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Primary Languages

Primary Languages. Objectives. To update you on national and local developments in primary languages To familiarise you with the content and organisation of the KS2 Framework To consider progression within individual strands To examine individual strands and show how they interrelate

laurel-morales
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Primary Languages

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  1. Primary Languages

  2. Objectives • To update you on national and local developments in primary languages • To familiarise you with the content and organisation of the KS2 Framework • To consider progression within individual strands • To examine individual strands and show how they interrelate • To increase your knowledge of sources of support for teachers of languages in primary / secondary schools

  3. National Perspective • Nuffield Review of languages 2000. lead to the launch of a National Strategy for Languages in 2002, which included the recommendation of entitlement for all KS2 pupils • Key Stage 2 Framework parts 1 & 2 – published Oct. 2005, with part 3 in April 2007, along with the Primary Languages website

  4. National Perspective (cont.)... • April 2009 Review of the Primary Curriculum- final report published ( The Rose Review). Recommended that languages become a statutory part of the primary curriculum and that it be placed in one of the 6 areas of learning: “understanding English, communication and languages.” Focus on progression and transition from Early Years/Foundation Stage to KS3. • The previous Government accepted these recommendations • New government Ministers announced on 7 June 2010 that this Government does not intend to proceed with the new primary curriculum. • Oct. 2009 The Cambridge primary review – an independent review recommended languages be linked with literacy and a statutory part of the primary curriculum

  5. KS2 Framework… • “has been devised to enable schools to build motivating and imaginative teaching plans and units, which deal with topics of real interest and relevance to children, and reflect the richness and diversity of our society.” • “The framework should be seen as a support, not a constraint: a climbing frame, not a cage” Part 1 of Fwk Introduction

  6. The KS2 Framework… reflects the ethos of “Excellence and Enjoyment” “Language learning should be planned as an integral part of the whole curriculum, adding a new dimension, rather than a ‘bolt-on’ extra.” KS2Framework Part 2, page 8 Key Points Creativity, enjoyment, imagination and challenge. A themed approach to the curriculum

  7. The Framework… • doesn’t prescribe content: no ‘topics’ • is skills based • is non-language specific • has progression built-in

  8. Framework Strands…What would you expect them to be? Three progressive core strands: • oracy (listening and speaking) • literacy (reading and writing) • intercultural understanding and contact Two cross-cutting strands: • knowledge about language • language learning strategies

  9. KS2 Framework for Languages Part 1 Learning ObjectivesDownload part one of the ks2 framework here. Skim pages 17-30 and answer the following questions • What does 03.1 stand for? Where would you expect to find it? • An overview of the learning objectives for each year group is set out in two formats. How does the information differ? (pp19-22) • Find a teaching activity to support L3.3 “Experiment with the writing of simple words”

  10. Year 3 Answers • Oracy. Y3, point 1. In the Y3 At a Glance (p19),Yr 3 objectives (p20), Teaching activities (p23) N.B. Can also be found on p68 Oracy Y3-6 • One is objectives for the year in all 5 strands, the other relates specific objectives in Oracy, Literacy & Intercultural Understanding to KAL and LLS • See page 28

  11. Work with a partner to answer the following questions • By the end of Y4, how far should children have progressed in reading? • Where can you find a list of strategies to help develop memory skills? • In which year is the objective “Recognise some familiar words in written form” ? What is the 4th suggested teaching activity for this objective ?

  12. Answers • See p32, start of Y4 - Expectations & outcomes • P88. LLS overview Y3-6 • L3.1. Answer: p26 “ Play where am I?” Read aloud a text and stop ….Pupils say next word. [ aloud? in their heads? To a partner?]

  13. Literacy during years 3 - 6 L 3.2 Make links between some phonemes, rhymes and spellings, and read aloud familiar words L 3.3 Experiment with the writing of simple words L 4.2 Follow a short familiar text, listening and reading at the same time L 4.3 Read some familiar words and phrases aloud and pronounce them accurately L 5.1 Re-read frequently a variety of short texts L 5.2 Make simple sentences and short texts L 6.1 Read and understand the main points and some detail from a short written passage L 6.2 Identify different text types L 6.4 Write sentences on a range of topics using a model

  14. Progression in Oracy O 3.1 Listen and respond to simple rhymes, stories and songs O 3.2 Recognise and respond to sound patterns and words O 4.3 Listen for sounds, rhyme and rhythm O 4.4 Ask and answer questions on several topics O 5.4 Prepare a short presentation on a familiar topic O 6.1 Understand the main points and simple opinions in a spoken story, song or passage O6.2 Perform to an audience O6.4 Use spoken language confidently to initiate and sustain conversations and to tell stories

  15. Intercultural Understanding IU 3.1 Learn about the different languages spoken by children in the school IU 3.3 Identify social conventions at home and in other cultures IU 3.4 Make indirect or direct contact with the country/countries in the school IU 4.2 Know about some aspects of everyday life and compare in the school IU 5. Compare symbols, objects or products which represent their own culture with those of another country IU 6.1 Compare attitudes towards aspects of everyday life IU 6.3 Present information about an aspect of culture

