ALL CONNECT KS2 – KS3 Transition Toolkit

Aims for the module To understand what the KS2-3 Transition Toolkit is To increase knowledge and understanding of the requirements for language learning at both KS2 & 3 To explore the implications of the 7-year languages programme of study for teachers of both phases To look at specific ways to work together, join up practice and share information To get enthused about KS2-3 collaboration!

“The need to promote effective transition in languages between Key Stages 2 and 3 is not yet high on the agendas of either primary or secondary schools.” Language Trends Survey 2015

Key messages Primary teachers have a professional concern for language transition questions care about their pupils’ future education and have strong relationships with their pupils don’t want their work to be wasted when pupils move on to secondary school. usually live and work in communities where they will meet ex-pupils or parents or siblings who will comment on their transition experience. Secondary teachers share these concerns. have a direct interest in getting transition right because progress and ultimately, attainment depend on it. know that a smooth continuation in learning is vital, and this includes an awareness of the topics, vocabulary, levels, skills and interest / enthusiasm pupils have developed. want to know about the learning experiences Y6 pupils have had: e.g. if they have written stories, filmed presentations, learned songs, used skype, mixed foreign language learning into everyday exchanges

Pupils want... secondary teachers to know what their achievements and successes have been in primary languages and how much they have enjoyed it. their secondary school teachers to know them as people the same way their primary class teacher did. And pupils?

So… what has been taught = knowledge (conceptual i.e. grammar and content i.e. vocabulary) and skills) (e.g. reading with accurate pronunciation – phonics, dictionary skills, etc.) what learning looks like in the primary classroom = methodology and learners’ responses to those methods (i.e. learning preferences) how well individual learners have mastered what they have been learning = measuring the outcomes KS3 teachers need to know:

and… how to understand progression across the four years of KS2 (i.e. breaking down the overall PoS into steps) how to balance the four skills listening, speaking, reading and writing how to assess pupil progress what language learning looks like in Year 7 KS2 teachers need to know:

Task 1 KS2 statements are on the left-hand side Matching KS3 statements are on the right-hand side Sort the cards so that: Use the traditional order of skills (top-bottom): Listening Speaking Reading Writing Grammar

Toolkit contents 1. Introduction and rationale 2. The National Curriculum Programme of Study for KS2 and KS3 3. Key linguistic knowledge developed at KS2 Implications for KS3 of linguistic knowledge developed at KS2 4. Key skills for KS2 Implications for KS3 of skills acquired at KS2 5. Intercultural knowledge and understanding from KS2 and implications for KS3 6. Cross-phase collaboration 7. Information sharing (on and before transfer) 8. Assessment in Year 7 9. Bridging projects 10. Differentiation in Year Research 12. Further links

3. Linguistic knowledge i. Gender ii. Adjectival position and agreement iii. Structure of regular present tense verbs (pronouns and endings) iv. Key irregular verbs (to be, to have, there is/are) v. Opinion verbs and adjectives vi. Question words and specific questions vii. Essential classroom language

Linguistic knowledge FrenchSpanishGerman Gender Awareness of gender as a concept which will be new to most pupils as well as explicit teaching of definite and indefinite articles. le (m), la (f), les (plural), L’ (before a vowel). un (m), une (f), des (some) el (m), la (f), los (m plural), las (f plural) un (m), una (f), unos (m some), unas (f some) der/ den* (m), die (f), das (n), die (plural) ein/ einen* (m), ein (n), einige (some) used in the accusative / object (row 2) case e.g Ich habe einen Hund. Nouns Recognition of nouns in the target language. - - Nouns in German have capital letters. Plurals An ability to recognise nouns in the plural, both by the article and the noun ending. Most plurals are formed by adding an –s. For example, une vache>des vaches "cows" However, the final –s in French plural nouns is not usually pronounced. Most plurals are formed by adding an –s. Sometimes there is a spelling change, e.g. pez > peces. The words der/das/die all become ‘die’ in the plural. For words that end in –i or –o, or are French or English in origin, add a final –s, e.g. Kulis, Kinos, Restaurants, Tickets. der/das words that end in -el or -en or -er do NOT change spelling in the plural, e.g. Spiegel, Mädchen, Manager. Exceptions have just to be learnt!

