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ALL Primary Languages Hub Inaugural event Thursday 27 March 4.30p.m. – 6.00p.m. Comberton Village College South Cambridgeshire For all primary languages.

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Presentation on theme: "ALL Primary Languages Hub Inaugural event Thursday 27 March 4.30p.m. – 6.00p.m. Comberton Village College South Cambridgeshire For all primary languages."— Presentation transcript:

1 ALL Primary Languages Hub Inaugural event Thursday 27 March 4.30p.m. – 6.00p.m. Comberton Village College South Cambridgeshire For all primary languages co-ordinators, primary language teachers, (specialists and non-specialists), and secondary KS2-3 co-ordinators or secondary HoDs. This new network, supported by ALL nationally, will work together to support the introduction of compulsory languages at KS2 from September In this initial event, we will look at the statutory requirements of the new Programmes of Study for KS2, and then share ideas for practice and resources. FREE! This event is free to all. Future events will be free to members of ALL. (Primary school membership is £36 only). to book a place. Refreshments!

2 Welcome and aims for the session Get to know other primary and secondary languages teachers Understand better the aims of the new curriculum Programmes of Study for languages Find out about different local curriculum models Prioritise areas for development and further training Find out about further (between meeting) support

3 Agenda Group task – evolution Overview of KS2 & KS3 PoS - Rachel Hawkes Methodology - joining up KS2 and KS3 – Rachel Hawkes Different models of delivery - Jane Driver and Katherine Monument Priorities for development - brainstorm Next steps – June Event (Storytelling), online support and joining ALL

4 1)Exchange one thing that excites you about teaching primary languages, one thing that is daunting 2)Rock paper scissors! 3)You lose – you stay the same. You win – you evolve!

5 Listening  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 Speaking  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* Reading  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 Writing  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 Grammar  understand basic grammar appropriate to the language being studied, such as (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. Listening  listen to a variety of forms of spoken language to obtain information and respond appropriately  transcribe words and short sentences that they hear with increasing accuracy Speaking  initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address  express and develop ideas clearly and with increasing accuracy, both orally and in writing  speak coherently and confidently, with increasingly accurate pronunciation and intonation Reading  read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material  read literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop creative expression and expand understanding of the language and culture Writing  write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language. Grammar  identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied  use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate  develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in discussion about wider issues  use accurate grammar, spelling and punctuation. KS2KS3

6 Text Sentence Word Text Sentence Word  listen attentively to spoken language and show understanding by joining in and responding  appreciate stories, songs, poems and rhymes in the language  read literary texts in the language, such as stories, songs, poems and letters, to stimulate ideas, develop creative expression and expand understanding of the language and culture  listen to a variety of forms of spoken language to obtain information and respond appropriately

7 1The sound-writing relationship (phonics) 2Pronunciation – when speaking from memory and when reading from text. 3Conversations – questions and answers 4Reading – includes deduction of meaning of new words inserted into familiar language 5Enjoy stories, songs, poems 6Dictionary skills 7Content – to include describing people, places, things 8Writing from memory 9Sentence – building - involves manipulation of simple, key verbs, nouns and adjectives, and connectives Key aspects to KS2 methodology

8 1Primary teachers teach own classes (i.e. Y3 teacher teaches language to Y3, etc..) 2One primary teacher teaches all of the language to all classes 3A peripatetic languages teacher ‘parachutes’ in to teach language to all classes 4Mixed model – primary teacher or TA teaches lower KS2, secondary languages teacher teaches upper KS2 5Secondary languages teacher teaches language to all classes Models of KS2 languages provision

9 Priorities for this group

10 Further support and next steps Next event = Monday 23 June Storytelling in the primary languages classroom (Rebecca Armstrong – Consultant for Primary Languages, Bedfordshire) Online support KS2 Spanish ent=true KS2 French ent=true ent=true If prompted for a code, it’s ABC123

11 And finally… Join the Association for Language Learning! £36 for annual membership for your school. You will get: 1)Updates from ALL and from this local hub 2)FREE training at the hub meetings 3)Membership of a local and national network for languages


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