  16. Knowledge about Language • Children should have opportunities to: • Find similarities and differences in comparison with English • at word level • Recognise that languages use different writing systems, • have different ways of expressing social relationships, • borrow words and describe concepts and ideas differently • Apply their knowledge of language rules and conventions • Understand and use question forms and negatives • Understand that rules and conventions are respected by • native speakers and are important for learners • Recognise the importance and significance of intonation and • punctuation

  17. Language learning strategies • An important aim of the Framework is to develop life long learning skills • By learning how to learn, pupils can become independent learners There is progression: • strategies for awareness • strategies for developing comprehension and memory

  18. The Local Perspective in Nottinghamshire April 2010: • Approx 90% of schools say they are teaching all KS2 • 12 schools have yet to get started • Over a third of those teaching rely SOLELY on external providers • Training has been offered with supply paid

  19. The Notts. LA strategy for 2009-2010 • To increase Head Teacher(HT) support through the HT network and a new CiLT HT project • To develop a team of leading teachers • To further develop the role of the Primary Languages Networks (PLNs), made up of representatives from clusters of schools, via termly meetings • To re-organise the CiLT Local support groups (LSG) to be associated with and support PLNs,

  20. The Notts. LA strategy for 2009-2010 (cont.) • To devolve funds to schools to support CPD • To provide and promote training, including language improvement and courses abroad • To develop the county learning platform, Fronter as a key means of collaboration • To monitor and evaluate current practice in the Authority

  21. A flavour of primary languages in Nottingham City April 2010 • No of schools teaching at KS1 – 21 • No of schools teaching at KS2 - 76 out of 78 • Using class teachers – 66 • Using academy support (sec teachers) – 5 • Other external providers - 5  • Some upskilling by Secondary colleagues (Emmanuel) • NUSA academy delivers to 5 schools.

  22. Support for Teachers of Primary Languages • Local Primary Languages Networks & LSG meetings – fronter for Notts and Learning Gateway for Nottm City • Links into Languages: www.linksintolanguages.ac.uk • CILT support materials with CD: “Lift off for primary languages”.

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  24. Support for Teachers of Primary Languages • Young Pathfinder 16 • Teachers TV case studies • Key Stage 2 F/W • Upskilling for teachers • Primary languages website with training zone and on line resources, including: • Northumberland grid for learning

  25. Support for Teachers of Primary Languages –The Primary Languages Website • Go to - http://www.primarylanguages.org.uk • Click on training zone and from the 1st drop down menu choose ‘language’ and from the 2nd choose your first teaching language. • Watch a video clip and browse the resources that go with it, make notes on what’s available • Consider how these resources might be of use to you as a secondary teacher of the language • Northumberland grid for learning

  26. Support for Teachers of Primary Languages Return to the home page at http://www.primarylanguages.org.uk Click on Resources and then on the tab: online resources. There are numerous resources here. To see a good example choose LA and school websites from the side panel. In the grid click on: • Northumberland grid for learning. • Browse some of the available resources here and note your comments on WebCT.

  27. Creative / Cross Curricular Practice in the Primary Phase • With a partner discuss your own experience of creative primary practice – as a teacher, observer, pupil. Be prepared to share key points with your tutor and online

  28. A song is used to reinforce the language. Actions allow children to show their understanding of the lyrics. Children sing the song with actions. Nouns and the final verb can be substituted in order to further progression Uno-dos-tres pajaritos Cuatro-cinco-seis pajaritos Siete-ocho-nueve pajaritos Diez pajaritos….vuelan Elefantes / cocodrilos / conejos / caballos comen / nadan / juegan etc (10 little Indians)

  29. A content and language integrated approach to Primary Languages – CLIL and BILD A further section in this module will deal with CLIL and BILD in more detail, but it is worth noting that the approach is being recommended nationally ( see the Primary languages website, training zone section on embedding) and is used locally at primary level • Kristina Tobutt works in a local primary school. She has planned units of work with her colleagues and delivers part of the units in French. Examples can be found in her publication: ‘A La Francaise’ • Kristina Tobutt and Philip Hood from the University of Nottingham have produced : ‘Modern Languages in the Primary School,’ which contains lots of examples • A partnership of local schools, local authority consultants, staff from Nottingham Trent University and their partners and schools from Avila, Spain, trialed a CLIL project on Christopher Columbus, which has now been published

  30. Effective Transition • Consider your experience of transition between the key stages both as a learner and as a student teacher • Note your thoughts on what makes for good transition

  31. Transition: The CILT 7-14 project The project is focusing on these areas: • - To research examples of good practice in transition - To produce successful models and new approaches to teaching and learning particularly in KS3 to support effective transfer and transition - To identify national/regional/local needs influencing the different types of guidance that schools will be looking for in order to ensure smooth progression in languages from KS2 to KS3, e.g. multilingual classrooms, selective schools, the range of languages taught.

  32. The CILT 7-14 project Key findings: The focus of work undertaken so far has very much been on ensuring that primary children approach the move to secondary language learning with confidence and enthusiasm. Task: Follow this link:http://www.cilt.org.uk/secondary/transition.aspx Browse through and make notes on some of the projects from the left hand panel, including Active Learning…

  33. Final Task • Create an outline plan for a creative, cross curricular transition project for learners aged 7-14

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