Primary languages subject leader network

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Primary languages subject leader network

• March 2009

Jayne Wright, Jo Sowerbutts
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Objectives

• To update you regarding national and local
  picture
• Review of your schools progress and consider next
  steps
• Progression through a strand literacy
• A look at the cross cutting strands

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Primary Languages

• To date
• All schools have been offered a place on one of
  cohorts 1-5
• Annual conference
• On-going training for Y3, Y4 and Y5 teachers
• On-going Subject Leader network
• RSG (regional support group) meetings 5 times a
  year, open to anyone
• A number of funded projects
• - Blogging, Embedding Primary Languages,
  FLAs, ICT,
• Assessment, Language Lessons, QCA
  units of work
• Website

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Guidance for head teachers

• Languages will become a statutory requirement of
  the National Curriculum at Key Stage 2 from 2011.
  
• The support of headteachers and other senior
  managers is critical to the success of
  introducing and sustaining primary language
  learning.
• Points to consider will be available teaching
  expertise staff training needs development of
  schemes of work to assure continuity and
  progression embedding language learning through
  links to other subject areas in the curriculum
  resources and sources of support
• No less than 60 minutes per week. Could be 15
  mins per day, 3X20 mins, 30 mins plus regular
  5/10 minutes .

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Primary Curriculum Review

• Recommendation 16
• The knowledge, skills, understanding and
  attitudes we want children to acquire in
  languages should be situated within the proposed
  area of learning entitled English, communication
  and languages
• Recommendation 17
• Schools should focus on teaching only one or two
  languages. This does not preclude providing
  pupils with experiences in other languages as
  learning opportunities arise in cross-curricular
  studies, as long as sustained learning is secured
  in one or two languages to ensure that children
  are able to achieve progression over four years
  in line with the expectations of the Key Stage 2
  Framework for Languages

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Primary Curriculum Review

• Recommendation 18
• Schools should be free to choose the language(s)
  that they wish to teach, however, as far as
  possible the languages offered should be those
  which children will be taught in Key Stage 3
• Recommendation 19
• The commendable work that is taking place to
  support the delivery of language teaching through
  workforce development programmes should continue
  at current levels of funding
• Recommendation 20
• A survey by Ofsted of how well schools are
  managing the introduction of languages as a
  compulsory subject should take place no later
  than 2014

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Primary Curriculum Review

• Closer collaboration between primary and
  secondary schools would undoubtedly add value to
  language learning to the benefit of children and
  teachers.
• How has your school planned for sustainability?
• Nor would relying exclusively on external
  language experts (secondary or other adults)
  provide the capacity needed, or play to the
  strengths of the primary system by embedding
  languages in the curriculum.
• The languages Review therefore proposed a mixed
  approach in which the primary class teacher plays
  a central role, but is supported by secondary
  schools and their specialist teachers, by
  teaching assistants, by foreign language
  assistants with high levels of language
  competence, and by appropriate resources,
  including ICT.
• Where there is a specialist that teacher needs to
  work closely and co-operatively with the primary
  class teacher.

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Support

• Networks, training, school support allocation
  of additional funding

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Traffic lights and action plans
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Action planning

• Things I can deal with imminently

• Longer term objectives.

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Discussion and suggestions
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Language development plan should include

• Objective
• Activity
• Resources
• Who is responsible
• Outcome
• Review date
• Deadline

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Policy to include

• Context
• Vision what does your school have to achieve?
• Organisation
• Management and training what will you do to
  sustain and develop language skills of
  colleagues?
• Curriculum sow, planning, resources
• Teaching and Learning styles to promote active
  learning
• Assessment formative and summative end of
  year 6 for transition
• Monitoring who and how often?

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Priorities support your colleagues

• Assess training needs
• Evaluate their training are their skills being
  extended?

