teaching languages at key stage 2 vanessa loubier – profir louise pagden

Teaching Languages at Key Teaching Languages at Key Stage 2Stage 2

Vanessa Loubier – ProfirVanessa Loubier – Profir

Louise PagdenLouise Pagden

1. What proportion of the British population 1. What proportion of the British population speaks a foreign language?speaks a foreign language?

A: Three quarters B. Two thirds

C. Five sixths D. One third

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2. What percentage of British trade is 2. What percentage of British trade is with non-English speaking countries?with non-English speaking countries?

A: 15% B. 34%

C. 60% D. 88%

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3. How many people in the UK are 3. How many people in the UK are learning a foreign language?learning a foreign language?

A: 20 million B. 12 million

C. 56 million D. 5 million

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4. What percentage of the world’s 4. What percentage of the world’s population does not speak English at all?population does not speak English at all?

A: 6% B. 75%

C. 23% D. 59%

50:5050:50

4. What percentage of the world’s 4. What percentage of the world’s population does not speak English at all?population does not speak English at all?

A: 6% B. 75%

C. 23% D. 59%

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Which country’s calendarWhich country’s calendar includes such dates as Tooth-includes such dates as Tooth-hardening Day, Anti-gravity Day and Full Moon Gruel Festival?hardening Day, Anti-gravity Day and Full Moon Gruel Festival?

A: China B. Japan

C. Iran D. Thailand

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Who wants to be a millionaire?Who wants to be a millionaire?

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Why teach primary Languages?Why teach primary Languages?

KS2 Framework for languages, part two, page 4KS2 Framework for languages, part two, page 4 Enriches the curriculumEnriches the curriculum Helps to create enthusiastic language learners Helps to create enthusiastic language learners

and develop positive attitudes to language and develop positive attitudes to language learning throughout life.learning throughout life.

Stimulates children’s creativityStimulates children’s creativity Supports oracy and literacySupports oracy and literacy Leads to gains across the curriculumLeads to gains across the curriculum Supports and celebrates the international Supports and celebrates the international

dimension.dimension. We have to…We have to…

The entitlement for languages says…The entitlement for languages says…

A: All children throughout key-stage 1and 2 must learn a foreign language

B. All children throughout keystage 2 must have the opportunity to study a foreign language

C. All children throughout Key-stage 2 must have the opportunity to learn a EuropeanLanguage

D. All children in key-stage 1 and 2Must learn one of the major European languages

The entitlementThe entitlement

Every child should have the opportunity Every child should have the opportunity throughout keystage 2throughout keystage 2 to study a foreign to study a foreign language and develop their interest in the language and develop their interest in the cultureculture of other nation. They should have of other nation. They should have access to access to high quality teachinghigh quality teaching and and learning opportunities, making use of learning opportunities, making use of native speakers and e-learningnative speakers and e-learning. By age 11 . By age 11 they should have the opportunity to reach they should have the opportunity to reach a a recognised levelrecognised level of competence on the of competence on the Common European Framework…Common European Framework…

The entitlement for languages says…The entitlement for languages says…

A: All children throughout key-stage 1and 2 must learn a foreign language

B. All children throughout keystage 2 must have the opportunity to study a foreign language

C. All children throughout Key-stage 2 must have the opportunity to learn a EuropeanLanguage

D. All children in key-stage 1 and 2Must learn one of the major European languages

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Languages will be a compulsory part of the Languages will be a compulsory part of the KS2 curriculum from…KS2 curriculum from…

A: 2008 B.2009

C. 2010 D. 2011

Dearing Report: 12.3.07: Dearing Report: 12.3.07: RecommendationsRecommendations

All primary schools to teach foreign All primary schools to teach foreign languages by 2010 (September)languages by 2010 (September)

Every child in England will start learning a Every child in England will start learning a modern foreign language in primary school modern foreign language in primary school from the age of seven.from the age of seven.

From 2010, it will be a compulsory part of the From 2010, it will be a compulsory part of the national curriculum for children from the age national curriculum for children from the age of seven to 14 to study a modern foreign of seven to 14 to study a modern foreign language, as the government attempts "to language, as the government attempts "to put languages at the heart of learning", said put languages at the heart of learning", said the education secretary, Alan Johnson. the education secretary, Alan Johnson.

