14. Listening
• 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
Speaking
• engage in conversations; ask and answer questions;
express opinions and respond to those of others; seek
clarification and help*
• speak in sentences, using familiar vocabulary, phrases and
basic language structures
• develop accurate pronunciation and intonation so that
others understand when they are reading aloud or using
familiar words and phrases*
• present ideas and information orally to a range of audiences*
Reading
• read carefully and show understanding of words, phrases
and simple writing
• appreciate stories, songs, poems and rhymes in the
language
• broaden their vocabulary and develop their ability to
understand new words that are introduced into familiar written
material, including through using a dictionary
Writing
• write phrases from memory, and adapt these to create new
sentences, to express ideas clearly
• describe people, places, things and actions orally* and in
writing
Grammar
• understand basic grammar appropriate to the language
being studied, such as (where relevant): feminine, masculine
and neuter forms and the conjugation of high-frequency verbs;
key features and patterns of the language; how to apply these,
for instance, to build sentences; and how these differ from or
are similar to English.
Listening
• listen to a variety of forms of spoken language to obtain
information and respond appropriately
• transcribe words and short sentences that they hear with
increasing accuracy
Speaking
• initiate and develop conversations, coping with unfamiliar
language and unexpected responses, making use of important
social conventions such as formal modes of address
• express and develop ideas clearly and with increasing
accuracy, both orally and in writing
• speak coherently and confidently, with increasingly
accurate pronunciation and intonation
Reading
• read and show comprehension of original and adapted
materials from a range of different sources, understanding
the purpose, important ideas and details, and provide an
accurate English translation of short, suitable material
• read literary texts in the language, such as stories, songs,
poems and letters, to stimulate ideas, develop creative
expression and expand understanding of the language and
culture
Writing
• write prose using an increasingly wide range of grammar
and vocabulary, write creatively to express their own
ideas and opinions, and translate short written text
accurately into the foreign language.
Grammar
• identify and use tenses or other structures which convey the
present, past, and future as appropriate to the language being
studied
• use and manipulate a variety of key grammatical structures
and patterns, including voices and moods, as appropriate
• develop and use a wide-ranging and deepening vocabulary
that goes beyond their immediate needs and interests,
allowing them to give and justify opinions and take part in
discussion about wider issues
• use accurate grammar, spelling and punctuation.
KS2 KS3
WITH THANKS TO RACHEL HAWKES
18. VERY CLEVER BUT…
PICTURE CREDIT - HTTPS://WWW.FLICKR.COM/PHOTOS/DAVEDUGDALE/4918425465
HTTP://WWW.LEARNINGVIDEO.COM
19. 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
National Curriculum for England Languages Programme of
Study
DFE, 10/09/13
21. Eins, zwei, Polizei
drei, vier, Offizier
fünf, sechs, alte Hex'
sieben, acht, gute Nacht!
neun, zehn, auf Wiedersehen!
count the phonemes
pass something every time you hear a phoneme
do a different action for each phoneme eg stamp, clap
22. Debajo de un botón, ton,
ton
que encontró Martín, tin,
tin,
había un ratón, ton, ton,
ay que chiquitín, tin, tin
ay que chiquitín, tin, tin
era el ratón, ton, ton
que encontró Martín, tin, tin
debajo del botón, ton, ton
23.
24.
25. Pupils should be taught to:
• engage in conversations; ask and
answer questions; express opinions and
respond to those of others; seek clarification
and help*
• speak in sentences, using familiar
vocabulary, phrases and basic language
structures
• develop accurate pronunciation and
intonation so that others understand when
they are reading aloud or using familiar words
and phrases*
• present ideas and information orally to a
range of audiences*
National Curriculum for England Languages Programme of
Study
27. A , E , I , O , U ( X 8 )
A , A R A Ñ A
E , E L E F A N T E
I , I D E A
O , O L V I D A R
U , U N I V E R S O
L I N K ( S T A R T S A T 1 . 3 0 - I S H )
31. La lettre J comme…
J’aime bien le mois de juin.
