1. #ILILC4 University of Southampton: Jo Rhys-Jones
Big Ideas for Tiny Schools or Extreme Differentiation for Little People
#ILILC4 University of Southampton: Jo Rhys-Jones

2. With thanks and acknowledgments to Joan Dickie, Norfolk Primary Languages Adviser,
and to Jenny Smith & Maggie Peacock, ex Devon Languages Team
and to all the amazing teachers in small schools in Devon and Hampshire
for the work they have shared on Mixed Age Planning and Teaching.

3. WALT
To understand how to structure progression in languages with more than one year group in a class
To look at possible models for organising language teaching over KS2
To consider differentiating activities for children of different abilities & language experience
To see where existing resources could support mixed age teaching and learning

4. Etre et avoir…

5. 2 constant mixed age classes? Y6 Y5
Implications in a MFL classroom – some will know topic – eg school, some wont, some will know greetings, some wont, some know numbers, some don’t.. Y4 Y3

6. All in one class? Y6 Y5
All 4 years together. Vast range of ability, experience and maturity. Y4 Y3

7. The Issues-
Can we teach a FL successfully, over several years, with more than one age in a class?
How can we plan for progression?
Can we use existing resources?

8. The New Statutory Pos for Foreign Languages at KS2:
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Schools are not required by law to teach the example content in [square brackets].
[um… there isn’t any]
There is no prescription of how to organise the teaching and learning of languages
Language content is not prescribed - free to decide languages, themes and content
The challenge is ‘to make substantial progress in one language’

9. Pupils should be taught to:
 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  engage in conversations; ask/answer questions; express opinions and respond to those of others; seek clarification and help  speak in sentences, using familiar vocabulary, phrases & basic language structures  develop accurate pronunciation & intonation …  present ideas & information orally to a range of audiences  read carefully & show understanding of words, phrases & simple writing  appreciate stories, songs, poems & rhymes in the language  broaden their vocabulary & develop ability to understand new words…introduced into familiar written material, including using a dictionary  write phrases from memory, & adapt these to create new sentences, to express ideas clearly  describe people, places, things & actions orally & in writing  understand basic grammar appropriate to the language being studied, including f, m & n forms & the conjugation of high-frequency verbs; key features & patterns of the language; how to apply these to build sentences; & how these differ from or are similar to English.
That’s it. No square brackets

10. So if looking for more immediate practical support….
Track down the ‘old’ KS2 Framework for Languages
Don’t get bogged down in the (useful but not statutory) LLS and IUC sections.

11. The Framework’s suggestions for mixed age classes (Part 3 p.117-128)
A rolling curriculum based on frequent revisiting of key structures and skills in different contexts
Class splitting?

12. Using Bi-lingual Dictionaries:
ABCDEFGHIJKL...
Year 3
Year 4
Year 5
Year 6
Notice the spelling of familiar words.
Recognise how sounds are represented.
Use a dictionary to look up spellings.
(supported by teacher and / or worksheets)
Use a bilingual dictionary to check the spelling of familiar words.
Understand that words will not always have a direct equivalent in the language.
Know when it is appropriate to use a dictionary & use independently.
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 dictionary skills – spiral learning

13. We can recycle the old KS2 MFL Framework progression from years 3 to 6:
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 (writing frame).
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 ‘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.
My adaptation based on progression in the old Framework and NC levels:

14. Key concepts underpinning progression:
Sentence and short text
Phrase and sentence
Including asking questions
Increased confidence
Increased understanding
Increased complexity
Thanks to Joan Dickie!
Word and phrase
Sound & word

15. Good practice in other curriculum areas
Rolling planning
Literacy: non-chronological report; play-scripts
Numeracy: shape and space; time
PE: ball games; dance
Science: Electricity
3 part lesson:
whole class 2. group/individual work 3. plenary
Learning activities and outcomes:
May differ according to the prior knowledge, ability and age of the children
Menu of individual/pair/group work sometimes with T.A. support
10.20
Need to learn/relate what we do in langs with what we already know from other subjects eg
Rolling programmes:
Lit – over 4 years may repeat a text type and its features several times but with different texts (books, leaflets, ICT) and with increased level of difficulty
Same idea with maths –will revisit elements of shape and space but expectations of Y3 will be v different to expectations of Y6
History – skills of researching, evidencing, distinguishing fact/fiction/bias etc will develop over the 4/5 content areas
3 part lesson
Opportunities in shared work to reinforce concepts for older children/overlearning while introducing new language for younger children. Helps some children not to get left behind in a race to keep moving on – advantage of mixed age.
Group/individual work – everyone can be working at their own level
Use of differentiation in different ways – not always different activity. Eg we all listened to the same song – just responded differently.
May be easier to think in bursts of 10 minutes than in trying to devise whole lessons. Go with this to start with as you try things out, gain experience etc. Don’t put yourselves under pressure to produce huge lesson plans. If you’ve taught your Y3/4/5/6 1st year and now have a new Y3 try a few activities to feel your way with differentiating with the Y4/5/6.