Task 2 Look at the 3 activity sheets A, B, and C. For each one, discuss and note down: a) what the task involves, and b) the prior learning needed before completing it. Then discuss what the next learning steps might be. Look at the PoS statements for KS3 and see which are being covered here Finally, discuss the implications for teachers at KS3 if pupils have the linguistic knowledge to: a) complete these tasks, and b) apply the learning to other topic areas (e.g. family, pets, food, clothes, shapes etc.)

Task 2: Linguistic analysis Description of taskNecessary prior learningPoints for clarification? A B C What might the next learning steps be? What are the implications for KS3 teachers?

Task 2: Linguistic analysis Description of taskNecessary prior learningPoints for clarification? A B C What might the next learning steps be? What are the implications for KS3 teachers? Word level reading task - match written noun + indefinite article to picture. Pupils will need to be familiar with: a) the sound- meaning relationship of all these words b) the written form of these words c) how these specific words are pronounced d) the key sound-writing links in Spanish (i.e. phonics) e) the fact that there are two words for ‘a’ and two words for ‘some’ Q: Could this be the 1 st time pupils see the words in writing? A: Possibly but more usually they would see the written word as part of the presentation and practice phase. Simple sentence level reading task – pick out and draw 3 nouns from each text. Guided writing – adapting the model sentence. It would make sense if pupils had practised speaking in sentences, too, i.e. orally producing ‘In my pencil case I have a …, a… and a … (It is good if they do the punctuation physically – saying ‘coma’ and drawing one in the air, using index fingers to make a + sign for ‘y’ and gesturing a point for full stop (punto). There are no pictures to prompt them now, so they need to know the words more securely. They don’t need to know spelling for this task, as all the words needed for writing are on the page, except for ‘lápices’ (plural of lápiz). Simple sentence level writing task, following a model sentence. Pupils need to know how to spell the individual pencil case items, and they need to know the correct work for ‘a’ or ‘some’. This task would follow lots of writing practice (on sleeves, in the air, on mini-whiteboards, as well as other speaking, listening and reading activities). 1. Colours to describe the items / 2. The definite articles / 3. Work on pluralising nouns 4. new topic areas with other nouns, in sentences using tengo / no tengo and later with other verbs (como / llevo / veo) 1. If we don’t know, we could teach these exact same nouns again from scratch as though for the first time 2. Even if individual words have been forgotten, the awareness that there are two genders, two words for ‘a’ and ‘some’, same word order in simple sentences Subject – Verb – Object etc.. Is very significant 3. If we wanted to do work on pencil case nouns (or other familiar KS2 nouns), how might we do it differently now at KS3?

Nouns  Verbs Fui a la tienda de animales y compré …

Task 3 Think about language you know: Questions Statements (past, present, future, conditional) Negative statements Opinions KS3 Spontaneous speaking You have 60 seconds In the target language… Take it in turns Say as many sentences about an apple, or apples as you can – from any of the categories - to your neighbour E.g. I like.., How much is..?

3. Linguistic knowledge i. Gender ii. Adjectival position and agreement iii. Structure of regular present tense verbs (pronouns and endings) iv. Key irregular verbs (to be, to have, there is/are) v. Opinion verbs and adjectives vi. Question words and specific questions vii. Essential classroom language

KS2

Task 4: KS3 Keep Talking resources on the ALL Speaking Wiki: all-speaking.wikidot.com all-speaking.wikidot.com

Classroom KS3

Toolkit contents 1. Introduction and rationale 2. The National Curriculum Programme of Study for KS2 and KS3 3. Key linguistic knowledge developed at KS2 Implications for KS3 of linguistic knowledge developed at KS2 4. Key skills for KS2 Implications for KS3 of skills acquired at KS2 5. Intercultural knowledge and understanding from KS2 and implications for KS3 6. Cross-phase collaboration 7. Information sharing (on and before transfer) 8. Assessment in Year 7 9. Bridging projects 10. Differentiation in Year Research 12. Further links

