Im a Language teacher

Lisa StevensBabcock4s 22.06.16

Im a Language teacherHelp me out here!Babcock4s conference22nd June 2016

Paraphrasing Shakespeare, "Some are born Primary language teachers, some become Primary language teachers and some have Primary language teaching thrust upon them" How can all three scenarios lead to confident successful teachers and learners, demonstrating significant progress by the end of KS2? We'll explore how to plan for progression (in the long and short term), share sources of support and inspiration and discuss how to best meet the challenges of the Languages Programmes of Study.

"Some are born Primary language teachers, some become Primary language teachers and some have Primary language teaching thrust upon them"

IM A PRIMARY LANGUAGE TEACHER. HELP ME OUT HERE!PoShow can we deliver it?supportencouraging and enabling colleaguesembeddingprogression

Just fun and funky?

foundations BUILT TO LAST

built to last

What should KS2 MFL do?

http://changing-phase.blogspot.co.uk/2013/04/what-should-ks2-mfl-do.html

http://www.expertsubjectgroups.co.uk/docs/ESAGMFLGroupAssessmentStatement.pdf

refer to two documents

Listeninglisten attentively to spoken language and show understanding by joining in and respondingexplore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of wordsSpeakingengage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*speak in sentences, using familiar vocabulary, phrases and basic language structuresdevelop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*present ideas and information orally to a range of audiences*Readingread carefully and show understanding of words, phrases and simple writingappreciate stories, songs, poems and rhymes in the languagebroaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionaryWritingwrite phrases from memory, and adapt these to create new sentences, to express ideas clearlydescribe people, places, things and actions orally* and in writingGrammarunderstand basic grammar appropriate to the language being studied, such as (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.Listeninglisten to a variety of forms of spoken language to obtain information and respond appropriatelytranscribe words and short sentences that they hear with increasing accuracySpeakinginitiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of addressexpress and develop ideas clearly and with increasing accuracy, both orally and in writingspeak coherently and confidently, with increasingly accurate pronunciation and intonationReadingread and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable materialread literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop creative expression and expand understanding of the language and cultureWritingwrite prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.Grammaridentify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studieduse and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriatedevelop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issuesuse accurate grammar, spelling and punctuation.

KS2KS3with thanks to Rachel hawkes

KS2 on the left and KS3 on the rightAdapted to show more clearly the continuity between KS2 and KS3

Joining up KS2 and KS3 arguably the most important piece of work we will do in our careers over the next 5 x years. The level of responsibility for this will differ, Heads of languages in secondary schools will have an obligation to grapple with it otherwise their learners will not reach the levels required at the end of KS4 (even though we have not see what those are, we can guess from Curriculum 14 that the standards will be tough). But classroom teachers have the responsibility similarly to respond to what the learners in front of them know to build on it, to notice the words, skills they already have, and not to assume a from zero approach in Y7.

I dont know where to start (support)

Help and SupportAssociation for Language Learning ALL ConnectFacebook group - Languages in Primary SchoolsTwitter - lists and #mfltwitterati

resourcesLightBulbLanguagesTES ResourcesBBC Primary languages PinterestSpanish PlaygroundALL recommends

Blogs and websitesVmonos! - Lisa StevensChanging Phase - Clare SeccombeJanet Lloyd NetworkZapatito Ingls - Erzsi CulshawBonjour Madame - Emilie WoodruffePrinceLanguages - Julie PrinceCaveLanguages - Sue Cave

HOW CAN WE DO IT?(EXAMPLE ACTIVITIES FOR POS)

KS2 stepping stonesPhoto - Shared Under CC License: https://www.flickr.com/photos/seattlemunicipalarchives/3662558333

River ks2

wordphrase/short sentenceSentence or twoShort paragraph showingIndependence

Pupils should be taught to:listen attentively to spoken language and show understanding by joining in and respondingexplore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of wordsNational Curriculum for England Languages Programme of Study DFE, 10/09/13

Listen attentively to spoken language and show understanding by joining in and responding.1. Repeat words modelled by a teacher; listen and show understanding of single words through physical response.

2. Listen and show understanding of short phrases through physical response.

3. Listen and show understanding of more complex familiar phrases and sentences.

4. Listen and show understanding of more complex sentences containing familiar words and gist with unfamiliar words.from Sue cave - sharing good practice

exploring languagerhythm patterns structures repetitionImage credit

animal symphony - explore patterns, phoneme bingo/hoopsstory - La oruga hambrienta/La petite poule rouge (pas moi/moi/moi non plus) thanks Rubiales ;) / Die drei kleinen schweinchen (TES - decafftea) http://www.docstoc.com/docs/105802196/Northumberland-NGfL-Three-Little-Pigs-German-Manualsong/rhyme - Debajo de un botn - clap ton stamp tinEins zwei drei, Polizei - count the ei /ieUsing video/audio as starter to lesson eg Cuntos aos tienes?