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Updates

• Primary Languages Conference October 14th 2009
• Leading professionals
• KS1
• Regional Support Group meetings 26th March, 8th
  July
• Language Improvement Courses

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Progression An increase in

• the amount and complexity of language which
  children can use
• speed and fluency of responses
• confidence in deducing meaning using grammatical
  knowledge
• confidence in childrens understanding and use of
  language
• ability to re-use language in different contexts

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Progression in the Literacy Strand

• Literacy Strand (L) Reading and writing
• Order the objectives from Year 3-Y6

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Literacy objectives Y3-Y6

• Make simple sentences and short texts
• Experiment with the writing of simple words
• Follow a short familiar text, listening and
  reading at the same time
• Write sentences on a range of topics using a
  model
• Write simple words and phrases using a model and
  some words from memory
• Re-read frequently a variety of short texts
• Read and understand the main points and some
  detail from a short written passage
• Make links between some phonemes, rhymes and
  spellings, and read aloud familiar words

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Literacy objectives Y3-Y6

• Y3 Experiment with the writing of simple words
• Y3 Make links between some phonemes, rhymes and
  spellings, and read aloud familiar words
• Y4 Follow a short familiar text, listening and
  reading at the same time
• Y4 Write simple words and phrases using a model
  and some words from memory
• Y5 Re-read frequently a variety of short texts
• Y5 Make simple sentences and short texts
• Y6 Read and understand the main points and some
  detail from a short written passage
• Y6 Write sentences on a range of topics using a
  model

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Why reading and writing?

• Pause for thought
• What do you understand by the terms reading and
  writing in the context of KS2?
• When do you consider it a good time to introduce
  the written word?

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The literacy skills of reading and writing are
supported by, and in turn reinforce, the
development of oracy (KS2 Framework page 8)

• Year 3 in the KS2 Framework -much emphasis on
  oracy.
• As well as this children are introduced to the
  relationship between sounds and
  letters/characters in the very early stages

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Rationale

• Progression in the Literacy strand of the
  Framework follows the same model as the National
  Literacy Strategy, children moving from words to
  sentences to texts.
• Can make connections between first language
  literacy development and work carried out in the
  new language.

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Task

• Read through the overview of the literacy strand
  on page 71 and consider the experiences of
  reading and writing in your own class or one you
  have observed.

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Year 3

• Young children are often fascinated by sounds,
  and we can use their enthusiasm for listening to
  them as a means of helping them to link sound to
  symbol and symbol to sound.
• Catherine Cheater

• L 3.1 recognize familiar words in written formL
  3.2 make links between some phonemes, rhymes and
  spellings and read aloud familiar words 

What are possible next steps?
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Writing words from memory

• L 3.1  recognize some familiar words in written
  form L 3.2 make links between some phonemes,
  rhymes and spellings, and read aloud familiar
  words  L 3.3  experiment with the writing of
  simple words  L 4.3 read some familiar words
  and phrases aloud and pronounce them
  accurately  L 4.4 write simple words and
  phrases using a model and some words from
  memory   

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Time constraints where writing is concerned

• How could these be overcome?
• Handwriting sessions
• Writing in air/on hands/backs
• ICT links

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Moving on
      L 3.2  make links between some phonemes,
rhymes and spellings, and read aloud familiar
wordsL 4.1  read and understand a range of
familiar written phrasesL 4.3  read some
familiar words and phrases aloud and pronounce
them accurately
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In Years 5 and 6 literacy takes on greater
prominence.

• Write simple sentences and short texts for a
  range of purposes which could include letters,
  emails, speech bubbles and short presentations
  (support of a writing frame)
• add an extra chapter to a familiar story or turn
  these familiar stories into plays.

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Reading As children increase their understanding
of the language, they gain increasing access to
different forms of text. Year 3

• to recognize some familiar words in written form
  (L3.1).
• match familiar words to pictures and objects.
  words they will have met during speaking and
  listening activities so written word will serve
  as a reminder and less likely to mispronounce.
• labels for a range of characters or animals which
  feature in a story or song/simple written
  classroom instructions

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Year 4

• Read and understand a range of familiar written
  phrases (L4.1).
• Mime actions for simple weather phrases in
  speaking and listening, then match the phrases to
  pictures or to look at the written phrase and
  draw a symbol on their mini whiteboards to show
  understanding.
• Completing the daily weather chart finding the
  day, date, month, season and weather phrase.
  Identify pictures of e.g. people, animals from
  simple written descriptions.

