Day 1: Tuesday 11 th November, 2014 ‘Unpacking the new KS2 Programme of Study’ Willow Dene

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

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.

5 Learning new language How do you know when you know a word or structure? 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 on whiteboard 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 variety Try to avoid always teaching only lists of words Ensure age appropriate Is there progression in time?

vert violetbleu rose jaune orange blanc gris noir marron rouge

Focus on accurate spelling / memorisation n--r b--u v--t g--s o----e nr je bc gs re 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-vous Asseyez-vous Tournez-vous Levez la main Baissez la main Sautez Marchez En rang Trouvez un(e) partenaire Écoutez, regardez, repetez Bleu Rouge Vert Jaune Blanc Noir Orange Rose Marron Gris

Grand Petit Gentil Dangereux Prepositions, adjectival agreement & positioning

Un éléphant Un lion Un tigre Un zèbre Un dauphin Un hippopotame Un crocodile Un kangourou Un hamster Une girafe Une tortue Une souris Une vache J’imagine un animal. L’animal est Un chien Un chat Un serpent Un lapin Un oiseau Un cheval Un mouton Un cochon C’est Ce 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…

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

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 gamedictionary 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 éléphant Un lion Un tigre Un cochon Un zèbre Un dauphin Un hippopotame Un crocodile Un kangourou Un hamster Put the following into 3 categories… un éléphant la tête une banana des raisins le nez des lions un tigre la bouche un melon une pêche un 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.

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

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

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

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 bananeUn croissant Une fermeune maison Une tableun/une Une tortue C’est lundi dimanche La tête Il y a C’est Ce 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 tell you 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 necessarily NEED changing but could be substituted for alternatives. The next slide underlines for you the pieces that could be changed. Finally, pupils use the scaffold to either produce a piece of 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, 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

Progression What 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