1. London Schools Excellence Fund Project Greenwich
Day 3: Thursday 29 January 2015
‘Planning and Assessment’
Greenwich PDC

2. Feedback from the classroom
Recap on last session
Feedback from the classroom
Presentation designed to give non specialist and specialist primary teachers an overview of the new POS, interpreting the bullets, and seeing examples of what they might look like in practice. 2

3. Sharing of good practice:
10-minute activities
Presentation designed to give non specialist and specialist primary teachers an overview of the new POS, interpreting the bullets, and seeing examples of what they might look like in practice. 3

4. To look in detail at the KS2 PoS
To consider ways to develop using the target language through stories and short routines
To plan for assessment and progress
To consider ways to support colleagues in teaching languages
To reflect on the role of coordinating primary languages: reviewing PL policies, planning and monitoring
Presentation designed to give non specialist and specialist primary teachers an overview of the new POS, interpreting the bullets, and seeing examples of what they might look like in practice. 4

5. To look in detail at the KS2 PoS
To consider ways to develop using the target language through stories and short routines
To plan for assessment and progress
To consider ways to support colleagues in teaching languages
To reflect on the role of coordinating primary languages: reviewing PL policies, planning and monitoring
Presentation designed to give non specialist and specialist primary teachers an overview of the new POS, interpreting the bullets, and seeing examples of what they might look like in practice. 5

6. Outline of the day PART ONE: Planning
long and medium term planning (schemes of work)
working with existing resources
lesson planning
Language Policy & resources: what should a good LP include?
PART TWO: Monitoring pupil progress: pupil audits- what have you learnt
Summative teacher assessment tool to monitor and assess progress / aid transition within and post-KS2
Formative pupil self-assessment tool
Teacher assessments to return next session, plenary and evaluations

7. Planning Long and medium term planning/ Schemes of Work
working with existing resources
lesson planning using 10 min activity

8. Planning for Primary ML (during one term/half-term/ month)
Whole-school scheme of work
(Programme of Study/Assessment and Progression/ Existing Resources in school/links to other areas/transition/MLcoordination)
Long- term planning
(over a KS or a year)
Medium term
(during one term/half-term/ month)
individual
lesson
plans
Short term: 8

9. Medium-term planning
What?
When?
How? 9 9

10. What? Story/text Topic/ theme Key vocabulary
TL for Transactions/Routines
Structures
Cultural aspects
Learning strategies and skills 10

11. When? Timing Sequencing Follow up and reinforcement Scaffolding
Place in the SOW and the curriculum, prior learning , whole school events, time of the year
Things happening in other areas of the curriculum 11

12. How? Approach and method Progression
Activities (games, songs, stories etc.)
Existing tesources and staffing
Scaffolding
Links to other areas of curriculum
Assessment opportunities 12

13. Where do we start? Le navet énorme
The content of what we teach – do we start with single words and progress to sentences, or can we immerse the learner in words from which they extract some words to learn/use?
The idea here is that we could try to vary the way in which we introduce language, so that learners aren’t repeatedly returned to low-level listen-repeat-learn-use cycle throughout their years at school. If we can tell a story, for example, the starting point is a higher-level exposure to language (‘caught’ language as opposed to ‘taught’ language) from which we might then decide to pull out specific words/phrases/topics/themes etc at some point in the module.

14. Where do we start? Le navet énorme Le navet énorme
The content of what we teach – do we start with single words and progress to sentences, or can we immerse the learner in words from which they extract some words to learn/use?
The idea here is that we could try to vary the way in which we introduce language, so that learners aren’t repeatedly returned to low-level listen-repeat-learn-use cycle throughout their years at school. If we can tell a story, for example, the starting point is a higher-level exposure to language (‘caught’ language as opposed to ‘taught’ language) from which we might then decide to pull out specific words/phrases/topics/themes etc at some point in the module. 14

15. Medium-Term Plans
What information would you expect to be included in a medium-term plan for Primary ML? 15

16. Linguistic objectives/Key Language
Information about
Learning objectives
- Oracy,
- Literacy,
- Grammar/Knowledge about Language,
- Cultural Aspects
- Language Learning Strategies
Outcomes
- Differentiation?
Assessment
Linguistic objectives/Key Language
- Vocabulary
- Structures
- pupil TL use/routines
- Speaking/Writing
Frames?
Time
Resources
Prior Learning 16

17. Lesson Objectives - English or TL?
-‘trigger verbs’ – (discuss,understand, read,
pronounce etc)
- Links to PoS/LOs to Framework objectives
-Phrasing – what should pupils be able to do?