On peut jouer dans le jardin.
multilingual tonguetwisters video
32. S T R U C T U R E S
U N O J O A Z U L G R A N D E
E L P E L O V E R D E E N O R M E
T I E N E U N A B O C A G R I S Y P E Q U E Ñ O
U N A O R E J A R O S A M I N Ú S C U L O
U N A N A R I Z N A R A N J A
33. Pupils should be taught to:
• read carefully and show understanding of
words, phrases and simple writing
• appreciate stories, songs, poems and
rhymes in the language
• broaden their vocabulary and develop
their ability to understand new words that are
introduced into familiar written material,
including through using a dictionary
National Curriculum for England Languages Programme of
Study
40. Pupils should be taught to:
• write phrases from memory, and adapt
these to create new sentences, to express
ideas clearly
• describe people, places, things and
actions orally* and in writing
National Curriculum for England Languages Programme of
Study
46. Pupils should be taught to:
• understand basic grammar appropriate to
the language being studied, including (where
relevant): feminine, masculine and neuter
forms and the conjugation of high-frequency
verbs; key features and patterns of the
language; how to apply these, for instance,
to build sentences; and how these differ
from or are similar to English
National Curriculum for England
Languages Programme of Study
DFE, 10/09/13
56. CULUL CHUCLATI ROSAS CULUL SALMON CULUL ABU
CULUL UBI
NTSUNDU PINKI ORENJI NGWEVU MFU
COKLAT MERAH MUDA ORANYE ABU ABU
UNGU
KHAVE RENGI PEMBE TURUNCU GRI MOR
BRUN ROSA ORANSJE GRÅ
LILLA
KAPAMPANGAN
XHOSA
MALTESE
INDONESIAN
TURKISH
NORWEGIAN
67. H E L P A N D S U P P O R T
• Association for Language Learning
• ALL Connect
• Facebook group - Languages in Primary
Schools
• Twitter - lists and #mfltwitterati
68. R E S O U R C E S
• LightBulbLanguages
• TES Resources
• BBC Primary
languages
• Pinterest
• Spanish Playground
• ALL recommends…
70. “The three most
important purposes
of foundations are to
bear the load of the
building, anchor it
against natural
forces such as
earthquakes, and to
isolate it from ground
moisture.”
http://www.ehow.com/info_814
3249_purpose-building-
foundation.html
72. PRIMARY LANGUAGE EDUCATOR AND
CONSULTANT
LISIBO@ME.COM ¡VÁMONOS! - LISIBO.COM
TWITTER - @LISIBO
LTD
`
Editor's Notes
built to last
and won’t be seen once building complete…
Do you know that after a building is built you can’t even see the foundations? It takes 30-40% of the time to build a house just to make sure the foundation is right and strong. Yet, it is something you will never see. Recently in China there was a demonstration of the importance of foundations. One day in June when there was some strong wind and an entire 13 storey building just fell over. It was a new development for poor people (project housing).
When it fell over it was easy for them to find out why it did so. When the building collapsed the foundation was revealed. The foundation of my house is stronger than the foundation that went into that massive building. The contractor tried to cheat knowing that no one would be able to see the foundation. He underestimated the importance of a foundation. This multi-storey building actually stood for a while and it is surrounded by more buildings which are still standing (and likely do not have a strong enough foundation). No matter how nice the building looks on the outside, it was doomed to collapse.
“So as our ambitions increase and we want to build more and more amazing towers, we’ve got to get really creative as to how we make them stand up.”
refer to two documents
KS2 on the left and KS3 on the rightAdapted to show more clearly the continuity between KS2 and KS3Joining up KS2 and KS3 – arguably the most important piece of work we will do in our careers over the next 5 x years. The level of responsibility for this will differ, Heads of languages in secondary schools will have an obligation to grapple with it – otherwise their learners will not reach the levels required at the end of KS4 (even though we have not see what those are, we can guess from Curriculum 14 that the standards will be tough). But classroom teachers have the responsibility similarly to respond to what the learners in front of them know – to build on it, to notice the words, skills they already have, and not to assume a ‘from zero’ approach in Y7.
animal symphony - explore patterns, phoneme bingo/hoops
story - La oruga hambrienta/La petite poule rouge (pas moi/moi/moi non plus) thanks Rubiales ;) / Die drei kleinen schweinchen (TES - decafftea) http://www.docstoc.com/docs/105802196/Northumberland-NGfL-Three-Little-Pigs-German-Manual
song/rhyme - Debajo de un botón - clap ton stamp tin
Eins zwei drei, Polizei - count the ei /ie
Using video/audio as starter to lesson eg ¿Cuántos años tienes?
