London Schools Excellence Fund Project Greenwich

1. London Schools Excellence Fund Project Greenwich Day 1: Tuesday 11th November, 2014 ‘Unpacking the new KS2 Programme of Study’ Willow Dene

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

3. 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. Bullets from the POS relating to Reading and Writing:

4. Literacy: year 6

5. Learning new language How do you know when you know a word or structure? I can ____________________ it I can ____________________ it 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

6. Where do we start? Le naveténorme Le naveténorme

7. Come up with 5 different ways to introduce new language Realia Flashcards Actions Images on whiteboard Reading or hearing a more complex text / story & deducing (context, cognates, dictionaries, gist only, prior learning) B S L Plenty of varied repetition, graded questioning, support Use a variety Try to avoid always teaching only lists of words Ensure age appropriate Is there progression in time?

8. orange noir rose gris jaune violet bleu vert blanc rouge L3.3Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of the words. marron

9. Explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of the words. Focus on accurate spelling / memorisation nr je bc gs re n--r b--u v--t g--s o----e

10. 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?

11. 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?

12. 0 12345 6 78910 11 12 13 14 15 16 17 18 19 20 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

13. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Grand Petit GentilDangereux Prepositions, adjectival agreement & positioning

14. 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, parceque… Un éléphant Un lion Un tigre Un zèbre Un dauphin Un hippopotame Un crocodile Un kangourou Un hamster Un chien Un chat Un serpent Un lapin Un oiseau Un cheval Un mouton Un cochon Unegirafe Unetortue Unesouris Unevache J’imagine un animal. L’animalest <couleur> <grand / petit> <gentille / dangereux>

15. KS2 Framework objectives - Literacy: year 4

16. 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 Teaching activities

17. 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 game • 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 Follow a short familiar text

18. Broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including using a dictionary. 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 unepêche un zèbre les yeux

19. Literacy: year 5

20. Appreciate stories, songs, poems and rhymes in the language Une histoire sombre Danscette armoire, il y avait un coin sombre, très sombre. Dansce bois, il y avait un château sombre, très sombre. Et danscetteboîte, il y avait…unesouris! Derrière cetteporteil y avaitune sale sombre, très sombre. Dansce couloir, il y avait un rideau sombre, très sombre.

21. 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

22. 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 Write phrases from memory, and adapt these to create new sentences, to express ideas clearly

23. Literacy: year 6

24. 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 Reading and understanding a short written passage

25. 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 Write sentences on a range of topics using a model

26. 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 supermarche pour faire du shopping, c’est bof  Listen & Watch Listen & join in actions Word ping-pong Actions & say

27. Salut, je suis une personne gentille qui habite dans une maison en Belgique. J’adore l’exercice et je vais à la piscine deuxfois 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 cinémaavec mes amis. Demainje vais aller au supermarché pour faire du shopping, c’est bof  Phrase ping-pong Signal selected words/phrases to partner

28. 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  Sign to partner from symbols, partner actions if support needed Images to assist you

29. 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. 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 Un lion un chat Une banane Un croissant Une ferme une maison Une tortue C’est Une table un/une lundi dimanche La tête Il y a

30. Describe people, places, things and actions orally and in writing. 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. 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.

31. 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. Bonjour! Ça va super! Je m’appelle Paul. J’ai six ans. Mon anniversaire est le dixnovembre. J’habite à Romford. J’ai unpetitchat. 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 may have a different pet, a different number of cats, wish to use different adjectives. 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.

32. 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, e-mail • Mini-books

33. WRITING 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.

34. 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.

35. Key messages… • 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

36. Plenary • Questions • Next session • Pupil audits and a story book • Evaluations