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MFL CO-ORDINATORS NETWORK MEETING S

objectives. To receive an update on developments in MFL within the primary strategy To consider and plan for any school-related implicationsTo receive and share advice and guidance. TODAYS MEETING. Opportunity to network and share the good things the priorities and the concernsUpdate on developme

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MFL CO-ORDINATORS NETWORK MEETING S

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    1. MFL CO-ORDINATORS NETWORK MEETING’S OCT 2008

    2. objectives To receive an update on developments in MFL within the primary strategy To consider and plan for any school-related implications To receive and share advice and guidance

    3. TODAYS MEETING Opportunity to network and share the good things the priorities and the concerns Update on developments: CPD Regional support groups CELLS keeping up to date : SLN website, e-update, e-zine OFSTED (report and section 5 subject visits) monitoring and evaluation School development planning for MFL Action research feedback Transition video link ups Resources review

    4. What’s happening? How are you feeling about MFL in your school? Positives : numbers at network meetings showing that MFL is clearly been seen as part of curriculum in far more schools. Discussions in general, but focus ideas and feedback in areas outlinedPositives : numbers at network meetings showing that MFL is clearly been seen as part of curriculum in far more schools. Discussions in general, but focus ideas and feedback in areas outlined

    5. CPD : No charge, supply of Ł150 paid and for anyone (funding for 1 per school) Co-ordinators development days new co-ordinators 20th Jan 08 established co-ordinators 21st Jan 08 MFL in the small school context – 3/3/09 These are the opportunities for all – stress 50 per dayThese are the opportunities for all – stress 50 per day

    6. CPD : ‘Invite only’ Combined language and methods (French / Spanish. Looking at alternatives for German). 9 sessions start up dates Sept and Jan. Planning for progression 5 sessions Feb – March 09 (may be repeated summer term) MFL in early years and KS1 (3 half days) Run through procedure for registering for these ie. contact us firstRun through procedure for registering for these ie. contact us first

    7. CPD : CELL development activities You can only register on these through your CELL action plan. Ł1000-Ł1500 in CELL budgets for these courses (Ł250 full day Ł125 half day including supply) KS2 FW Creative use of IWB in MFL Mixed age planning Video conferencing Assessing PMFL Run through procedure for registering for these. Explain idea behind these and using CELL meetings as development time. Run through procedure for registering for these. Explain idea behind these and using CELL meetings as development time.

    8. CPD : CELL development money contin. You can also use the CELL development money for other courses eg Primary languages show Courses run by CiLT through comenius centres Stress if they want to use this money for alternatives eg a large CELL requesting a workshop on a specific area, then discuss this with us. Mention that we’ve run 2 take 10 courses and won’t be doing another, but for CELLs who weren’t represented they can organise for a ˝ hr – 1 hr sesson and invite one of usStress if they want to use this money for alternatives eg a large CELL requesting a workshop on a specific area, then discuss this with us. Mention that we’ve run 2 take 10 courses and won’t be doing another, but for CELLs who weren’t represented they can organise for a ˝ hr – 1 hr sesson and invite one of us

    9. Other ‘opportunities’ ‘lead teacher package’ Transition grant Support with development /action planning

    10. RSGs (Regional Support Groups) Twilight sessions Staffs / Stoke (various locations) Derbyshire (various locations) Warwickshire (various locations) Black Country (Wolverhampton) Birmingham Find info at http://www.nacell.org.uk/regional/index.htm

    11. Staffs / Stoke RSG Date: 21/10/2008 Title: PE, music and dance activities for PMFL Venue: Brittania Stadium, Stoke on Trent Date: 18/11/2008 Title: Playground Games in primary MFL Venue: Thomas Alleyne's High School, Uttoxeter Date: 27/11/2008 Title: Festivals around the World Venue: St Edward's Junior High, Leek Date: 15/01/2009 Title: Embedding PMFL : practical activities to encouraging '10 minutes a day' Venue: Uttoxeter area TBC

    12. Derbyshire Date: 23/02/2009 Title: Phonics and links to Literacy Venue: Derby University Date: 24/02/2009 Title: Phonics and links to Literacy Venue: St Mary's High school Date: 25/02/2009 Title: Phonics and links to Literacy Venue: Highfields school

    13. Black Country Date: 25/11/2008 Title: Linking Primary Languages and Numeracy Venue: Wolverhampton Science Park Date: 26/01/2009 Title: AfL in MfL Venue: Wolverhampton Science Park Date: 24/02/2009 Title: The Magic of Languages Venue: Wolverhampton Science Park

    14. Telford and Wrekin Date: 23/10/2008 Title: Primary Resources Fair Venue: The Telford Whitehouse Hotel Date: 24/11/2008 Title: Linking Primary Languages with Numeracy Venue: Priorslee Conference Centre, Telford Date: 19/01/2009 Title: AfL in MfL Venue: Priorslee Conference Centre, Telford Date: 25/02/2009 Title: The Magic of Languages Venue: Priorslee Conference Centre, Telford

