3. It’s happening!
•
The ‘prenuptials’
•
Start from scratch?
•
How will we make this
‘marriage’ work?
•
Convincing those that are
nervous about married life.
•
Maintaining the ‘spark’
4. Image from Flickr Bill Thompson
Image from Flickr The Falcondale
Image from Flickr Shelley Panzarella
6. Purpose of
study
Learning a foreign language is a liberation from insularity and
provides an opening to other cultures. A high-quality languages
education should foster pupils’ curiosity and deepen their
understanding of the world. The teaching should enable pupils to
express their ideas and thoughts in another language and to
understand and respond to its speakers, both in speech and in
writing. It should also provide opportunities for them to
communicate for practical purposes, learn new ways of thinking
and read great literature in the original language. Language
teaching should provide the foundation for learning further
languages, equipping pupils to study and work in other countries.
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
7. Purpose of
study
Learning a foreign language is a liberation from insularity and
provides an opening to other cultures. A high-quality languages
education should foster pupils’ curiosity and deepen their
understanding of the world. The teaching should enable pupils to
express their ideas and thoughts in another language and to
understand and respond to its speakers, both in speech and in
writing. It should also provide opportunities for them to
communicate for practical purposes, learn new ways of thinking
and read great literature in the original language. Language
teaching should provide the foundation for learning further
languages, equipping pupils to study and work in other countries.
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
8. Purpose of
study
Learning a foreign language is a liberation from insularity and
provides an opening to other cultures. A high-quality languages
education should foster pupils’ curiosity and deepen their
understanding of the world. The teaching should enable pupils to
express their ideas and thoughts in another language and to
understand and respond to its speakers, both in speech and in
writing. It should also provide opportunities for them to
communicate for practical purposes, learn new ways of thinking
and read great literature in the original language. Language
teaching should provide the foundation for learning further
languages, equipping pupils to study and work in other countries.
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
9. Purpose of
study
Learning a foreign language is a liberation from insularity and
provides an opening to other cultures. A high-quality languages
education should foster pupils’ curiosity and deepen their
understanding of the world. The teaching should enable pupils to
express their ideas and thoughts in another language and to
understand and respond to its speakers, both in speech and in
writing. It should also provide opportunities for them to
communicate for practical purposes, learn new ways of thinking
and read great literature in the original language. Language
teaching should provide the foundation for learning further
languages, equipping pupils to study and work in other countries.
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
10. Aim
s
The national curriculum for languages aims to ensure that all
pupils:
• understand and respond to spoken and written language
from a variety of authentic sources
• speak with increasing confidence, fluency and
spontaneity, finding ways of communicating what they want to
say, including through discussion and asking questions, and
continually improving the accuracy of their pronunciation and
intonation
• can write at varying length, for different purposes and
audiences, using the variety of grammatical structures that they
have learnt
• discover and develop an appreciation of a range of writing
in the language studied
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
11. Aim
s
The national curriculum for languages aims to ensure that all
pupils:
• understand and respond to spoken and written language
from a variety of authentic sources
• speak with increasing confidence, fluency and
spontaneity, finding ways of communicating what they want to
say, including through discussion and asking questions, and
continually improving the accuracy of their pronunciation and
intonation
• can write at varying length, for different purposes and
audiences, using the variety of grammatical structures that they
have learnt
• discover and develop an appreciation of a range of writing
in the language studied
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
12. Attainment
targets
By the end of each key stage, pupils are expected
to know, apply and understand the matters, skills
and processes specified in the relevant programme
of study.
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
13. Subject content
Key Stage 2: Foreign Language
Key Stage 2:any modern or ancient foreign
Foreign Language
Teaching may be of
language and should focus on enabling pupils to
make substantial progress in one language. The
teaching should provide an appropriate balance of
spoken and written language and should lay the
foundations for further foreign language teaching at
key stage 3. It should enable pupils to understand
and communicate ideas, facts and feelings in speech
and writing, focused on familiar and routine matters,
using their knowledge of phonology, grammatical
structures and vocabulary.
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
14. Subject content
Key Stage 2: Foreign Language
Key Stage 2:any modern or ancient foreign
Foreign Language
Teaching may be of
language and should focus on enabling pupils to
make substantial progress in one language. The
teaching should provide an appropriate balance of
spoken and written language and should lay the
foundations for further foreign language teaching at
key stage 3. It should enable pupils to understand
and communicate ideas, facts and feelings in speech
and writing, focused on familiar and routine matters,
using their knowledge of phonology, grammatical
structures and vocabulary.
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
15. Subject content
Key Stage 2: Foreign Language
Key Stage 2:any modern or ancient foreign
Foreign Language
Teaching may be of
language and should focus on enabling pupils to
make substantial progress in one language. The
teaching should provide an appropriate balance of
spoken and written language and should lay the
foundations for further foreign language teaching at
key stage 3. It should enable pupils to understand
and communicate ideas, facts and feelings in speech
and writing, focused on familiar and routine matters,
using their knowledge of phonology, grammatical
structures and vocabulary.
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
16. Subject content
Key Stage 2: Foreign Language
Key Stage 2:any modern or ancient foreign
Foreign Language
Teaching may be of
language and should focus on enabling pupils to
make substantial progress in one language. The
teaching should provide an appropriate balance of
spoken and written language and should lay the
foundations for further foreign language teaching at
key stage 3. It should enable pupils to understand
and communicate ideas, facts and feelings in speech
and writing, focused on familiar and routine matters,
using their knowledge of phonology, grammatical
structures and vocabulary.
