Speaking and progression in the primary classroom using stories with Nathalie Paris www.nattalingo.co.uk Podcast: Nattalingo’s natter Twitter: @Nattalingo Facebook: @nattalingo LinkedIn: Nathalie Paris YouTube: Nattalingo Productions

Objective: to give you practical ideas through… An introduction to the “KS2 Languages Progression and Achievement” document A focus on speaking skills: progression overview and assessment opportunities Suggestions as to how stories can help our pupils to progress and help us to assess them

Introduction What is your favourite speaking activity in the classroom and why? What about your favourite story? How do you currently ensure progression and record it? Can you think of how your favourite speaking activity and your favourite story could become part of your assessment policy?

Page 4 of document Assessment opportunities as a normal part of teaching and learning languages. The assessment opportunities suggested for each year group outline activities that can take place in the classroom as part of everyday teaching and learning. They match the progression framework and can be used either as they are, or as models for teachers to create their own activities, or they can be adapted to meet the needs of children or schemes of work. There is no need always to assess children individually. Activities can be used for assessing the whole class or a targeted group of pupils, as well as individual children. Through such activities, teachers can observe whether most children are successful, whether some are exceeding expectations and whether some may be struggling. The activities can provide evidence of achievement, which can be: • easily recorded • used to provide information for completing reports to parents • passed on to the next teacher • used to provide information to secondary schools at the end of year 6.

Overview of what progression looks like in speaking from Y3-Y6 (see document) A WORD OF CAUTION: There is no one right way of doing it. Separating skills is arbitrary. Separating topics is arbitrary too. What does it mean to you in your school? How can this document help YOU?

How can stories support our work? Examples in my planning Y3: “Petit-Bleu et Petit-Jaune”; “Le livre des j’aime” Y4: «Le loup qui ne voulait plus marcher »; « Les quatre amis » Y5: « Pluie, vent, soleil… »; « Comptines en chocolat » Y6: « le loup qui voulait faire le tour du monde »; « Berthe fait une pizza »

How can stories support our work? A concrete example in my planning: Y3: “Petit-Bleu et Petit-Jaune” Greeting the characters as they appear Saying/asking what the characters are called Saying/asking which family member they are Saying/asking how the characters are feeling throughout the story Saying/asking what colours the characters are Expressing their opinions of colours Saying/asking what the characters are doing Pupils make puppets of the characters then use them to perform short conversations in French (in pairs, in groups or in front of the class)

Which books can support YOU in YOUR planning? Activity: Think of a book you can use in a specific year group Look back at the progression overview and make a note of where it fits in with speaking skills Look back at the assessment opportunities and make a note of how the book can help Now can you think more clearly of how your favourite speaking activity and your favourite story could become part of your assessment policy?

Speaking and progression in the primary classroom using stories This was… Speaking and progression in the primary classroom using stories with Nathalie Paris www.nattalingo.co.uk Podcast: Nattalingo’s natter Twitter: @Nattalingo Facebook: @nattalingo LinkedIn: Nathalie Paris YouTube: Nattalingo Productions MERCI!