    15. Warwickshire Date: 14/10/2008 Title: The Magic of Languages Venue: Our Lady and St Theresa's Catholic Primary School. Alcester Date: 21/10/2008 Title: 10 minutes of ML a day keep the children alert! Venue: Kinsbury Primary School, Kinsbury near Tamworth Date: 26/11/2008 Title: Creative Approaches to Primary Languages Venue: Wedgnock House, Warwick Date: 27/01/2009 Title: PE and Playground Activities using ML Venue: Ryton Organic Gardens, Ryton-Upon-Dunsmore

    16. Other CPD / keeping up to date Comenius West Midlands (Alexandra_Yannacopoulou@birmingham.gov.uk) New CILT e-zine (register at www.cilt.org.uk) ELL forum (from Nacell website www.nacell.org.uk) Training zone website www.primarylanguages.org.uk Our new website http://education.staffordshire.gov.uk/ Our primary e-updates

    18. Current situation 52 CELLS All but 20 schools with KS2 children involved now (on paper!) Discussion on a few CELLsDiscussion on a few CELLs

    19. OFSTED ź of all OFSTED reports (2004-7) commented on MFL Since 2005 there have been MFL subject reports (section 5) The issue selected : progress the school is making in moving towards entitlement

    20. Section 5 subject inspection Process outline in an article downloadable from CILT primary e-zine issue 3 Give out and highlight processGive out and highlight process

    21. HMI survey report Section 5 / Subject Surveys 2004-2007 PMFL All survey schools making satisfactory progress some good; ˝ schools judged good (2/3rds good in 2007-8. 1/3 of identified schools not visited as no significant MFL provision)) Large majority of schools provide FL in KS2 to one + groups; to be good at least 50% must be currently learning a language in KS2) It won’t be good if…. There is no planning for progression Too little time is allocated There is little / no assessment There is no monitoring and evaluation of provision

    22. HMI survey report Section 5 / Subject Surveys 2004-2007 PMFL Barriers mentioned were: - Liaison with High Schools generally weak; - Sustainability of provision a concern; over reliance on external providers who work in isolation mentioned - Assessing, recording and reporting needs sharpening; - Progression a “concern”. - Insufficient monitoring of T & L - too little use of ICT especially by pupils - sound-spelling links not made clear, leading to poor pronunciation After this stop and reflect / discuss what everyone personally can take back from this, about their own situations.After this stop and reflect / discuss what everyone personally can take back from this, about their own situations.

    23. Monitoring and evaluation Some examples of documents to support evaluation Teaching and Learning : moving on from what we consider as good now, to what good might look like ultimately Key factors KS2 FWK for MFL Embedding MFL into the curriculum Spreading primary practice and methodology into MFL M & E Refer to doc given out last time. Copied for anyone not at last meeting. Look at self evaluation for primary LL grid Look at some of established. Focus on T & L. Highlight the idea of “what does good look like now” is not “what good might look like in a few years. At the moment very activity driven, need to focus more on progression. Mention 3 key factors which might support thisM & E Refer to doc given out last time. Copied for anyone not at last meeting. Look at self evaluation for primary LL grid Look at some of established. Focus on T & L. Highlight the idea of “what does good look like now” is not “what good might look like in a few years. At the moment very activity driven, need to focus more on progression. Mention 3 key factors which might support this

    24. Action planning Importance of action planning in order to ensure that MFL is sustainable, and provision is good Eg of an action plan Discussion on whether schools are beginning to action planDiscussion on whether schools are beginning to action plan

    25. transition Grant available Idea of ‘action planning’ for transition Update on work done in LA 2007-8 and starting with some new groups this year

    26. What do we mean by transition Is it......? Supporting the primary schools with implementing languages Developing liaison between primary and secondary colleagues Creating a unit of work which starts in y6 and carries onto y7 for eg. Ensuring that the learning and teaching in year 7 moves on from what pupils have learn in KS2 Make sure that we have useful information about what the pupils have covered in KS2 Share briefly some of the key ideas using slides from transition afternoon a couple of weeks agoShare briefly some of the key ideas using slides from transition afternoon a couple of weeks ago

    27. Supporting PMFL Teaching some lessons in a primary school Inviting primary teachers to some language lessons at the high school Supporting CPD by holding some French sessions at twilight Helping to plan a scheme of work

    28. liaison Ensuring that the high school meets regularly with MFL co-ordinators to discuss PMFL Development of activities eg. days at the high school, theatre companies Ensuring progression can only be achieved through effective liaison. Liaison is usually the starting point, but needs to be ongoing as things are changing all of the time

    29. But transition Building on prior knowledge and skills ie. progression And to do this we need A good understanding of what pupils experience in the primary school (in MFL and outside of MFL) An appropriate and manageable system for transferring information from KS2 to KS3 for eg.

