Day 1: Tuesday 11th November, 2014

‘Unpacking the new KS2 Programme of Study’

Willow Dene

*London Schools Excellence Fund Project

Greenwich

• A look at the bullets from the Programme of Study• Comparison with KS2 Framework objectives• Examples of teaching activities for each year group

*Reading and Writing

* Bullets from the POS relating to Reading and Writing:

• Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of the words.

• Read carefully and show understanding of words, phrases and simple writing.

• Appreciate stories, songs, poems and rhymes in the language.

• Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary.

• Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

• Describe people, places, things and actions orally and in writing.

• Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

*Literacy: year 6

5

Learning new language

How do you know when you know a word or structure?

I can ____________________ it

I can ____________________ it

I can ____________________ it

I can ____________________ I

I can __________it in a sentence.

How can you tell if pupils are making progress?

say

read

understand

write

use

Le navet énorme

Le navet énorme

Where do we start?

Come up with 5 different ways to introduce new language

Flashcards

Images onwhiteboard

Realia

Actions

B S L

Plenty of varied repetition, graded

questioning, support

Reading or hearing a more complex text / story &

deducing (context, cognates, dictionaries, gist

only, prior learning)

Use a varietyTry to avoid always teaching only

lists of wordsEnsure age appropriate

Is there progression in time?

*L3.3

Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of the words.

vert

violet bleu

rose

jaune

orange

blanc

gris

noir

marron

rouge

Focus on accurate spelling / memorisation

n--rb--uv--tg--s

o----e

nrjebcgsre

• Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of the words.

Looking at sound-spelling links:

What are the special features that help us listen and speak in Spanish?

Hola

Como te llamas?

Me llamo Rocio Peña. Y tú?

Looking at sound-spelling links:

What are the special features that help us read and write in Spanish?

¡Hola!

¿Cómo te llamas?

Me llamo Rocío Peña. ¿Y tú?

Levez-vousAsseyez-vousTournez-vousLevez la mainBaissez la mainSautezMarchez

En rangTrouvez un(e) partenaireÉcoutez, regardez, repetez

BleuRougeVertJauneBlancNoirOrangeRoseMarron Gris

0 1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 20

1 2 3 4 5 6

7 8 9 10 11

12 13 14 15 16 17

18 19 20 21

Grand Petit Gentil Dangereux Prepositions, adjectival agreement & positioning

Un éléphantUn lionUn tigreUn zèbreUn dauphinUn hippopotameUn crocodileUn kangourouUn hamster

Une girafeUne tortueUne sourisUne vache

J’imagine un animal.L’animal est

<couleur><grand / petit>

<gentille / dangereux>

Un chienUn chatUn serpentUn lapinUn oiseauUn chevalUn moutonUn cochon

C’estCe n’est pas…

Il y a…Il n’y a pas de…

J’aime…Je n’aime pas..

J’adore…Je déteste…Je préfère…

+ adjectives+ agreement &position

et, mais, parce que…

* KS2 Framework objectives - Literacy: year 4

*Teaching activities

L4.2• Working in groups, listen several times to a native speaker

model, an audio, CD, a simple familiar song, poem or extract from a story, while following the words

• Join in, chanting some of the text as a class• Choose text cards as the teacher calls out words and phrases• Play and extend anagram jigsaws: familiar words are cut up into

individual letter cards, and in small groups children work together to re-build the words

*Follow a short familiar text

L4.2• Sort word cards into dictionary order by their first and

second letters; children are given frequent practice in sorting words alphabetically by playing the dictionary sorting game

• Working in groups of four or five, each child holds a text card and must stand in dictionary order, e.g. banana, berry, biscuit, bottle, butter. When ready, extend to include the first two letters of each word being the same, then the first three

Put the following into alphabetical order…

Un éléphantUn lionUn tigreUn cochonUn zèbreUn dauphinUn hippopotameUn crocodileUn kangourouUn hamster

Put the following into 3 categories…

un éléphant la têteune banana des raisinsle nez des lionsun tigre la boucheun melon une pêcheun zèbre les yeux

• Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary.