16. So, just like any other subject:
Clear scheme of work including a rolling programme
Lots of Independent learning and pair/group work
Differentiation by outcome.
Differentiation by activity.
1 –will show you some egs
2- so the pressure is taken off the teacher as centre stage all the time
3 - the ‘natural’ way – children do as much as they are able…
4 -needs thorough knowledge of KS2 Framework and progression.

17. 3 key principles for rolling programs in French, German, Spanish, Latin (?!):
Identify exactly what you want year 6
to have achieved by end of KS2. Speak to your linked secondary school(s).
(eg. Hampshire Agreement – next slide)
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. skill: asking as well as answering a question e.g.Comment t’appelles-tu? concept: applying as well as recognising a concept e.g. correct gender

18. Yr.6 should know these core elements well after 4 yrs of entitlement:
Additional language to be considered a bonus and non-essential. Topic areas are not to be specified.
Nouns
Awareness that nouns can be m or f; how to recognise s. or pl; Dictionary skills.
Alphabet
Key phoneme/graphemes ch, ou, é/er/et/ez, gn, on/an, in/ain, oi ; simple awareness of silent letters.
Adjectives
Colour, size and some simple adjectives. Basic awareness of position / agreement.
Core structures
C’est… It is…
Ce n’est pas… It isn’t…
Il y a… There is / there are…
Il n’y a pas de… There isn’t/aren’t...
J’ai I have...
Tu as… You have...
Il/elle a… He/she has...
Je n’ai pas de I don’t have..
Je suis I am...
Tu es… You are...
Il/elle est He/she is…
J’aime… I like...
Je n’aime pas… I don’t like...
Je voudrais I would ike…
Thornden/Hiltingbury(New for 2014):
1st, 2nd, 3rd person of
aller – to go
etre – to be
avoir – to have
jouer – to play
manger – to eat
faire – to do or make
s’appeller – to be called
Numbers
At least to 31. Ideally up to 69. Up to 100 is a bonus.
Days/Months
Quelle est la date aujourd’hui? Quelle est la date de ton anniversaire?
Telling the time
(On the hour) Il est une heure. - It is 1 o’clock. Il est deux heures. – It is 2 o’clock.
Recognise & answer basic questions.
Qu’est-ce que c’est? What is it? Où est..? Where is..?
Quel âge as-tu? How old are you? As-tu? Do you have..?
Aimes-tu? Do you like …..?
Comment tu t’appelles? What is your name?
/ comment t’appelles-tu?

19. Rolling programs:
Revisit identified language structures but vary the context each year e.g. Tu as…? J’ai un/une...
Year A:
Tu as un animal?
Oui, j’ai un chat
Year B:
Tu as un crayon?
Oui, j’ai un crayon
New pupils develop skills at a lower level
e.g word level (crayon) or phrase level (j’ai un crayon)
Tu as un animal?
They answer according to year group:
Y3: oui/non (and show animal)
Y4: oui, un chat/non, tant pis!
Y5: oui, j’ai un chien et toi? Non, je n’ai pas d’animaux.
Y6: Tu as un animal?
Returning pupils develop skills at next level: phrase sentence text
Or even;
Respond to Q Use Q with help use Q independently

20. Core structures - backbone of learning
Qu’est-ce que c’est? C’est un/une
Others:
Alternate 2 year
roll of phrases then repeat OR
4 year
roll of all
phrases
each year (1/2 termly)
Y3/4
2 year roll
As-tu? J’ai un/une; je n’ai pas de-
Tu aimes? J’aime, Je n’aime pas
Tu veux? C’est combien? C’est super!
Y5/6
2 year
roll
Où est? Il y a---
Qu’est-ce que tu aimes faire?

21. Planning Content Around the Structures:
1. Common components: repeated every year, using a variety of resources, books, songs or film clips:
Greetings & Names
Numbers & Ages
General classroom
instructions
Colours & Celebrations
The alphabet
Time, Days & Months
Weather, prepositions, directions
Verbs
2. Rolling programme of other content areas
11.40
So how do we choose and arrange the topics?
Joan’s approach is to start each term with a common unit –this then gets repeated every year in the same term or half term so it can be a fairly light touch element.

