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An old problem (from Chaucer, G, Prologue, late C14 )

Making the New National Curriculum Work: Good Teaching meets Brain Research. John Bald, Technical Adviser, Hackney Learning Trust. johnbald@talktalk.net. An old problem (from Chaucer, G, Prologue, late C14 ). And frenssh she spak ful faire and fetisly,

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An old problem (from Chaucer, G, Prologue, late C14 )

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  1. Making the New National Curriculum Work: Good Teaching meets Brain Research. John Bald, Technical Adviser, Hackney Learning Trust.johnbald@talktalk.net

  2. An old problem(from Chaucer, G, Prologue, late C14 ) And frenssh she spak ful faire and fetisly, After the scole of stratford atte bowe, For frenssh of parys was to hire unknowe.

  3. ...but getting worse. The Linguist, Vol. 51.2, 2013 CILT Language Trends Analysis, 17.3.3013; Joint Council for Qualifications, June 2013 ALL member update, 22.8.2012; Joint Council for Qualifications, June 2013.

  4. HMI - Modern Languages Achievement and Challenge (2011), and... From HMI presentation, Westminster Forum, March 2013

  5. Part 1. Brain science. (from The Learning Brain, Blakemore and Frith, 2005) As we learn, brain cells form connections with each other that build into networks. These connections are strengthened with practice.

  6. Brain cell(from Neuroscience and Education, Teaching and Learning Research Project, 2007)

  7. Brain cell connections(from Neuroscience and Education, Teaching and Learning Research Project, 2007)

  8. Royal Institution Christmas Lectures 2012

  9. Royal Institution Christmas Lectures 2012

  10. Royal Institution Christmas Lectures 2012: Six months

  11. Royal Institution Christmas Lectures 2012: Three years

  12. The brain adapts itself to different languages Reading Aloud in English and Italian, evidence from brain scans (active areas in black) • Left: reading system of English and Italian combined • Centre: sound processing more active in Italian • Right: word form area more active in English (fromThe Learning Brain, Blakemore and Frith, 2005)

  13. The areas of the brain used for written and spoken language are interlinked and overlap(Dr. Matt Davis, MRC, Languages Today, Spring 2013) • Hearing • Reading • Both

  14. As we learn a new language… • We add to and adapt the structures formed in our brain as we learned our first language. • These structures influence the way we learn the new language, both the parts we find easy, and the errors we make(Swan and Smith, Learner English.)

  15. English speakers need to adapt to: • New relationships between written and spoken language, including spelling and pronunciation. • Gender in nouns that have no physical gender, and in associated pronouns and adjectives. • Greater variation in verb forms than in English (except for Mandarin!)

  16. The New National Curriculum... https://www.gov.uk/government/organisations/department-for-education/series/national-curriculum • has been slimmed down, to allow schools and teachers scope to develop their own approach • uses all channels of communication to contribute to learning • combines progression with communication • prepares pupils for further study

  17. Anne Swarbrick, President, Association for Language Learning , 2012-13

  18. Dr Rachel Hawkes, ALL President, 2013-2014

  19. Part 2. Building Neural Networks As teachers, we build networks by • Understanding the adjustments children need to make to their thinking. (Vygotsky, Thought and Language Children 6) • Explaining these clearly in terms they understand (Bruner, “courteous translation”). • Teaching spoken and written language together, so that children can see the links between them. • Encouraging and answering questions • Encouraging children to practise, with songs, actions, enjoyable activities and websites.

  20. We hinder the formation of networks by • Copying, which requires children to switch their attention continually between the master version and their own. These jerky movements thinking and the formation of connections. • Overloading, by presenting too much new written material at a time, or presenting spoken language that is too fast for children to understand.

  21. Copying, c1700 BC(From The History of Writing, S.R Fischer)

  22. Copying errors from a Year 7 mixed-ability class • Quel as âge tu. Quel âge as-tu? • O habite tu Ou j’habites-tu Où habites-tu? • Où habite a Londres. J’habite à Londres. • Common t’appelle tú_ Comment t’appelles-tu? • Je onzo age J’ai onze ans • Ja un douze J’ai douze ans (experienced teacher, pupils had models of the sentences they were trying to write, from which they could copy.)