    30. So today is about asking the questions.... Am I willing to have a good look at what we do in KS3 and adapt it over time? Am I in a position to try out something new at some stage this year with y7? Will the activities you’re suggesting in your plan enable you to adapt what you do in y7 / KS3 to ensure that there is genuine progression (in terms of language learning skills, knowledge about language and if the same language is being taught, language content)? How? So what as a secondary teacher are the actions you need to take to ensure you gain the appropriate CPD, so you can BEGIN to adapt what we provide in the future? And that’s just you – what about the rest of the colleagues in my department? Some hard questions. Come back to these with some scenarios later about types of activities which may have been suggested and getting you to ask yourselves whether these will really answer the aboveSome hard questions. Come back to these with some scenarios later about types of activities which may have been suggested and getting you to ask yourselves whether these will really answer the above

    31. Transition issues Secondary school time for transition The opportunity for secondary schools to ‘network’ between themselves regarding transition to gain ideas on very ‘tricky’ issues What to do about the variety of experiences of pupils entering y7 There are still a couple of primary schools in a local area which do not see the importance of networking The high school is not as active as others would like it to be Not a clear enough understanding / use of KS2 and 3 framework objectives to support progression in terms of knowledge about language and language learning skills Ensuring all colleagues in a secondary department have a knowledge of PMFL Schools not feeling ‘ready’ to tackle assessment Hard to see a ‘clear’ route longer term

    32. Teachers concerns Harmonising languages taught in primary and secondary Managing the range of expertise Teaching mixed – experience classes Feeling side-lined by the initiative and unsure about how to proceed (it’s gone ahead without them on board) Headteachers concerns How do we bring the whole dept. up to speed?

    33. Projects 2008-9 Storytelling Video-conferencing Focus on sound –spelling links across KS2 and KS3 Assessing KAL and LLS

    34. Some general ideas and outcomes from the meeting in June A pupil voice group in year 7 – chose pupils of varying experiences and abilities and use as a discussion group throughout the year Run a session for your department (or get someone else to) giving a flavour for primary languages. This would be like the type of sessions lead teachers / advisers etc do a primary staff meetings or CELL meetings. Simple activities and games (coming from primary methodology) and an idea of resources. Try and agree a minimum commitment to transition (at CELL meeting) Eg. 1. possibly to have 2 meetings per year which are for all PMFL co-ordinators and also all / majority of secondary MFL teachers (ie. extended CELL meetings). Eg 2. An agreed minimum in terms of transfer information Have copy of notes from meeting in June to share some of the specific ideasHave copy of notes from meeting in June to share some of the specific ideas

    35. Some general ideas and outcomes cont. For most high schools a different start to y7 ‘celebrating languages’ celebrating langs. Ideas for developing the new KS3 curriculum

    36. Activities to actions Many of the activities which schools consider as transition are valid and valuable, but need to be considered posing the question “ How effective would these be as activities to support y7 / KS3 teachers in ensuring progression from y6 into y7?” And then a plan put together for the coming year / years If time could consider some of the activities, but unlikely to be! Give out action planIf time could consider some of the activities, but unlikely to be! Give out action plan

    37. Video linking : transition Share a bit about the ideas for VC here. The clip is actually just a film of the story, and the schools had this on CD, but the y8 pupils did perform this over VC. Aim is for each primary to develop activities from this story (eg a song, ) and then share with other primary schoolsShare a bit about the ideas for VC here. The clip is actually just a film of the story, and the schools had this on CD, but the y8 pupils did perform this over VC. Aim is for each primary to develop activities from this story (eg a song, ) and then share with other primary schools

    38. How leasowes started off, by linking with OultonHow leasowes started off, by linking with Oulton

    40. Then the link with FranceThen the link with France

    42. Resources The Training Zone www.primarylanguages.org.uk Edpax flipchart style software (2 separate discs) for French, German, Spanish) www.edpax.com Rigolo 2 Teachers talking French / Spanish Discussion on training zone using next few slides. Are they using it? Consider it! Play last section 12? Of TTf (on genders and plurals) Their resource commentsDiscussion on training zone using next few slides. Are they using it? Consider it! Play last section 12? Of TTf (on genders and plurals) Their resource comments

    44. Embedding (CLIL, daily routine, cross-curricular links) Active Learning (use of rhyme and song, story-telling, games, drama, pair and group work) Using the KS2 FW (the 5 strands) Progression (learning new language, linking sound and spelling, extending language) Assessing and recording

    45. Show a couple of clip – one under rhyme and song, the other sound spelling linkShow a couple of clip – one under rhyme and song, the other sound spelling link

    46. Explain that they can download the transcript in various langs and also sound filesExplain that they can download the transcript in various langs and also sound files

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