22. Qu’est-ce que c’est? C’est un/une
Greetingsname, Ça va?
Qu’est-ce que c’est? C’est un/une
1-12, age,
colours,
As-tu? J’ai un/une; je n’ai pas de-
13-31, days months
31-100, time
Tu voudrais? C’est combien?
Tu aimes? J’aime, Je n’aime pas, C’est super!
11.45
Show how the common units fit against the core structures.
Make the point that you’re not necessarily doing a lot on these areas – low level eg PE groups in colours OR Trouvez quelquechose…rouge!
Weather prepositions/ directions
Où est? Il y a---
Verbs
Qu’est-ce que tu…fais/manges/aimes faire?

23. Autumn Term 1.Qu’est-ce que c’est? C’est un/une--
Common componants: Greetings, name, age, 1-12, colours, instructions
1.Qu’est-ce que c’est? C’est un/une--
A: Animals (Un Lion Jaune)
B: Clothes
C: More Animals (Cher Zoo)
D: Pencil case
2. As-tu un/une?
J’ai un/une----
A: Family
B: Body (Va t’en grand monstre vert)
C: Vehicles
D: Presents (Annonce de noel)

24. Common componant: 13-31, days, months, weather,abc
Spring Term
Common componant: 13-31, days, months, weather,abc
Core:Tu aimes? J’aime, je n’aime pas… A: Fruit (Hungry Caterpillar) B: School Subjects C: Sports D: Musical Instruments (Le Musicien – old QCA 14)
Core: Tu voudrais…? C’est combien? C’est super! A: Food (Bon appétit, Monsieur Lapin & café) B: Clothes (Je m’habille, je te croque) C: Weather forecast unit D: Bon santé (based on old QCA 13)

25. Summer Term Common yearly unit: 32-100, time, money
Core: Où est…? Voici… Il y a…
A: Local Area & partner school
B: Geog unit (compare a village in Africa / Take Mali)
C: Les Planètes (see link)
D: En route (transport..)
X-curricular: Geography
Core: Qu’est-ce que tu fais /lis/manges? (verbs)
A: Hobbies & pastimes
B: Shopping & pocket money
C: Holidays (on y va)
D: Stories eg. Little Red Riding Hood NgFL

26. Kingswear 4-year rolling programme for whole KS2 class:

27. Kingswear 2-year rolling programme for whole KS2 class:
Autumn
Spring
Summer
Basics
Greetings, name, age,
1-12, colours
Phonics; a i y o u
In addition Years 5 & 6;
(numbers ,
& time)
Days,
months,
13-31
Phonics; e é è ê
(numbers 31-60, Money)
Weather,
ABC,
Language portfolio
Phonics; j g r h
(numbers )
Core Structure
Years A
Years B
Qu’est-ce que c’est? C’est un/une---
As-tu ? J’ai un/une--. Je n’ai pas de
Tu aimes--? J’aime, je n’aime pas
Où est--? Il y a-----
Tu veux? Je voudrais. C’est super!
Qu’est-ce que tu aimes faire? J’aime + verb
Topics Year A
Year B
Animals (un lion jaune/cher zoo)
Or Body (grand monstre vert)
Family Or
Wanted Posters / Descriptions
Clothes (Je m’habille, je te croque)
Art / Artists (Monet/Van Gogh)
Local Area / partner school
Village in Africa
Food (Monsieur Lapin)
Monter un café QCA unit
Pastimes & Hobbies
Je veux grandir (ambitions)
12.05
A local example!
Jo – term’s eg + examples of activities, clips of children, work etc
Maggie – Handa planning + activities

28. Kingswear 2-year rolling programme for whole KS2 class: shorter term planning
12.10
Jo – term’s eg + examples of activities, clips of children, work etc

29. Revisit a topic with gradually more ‘sophisticated’ resources
Year A: Heads and shoulders song in French link Year B: Jean Petit Qui Danse link Year C: Tchik et tchak link

30. un chat cat I can copy it! NC Level 1 (yr 3) Phoneme: a
Silent letter at end of word
Awareness of gender
And definite / indefinite
articles
Phonemes: ch like charlotte
(later in year 4/5 I’ll learn it can also be ‘K’ for scientific vocabulary)
un chat
Phoneme: a
I can copy it!

