Implementing the Primary Languages entitlement: Training the Mentors

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Implementing the Primary Languages
entitlementTraining the Mentors

• Eastern Region Training day 1
• Wednesday 11th October
• Course tutors
• Karen Keeling, Primary Languages Coordinator,
  Dereham PDS Lead School Representative
• Dr. Nalini Boodhoo University of East Anglia
  TDA Provider Link

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Objectives

• To provide an overview of the KS2 Framework for
  Languages
• To familiarise participants with the content and
  organisation of the KS2 Framework
• To view the KS2 Framework from a Trainees
  perspective

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Future dates

• 11th October KS2 Framework
• 5th December ICT
• 30th January Transition
• 14th March Developing effective primary
  language placements
• 23rd May Assessment of student teachers
• 26th June Active mentoring

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How it all began-----

• National Languages Strategy www.nacell.org.uk
• Excellence and Enjoyment

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ENTITLEMENT

• Every child should have the opportunity
  throughout Key Stage 2 to study a foreign
  language and develop their interest in the
  culture of other nations. They should have access
  to high quality teaching and learning
  opportunities, making use of native speakers and
  e-learning. By age 11 they should have the
  opportunity to reach a recognised level of
  competence on the Common European Framework and
  for that achievement to be recognised through a
  national scheme.

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The Primary Languages Entitlement

• It is inclusive --- for all children
• It is coherent and operates across KS2
• It is part of a broader curriculum involving
  language and culture
• It flourishes in a rich learning environment with
  high quality teaching, native speakers and ICT
• Children will reach recognised levels of
  achievement
• Their achievement will be celebrated

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A core document which offers schools a practical
reference tool for planning and teaching
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The KS2 MFL Framework

• Parts 1 and 2 (Oct 2005)
• 1. Learning objectives
• --showing progression over the four years of
  Key Stage 2
• 2. Guidance to Head teachers
• --as they plan to introduce MFL into the
  curriculum
• Part 3 (Autumn 2006)
• 3. Planning for entitlement
• Should include mixed age planning,
  multi-lingual approach, assessment, transition,
  EAL, online resources and CPD------

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Part Two

• 1. Primary Language learning An introduction for
  all users
• 2. Co-ordinating provision Advice for head
  teachers, senior managers and subject
  co-ordinators
• 3. Getting started Advice for primary schools
  and teachers introducing languages for the first
  time.
• 4. Moving on Advice for schools and teachers
  already teaching languages
• 5. Supporting primary entitlementAdvice for
  secondary schools

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2/1. Primary Language learning An introduction
for all users

• Key messages
• Gradual implementation---- by September 2009 -
  capacity building
• Methodology? Communication, rich and varied
  input and motivation are key
• Staffing a variety of models but involvement of
  class teacher is crucial
• Choice of language any modern foreign or
  community language(s)
• Cross curricular links PL should be an integral
  part of curriculum
• Time and timetabling (60 mins recommended /could
  be split)
• Initial guidance for KS1 and KS3
• Inclusion and equal opportunities suitable
  learning challenges
• Assessment and evaluation self-evaluation
  emphasised portfolio
• Further information useful weblinks

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2/2. Co-ordinating provision Advice for head
teachers, senior managers and subject
co-ordinators

• Framework set in context of Excellence and
  Enjoyment and Every Child Matters
• Support of senior management is crucial to
  develop a clear rationale, vision and strategy
• Include gradual implementation of PL in SIP
• A languages audit
• WHO? WHAT? WHEN? WHERE?
• S, M and Long term planning advice
• Key message individual schools will be
  encouraged to develop their own programmes of
  language learning and teaching suited to their
  own particular circumstances

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2/3. Getting started Advice for primary schools
and teachers introducing languages for the first
time.

• Key message gradual implementation
• Gaining confidence--non -specialists have been
  shown to do this well
• Make PL part of school life
• Integrate with other subjects
• Managing teaching
• Includes some basic methodology and activities
• Discusses resources and further support

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2/4. Moving on Advice for schools and teachers
already teaching languages

• Learning objectives/underlying principles will
  not be new
• BUT! Some less familiar and challenging aspects
• emphasis on education of the ear
• inclusion of writing
• development of intercultural aspect
• progress over 4 years
• Use to review current practice, identify gaps and
  plan future development

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2/4 FREEDOM!