18. 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
 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*
 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
 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

19. Linking the SOW with the KS2 Framework
Literacy
Oracy
Intercultural Understanding
Knowledge about Language
Language learning strategies 19 19

20. 20

21. Learning Outcomes
Expected/differentiated output – all / most / some should….
What will pupils do / produce / create / know?
How will pupils show they can …?

22. Key vocabulary New language/ prior learning Itemised language
Pupil TL/routines
Speaking/Writing Frames
How does key vocabulary show progression?
High frequency / routine language

23. 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
 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*
 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
 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

24. Cross-curricular/ ICU links
Opportunities to develop cultural aspects of topic
Savoirs (knowledge, skills, attitudes, opportunities)
Links to other stories / curriculum areas?
Phonics, Numeracy, ICT

25. Assessment strategies
How / what / when will you assess?
Linked to assessment tool
How can you check comprehension?
Peer / self assessment
Does plenary facilitate reflection / assessment?

26. Resources Story/text characters/props Key words/phrases
Other adults / pupils as teachers
Text/ book/digital story
Worksheets / websites
Games / display
Using your existing resources
An example

27. Learning how to learn
‘Learning strategies are operations employed by the learner to aid the learning, storage, retrieval, and use of information. […. They] make learning easier, faster, more enjoyable, more self- directed, more efficient and more transferable to new situations’ (Oxford, 1990: 8)

28. Language Learning Strategies
What LLS can be taught / made explicit / targeted
Reading for gist / detail
Using visual cues / cognates / prior knowledge / sensible guessing / phonics knowledge / faux amis

29. Pupis should be taught to
broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
write phrases from memory, and adapt these to create new sentences, to express ideas clearly

30. How to teach strategies (Grenfell and Harris 1999, Macaro 2001)
Learner
strategies
training
cycle
2. Strategy modelling
6. Students transfer strategies and use them independently
3. Strategy training: application of strategies with scaffolded support
4. Removing the scaffold
1. Raising the awareness of the students
5. Evaluation by students and teachers 30

31. The 4 steps of strategy instruction
Awareness raising
Modelling
Practice, fading out reminders
Evaluation

32. Classifying strategies by skill area
Vocabulary memorisation strategies
Grammar memorisation strategies
Reading strategies
Writing strategies
Strategies for checking written work
Listening strategies
Speaking strategies

33. Knowledge about Language
Focus on specific structures & patterns
Links / comparison with literacy in English / other languages

34. Approach to teaching Grammar?
KAL in the KS2 Framework
Approach to teaching Grammar?
The objectives for developing children's knowledge about language are integrated into the learning objectives and teaching activities for oracy, literacy and intercultural understanding
ie not separate grammar lessons but part of everyday lessons 34 34

35. Why develop KAL? It helps children to
understand more about language as a system
discover rules
learn the language (L2)
understand the language learning process
challenge themselves beyond the topic
develop oracy & literacy
ease transition to KS3 and beyond
develop competence
learn about their own learning
learn about their first language (L1)
prepare for other languages (L3, L4) 35

36. Pupils should be taught to:
- explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words - speak in sentences, using familiar vocabulary, phrases and basic language structures - 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.

37. Word walls 7
sept
tête
cette
marionnette
maisonnette
bête
Cut out, from paper or card, the shape of an object in that word family, for example, in French you might cut out a big number 7 for the “ette” family onto which you could then blu-tac any other words the children have met in the same family.

38. Decide whether you must pronounce the last letter of the following words
nul
télévision
Paris
avec
trop
soir
est
suis
parc
pas
chat
ordinateur
allez
beaucoup
sportif
génial
sport
sac
actif
animal
crayon
In pairs, hilight the words where the last letter is pronounced.

39.  Je suis présent.  Où est…….? Il est absent.
On va faire l’appel 
Je suis présent. 
Où est…….?
Il est absent. 
Je suis présente. 
Où est…….?
Elle est absente.

