Primary languages subject leader network

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Primary languages subject leader network

• June 2009

Jayne Wright, Jo Sowerbutts
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Objectives

• To update you on plans for next academic year
• Progression through a strand intercultural
  understanding
• A look at the cross cutting strand, Language
  learning strategies

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Updates Magic LSG July 8th

• Split level networks
• PPA networks
• School support
• Recent 500 into schools
• Website
• Training next year
• Conference
• LSG venues, repeat sessions, goodie bags!
• Email contact list
• Head teachers briefing
• OFSTED subject inspections

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OFSTED findings

• Teacher and support staff staying in the
  classroom
• Rationale for choice of language
• Samples of work especially writing paragraphs
  in year 6.
• Monitoring by subject leader
• Resources for pupils to read
• Reading and writing was an issue
• Looked at displays
• How much provision and daily embedding
• Head teacher monitoring
• SEF capacity building
• Assessment something to work on becoming more
  formal
• What they pass on to secondary schools.

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Terms and training
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Primary Languages Conference

• Assessment for learning
• Nigel Pearson Key note speaker
• Puppets
• Cross curricular work
• Animation
• Story making

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What skills are we developing in teaching IU?

• Awareness
• Empathy
• Openness
• Reflection
• Curiosity
• Confidence
• Independence
• Communication
• Social skills

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Intercultural understanding. Why is it so
important?

• best and most motivating context for their
• language acquisition.
• What children say (Kings Forest on what theyd
  like more of)
• A day in the life of a French person we want
  to know about their lessons, What kinds of jobs
  they do
• Wed like to compare what France is like to
  Bristol. We want to know about sports they do
• Id like to learn what all our names are in
  French
• Id like to have someone who is actually French
• learn about famous buildings in France cook
  some French food and learn the names

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Activity say Hello

• Turn to partner and say Hello in any language
  including a non-verbal language
• Next in pairs ask each other a series of
  questions non verbal replies only
• Peace Corps Worldwise schools
• http//www.peacecorps.gov/wws/educators/lessonpl
  ans/

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The framework shows clearly how children can
progress in their Intercultural Understanding
over the 4 years in Key Stage 2 and develop and
articulate their insights which represent an
essential part of being a citizen and help
prepare them for adult life.

• Know about some aspects of everyday life and
  compare them to their own. Look at similarities
  and differences between their own and another
  locality. ACTIVITY
• Compare symbols, objects or products which
  represent their own culture with those of another
  country. ACTIVITY
• Compare attitudes towards aspects of everyday
  life. ACTIVITY
• Celebrate their knowledge and understanding with
  others. ACTIVITY

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The framework shows clearly how children can
progress in their Intercultural Understanding
over the 4 years in Key Stage 2 and develop and
articulate their insights which represent an
essential part of being a citizen and help
prepare them for adult life.

• Know about some aspects of everyday life and
  compare them to their own. Look at similarities
  and differences between their own and another
  locality. IU 4.2 ACTIVITY
• Compare symbols, objects or products which
  represent their own culture with those of another
  country.IU5.3 ACTIVITY
• Compare attitudes towards aspects of everyday
  life.IU6.1 ACTIVITY
• Celebrate their knowledge and understanding with
  others.IU6.3 ACTIVITY

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• Learn about different languages spoken by
  children in the school. ACTIVITY
• Make indirect or direct contact with the
  country/countries where the language is spoken.
  ACTIVITY
• Compare characteristics of traditional stories
  between cultures. ACTIVITY
• Learn about festivals and celebrations in
  different cultures ACTIVITY
• Discuss stereotypes and reflect on the importance
  of developing tolerance and understanding between
  people. ACTIVITY

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• Learn about different languages spoken by
  children in the school.IU3.1 ACTIVITY
• Make indirect or direct contact with the
  country/countries where the language is
  spoken.IU3.4 ACTIVITY
• Compare characteristics of traditional stories
  between cultures.IU4.3 ACTIVITY
• Learn about festivals and celebrations in
  different cultures IU4.1 ACTIVITY
• Discuss stereotypes and reflect on the importance
  of developing tolerance and understanding between
  people.IU6.3 ACTIVITY

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Activities

• Children find out what their partner school class
  commonly have for breakfast. They conduct a
  survey of their own most popular breakfasts and
  share with children in a partner school via a
  blog.
• A Foreign Language assistant gives a presentation
  about popular sports in her region.
• Learn about the currency of another country and
  read aloud prices from a website.
• Send a shoebox with objects to a partner school
  e.g. coins/sweet wrappers/birthday cards/school
  timetable.
• Share with someone in a partner school who is
  your favourite footballer and why? Discuss why
  they might have chosen that footballer
• Survey own class about what they think about
  school uniform. Discuss this with partner school
  via a blog.
• Produce a leaflet to describe a region in the
  country you are studying.
• Create a powerpoint for a class assembly about
  Easter in Spain.
• Create a welcome sign on the door of the
  classroom in the languages children know
• Use IWB to create a live and growing resource
  of different languages eg. Sound files of
  greetings in different languages.