• It is designed to empower teachers and to support
  the freedoms in E E
• Teachers and schools will have the freedom to
  decide
• How to teach
• What to teach
• How to organise teaching
• The introduction suggests some general approaches
  but its up to teachers to decide what is
  appropriate--
• Language content is not prescribed--free to
  decide languages, themes and content
• It doesnt assume any way of organising the
  teaching and learning of languages (1x4? 2x2? Etc)

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2/4 A Frame of Reference---
The framework will support greater coherence
across the country-- so we wont be going in--
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2/4 KEY MESSAGE

• In broad terms -- after 4 years of language
  learning most Year 6 children will be able to
  understand simple spoken and written language, to
  speak aloud and take part in short conversations
  and to write simple sentences. They will also
  understand about different cultures and have an
  idea about how languages work and how to learn
  them. In short they will be becoming confident
  users and learners of a new language

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2/5 Key message to secondary schools

• The challenge to secondary schools will be to
  acknowledge and build on the prior learning----to
  adapt Schemes of work for Y7--opportunities for
  accelerated learning---
• Secondary teachers are encouraged to take a
  long-term perspective to this evolution in
  language provision--to work in partnership with
  primary colleagues and establish a coherent
  programme of learning from 7-14
• Ideas for supporting transition
• Acknowledges concerns and challenges

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Part One 7 sections

• 1. Introduction
• 2. Using the learning objectives (guidance)
• 3,4,5,6. Learning objectives----
• expectations and outcomes
• at a glance sheets
• learning objectives and opportunities sheets
• teaching activities
• 7 Overview of all 4 years

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1/1 5 Strands

• 3 core strands of teaching and learning
• Oracy (speaking and listening)
• Literacy (reading and writing)
• Intercultural understanding (Insight into the
  people, culture and traditions of other
  countries)
• 2 cross-cutting strands
• KAL Knowledge about the language (Increase
  understanding of how language works)
• LLS Language Learning Strategies (e.g. singing,
  miming, dictionary skills, repetition)

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1/2 Key messages

• The framework..
• should be seen as a support, not a constraint a
  climbing frame, not a cage
• does not prescribe specific topics or contexts
  for learning, giving teachers the freedom to be
  creative and innovative, devising programmes of
  work to engage, excite and challenge
• is NOT a scheme of work--it is a point of
  reference for what is to be taught but not how!
• the balance of the strands and objectives will
  vary from school to school

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1/2 How the strands interrelate

• The 5 strands are interdependent and schools can
  develop them in a variety of ways.They would
  rarely be taught in isolation e.g.
• Oracy underpins Literacy
• Intercultural Understanding provides content for
  developing oral interaction or reading
• KAL arises from language activity
• LLS are part of the learning process
• Oracy Literacy and IU are progressive
• KAL and LLS are recursive

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1/2 Inclusion

• The framework may need to be adapted according to
  the following principles
• setting suitable learning challenges
• responding to diverse needs of children
• overcoming potential barriers to learning and
  assessment
• This type of support could include
• using alternative and augmentative communication
• reducing the amount of written work and reading
• giving opportunities to clarify ideas
  orally/physically rather than relying on
  written materials

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1/2 Using KAL and LLS

• The KAL strand will mostly arise from the
  learning activities and may periodically be
  reviewed in the context of general literacy
• LLS strategies will help children become
  independent learners in any language. Examples
  are not exclusive and children should be
  encouraged to discuss strategy use and to expand
  their range of strategies by sharing with other
  children and the teacher

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1/2 Teaching activities

• These are for the three core strands
• These activities are for guidance only and do not
  constitute a course or scheme of work
• Schools should feel free to make the objectives
  their own, creating their own imaginative content
  and teaching activities

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1/3,1/4,1/5,1/6,

• Expectations and outcomes --a summary of
  expectations for learning and teaching and an
  overview of outcomes
• Year at a glance --to use for monitoring and
  reviewing the programme of work
• Objectives and opportunities --for detailed
  planning
• Teaching activities--suggestions designed to help
  children develop language and intercultural
  skills and understanding---to be selected from to
  fit in with SOW---teachers free to develop own.
  Activities in BOLD particularly illustrate the
  nature and level of Learning Objectives in the
  progressive strands and could also be used to
  help develop assessment for learning and teaching.

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1/7 Progression by strand

• The core progressive strands (O,L, IC) are set
  out over four years, providing an overview of
  each strand
• Progression can be monitored across the years
• It should be of particular use with mixed age
  classes
• The four years of KAL and LLS strands are
  summarised and include clear examples and
  suggestions
• This will be particularly useful in gaining an
  overview of their contribution to progression and
  LLA for life
• These sections can be used to support medium term
  planning and cross-curricular links particularly
  with literacy