  23. The alternative: Sentence Building. • We begin with colours, in written as well as spoken form. • We discuss differences between English spelling and spelling in the new language – eg in Spanish, rojo, in French, vert. • Children look away from the board, trace the word with their finger on their sleeve, and check. Praise for getting it nearly right, then completely right. • We repeat with other colours. Children begin to look and see repeating patterns, eg rojo, naranja, vert, blanc. • After explaining verbs and practising them with songs, we begin to make simple sentences, again, looking away, tracing and checking. • Once children are confident in tracing a word or sentence, they write it on a whiteboard or scrap paper. 7. We then incorporate things children would like to say, and build them nto a personal repertoire of things pupils would like to say or write. 8. As none of the work is ever copied, this personal record allows continuous assessment without extra work.

  24. rojo

  25. Year 3 and 4 pupils using gender in writing.

  26. Key Features of French… • The French like their spoken language to flow, and their written language to be precise. • All nouns have a gender. (Very occasionally, two – le or la professeur) • The form of verbs varies more than in English, and the negative is tricky.

  27. ... a suggested first order... • Colours have key features – vert, bleu, rouge, blanc, jaune, orange, noir, violet, marron. Say together, study, look away, write on sleeve. • Bonjour! (G’day). Drop the tongue to pronounce. • Sing and point (to self and people) pronouns • Sing and point être. I usually do negative first. • Sentence building with family and pets introduces gender and avoir, positive and negative.

  28. Years 1 and 2, grammar and reading

  29. With Clicker…

  30. Extensions suggested by Y4

  31. Year 7, girl, assessed as dyslexic, before sentence building work

  32. Year 7, girl, assessed as dyslexic, after six weeks’ sentence building work

  33. Year 4, higher-attaining girl

  34. Year 7, boy assessed as dyslexic

  35. Part 3: Building Language into the School’s Fabric An approach that is shared and understood • If at all possible, the cluster agrees a shared approach. • Governors’ understand and approve the school’s programme. • The head leads by example, learning the new language, taking part in CPD and using the language where possible, eg in assemblies. • Staff take part in a course in a country speaking the new language, possibly using British Council funding. • Language is made part of performance management, with targets – eg GCSE, AS. Courses may be run in co-operation with partners. • A partner school is found in a country that speaks the new language. • The school is labelled in the new language, with notices translated. • Every class has a display. • The library has a language section, to include recordings and parallel texts. • There is a languages club, to which parents and governors are invited.

  36. Resources for Staff Learning Languages • Michel Thomas Language Courses (+ Learning Chinese Characters) • SpanishDict/Fluencia • Ulearn Chinese • BBC websites, including Bitesize and “Talk” series • Collins Language Revolution (de Bono); Easy Learning Dictionaries and Grammar; Visual Dictionaries • www.linguee.com • Rosetta Stone • Ashcombe School Website • http://upskilling.primarylanguages.org.uk • Rough Guides Phrasebooks • Parallel Texts • Teachers Talking French/Spanish S

  37. Teaching and Learning Resources. Open content Clicker 6 + Acapela voices. www.cricksoft.com Recordable pen, notice board, scrapbook. Mantralingua/TTS Concept Keyboard Mantralingua Ipad Youtube

  38. Teaching and Learning Resources. Schemes of Work French/Spanish toolkits. www.johnbald.typepad.com Catherine Cheater Schemes of Work. Spanish/French La Jolie Ronde schemes of work.

  39. Teaching and Learning Resources. Resources with language content. Zim Zam Zoum 1&2, Fr. Vale, Venga Vamos. Spn. www.tbs.com www.take 10.org.uk Little Tails of Unexpected/Growstorygrow. www.beelingua.com Early Start Spanish/French. Big Storybooks. www.earlystart.co.uk www.speekee.com www.languagefactory.co.uk Le Petit Pont/Kleine Brucke. Mon Ane. Being Spanish (BBC)

  40. Teaching and Learning Resources. Websites (others are available...) Zut! ¡Oye! Gut! www.agreenmouse.com www.languagesonline.vic.gov.au www.languagesonline.org.uk www.sunderlandschools.org/mfl-sunderland ‎ Vocabexpress.com BBC.co.uk.schools/primary languages Education City.com Espresso.com Languagenut Babblezone

  41. Support groups, information sites and networks (among many...) http://www.all-languages.org.uk/(Association for Language Learning) http://lisibo.com/(Lisa Stevens) Talkabout Primary Languages (Jo Rhys Jones) www.linguanet.org.uk primary languages forum http://www.janetlloyd.net/(based in Warrington) www.johnbald.typepad.com www.joedale.typepad.com www.rachelhawkes.com

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