Eins zwei drei, Polizei - count the ei /ie
song/rhyme - Debajo de un botón - clap ton stamp tin
QQT
trapdoor
reciting
exploring patterns to transcribing at KS3
vowel Haka then I made it into a song using RH’s words - but could use any vocabulary!
physical movement
singing - la Vaca Lola
conversations - role play
trapdoor as way towards sentence speaking - Y6 this week picked up on ‘y’ as a connective and used it
stress punching
phonics v impt - site, Pinterest, video
Rachel Hawkes - key to non-specialist confidence - sound phonic knowledge, sound example
tongue twisters too - very good for reciting confidently
also like handwriting!
using support - grids, small cards, mini whiteboards
repetition, fun, make it a game
rhymes - Doña Pitu Piturra http://youtu.be/9e7KTdj3Nmc - handwriting
I’ve got box of cards
books - not just fiction!
songs -Los Planetas http://youtu.be/RQlAoG3q4fQ (original) http://youtu.be/3ZmvaSTIIOw (with widgets) / Das Fliegerlied http://www.ukgermanconnection.org/kids-fliegerlied
give text and decode - what do you think it says? What skills are you using? http://padlet.com/wall/qy5rypop46
non fiction texts v impt - boys particularly love them and not enough in school
look at planets book; technology book - short texts, familiar subjects
HFW - Val Thornber http://www.all-languages.org.uk/uploads/files/PP%20Presentations/LW2012/val%20thornber.pdf
http://changing-phase.blogspot.co.uk/2013/04/what-should-ks2-mfl-do.html Spanish content
How can we encourage? whiteboards - post its - sand - hands/backs
iPads - repetition of structures eg me gusta pero no me gusta
writing mini books / posters / letters / labels for around school
poetry
play Trapdoor
highlighting texts - highlight all nouns in German text; compare English and Spanish text - look at word order
human sentences - physically putting words in order
word pyramids - uplevelling a phrase into a longer sentence
grammar games - Toolsforeducators board games and dice / pronoun dice
plurals!
highlighting texts - highlight all nouns in German text; compare English and Spanish text - look at word order
human sentences - physically putting words in order
word pyramids - uplevelling a phrase into a longer sentence
grammar games - Toolsforeducators board games and dice / pronoun dice
Verb flowers - Claire Hampson/Suzi Bewell (spiders)
Clare’s game me llamo ….. Me gusta ……… - http://changing-phase.blogspot.co.uk/2012/10/imprinting-verbs.html
Sunday school song - Wise Man/Foolish Man
http://www.strawbale.com/why-your-foundation-is-the-most-important-part-of-your-house/
Get your foundations wrong and it perpetuates and gets worse
It may seem like a simple part of the overall construction process, but getting the foundation right is incredibly important. The biggest reason for this is that any mistakes you make in the foundation will only get worse as you go up. It’s known as compounding defects and it means that mistakes grow. Here’s an example: You notice that your slab foundation is 3/4” out of square when you start framing. It’s also 1/2” out of level across the total building. You figure, “well, I can handle that. I’ll just adjust it in the framing.” As you complete the framing, you get up to the roof and notice that the building is now 1” out of square and 3/4” out of level. Bummer, but you figure you can capture it in the roof framing. By the time you metal roof shows up, the square panels don’t fit on your out of square roof and you have “to make it work.” In the end, everyone and your grandmother can see that the roof is out of square and the simple mistake in your foundation has ruined the look of the house. I’ve actually seen this happen to someone. It was a “simple” mistake and it just got worse and worse as he went up in the construction process.
“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.”
“the introduction of compulsory language learning has not yet stimulated increased contact between language teachers in state primary and secondary schools.” p69
future building
confidence shaking
rising damp of adolescence