Note to the teacher

COURSE TITLE: LA MUSICA ITALIANA

1. Introduction

The language course La musica italiana has been created for students at The
Hamble School. It spans over 6 weeks, split into 16 hours of classroom learning
and 10 hours of home learning. The course is designed with a blended approach in
mind: while it will be mostly face-to-face, monitored closely by the teacher, who will
support and guide students with traditional non-ICT tools (ie. grammar mats, paper
worksheets), 100% of the course will be delivered using technology (website, PP -
PowerPoint, a range of applications, etc.).

2. Course level

The course is part of the 3-year Edexcel Italian GCSE qualification 9-1 (new
GCSE). Click below to access the full specification and the assessment criteria
from the exam board.
EDEXCEL ITALIAN

3. Course content

The course is composed of a series of lessons around analysis of lyrics, song

comparisons, song reviews, interview with a star and 5 assessments. 10 hours of
self-study are planned and embedded in the SOW to allow students to get to grips
with large lists of vocabulary, verbs (4 tenses) and to adequately prepare to lessons
and assessments via revision tasks and flipped activities.

4. Learning Outcomes

The course aims to achieve the following GCSE objectives:

1. To strengthen students cultural knowledge

2. To develop students ability to express their opinions using a range of sentences
3. To be able to use the comparative form in reference to people and music
4. To be able to ask and answer a variety of questions in a range of tenses giving
numerical data and using vocabulary from prior knowledge.

The SOW set out a clear overview of the topics, the grammar, the vocabulary and
the homework (self-study) planned for this course. In addition to that, buffer lessons
have been included to allow students the opportunity to revise and consolidate
knowledge with tasks designed to support this process.

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5. Teaching methodology

Teaching/instructing should occur with the aid of a visual prompt, such as a

PowerPoint. Each worksheet/task or assessment should be displayed, explained
and modelled.

AFL needs to be at the core of each lesson: 1. To ensure students are making
progress in class and at home 2. To encourage participation, praise and rewards 3.
To offer clarification on misconceptions and gather valuable data to inform future
planning without waiting for formal assessment points.

Active learning, where the student is involved in doing, rather than listening to
instruction, should be promoted. Group work and pair work (the latter more so in
this course) need to be the preferred options, when preparing students to the
speaking and listening assessments.

Where possible, provided there is enough time and a reasonable number of the
required devices, listening tasks should take place individually or in pairs, to allow
for differentiation to occur naturally.

Flipped learning will be used 4 times during the course to promote self-study and
maximise controlled practice in class. It is imperative that teachers stress to
students the importance of coming prepared to lessons by completing the online
Edmodo tasks to ensure learning has taken place and that classroom time is not
misdirected.

6. Technology

The list of apps and technology tools are included in the scheme of work.
Learners will be able to use a range of technologies (some new to them : i.e.
Popple, some already trialled in the previous 2 terms) both in class and at home.
Linguascope, Duolingo & Memrise should be the foci for homework/self-study to
ensure that memorisation techniques are used to embed learning occurred in class.

7. Assessment procedure

The course is built around 5 main assessments (backward design):

Lesson 4 - mirrored translation - Matia Bazar
Lesson 10 - Writing assessment - song review
Lesson 12 - Listening assessment - Interview with Nek
Lesson 15 - Speaking - Interview a pop star
Lesson 16 - Reading - multiple choice text

Feedforward is used via Edmodo to offer valuable comments to the student and set
clear targets to ensure that the creative tasks (Writing and the Speaking) in Lesson
10 and 14 are of excellent quality and match the students target grades.
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AFL will be carried out via technology devices such as Quizlet Live (in small
groups), Plickers (with immediate feedback by the teacher) and Classmarker
(formal and summative assessment).

8. Assessment criteria

The GCSE assessment criteria for

the 4 skills can be found in LANDMARK ASSESSMENT FEEDBACK FORM
EDEXCEL ITALIAN. Title of assessment: GCSE WRITING
Level/Grade

Limited information.
When giving feedback to students, a Single words and phrases.
One time frame
1
simplified version of all criteria Simple opinions.
Some information.
2
Short sentences.
3
(Writing example on the right), Two time frames.
Range of opinions.
4
Relevant information with occasional development.
with school logo and a target section Short sentences.
5
should be used. Bear in mind that
Three time frames.
Variety of opinions. 6
Relevant information with some development.
Longer sentences. 7
this form has been created to assist Use of connectives.
8
Occasional complex structures.
Relevant information with expansion of key points. 9
students to breakdown the various Extended, well-linked sentences.
Some complex language and structures.

components of each grade and, Frequent errors which hinder clarity.

