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Planning and Progression in Years 5 & 6 Primary Languages (FL006A) Jo Rhys-Jones & Liz Lord.

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Presentation on theme: "Planning and Progression in Years 5 & 6 Primary Languages (FL006A) Jo Rhys-Jones & Liz Lord."— Presentation transcript:

1 Planning and Progression in Years 5 & 6 Primary Languages (FL006A) Jo Rhys-Jones & Liz Lord

2 09.00 – Coffee – 11.15Revision of the Framework: Investigating progression in Oracy & Literacy – Coffee – 12.30Progression in IUC, KAL & LLS – Lunch – Assessment – 15.00Phonics for Fun & Learners Futures: decoding the written word – Joined Reading & Writing: Ideas for developing literacy

3 Messages from the KS2 Framework for Languages: Teachers and schools will have the freedom to decide: how to teach what to teach how to organise teaching It doesnt assume any way of organising the teaching and learning of languages (1x4? 2x2?) Language content is not prescribed - free to decide languages, themes and content The challenge is to sustain a meaningful experience over 4 years

4 While fun and games are an important part of MFL and play a major role in motivating pupils, early learners also need to be challenged and to have their learning guided through clear stages of progression if initial motivation is to be maintained. (Jones and Coffey, 2006: 66)

5 What signs are you looking for to show that your children are making progress in Languages?

6 An increase in the amount and complexity of language which children can understand & use the speed and fluency of response confidence in deducing meaning using grammatical knowledge confidence in understanding & use of language ability to re-use language in different contexts and topics A growth in understanding of childrens own culture & those of others the range and frequency of use of language learning strategies confidence in dealing with unpredictable language new insights into how language works developing independence in language learning & use across the range of skills Part 3 of KS2 Framework

7 KS2 Framework: Children coming into Year 5 should be able to: identify specific words & phrases when listening to a text ask & answer a number of questions read & understand familiar written phrases, & read some of these aloud enjoy reading & listening to a wide range of songs, stories & identify similarities & differences in traditional stories begin to recognise & apply some simple patterns in language use a number of techniques for memorising & memorise a short text

8 The KS2 MFL Framework guides us through progression from years 3 to 6 in Strands; Literacy Overview By the end of Year 3, children should be able to: By the end of Year 4, children should be able to: By the end of Year 5, children should be able to: By the end of Year 6, children should be able to: Write some familiar simple words using a model. Write some familiar words and phrases without help. Write words, phrases & sentences using a model. Write several sentences from memory. Progression in the Framework:

9 Compound sentences

10 Progression Progression in oracy & literacy is achieved through understanding & using increasingly complex language structures together with an increasing vocabulary –un chien –Jai un chien noir. –Jai un petit chien noir qui sappelle Belle. Progression also occurs through: – increasing KAL – developing more LLS –greater ICU

11 Oracy: An improvised conversation ORACY 5.1 Make up a puppet conversation with a partner. (NC Level 3)

12 Oracy: Progression across KS2 O3.1 Year 3: Listen for & mime/gesture. O4.2 Year 4: Put the cut-up verses in order. O5.3 Year 5: Join the times & the pictures which you hear. L6.3 Year 6: Answer questions about the song (and sing along!)

13 We do not call someone a better carpenter just because he or she has more tools or a larger tool-box (Van Lier and Corson, 1997: xiv)

14 3 key principles for progressive revisiting in Primary Languages 1. Identify core skills & concepts e.g. skill: asking for name/saying name concept: recognise and apply gender 2. Revisit the same skills and concepts each year in different contexts/ themes 3. Expect returning pupils to develop increasing confidence and accuracy e.g. skills: asking as well as answering a question e.g.Comment tappelles-tu? concepts:applying as well as recognising a concept e.g. correct gender

15 After the break: Progression in IUC, KAL & LLS

16 LLS: Language Detectives

17 The Framework classifies LLS in six main categories: Planning, analysing & evaluating ways of learning Communicating, understanding & being understood Practising language Memorising Applying prior knowledge Dictionary skills

18 Using Bi-lingual Dictionaries: Year 3Year 4Year 5Year 6 KAL: Notice the spelling of familiar words. Recognise how sounds are represented. LLS: Use a dictionary to look up spellings. L5.3: Use a bilingual dictionary to check the spelling of familiar words. KAL: Understand that words will not always have a direct equivalent in the language. LLS: Use a dictionary. Progression in the Framework:

19 Knowledge about Language

20 Progression in IUC Festivals through year not enough m/Days+to+Celebrate m/Days+to+Celebrate Links with other areas – PSCHE, SEAL, Geography, History, RE etc.

21 Voices of the World examples Voices of the world October task – animotos

22 Making partnership links Partnerships & links net net

23 Assessment Self-assessment sheets & Teacher gridsSelf-assessment sheets Targeteer style stickers Transition examples & end of Year 6 agreements. Asset Pack based on Unit 5 European Portfolio Asset

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