40. Progression Add reasons Il / elle est malade Il / elle est en vacances
Il/ elle est chez le dentiste
Progression

41. Busca el intruso espaguetis agua mineral limonada Coca Cola
En mi opinión, el intruso es…….
porque es masculino / femenino / plural
Estoy de acuerdo
 No estoy de acuerdo
ensalada naranjada patatas fritas bocadillo
espaguetis agua mineral limonada Coca Cola
zumo de naranja Coca Cola limonada espaguetis
bocadillos patatas fritas ensaladas pizzas
Hamburguesa pizza zumo de naranja fruta

42. Grammar clues Cherche l’intrus Pourquoi ? nez mains bouches oreilles
bras
jambes
pieds
pyjama
chemise
chaussure
veste
spaghettis
brocolis
bon-bons
épinards
gaz
chocolat
genoux
yeux
cheveux
châteaux

43. Roots root english Corp body PORT CARRY Reg rule Dent Tooth Man hand
Examples in English
Examples in French
Corp
body
corporation
corpse
le corps
corporel
PORT
CARRY
porter
je porte
transport
portable
Reg
rule
regal
règle
la Reine
Dent
Tooth
denture
la dent
dentiste
dentaire
Man
hand
manicure
la main
manuel
Habi
live
habitat
j’habite
habitant
habitation
Cent
hundred
century
cent
centimètre
Prim
first
prime
école primaire
premier

44. Which half of the dictionary do you need to look in?
A pupil from your partner school in Germany has ed you.
You do not understand the word klettern.
Where will you look it up? a) German half b) English half
You are replying to the and you want to tell them you have a pet rabbit, but you have forgotten the word for rabbit.
Where will you look it up? a) German half b) English half
You are making an Easter card, but you are not sure of the way to say Happy Easter.
Where will you look it up? a) German half b) English half
You are looking at a German menu and you do not understand the word Wurst.
Where will you look it up? a) German half b) English half

45. Choosing the correct translation
Look up the word bar in the English half of the dictionary.
What is the correct word for bar in each case:
A bar of soap.
a) die Bar b) eine Tafel c) ein Stück
Last night we went out to the bar.
a) die Bar b) eine Tafel c) ein Stück
A bar of chocolate.
a) die Bar b) eine Tafel c) ein Stück

46. Choosing the correct translation
Your German friend asks you:
Hast du ein Blatt Papier?
Do you have a ______ of paper.
You look up the word Blatt in the dictionary.
How many translations are there?
Which would be the correct translation?
Your German friend also tells you:
Das Blatt ist vom Baum gefallen.
________ has fallen from the tree.
Which would be the correct translation this time?

47. Using music La Valise de Dorothée Listen to ‘Noddy’
Each group has a different focus – listen for rhyming words, note down all cognates, verbs, adjectives

48. Word order tu-t’-comment-appelles-?
in-heiβe–ich-Bart-ich-und-wohne-in-Springfield
años-?-tienes-cuántos-¿

49. Word order – ping pong
C-T-T’-A-?
I-H-B-U-I-W-I-S
¿-C-A-T-?

50. Spot the difference
Photo A
Photo B

51. Spot the difference HFW Tenses Sing / plural Gender / articles
Foto A
Foto B
HFW
Tenses
Sing / plural
Gender / articles
Adj. agreement
Prepositions
Pronouns
Connectives
Negatives
Word order

52. Raising grammatical awareness
Stage 1: Memorised
phrase is used as a memorised chunk – no reflection
On va chanter
Stage 2: Prompted
Is it X or Y? – reflection prompted by the teacher
C’est .... On va chanter or on va chante?
Stage 3: Remembered
What is...? – more open and focusing on the differences
On va chant..... C’est quoi la terminaison?
Stage 4: Explained
Why is it...? – teacher seeking an explanation.
Pourquoi c’est chanter et pas chante?

