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

09. 00 – 09. 30. Coffee 09. 30 – 11. 15. Revision of the Framework: 09.00 – 09.30 Coffee 09.30 – 11.15 Revision of the Framework: Investigating progression in Oracy & Literacy 11.15 – 11.30 Coffee 11.30 – 12.30 Progression in IUC, KAL & LLS 12.30 – 13.30 Lunch 13.30 – 14.30 Assessment 14.00 – 15.00 Phonics for Fun & Learner’s Futures: decoding the written word 15.00 – 15.30 Joined Reading & Writing: Ideas for developing literacy

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 doesn’t 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’ 10.05-10.10 + next slide Explain that it was originally devised in year groups to match the NLS and NNS – PL attempting to create a document that would look familiar to teachers. However, the writers were keen to stress that this doesn’t mean teachers/schools have to be bound by those year group headings – can make OR may have to make different decisions over HOW to do the teaching. Key thing to keep an eye on is the progression and the expectations over 4 years. Show next slide. Refer to Part 1 section 7 – show how useful this is for Mixed Age – give delegates time to read this briefly.

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)

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

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 children’s 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 It is important to point out that progression in these areas develops unevenly and teachers should not expect to see progression in all areas, all the time. 

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 

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. 10.15 Go through the progression – note that it is very gradual. You can find an overview of the progression in the Framework part 2 on pages 45-59 ‘Moving on’ and it is referred to agin with more examples in the new part 3 – module 5 ‘Leaps and bounds – progression’ The key is finding opportunities to perform these tasks simultaneously in class. Progression in the Framework:

Compound sentences http://www.primarylanguages.org.uk/training_zone/teachers/using_the_ks2_framework/literacy/compound_sentences.aspx See blurb in file as cpd print version and the transcript also downloaded

Progression un chien J’ai un chien noir. Progression in oracy & literacy is achieved through understanding & using increasingly complex language structures together with an increasing vocabulary un chien J’ai un chien noir. J’ai un petit chien noir qui s’appelle Belle. Progression also occurs through: increasing KAL developing more LLS greater ICU 11.15 Go through this quickly Last sentence is about as far as you would get by Y6! Point out progression in IU too – fw Part 1, section 7 shows the progression here.

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

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!) 12.15 Singing French – Helen MacGregor and Stephen Chadwick: ISBN 0 7136 6898 9

‘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) ‘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). The above analogy by Leo Van Lier and David Corson is important when we consider what KAL means for language learners in Year 5 and 6. The analogy continues, ‘although a carpenter cannot, do without tools at all, simply having more tools is not always better’ (Van Lier and Corson, 1997: xiv). What matters is how they make use of those tools. Children need to have opportunities to ask questions about aspects of the language they do not understand. Whilst we want to broaden the extent of children’s knowledge we also want reinforce, clarify and develop the ways in which their knowledge is used. To ensure that this development happens, it needs to be planned for.

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 t’appelles-tu? concepts:applying as well as recognising a concept e.g. correct gender 11.10 Go through points on slide briefly

After the break: Progression in IUC, KAL & LLS

LLS: Language Detectives http://www.primarylanguages.org.uk/training_zone/teachers/using_the_ks2_framework/language_learning_strategies/language_detectives.aspx Language detectives The class has been working on a cross curricular project about World War 2.  Here they are shown an authentic text which they have not seen before, in French.  The text and photographs are shown on an interactive whiteboard. Working in pairs they look for clues, and become ‘language detectives’.  They use a range of strategies and their previous knowledge to discuss and decipher the words, discovering their meaning.

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

Using Bi-lingual Dictionaries: ABCDEFGHIJKL... Year 3 Year 4 Year 5 Year 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. Use a dictionary. 10.15 First take a look at one specific skill area: using a bilingual dictionary Progression is often subtle; Can you find/work out what the progression is? I think it is; Yr 3 -Explore the dictionary; identify similarities/differences with monolingual dictionaries. Yr 4 --Compare words that look English already, do they mean the same? Are they pronounced the same? -Reinforce concepts of English grammar when referring to FL equivalent terminology e.g. adjectif Yr 5 Discuss ‘faux amis’ and find examples (e.g. ‘car’ in French = a coach) Yr 6 -Insist on children looking up new words for themselves but always check answers with each other/TA/ teacher and discuss. Progression in the Framework:

Knowledge about Language http://www.primarylanguages.org.uk/training_zone/teachers/using_the_ks2_framework/knowledge_about_language/gap_filling.aspx

Progression in IUC Festivals through year not enough https://talkaboutprimarymfl.wikispaces.com/Days+to+Celebrate Links with other areas – PSCHE, SEAL, Geography, History, RE etc. http://www.cate-ouest.com/paques/catechese3-7ans.html Exchanges Sharon Tonner voices of the world, partnerschools / linking global gateway (site / clip from site)

Voices of the World examples http://votw-tasks.blogspot.com/ October task – animotos

Making partnership links Partnerships & links http://www.etwinning.net

Assessment Self-assessment sheets & Teacher grids http://hampshirelanguages.wikispaces.com/ Self-assessment sheets & Teacher grids Targeteer style stickers Transition examples & end of Year 6 agreements. Asset Pack based on Unit 5 European Portfolio Asset http://www.assetlanguages.org.uk/