience of pupils where available

22. Comparing Traditional tales • The Grimm Brothers' - English and German • http://www.pitt.edu/~dash/grimmtales.html • French Traditional tales • http://fslactivities.sd61.bc.ca/stories.html • www.momes.net • http://ngfl.northumberland.gov.uk/languages

23. Where do people speak French?Où est-cequ’onparle le français? • En France • En Afrique • Au Canada • Au Caribe • En Guyane Can you join up the names to the countries on the map?

24. Pour aller en France • en voiture • de Hull à Portsmouth • et en bateau • de Portsmouth à • Le Havre • Caen • Cherbourg • St. Malo ● Hull Portsmouth ● ● Caen Cherbourg ● ● Le Havre ● St Malo

25. Year 5 • IU 5.1 Compare symbols, objects or products which represent their own culture with those of another country • Learn about symbols representing their own country, culture and community • Learn about symbols and products from another country and culture • IU 5.2 Look at further aspects of their everyday lives from the perspective of someone from another country • Consider aspects of everyday life of children in their own and different countries • Reflect on cultural issues using empathy and imagination to understand other people's experiences

26. The shoe box • Create two shoeboxes: • one which you feel represents your culture • Another which represents the culture of the partner school • Send it to your partner school • Get them to do the same • A discussion will arise that confronts the stereotypes

27. Year 5 cont. • IU 5.3 Recognisesimilarities and differences between places • Identify geographical features of a contrasting locality • Learn about buildings and places in different countries

28. quelquesvillesimportantes les grandsfleuves la Loire le Rhône la Seine la Garonne les montagnes: les Alpes les Pyrenées le Massif Central La France Lille● Strasbourg ● la Seine ● Paris ● Nantes la Loire les Alpes Lyon● le Massif Central le Rhône la Garonne Nice● Toulouse● ● Marseille les Pyrenées

29. Paris • la Défense

30. Autresvilles et monuments • le Pont du Gard, Nîmes Nimes ●

31. Year 6 • IU 6.1 Compare attitudes towards aspects of everyday life • Recognise similarities and differences in attitudes amongst children in different cultures • Learn about role models for children in different cultures • IU 6.2 Recognise and understand some of the differences between people • Discuss similarities and differences between the cultures they have learned about • Recognise and challenge stereotypes

32. Year 6 (cont) • IU 6.3 Present information about an aspect of culture • Perform songs, plays, dances • Use ICT to present information having a greater sense of audience

33. Lyon ● Quelques clubs de football français • Olympique Lyonnais

34. Marseille ● Quelques clubs de football français • Olympique de Marseille

35. Quelques clubs de football français • Paris St. Germain F.C. ● Paris

36. ● Nantes Quelques clubs de football français • FC Nantes

37. Monaco ● Quelques clubs de football français • A.S. Monaco

38. Quelques clubs de football français • A.S. Saint-Étienne Saint-Étienne●

39. Contredanse?

40. Catherine Cheater SoW – Years 3-6

41. Conclusion How will you use the Framework to help you develop progression in IU in the future?