Languages will be a compulsory part of the Languages will be a compulsory part of the KS2 curriculum from…KS2 curriculum from…

A: 2008 B.2009

C. 2010 D. 2011

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Weekly time allocationsWeekly time allocations

Entitlement: 1hourEntitlement: 1hour1x 20 minutes discrete language learning1x 20 minutes discrete language learning

4 x 10 minute sessions in other curriculum 4 x 10 minute sessions in other curriculum areas or in daily routinesareas or in daily routines

3 x 20 minutes3 x 20 minutes4 x 15 minutes4 x 15 minutesBlocking of Intercultural elementsBlocking of Intercultural elements

How is this to be achieved?How is this to be achieved?

The Key Stage 2 The Key Stage 2 Framework for LanguagesFramework for Languages

‘‘Above all, the Framework Above all, the Framework should be seen as a should be seen as a support, not a constraint; a support, not a constraint; a climbing frame not a cage.’ climbing frame not a cage.’ p4p4

The Strands…The Strands…After the expectations and outcome you After the expectations and outcome you

will find the objectives for each of the will find the objectives for each of the strands, ‘at a glance’.strands, ‘at a glance’.

How many strands are there?How many strands are there?

A: 3 B.4

C. 5 D. 6

The StrandsThe Strands

Literacy OracyIntercultural

understanding

Knowledge about language

Language learning strategies

How many strands are there?How many strands are there?

A: 3 B.4

C. 5 D. 6

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Who wants to be a millionaire?Who wants to be a millionaire?

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Oracy Y3Oracy Y3

Listen and respond to simple rhymes, Listen and respond to simple rhymes, stories and songs (perform finger stories and songs (perform finger rhymes, sing songs, join in with story rhymes, sing songs, join in with story telling, identify rhyming words)telling, identify rhyming words)

Listen attentively and understand Listen attentively and understand instructions, everyday classroom instructions, everyday classroom language and praise wordslanguage and praise words

Literacy Y3Literacy Y3

Recognise some familiar words in written Recognise some familiar words in written form (understand words displayed in the form (understand words displayed in the classroom; identify and read simple words)classroom; identify and read simple words)

Make links between some phonemes, Make links between some phonemes, rhymes and spellings and read aloud rhymes and spellings and read aloud familiar words (read aloud a rhyme or familiar words (read aloud a rhyme or poem)poem)

Experiment with the writing of simple words Experiment with the writing of simple words (using a model or some from memory)(using a model or some from memory)

Intercultural Understanding Y3Intercultural Understanding Y3 Learn about the different languages spoken by Learn about the different languages spoken by

children in the schoolchildren in the school Locate country / countries where the language is Locate country / countries where the language is

spokenspoken Identify social conventions at home and in other Identify social conventions at home and in other

cultures (know some facts about one country, cultures (know some facts about one country, e.g. climate, main towns, famous landmarks, e.g. climate, main towns, famous landmarks, produce)produce)

Make indirect or direct contact with the country / Make indirect or direct contact with the country / countries where the language is spoken (native countries where the language is spoken (native speaker, video, partner school) speaker, video, partner school)

Knowledge about language Y3Knowledge about language Y3 Identify specific sounds, phonemes and wordsIdentify specific sounds, phonemes and words Hear main word classesHear main word classes Recognise how sounds are represented in Recognise how sounds are represented in

written formwritten form Recognise that languages describe familiar Recognise that languages describe familiar

things differentlythings differently Recognise that many languages are spoken in Recognise that many languages are spoken in

the UK and across the worldthe UK and across the world Recognise conventions of politenessRecognise conventions of politeness

Language learning strategies Language learning strategies Y3Y3

Use actions and rhymes and Use actions and rhymes and play games to aid memorisationplay games to aid memorisation

Look at the face of the person Look at the face of the person who is speakingwho is speaking

Compare the language with Compare the language with EnglishEnglish

What does allons-y mean?

A: Let’s get going! B.Why are we doing this?

C. I can’t do this! D. I’m all at sea.

A: Let’s get going! B.Why are we doing this?

C. I can’t do this! D. I’m all at sea.

What does allons-y mean?

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teaching languages at key stage 2 vanessa loubier – profir louise pagden

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