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
17. The focus of study in modern languages will be
on practical communication. If an ancient
language is chosen, the focus will be to provide
a linguistic foundation for reading
comprehension and an appreciation of classical
civilisation. Pupils studying ancient languages
may take part in simple oral exchanges, while
discussion of what they read will be conducted
in English. A linguistic foundation in ancient
languages may support the study of modern
languages at key stage 3.
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
19. Pupils should be taught to:
• listen attentively to spoken language and
show understanding by joining in and
responding
• explore the patterns and sounds of
language through songs and rhymes and link
the spelling, sound and meaning of words
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
21. Eins, zwei, Polizei
drei, vier, Offizier
fünf, sechs, alte Hex'
sieben, acht, gute Nacht!
neun, zehn, auf Wiedersehen!
count the phonemes
pass something every time you hear a phoneme
do a different action for each phoneme eg stamp, clap
22. Debajo de un botón, ton, ton
que encontró Martín, tin, tin,
haba un ratón, ton, ton,
ay que chiquitín, tin, tin
ay que chiquitín, tin, tin
era el ratón, ton, ton
que encontró Martín, tin, tin
debajo del botón, ton, ton
23. 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 structures
• develop 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
28. Pupils should be taught to:
• 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 through using a dictionary
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
33. Pupils should be taught to:
• 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
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
37. 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 English
National Curriculum for England Languages Programme of Study
DFE, 10/09/13
we want to be a partner in this marriage; this is where my analogy might fall down unless we go Mormon…
not the insignificant eighth wife who only gets a look in when there’s a special day or she does something spectacular that reminds everyone she exists!
spelling
very impt - ICU isn’t specifically mentioned but that’s where it comes in.
Swiss experience
WCPS experience - real people
and there’s a frustration often that they can’t say as much as they’d like - aware that we need to give them the bricks to so just that - and keep reminding them
Welford - right from start pointing out and making those links constantly
alarm? this is over KS2 and 3.
Not necessarily be reading Don Quijote de la Mancha or A la recherche du temps perdu or Mein Kampf in year3!
Indeed in the aims…
it’s about a range of sources - a breadth of experience - not just fiction or simple stories.
news items
menus
road signs
letters
and it’s about progression
and that’s it for the AT! How will we measure?
KS2 Fwk? I can statements? Common European Framework?
fine by me
looking at KS2 specifics - one language; language detective model gone then?
hope not completely! certainly room for investigating languages comparing and contrasting
looking at KS2 specifics - what is an ‘appropriate balance’? Impt to get the balance right - tendency to do lots of speaking? safety in written word?
written = proper work
looking at KS2 specifics - KAL is still there! Very important
comparing and contrasting - making links
looking at KS2 specifics - indeed - transition - foundations - did whole talk on building foundations at LW 2010 Bricklaying for beginners - talked about bricks being useless without mortar, about embedding about type of bricks, about colour. All impt. And not a finite wall, a finished wall - to built on further!
what do we think about Ancient languages? Success with Latin - I wish I’d had an opportunity to learn it - would’ve helped at Uni in Mallorca
animal symphony - explore patterns, phoneme bingo/hoops
story - 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-Manual
song/rhyme - Debajo de un botón - clap ton stamp tin
Eins zwei drei, Polizei - count the ei /ie
Using video/audio as starter to lesson eg ¿Cuántos años tienes?
Eins zwei drei, Polizei - count the ei /ie
song/rhyme - Debajo de un botón - clap ton stamp tin
QQT
trapdoor
reciting
singing - la Vaca Lola
conversations - role play
trapdoor as way towards sentence speaking - Y6 this week picked up on ‘y’ as a connective and used it
stress punching
phonics v impt - site, Pinterest, video
Rachel Hawkes - key to non-specialist confidence - sound phonic knowledge, sound example
phonics v impt - site, Pinterest, video
Rachel Hawkes - key to non-specialist confidence - sound phonic knowledge, sound example
tongue twisters too - very good for reciting confidently
also like handwriting!
rhymes - Doña Pitu Piturra http://youtu.be/9e7KTdj3Nmc - handwriting
I’ve got box of cards
books - 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
non fiction texts v impt - boys particularly love them and not enough in school
look at planets book; technology book - short texts, familiar subjects
HFW - Val Thornber http://www.all-languages.org.uk/uploads/files/PP%20Presentations/LW2012/val%20thornber.pdf
http://changing-phase.blogspot.co.uk/2013/04/what-should-ks2-mfl-do.html Spanish content
How can we encourage? whiteboards - post its - sand - hands/backs
iPads - repetition of structures eg me gusta pero no me gusta
writing mini books / posters / letters / labels for around school
poetry
highlighting texts - highlight all nouns in German text; compare English and Spanish text - look at word order
human sentences - physically putting words in order
word pyramids - uplevelling a phrase into a longer sentence
grammar games - Toolsforeducators board games and dice / pronoun dice
highlighting texts - highlight all nouns in German text; compare English and Spanish text - look at word order
human sentences - physically putting words in order
word pyramids - uplevelling a phrase into a longer sentence
grammar games - Toolsforeducators board games and dice / pronoun dice
Verb flowers - Claire Hampson/Suzi Bewell (spiders)
Clare’s game me llamo ….. Me gusta ……… - http://changing-phase.blogspot.co.uk/2012/10/imprinting-verbs.html
Something old - Framework and ICU
something new - more grammar - but it doesn’t have to be boring.
Something borrowed - sharing ideas across the curriculum - content from other areas of school and wider life
something blue - the air as we continue to make our voices heard about the need for proper funding and support!