31. un noir (petit) chat J’ai un chat . or NC Level 2
Comparison & reinforcement of English conventions of punctuation.
Phoneme/grapheme knowledge
Adjective
Adjectival agreement
Position of adjective
Singular / plural
Simple structure + noun + adjective.

32. J’ai un petit chat noir et il s’appelle Rex. NC Level 3
Short phrases re-using core structures, increasingly from memory
Start to use connectives – et / mais / parce que
Increase variation of structures
Awareness of liaison/elision
Understanding of words as building blocks of sentence

33. qui J’ai un petit chat noir s’appelle Rex.
NC Level 4 –some Year 6 (aspirational rolling out from Sep 2014)
J’ai un petit chat noir
qui
s’appelle Rex.
J’aime mon chien. Hier il a mangé une glace.
Extended sentences with variety of connectives.
Using dictionary for additional vocabulary
Simple manipulation of 1st, 2nd, 3rd person
Structures may include simple tenses (as set phrases)
Possible use of possessive pronouns (mon/ma/mes)

34. Revisit a topic with gradually more ‘sophisticated’ resources
Returning Learners:
(We’ve already done this Miss…)
Colours
Writing Frames
Applying Core Structures
Asking questions
Extending sentences

35. Experienced learners as experts;
Independent Learning
Experienced learners as experts;
Repetition and reinforcement of vocabulary are valid activities at all levels.
‘Expert’ children can ‘supervise’ card game activities…

37. Differentiating a puzzle:
Design a crossword in Spanish & write own clues in the target language.
Complete a crossword in Spanish with clues in the target language.
Complete a crossword in Spanish with picture clues or word prompts.
Design a crossword/wordsearch in Spanish.
Complete a wordsearch in Spanish with picture clues.
Complete a wordsearch in Spanish with word prompts.

38. Differentiate one resource for the whole class
Differentiation by Activity
Differentiate one resource for the whole class
Year 3: Listen for & mime tic-tac.
Year 4: Put the cut-up verses in order.
Year 5: Join the times & the pictures
Year 6: Answer questions about the song
(and/or sing along, or make up a new verse)
Clip from Singing French – Helen MacGregor and Stephen Chadwick: ISBN

39. A carousel of themed activities:
Independent Learning
A carousel of themed activities:
Year 4
Year 3
Researching new vocabulary and making snap cards using dictionary.
Matching objects to text by playing pairs, snap or blockbusters.
Year 6
Year 5
Reading & planning to present a text to the whole class.
Using the whiteboard to link pictures with a song.

40. Independent Learning
A Carousel in Action

41. Reading a book to a class:
Differentiation by Activity
Reading a book to a class:
Year 3: listen, look at the pictures, enjoy.
Year 4: listen & read along (phonics)
Year 5: listen attentively / re-read frequently.
Year 6: re-tell sequence of events from a spoken passage..

42. Je m’habille et je te croque
Year 3 listen, look and enjoy
Year 4 listen out for/mime the clothes
(memorised specific words)
Year 5 ‘Strip the wolf’
(memorised phrases)
Year 6 rewrite own version
(adapting and applying text)
See Depechez vous Pere Noel & other books made by children – also storybirds – Clare Seccombe etc.

43. Open-ended tasks in mixed age or experience groups:
Differentiation by Outcome
Open-ended tasks in mixed age or experience groups:
Children in groups are asked to plan & script a weather forecast to show to the rest of the class.
While only 2 are speaking, others are actively listening for cues in the target language.

44. Early Start 1 & 2; Tout-le-monde
Y1 Y2 Y3 Y4
Autumn: 1-12,name,age,colours,greetings, instructions
Qu’est ce que c’est? Pets Clothes Furniture Pencils
As-tu? Family Body Vehicles Presents
Spring: 13-31, days, months, weather, alphabet
Tu aimes? Fruit Hobbies Sports School
Ice-cream Fashion Food
Summer: , time, money
Veux-tu? Café Shopping Sports Presents
Où ---? Town Home Classroom World

46. Free Websites & Resources
La maternelle de moustache
TES
Brilliant Publications
MFL Sunderland
Crickweb
icLanguage
generates word searches in any colour/size in 10 languages. You just type in the words
also year3, year4 and year 6 websites based on old QCA loads of lessons, resources and plans free online
scheme of work and resources used in Hiltingbury Jnr – being updated but lots of freebies
YouTube & Twitter

47. Celebrating Tiny Schools!
Three children are asked to take a camera and film an improvised dialogue using sock puppets.
The more French they use, the more decorations they are given for the puppets.