Relevant information with good development.
Some repetitive instances of complex language and structures.

while it attempts to summarise and Fairly accurate.

Detailed response.
Generally accurate.

simplify the Edexcel criteria (too
clunky and wordy to be accessed by
Fair variety of complex language and structures.
Occasional ambiguity which impedes communication.
Very detailed response
Good variety of grammatical structures and language.
Mostly accurate.

some of our students), it must be Fully developed and fluent response.

Wide variety of grammatical structures and complex language
Hardly any error.

used to highlight the positive Positive features of your learning are:

features, set targets and create a

(T) To improve/extend your work:

written dialogue with students.

Student response:

Students who are unable to reach

Grade 6 should be considered
Foundation. Higher ability students,
achieving Grade 6+ will sit the
higher papers for Reading and Listening and therefore should produce Speaking
and Writing at the same or similar level.
Moderation will occur in departmental time after each formal assessment has been
marked to ensure consistency in the assessment approach and its interpretation.

9. Resources & Supporting materials

The full list of resources available can be found on slide 3 of the PDF SOW LA
MUSICA ITALIANA and the Lesson sequence (page 4 of the present document)
can be used to quickly identify assessments, technologies used and self-study/
flipped sessions for students to follow. All assessments are in the Edmodo library.

10. Data Recording

Please ensure all data is safely recorded on iDoceo, to facilitate discussions with
parents, trainees, for monitoring and moderation.
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 SOW LA MUSICA ITALIANA - Lesson sequence

Face-to- IT apps, Individual/

face Title hardware & home Title
lessons platforms learning

Lesson 1 To be able to express your opinions on music genres PP & Youtube 1 Linguascope - dialogue about music - focus on
adjectives

Lesson 2 To be able to analyse the meaning of a song (guided) PP & Edmodo quiz 2 Flipped - emotions
Padlet https://www.youtube.com/watch?
v=Kmks2UvQhuA

Lesson 3 To be able to describe feelings and emotions in a song PP & Linguascope

using quantifiers & Plickers

Lesson 4 To be able to identify key information in a music review PP& Plickers 3 Flipped
https://www.youtube.com/watch?v=CapAaQZ-gYI

Lesson 5 To be able to recognise the conditional in a music context Plickers 4 Duolingo & Memrise to summarise 5 lessons -
vocab and verbs

Lesson 6 To be able to compare two songs using the comparative Hue - visualiser
form (guided)

Lesson 7 To be able to start/create a review of a song following Quizlet

GCSE guidelines (step 1)

Lesson 8 To be able to improve your review following guidance and Edmodo

feedforward (step 2)

Lesson 9 To be able to finalise improvements and add a comparison Popplet 5 Flipped - Verbs presentation - master the 3
with a second song (Step 3) tenses - Edmodo

Lesson 10 To be able to self assess and peer assess your song Popplet 6 Flipped - analyse questions in different tenses -
review and your partners Edmodo

Lesson 11 To be able to identify key verbs in 3 tenses to be able to Quizlet 7 Duolingo & Memrise to summarise 5 lessons -
ask and answer questions vocab and verbs

Lesson 12 To be able to identify 3 tenses in an interview - Nek Soundcloud 8 Reorganise 15 questions (focus on question tags
Padlet and verbs)

Lesson 13 To be able to improve your pronunciation, intonation and Edmodo 9 Practise the 15 questions aloud several times
pace following feedback focussing on intonation, pace and pronunciation.
Record the questions (video or audio). When you
are happy with your finished product, upload them
onto Edmodo. Watch the Bossjock tutorial.
https://www.youtube.com/watch?
v=QsB23wCHL24&t=105s

Lesson 14 To be able to create an original interview using BossJock Bossjock 10 Revision maps on past/present & future verbs
Circle map on opinions (positive and negative)
Double bubble map on 2 songs

Lesson 15 To be able to self assess and peer assess your interview Bossjock
and your partners

Lesson 16 To be able to identify key elements in a range of texts and Classmarker

statements about music