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Activities

• Look at real time internet pages such as web
  cams.
• Invite a Spanish speaking parent to meet the
  class.
• This teacher is introducing his class to a fable
  in French, Le lion et la souris. Children use
  their experience of traditional stories as well
  as other clues (pictures/keywords) to work out
  the plot of the story.
• Read the story sleeping beauty and children
  listen for key words and guess which story it is.
• Children have sent Easter messages to children in
  Austria and have received greetings and cards in
  reply.
• Whilst doing a unit of work (carnival of the
  animals), children research carnivals in the
  country of study and compare to carnivals in
  Britain (e.g. Nice carnival)
• Discuss /find out what a partner school might
  think of them before making contact.
• Reflect on their language learning experience.
  How could it help us to improve understanding
  across cultures?

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Traffic lighting

• Look at the ones you have highlighted in red.
• On tables can you share ways of delivering the
  red objectives.

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Can you remember the French words for the
following?

• by car
• on foot
• by bike
• by bus
• What helps you to remember?
• Tell a partner.

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The Importance of Language Learning Strategies

• Language Learning Strategies (LLS) is one of two
  cross-cutting strands
• The objectives can be integrated with the
  learning objectives for the progressive strands
• Include strategies relevant for all 4 years of
  KS2 at different levels of complexity
• No specific outcomes defined by year

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The Framework LLS

• Have you taught or observed lessons where LLS
  have been made explicit to the children?
• Look at overview of LLS page 85-90 which ones
  do you focus on at the moment? which have you
  focused on less/
• which would y3/4 probably use initially?

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The Importance of Language Learning Strategies

• In the early stages of learning a language,
  pupils should develop an awareness of the basic
  approaches of learning a new language
• Imitating
• Memorising
• Repeating and practising
• Using mime and gesture
• Asking for repetition

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The Importance of Language Learning Strategies

• As childrens competence in the new language
  increases, they should be able to apply language
  learning strategies, enabling them to
• Use known language in new contexts
• Identify key words and phrases in speech and
  simple written texts
• Use word lists and dictionaries

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How do children become independent language
learners?

• What do we want them to do with words?
• Understand words
• Speak words with good pronunciation
• Read words
• Write words

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Language Learning Strategies
Planning Communicating Practising
language Applying prior knowledge Improving
memorising ability Using monolingual and
bilingual dictionaries
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Practising language

• Answer in their heads questions asked to other
  people
• Try to use the language outside of the classroom
• Write down words, phrases and sentences

• Practise saying new words under their breath
• Practise saying words aloud
• Repeat words rhythmically
• Practise with a friend
• Record themselves

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Memorising skills
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Children...

• Use a physical response
• Relate new language to a direct physical
  action.
• Use a mental association to help to remember
  words
• Think of something funny to remind them of
  words, such as an action related to the sound.
• Remember rhyming words
• Say a rhyme/sing a song and learn the rhyming
  words.
• Say words to a rhythm
• Days of the week.
• Play games to help to remember
• True or false/Bingo/Noughts and
  Crosses/Pelmanism

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• Compare techniques for memorising words
• Learn several words in a given time
• Use a range of spelling strategies as
  appropriate.
• Analyse and compare language English/another
  language
• Using parts/spelling of a known English word
  to help to remember a new word.
• Write things down
• Write words, phrases and sentences in order to
  remember them.

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Communicating, understanding and being understood
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Children...

• Use gesture or mime to show they understand
• Make up a mime to go with classroom
  instructions, e.g. hand to ear for listen, finger
  
• on lips for quiet, raise head to look.

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• Recognise words which the teacher mouths silently
• Play a team game in which members must guess
  what the teacher, or another child,
• is mouthing use body language to help
  understanding.
• Ask someone to clarify or repeat
• Learn to ask someone to repeat and to say that
  they do not understand
• Look at the face of the person speaking and
  listen attentively
• Try to understand someone when looking at
  their face and then when they have
• turned away.

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Applying Prior Knowledge
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Applying Prior Knowledge

• Apply previous knowledge and clues to help
  understanding
• Decode and make meaning based on previous
  knowledge, language and other cues
• Sort words into categories

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Applying Prior Knowledge

• Apply known rules when creating new language
• Integrate new language into previously learnt
  language
• Pronounce/read aloud unknown words

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Applying Prior Knowledge

• Use the context of what they see/read to
  determine some of the meaning
• Use a word or phrase known in one context or
  topic in a different topic or context

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So, what might this be?

• Ba, ba, safo! Cu vi havas lanon?
• Jes, tri sakojn prenu en la manon!
• Unu por la mastro, unu por mastrin,
• Kaj unu por la eta knabo ce la strata fin