4. Key skills i. Pronunciation / Sound-writing links ii. Memorisation iii. Dictionary use iv. Ability to work with a partner v. Well-developed attention and listening skills vi. Ability to decode short (and longer) passages of written text (fiction and non-fiction)

Phonics KS2 – KS3 Here is a suggested set of progression steps for phonics: 1. I have learnt the phonics key words and remember them. 2. I can recognise and match key sounds and words that rhyme. 3. I can repeat new words accurately and make the link to key phonics. 4. I can read individual new words (including cognates) aloud, applying phonics knowledge. 5. I can write individual words accurately, building them from written syllables. 6. I can remember how to pronounce known words correctly over time. 7. I can read short phrases accurately that contain mostly familiar language. 8. I can write short phrases accurately that contain familiar language and I can write individual new words with some accuracy, relating their spelling to key phonics words. 9. I can read a short text quite accurately that has familiar and new language in it. 10. I can write words and short phrases that I hear with some accuracy, predicting the spelling of new words.

Phonics KS2 – KS3

Toolkit contents 1. Introduction and rationale 2. The National Curriculum Programme of Study for KS2 and KS3 3. Key linguistic knowledge developed at KS2 Implications for KS3 of linguistic knowledge developed at KS2 4. Key skills for KS2 Implications for KS3 of skills acquired at KS2 5. Intercultural knowledge and understanding from KS2 and implications for KS3 6. Cross-phase collaboration 7. Information sharing (on and before transfer) 8. Assessment in Year 7 9. Bridging projects 10. Differentiation in Year Research 12. Further links

5. Intercultural Understanding Over time, we might expect pupils to progress from receptive to productive knowledge, following this pattern: know basic information about the target language country and language make simple comparisons, supported by the teacher identify similarities and differences from more detailed source material present information about the target language culture present and describe similarities and differences select, organise and present information and explain points of view drawn from a range of sources investigate independently an aspect of target language culture, analyse and present the findings

Getting started Start small! Use imagination to give new contexts to familiar language within existing schemes of work Make small but significant changes to lexical choice Use authentic material Keep to the target language Simplify language not concepts

Ton Christ est juif, Ta voiture est japonaise, Ta pizza est italienne et ton couscous algérien, Ta démocratie est grecque, Ton café est brésilien, Ta montre est suisse, ta chemise est indienne, Ta radio est coréenne, Tes vacances sont turques, tunisiennes ou marocaines, Tes chiffres sont arabes, ton écriture est latine, Et... Tu reproches à ton voisin d’être étranger

Ton christ est _______ Ta voiture est ________ Ta pizza est ___________ et ton couscous ________ Ta démocratie est ________ Ton café est _____________, Ta montre est _______, ta chemise est _______ Et ta radio est ____________, Tes vacances sont _______, _________ ou ____________ Tes chiffres sont __________, ton écriture est _________ Et... Tu reproches à ton voisin d’être étranger juif japonaise italienne algérien grecque brésilien suisse indienne coréenne turques tunisiennes marocaines latine arabes Task 5

Ton christ est juif Ta voiture est japonaise Ta pizza est italienne et ton couscous algérien Ta démocratie est grecque Ton café est brésilien Ta montre est suisse ta chemise est indienne Et ta radio est coréenne Tes vacances sont turques, tunisiennes ou marocaines Tes chiffres sont arabes ton écriture est latine Et... Tu reproches à ton voisin d’être étranger juif japonaise italienne algérien grecque brésilien suisse indienne coréenne turques tunisiennes marocaines latine arabes

Mes chaussures sont... Mon jean est... Mon IPod est... Ma chaine Hi Fi est... Ma voiture est... Ma télévision est... Mon ordinateur est... Ma nourriture préférée est... Mon ours en peluche est... Mon fruit préféré est... Mon Monde

Toolkit contents 1. Introduction and rationale 2. The National Curriculum Programme of Study for KS2 and KS3 3. Key linguistic knowledge developed at KS2 Implications for KS3 of linguistic knowledge developed at KS2 4. Key skills for KS2 Implications for KS3 of skills acquired at KS2 5. Intercultural knowledge and understanding from KS2 and implications for KS3 6. Cross-phase collaboration 7. Information sharing (on and before transfer) 8. Assessment in Year 7 9. Bridging projects 10. Differentiation in Year Research 12. Further links

6. Cross-phase collaboration i. Teachers ii. Pupils iii. Parents iv. CPD opportunities Making contact Observations Liaison meetings

Task 6 In your groups, brainstorm a list of questions that could be the focus for an initial (and subsequent) liaison meetings. What would it be really useful for you to know about languages teaching in the phase you are not teaching?

