Something old,
something new…
something new…
Lisa Stevens
February 2014

#ILILC4

bit.ly/oldlisibo
“Something old,
Something new.
Something borrowed,
Something blue.”
–Anonymous
It’s happening!
•

The ‘prenuptials’

•

Start from scratch?

•

How will we make this
‘marriage’ work?

•

Convincing tho...
Image from Flickr Bill Thompson

Image from Flickr The Falcondale

Image from Flickr Shelley Panzarella
Download

Online
Purpose of
study
Learning a foreign language is a liberation from insularity and
provides an opening to other cultures. A ...
Purpose of
study
Learning a foreign language is a liberation from insularity and
provides an opening to other cultures. A ...
Purpose of
study
Learning a foreign language is a liberation from insularity and
provides an opening to other cultures. A ...
Purpose of
study
Learning a foreign language is a liberation from insularity and
provides an opening to other cultures. A ...
Aim
s

The national curriculum for languages aims to ensure that all
pupils:
• understand and respond to spoken and writte...
Aim
s

The national curriculum for languages aims to ensure that all
pupils:
• understand and respond to spoken and writte...
Attainment
targets
By the end of each key stage, pupils are expected
to know, apply and understand the matters, skills
and...
Subject content
Key Stage 2: Foreign Language
Key Stage 2:any modern or ancient foreign
Foreign Language
Teaching may be o...
Subject content
Key Stage 2: Foreign Language
Key Stage 2:any modern or ancient foreign
Foreign Language
Teaching may be o...
Subject content
Key Stage 2: Foreign Language
Key Stage 2:any modern or ancient foreign
Foreign Language
Teaching may be o...
Subject content
Key Stage 2: Foreign Language
Key Stage 2:any modern or ancient foreign
Foreign Language
Teaching may be o...
The focus of study in modern languages will be
on practical communication. If an ancient
language is chosen, the focus wil...
So, what exactly
does the
‘agreement’
state?
And how will be carry it
out?
Pupils should be taught to:

• listen attentively to spoken language and
show understanding by joining in and
responding
•...
Image credit
Eins, zwei, Polizei
drei, vier, Offizier
fünf, sechs, alte Hex'
sieben, acht, gute Nacht!
neun, zehn, auf Wiedersehen!
cou...
Debajo de un botón, ton, ton
que encontró Martín, tin, tin,
haba un ratón, ton, ton,
ay que chiquitín, tin, tin
ay que chi...
Pupils should be taught to:
• engage in conversations; ask and answer
questions; express opinions and respond to those of
...
Phonics
video
multilingual tonguetwisters
video
Pupils should be taught to:
• read carefully and show understanding of
words, phrases and simple writing
• appreciate stor...
insert a text
Texts too complicated? Write your
own!
Pupils should be taught to:

• write phrases from memory, and adapt
these to create new sentences, to express ideas
clearl...
¿Dónde vive…?
Pupils should be taught to:
• understand basic grammar appropriate to the
language being studied, including (where
relevan...
Something old,
something new.
Something
borrowed,
something blue.
Something
borrowed,
something blue.
Lisa
Stevens
lisibo@me.com
http://lisibo.com
Twitter - @lisibo
bit.ly/oldlisibo
Ltd

APD consultant
Something old, something new.
Something old, something new.
Something old, something new.
Something old, something new.
Something old, something new.
Something old, something new.
Something old, something new.
Something old, something new.
Something old, something new.
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Something old, something new.

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Presentation by Lisa Stevens aka @lisibo on the New curriculum for Languages at KS2, delivered at ILILC4, University of Southampton, February 9th 2014

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  • we want to be a partner in this marriage; this is where my analogy might fall down unless we go Mormon…
    not the insignificant eighth wife who only gets a look in when there’s a special day or she does something spectacular that reminds everyone she exists!
  • spelling
  • very impt - ICU isn’t specifically mentioned but that’s where it comes in.
    Swiss experience
    WCPS experience - real people
  • and there’s a frustration often that they can’t say as much as they’d like - aware that we need to give them the bricks to so just that - and keep reminding them
    Welford - right from start pointing out and making those links constantly
  • alarm? this is over KS2 and 3.
    Not necessarily be reading Don Quijote de la Mancha or A la recherche du temps perdu or Mein Kampf in year3!
    Indeed in the aims…
  • it’s about a range of sources - a breadth of experience - not just fiction or simple stories.
    news items
    menus
    road signs
    letters
  • and it’s about progression
  • and that’s it for the AT! How will we measure?
    KS2 Fwk? I can statements? Common European Framework?
    fine by me
  • looking at KS2 specifics - one language; language detective model gone then?
    hope not completely! certainly room for investigating languages comparing and contrasting
  • looking at KS2 specifics - what is an ‘appropriate balance’? Impt to get the balance right - tendency to do lots of speaking? safety in written word?
    written = proper work
  • looking at KS2 specifics - KAL is still there! Very important
    comparing and contrasting - making links
  • looking at KS2 specifics - indeed - transition - foundations - did whole talk on building foundations at LW 2010 Bricklaying for beginners - talked about bricks being useless without mortar, about embedding about type of bricks, about colour. All impt. And not a finite wall, a finished wall - to built on further!
  • what do we think about Ancient languages? Success with Latin - I wish I’d had an opportunity to learn it - would’ve helped at Uni in Mallorca
  • 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
  • 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
  • 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!
  • 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
  • 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
  • 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
  • Something old - Framework and ICU
    something new - more grammar - but it doesn’t have to be boring.
    Something borrowed - sharing ideas across the curriculum - content from other areas of school and wider life
    something blue - the air as we continue to make our voices heard about the need for proper funding and support!
  • Something old, something new.