*Literacy: year 5

Une histoire sombre

Dans cette armoire, il y avait un coin sombre, très sombre.

Dans ce bois, il y avait un château sombre, très sombre.

Et dans cette boîte, il y avait…une souris!

Derrière cette porte il y avait une sale sombre, très sombre.

Dans ce couloir, il y avait un rideau sombre, très sombre.

• Appreciate stories, songs, poems and rhymes in the language

Une histoire sombre

• Pupils listen to the story being read out.• Pupils listen for key phrases, words or sentences and

respond.• Pupils join in with the reading, or call out the next word when

the reader stops.• Do pupils notice a structure or pattern?• Find words rhyming with ‘noir’• Find words with the ‘oi’ sound (bois, fois, boîte, couloir,

armoir, coin)• Find words with the ‘oh’ sounds (sombre, dans, chateau,

Rideau, devant, en haut, chambre)• Pupils are given a colour and when the line of that colour is

read out, they all must stand up before the line is read

• Write phrases from memory, and adapt these to create new sentences, to express ideas clearly

L5.2

• Memorise a ‘human sentence’. The sentence can be seen at the front of the class by children holding up word cards. All children read and re-read the sentence aloud, in chorus. The teacher gradually gives a signal to each child who has a card to remove their card from the sentence. All children continue chanting the sentence aloud until all the cards are hidden from view and yet they can still chant the sentence correctly

* Literacy: year 6

* Reading and understanding a short written passage

L6.1• Read a weather report and draw symbols on a map showing

what the weather will be like in those regions/countries• Read a familiar story or sing a familiar song. Using print-outs of

the story or song, children answer some simple questions about it

• Expose children to authentic handwriting, if appropriate• Use a bilingual dictionary to check the meaning of words

* Write sentences on a range of topics using a model

L6.4•Create a wall on a theme from a different curriculum area, e.g. Henry VIII and his six wives

•Give speech bubbles to characters to include personal information

Salut, je suis une personne gentille qui habite dans une

maison en Belgique.

J’adore l’exercice et je vais à la piscine deux fois par semaine,

mais je déteste le gymnase car c’est embarrassant.

Je regarde la télévision souvent parce que c’est relaxant, et

je préfère les films – parfois je vais au cinéma avec mes amis.

Demain je vais aller au supermarche pour faire du shopping,

c’est bof

Listen & Watch

Listen & join in actions Actions &

say

Word ping-pong

• Write phrases from memory, and adapt these to create new sentences, to express ideas clearly.

Salut, je suis une personne gentille qui habite dans une

maison en Belgique.

J’adore l’exercice et je vais à la piscine deux fois par semaine,

mais je déteste le gymnase car c’est embarrassant.

Je regarde la télévision souvent parce que c’est relaxant, et

je préfère les films – parfois je vais au cinéma avec mes amis.

Demain je vais aller au supermarché pour faire du shopping,

c’est bof

Phrase ping-pong

Signal selected words/phrases to partner

Salut, je suis une personne gentille qui habite dans une

maison en Belgique.

J’adore l’exercice et je vais à la piscine deux fois par semaine,

mais je déteste le gymnase car c’est embarrassant.

Je regarde la télévision souvent parce que c’est relaxant, et

je préfère les films – parfois je vais au cinéma avec mes amis.

Demain je vais aller au supermarche pour faire du shopping,

c’est bof

Images to assist you

Sign to partner from symbols, partner actions if support needed

Un lion un chat

Une banane Un croissant

Une ferme une maison

Une table un/une

Une tortue C’est

lundi dimanche

La tête Il y a

C’estCe n’est pas…Il y a…Il n’y a pas de…

J’aime…Je n’aime pas..J’adore…Je déteste…Je préfère…

+ adjectives+ agreement &position

et, mais, parce que…

How to:Communicate & understand in a variety of ways (see Framework consultation).