6. Cross-phase collaboration How do you typically present new vocabulary? How do you give instructions? In TL? Which language do you use for instructions exactly? Do you play games? (Which ones? Favourites?) How do you get pupils to memorise new language? How do you tell when they know the language well? What is the balance of listening, speaking, reading and writing? How, when, what do you write? From memory? Do you use dictionaries? How do you typically use them? What types of words are pupils able to find and how do they then use these?

Toolkit contents 1. Introduction and rationale 2. The National Curriculum Programme of Study for KS2 and KS3 3. Key linguistic knowledge developed at KS2 Implications for KS3 of linguistic knowledge developed at KS2 4. Key skills for KS2 Implications for KS3 of skills acquired at KS2 5. Intercultural knowledge and understanding from KS2 and implications for KS3 6. Cross-phase collaboration 7. Information sharing (on and before transfer) 8. Assessment in Year 7 9. Bridging projects 10. Differentiation in Year Research 12. Further links

7. Information-sharing i. Curriculum – What has been taught? ii. Pedagogy – How have pupils learnt? iii. Assessment – How well do they know it? iv. Pupil work – What can they do?

8. Assessment in Year 7 i. Questionnaire ii. Language aptitude iii. Baseline testing iv. Complementary data

9. Bridging projects i. Storytelling (5 different projects) ii. Making links iii. Transition project iv. Language leaders v. Competitions (Eurovision, Linguamaths, Spelling Bee)

10. Differentiation i. Exploit new technologies ii. Use open-ended tasks / task-based learning iii. Offer extra-curricular opportunities iv. Choose new contexts so that familiar vocabulary feels ‘new’ v. Focus on skills

Toolkit contents 1. Introduction and rationale 2. The National Curriculum Programme of Study for KS2 and KS3 3. Key linguistic knowledge developed at KS2 Implications for KS3 of linguistic knowledge developed at KS2 4. Key skills for KS2 Implications for KS3 of skills acquired at KS2 5. Intercultural knowledge and understanding from KS2 and implications for KS3 6. Cross-phase collaboration 7. Information sharing (on and before transfer) 8. Assessment in Year 7 9. Bridging projects 10. Differentiation in Year Research 12. Further links

Aims for the module To understand what the KS2-3 Transition Toolkit is To increase knowledge and understanding of the requirements for language learning at both KS2 & 3 To explore the implications of the 7-year languages programme of study for teachers of both phases To look at specific ways to work together, join up practice and share information To get enthused about KS2-3 collaboration! Any questions?

What next? KS2 modules: on Grammar, Speaking, Writing & Progression KS2/3 module: on Transition, and KS3 modules: on Literature, Spontaneous Speaking, Grammar & Translation To these, in year 2 have been added: KS2/3 module: Transition Toolkit (You have just done this - now access the toolkit itself!) KS2 module: Coordinator’s Handbook. ALL Connect has also created new interactive wikis, allowing teachers to upload examples of their own resources, and download further support materials: ALL Literature Wiki: all-literature.wikidot.comall-literature.wikidot.com ALL Speaking Wiki: all-speaking.wikidot.com all-speaking.wikidot.com ALL Grammar Wiki: all-grammar.wikidot.comall-grammar.wikidot.com ALL Writing & Translation Wiki: all-writingtranslation.wikidot.comall-writingtranslation.wikidot.com ALL Progression & Transition Wiki: all-progressiontransition.wikidot.comall-progressiontransition.wikidot.com Visit the ALL Connect Blog: allconnectblog.wordpress.com allconnectblog.wordpress.com