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Year 5

• Re-read frequently a variety of short texts
  (L5.1)
• matching pictures to text
• sequencing the text of a familiar story
• following a story and listening out for e.g.
  adjectives.
• They could also use reading for meaning skills
  to look for specific information on the Internet
  such as finding details of flights to a given
  destination.

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(L5.1) to re-read frequently a variety of short
texts

• listen to a poem with a chorus that includes the
  lines Tape les mains tape les pieds (Clap your
  hands tap your feet).
• Read out the chorus, modelling when to clap hands
  and tap feet. Read it out again and encourage
  children to join in the actions.
• Ask children if they can identify the season
  mentioned in the chorus.
• Display the chorus and children read it aloud
  together.

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Multi-link cubes

• Colour code the lines in the poem
• Read the poem and children build a tower of cubes
• Children read back the lines of the poem in the
  order of the cubes

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• L6.1 read and understand the main points and
  some detail from a short written passage.
• researching the weather in the region of their
  partner school as well as reading more detailed
  emails and letters from pen pals.
• Children in Year 6 will enjoy reading by
  themselves, familiar stories and poems in the
  library corner as well as browsing through
  newspapers and magazines.

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QCA unit 20 Notre Monde

• Give children in groups of four a set of emails
  from travellers going to each continent and six
  envelopes (each with the name of a continent
  written on it). Each email has the name of the
  traveller and information
• Other familiar language such as the weather and
  mode of transport can be included, eg Je
  mappelle David. Je vais en avion. Il y a des
  kangourous et il fait très chaud. (My name is
  David. I am going by plane. There are kangaroos
  and it is very hot.)

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Continent Hoop game

• Children read the e-mails
• Decide to which continent the traveller is going
• Post the e-mails into the correct hoops

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Writing Year 3

• L3.3 experiment with the writing of simple
  words.
• Children could practise writing one or two of
  these words from memory by tracing them on their
  partners hand. They could copy write labels for
  classroom displays.

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Year 4

• (L4.4). Write simple words and phrases using a
  model and some words from memory.
• The Framework suggests a graffiti board is set
  aside in the classroom. Here children would enjoy
  copy writing familiar words perhaps incorporating
  the meaning of the word into a word shape or
  decorating large letters.

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Scène de plage by Degas Year 5

• Children use new and familiar language to
  describe the painting le chien est marron.
• Children do freeze frames of the picture and
  generate sentences la petite fille dort.
• Shared writing about picture postcards/beach
  scene on IWB le bateau rouge glisse Change
  elements in the sentences le bateau blanc
  glisse
• Read a poem about the beach and discuss
  strategies for working out meaning of unknown
  language.
• With a writing frame they write a recipe for the
  place in the picture.

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• Children in Year 5 learn
• planet names sound focus
• to describe planets (size and colour)
• to build complex sentences
• explaining temperature and
• speed of the planets in relation to
• distance from the sun

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By Year 6

• children are encouraged to write sentences on a
  range of topics using a model 
• children can create their own chapter, copy
  writing some of the language but inventing their
  own places by using different adjectives and
  creating their own creature
• Produce a play script based on a chapter of a
  story

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Le Passé et le Présent

• Children learn past tense of il y a (there
  is/are) is il y avait (there was/were).
• Children are given two pictures of a town centre,
  one in the past and one in the present day.
• Create statements about each picture, using a
  model sentence written on the board, eg En 1948
  il y avait une boulangerie, mais maintenant il y
  a un café (In 1948 there was a bakers, but now
  there is a café).

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Discussion

• How would you adapt this for your class?
• As a subject leader how would you support
  colleagues in delivering this?

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Extension

• Il y a un café? En 1948 il y avait un café, mais
  maintenant il y a un supermarché

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RSG sessions 08-09