53. C’est un infinitif C’est le présent C’est le futur….
C’est un verbe
Ce n’est pas un verbe
1. joue
2. bleu
3. travaille
4. France
5. banane
C’est un infinitif
C’est le présent
Ce n’est pas un infinitif
C’est le futur….
1. Je vais jouer
2. Il va chanter
3. On travaille
4. Je gagne
5. Je vais aller
1. joue
2. acheter
3. travailler
4. finit
5. balayer
A :
B :
B :
A :
B :
B :
A : “joue”, à ton avis, c’est un verbe?
B : Oui, à mon avis, c’est un verbe
A : Pourquoi?
B : Parce que c’est une action et on peut dire ’je joue’
A : A ton avis, bleu, c’est un verbe?
B : Non, à mon avis, ce n’est pas un verbe.
A : Pourquoi pas?
B : Parce que ce n’est pas une action et on ne peut pas dire ‘je bleu’

54. What does progress look like?
using unfamiliar language
with independence & accuracy
(using knowledge of phonemes /
graphemes, dictionaries etc.).
confidently
accurate
What does progress look like?
opinions
justifications
&
mostly
accurate
ACCURACY
INDEPENDENCE
CONFIDENCE AND MOTIVATION
connectives
meaning
understood
verbs
writing
from memory
adjectives
CONTENT
reading
SKILL
The progression from imitating and copying to independent communicator is a complex process, but this slide illustrates that it isn’t just a question of repeat till you memorise.there are lots of different ways to make progression… It might also be interesting to ask the delegates which of the different lines can be assessed or how this progression can be recognised. For example, you could give levels to L/S/R/Wr, but level descriptors may highlight progression in the other aspects…
articles
copying
speaking
unintelligible
nouns
listening
QUANTITY
Paragraphs
(scaffolded /
s /
Messages)
phrases
sentences
word(s) 54

55. Some strategies to ensure progression in the SoW
Embedding the medium-term plan in the long-term Scheme of Work
Revising and consolidating the new vocabulary regularly
Teaching phonics and building up
Moving from receptive to productive language skills
Work at sound, word, sentence and text level
Extend the length of sentences (connectives, adjectives etc)
Using authentic materials and context 55

56. Some strategies to ensure progression within the SoW
Making links with prior learning (revisiting and extending) in a spiral approach
Applying previously learned vocabulary and structures in new contexts
Extending use of language beyond the classroom
Plan opportunities for real communication (links with other schools, videoconferencing, s etc)
Create opportunities for creative use of language
Build up towards an end product as outcome of the unit
Build in assessment to feed-forward to planning 56

57. Planning a unit of work
An example: 57 57

58. Planning individual lessons for Primary ML
Whole-school scheme of work
(Programme of Study/Assessment and Progression/ Existing Resources in school/links to other areas/transition/MLcoordination)
Long- term planning
(over a KS or a year)
Medium term
(during one term/half-term/ month)
individual
lesson
plans
Short term: 58

59. Teaching activities
Strategies to promote & develop oracy / literacy skills
Presentation >>practice >> production?
3-Stage -Questioning
VAK / learning styles / PLTS
Creative approaches/drama/art/media
Differentiated?
Receptive >>>>productive?

60. Planning teaching strategies
Examples of strategies:
2. Checking comprehension
Sequence the story (with pictures)
Retell or summarise the story
Substitute some vocabulary items to create a new one
Answer comprehension questions
Discuss issues raised in the text
Act out the story.
1. Helping pupils to memorise vocabulary
Repeat the words
Match pictures to text
Listen and show/ mime/ draw etc
Act out (TPR)

61. Planning teaching strategies
Examples of strategies:
4. Develop reading skills
Make children aware of morpheme- phoneme correspondence
Read words/ sentences/ story
Sequence sentences
Transform sentences
Write another story (using the story as a template)
3. Develop speaking skills
Ask/ answer questions
Say new sentences
Tell a new story
Find an alternative ending
Relate the text to children’s own experiences
Devise a short role-play

62. Lesson Planning for Primary ML: Embedding your 10-minute activity

63. Language Policy & resources
Discussion of examples and sharing of practice
What should a good LP include?

64. PART TWO: Monitoring pupil progress
Pupil audits- what have you learnt
Summative teacher assessment tool to monitor and assess progress / aid transition within and post-KS2
Formative pupil self-assessment tool

65. And Finally… Teacher assessments- please return
them in our next session
Plenary
Evaluations