Eins, zwei, Polizeidrei, vier, Offizierfnf, sechs, alte Hex'sieben, acht, gute Nacht!neun, zehn, auf Wiedersehen!count the phonemespass something every time you hear a phonemedo a different action for each phoneme eg stamp, clap

Eins zwei drei, Polizei - count the ei /ie

Debajo de un botn, ton, tonque encontr Martn, tin, tin,haba un ratn, ton, ton,ay que chiquitn, tin, tinay que chiquitn, tin, tinera el ratn, ton, tonque encontr Martn, tin, tindebajo del botn, ton, ton

song/rhyme - Debajo de un botn - clap ton stamp tin

Pupils should be taught to:engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clarification and help*speak in sentences, using familiar vocabulary, phrases and basic language structuresdevelop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases*present ideas and information orally to a range of audiences*National Curriculum for England Languages Programme of Study DFE, 10/09/13

QQTtrapdoorreciting

phonicsThe keystone to success video Rachel Hawkes

exploring patterns to transcribing at KS3

A, e, i, o, u (x8)

A, araae, elefantei, ideao, olvidaru, universolink (starts at 1.30-ish)

vowel Haka then I made it into a song using RHs words - but could use any vocabulary!

physical movement

practice builds confidence

singing - la Vaca Lola conversations - role playtrapdoor as way towards sentence speaking - Y6 this week picked up on y as a connective and used itstress punchingphonics v impt - site, Pinterest, videoRachel Hawkes - key to non-specialist confidence - sound phonic knowledge, sound example

Beware the false friend!

La lettre J commeJaime bien le mois de juin.On peut jouer dans le jardin.multilingual tonguetwisters video

tongue twisters too - very good for reciting confidentlyalso like handwriting!

Progressing in speaking

structures

un jerseyazulgrandeLlevoun pantalnverdeenormeLlevaun vestidorojoypequeoun sombreroamarillominsculoun bikininegrolargo

using support - grids, small cards, mini whiteboardsrepetition, fun, make it a game

Asking questionsTools for Educators

Pupils should be taught to:read carefully and show understanding of words, phrases and simple writingappreciate stories, songs, poems and rhymes in the languagebroaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionaryNational Curriculum for England Languages Programme of Study DFE, 10/09/13

Read carefully and show understanding of words, phrases and simple writing.1. Read and show understanding of familiar single words.

2. Read and show understanding of simple familiar phrases and short sentences.

3. Read and show understanding of a complex sentence using familiar language.

4. Read and show understanding of a series of complex sentences using familiar language.Read and show understanding of a series of complex sentences using familiar language.

Read and show understanding of a series of complex sentences using familiar language.

from Sue cave - sharing good practice

works of literature

rhymes - Doa Pitu Piturra http://youtu.be/9e7KTdj3Nmc - handwritingIve got box of cardsbooks - not just fiction!songs -Los Planetas http://youtu.be/RQlAoG3q4fQ (original) http://youtu.be/3ZmvaSTIIOw (with widgets) / Das Fliegerlied http://www.ukgermanconnection.org/kids-fliegerlied give text and decode - what do you think it says? What skills are you using? http://padlet.com/wall/qy5rypop46

decoding textsdo you really need a dictionary?

exploration of language - explain *why*

non fiction too!

DIY TEXTS

non fiction texts v impt - boys particularly love them and not enough in schoollook at planets book; technology book - short texts, familiar subjects

dictionary skills

Pupils should be taught to:write phrases from memory, and adapt these to create new sentences, to express ideas clearlydescribe people, places, things and actions orally* and in writingNational Curriculum for England Languages Programme of Study DFE, 10/09/13

understanding and creating texts

Y1 - single wordsY2 - some phrases

Y3 - short phrases Y4 - Guided writing

Y4 writing - with scaffolding

Y5 - sentences with some from memory Y6 - Starting to go it alone and using multiple references using own

Dnde vive?structures patterns gaining confidence

play Trapdoor

Pupils should be taught to: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 EnglishNational Curriculum for England Languages Programme of Study DFE, 10/09/13

highlighting texts - highlight all nouns in German text; compare English and Spanish text - look at word orderhuman sentences - physically putting words in orderword pyramids - uplevelling a phrase into a longer sentencegrammar games - Toolsforeducators board games and dice / pronoun dice

bricks without mortargrammar is the mortar that stops it being a pile of bricks!

plurals!

Por qu es Mi mochila tan pesada?

grammar!avoir song 1 using stories

highlighting texts - highlight all nouns in German text; compare English and Spanish text - look at word orderhuman sentences - physically putting words in orderword pyramids - uplevelling a phrase into a longer sentencegrammar games - Toolsforeducators board games and dice / pronoun diceVerb flowers - Claire Hampson/Suzi Bewell (spiders)Clares game me llamo .. Me gusta - http://changing-phase.blogspot.co.uk/2012/10/imprinting-verbs.html

alain le lait - avoir

the verb sein

conjugations back

Raising the profile of language.

Thats all very well but

colleagues wont play alongdont have language skills

Passion Carbonnyc

culture language in isolation is not good!

culul chuclati rosas culul salmon culul abu culul ubikanella roZa oring griz vjolantsundu pinki orenji ngwevu mfusacoklat merah muda oranye abu abu ungukhave rengi pembe turuncu gri morbrun rosa oransje gr lillaKapampanganXhosaMalteseIndonesianturkishNorwegian

excellence and enjoymentengagement

Were Secondary ready; are you Primary aware?

What does this tell us?Changing Phase Language Trends survey

The need to promote effective transition in languages between Key Stages 2 and 3 is not yet high on the agendas of either primary or secondary schools.the introduction of compulsory language learning has not yet stimulated increased contact between language teachers in state primary and secondary schools. p69

what do we want? How will we achieve it?

Primary language educator and Consultantlisibo@me.com Vmonos! - lisibo.com twitter - @lisiboLTD