Deduce meaning using skills, such as;• Cognates• Near cognates• Prior learning• Context• Guess-work• Dictionaries• Gist

Understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these differ from or are similar to English.

Bonjour! Ça va super!

Je m’appelle Paul.

J’ai six ans.

Mon anniversaire est le dix novembre.

J’habite à Romford.

J’ai un petit chat.

J’adore les pommes mais je déteste les kiwis.

Mon animal préféré est le lion – c’est dangereux.

Au revoir, Paul.

At the end of Y3, show pupils the reading passage here, and ask them to consider how much they think they can figure out. Then, in pairs, they share their findings.Next, ask them if they can use the information here to tellyou anything about themselves, thereby adapting the phrases.Next, ask pupils to come up to underline the parts of the passage that they would need to change if the passage was about themselves. Some bits may not necessarilyNEED changing but could be substituted for alternatives.The next slide underlines for you the pieces that could bechanged.Finally, pupils use the scaffold to either produce a pieceof writing about themselves, or a spoken performance.

• Describe people, places, things and actions orally and in writing.

Could be Ça va pas, Comme-ci, comme-ça or

alternatives that you may have introduced.

Pupils could also change the greeting to Salut, or for a different time of

day.

Pupils may have a different pet, a different number of cats, wish to use different adjectives.

Bonjour! Ça va super!

Je m’appelle Paul.

J’ai six ans.

Mon anniversaire est le dix novembre.

J’habite à Romford.

J’ai un petit chat.

J’adore les pommes mais je déteste les kiwis.

Mon animal préféré est le lion – c’est dangereux.

Au revoir,

Paul.

Pupils could change the fruits they love/hate, or could also change

the ‘topic’ to something else

they know, such as colours or animals.

Pupils could change the ‘topic’ from animals to foods or colours, identifying their favourite, and an adjective to explain why. Alternatively, they may wish to stick with the topic of animals, and

change the animal and the adjective.

WRITING

• Label items (display)• Copying• Show-me boards• Worksheets (match image

and word)• Fill gaps• Un-jumble letters• Find the mistakes

• Select the correct word for a gap

• Write from memory (words to longer)

• Use scaffold / model.• Complete a sentence,

text, message, e-mail• Mini-books

Copying (but be aware of the worth…)Categorise or put into alphabetical order.

Using a simple activity (introducing new language) to stimulate some simple writing (e.g. description of an animal).Bleu. Grand. Gentil. C’est bleu, grand et gentil. L’animal est bleu, grand et gentil.

Using word cards (to re-order & construct sentences) to then write out with a level of independent choice over content.Describing family members. Describing a planet.

Using a story to create a scaffold (repetitive structures)Un histoire sombre. La Oruga muy hambrienta. Eric l’Escargot.

WRITING

ProgressionWhat is it / what does it look like in a

Primary Languages lesson?

(A little goes a long way, as with classroom actions/instructions & days of the week, & progression

doesn’t have to be only linguistic.)

CONCLUSIONS•Teaching primary languages doesn’t mean being a ‘perfect linguist’ with a wealth of grammatical knowledge or linguistic accuracy.•Learning primary languages isn’t about learning to read, write, say and understand endless ‘groupings’ of nouns or words, or even set phrases in isolation.•It is about developing skills, confidence, enjoyment, a ‘have-a-go’ approach, skills of deduction, a foundation, a ‘can-do’ attitude, all of which need to be modelled by the teacher/adult.•Progression: understand what it looks like in a language lesson and across a number of years of language learning ; help young learners to recognise when they achieve this; develop a collaborative approach to recording and reporting it.

• A little language goes a long way – with only a limited choice of words or phrases a lot of progress can be made by learners

• Don’t be afraid to expose learners to a wealth of ‘superfluous’ language (caught v taught)

• Be aware of the smaller steps of progression that are present in each activity

• Consider different approaches to introducing new language. Let the scheme of work empower you, not confine you

Key messages…

• Questions• Next session• Pupil audits and a story book• Evaluations

* Plenary