    1. 1. Something old, something new… something new… Lisa Stevens February 2014 #ILILC4 bit.ly/oldlisibo
    2. 2. “Something old, Something new. Something borrowed, Something blue.” –Anonymous
    3. 3. It’s happening! • The ‘prenuptials’ • Start from scratch? • How will we make this ‘marriage’ work? • Convincing those that are nervous about married life. • Maintaining the ‘spark’
    4. 4. Image from Flickr Bill Thompson Image from Flickr The Falcondale Image from Flickr Shelley Panzarella
    5. 5. Download Online
    6. 6. Purpose of study Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries. National Curriculum for England Languages Programme of Study DFE, 10/09/13
    7. 7. Purpose of study Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries. National Curriculum for England Languages Programme of Study DFE, 10/09/13
    8. 8. Purpose of study Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries. National Curriculum for England Languages Programme of Study DFE, 10/09/13
    9. 9. Purpose of study Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries. National Curriculum for England Languages Programme of Study DFE, 10/09/13
    10. 10. Aim s The national curriculum for languages aims to ensure that all pupils: • understand and respond to spoken and written language from a variety of authentic sources • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt • discover and develop an appreciation of a range of writing in the language studied National Curriculum for England Languages Programme of Study DFE, 10/09/13
    11. 11. Aim s The national curriculum for languages aims to ensure that all pupils: • understand and respond to spoken and written language from a variety of authentic sources • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt • discover and develop an appreciation of a range of writing in the language studied National Curriculum for England Languages Programme of Study DFE, 10/09/13
    12. 12. Attainment targets 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. National Curriculum for England Languages Programme of Study DFE, 10/09/13
    13. 13. Subject content Key Stage 2: Foreign Language Key Stage 2:any modern or ancient foreign Foreign Language Teaching may be of language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. National Curriculum for England Languages Programme of Study DFE, 10/09/13
    14. 14. Subject content Key Stage 2: Foreign Language Key Stage 2:any modern or ancient foreign Foreign Language Teaching may be of language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. National Curriculum for England Languages Programme of Study DFE, 10/09/13
    15. 15. Subject content Key Stage 2: Foreign Language Key Stage 2:any modern or ancient foreign Foreign Language Teaching may be of language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. National Curriculum for England Languages Programme of Study DFE, 10/09/13
    16. 16. Subject content Key Stage 2: Foreign Language Key Stage 2:any modern or ancient foreign Foreign Language Teaching may be of language and should focus on enabling pupils to make substantial progress in one language. The teaching should provide an appropriate balance of spoken and written language and should lay the foundations for further foreign language teaching at key stage 3. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary. National Curriculum for England Languages Programme of Study DFE, 10/09/13
    17. 17. The focus of study in modern languages will be on practical communication. If an ancient language is chosen, the focus will be to provide a linguistic foundation for reading comprehension and an appreciation of classical civilisation. Pupils studying ancient languages may take part in simple oral exchanges, while discussion of what they read will be conducted in English. A linguistic foundation in ancient languages may support the study of modern languages at key stage 3. National Curriculum for England Languages Programme of Study DFE, 10/09/13
    18. 18. So, what exactly does the ‘agreement’ state? And how will be carry it out?
    19. 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
    20. 20. Image credit
    21. 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. 22. Debajo de un botón, ton, ton que encontró Martín, tin, tin, haba 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. 23. 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 DFE, 10/09/13
    24. 24. Phonics video
    25. 25. multilingual tonguetwisters video
    26. 26. 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 DFE, 10/09/13
    27. 27. insert a text
    28. 28. Texts too complicated? Write your own!
    29. 29. 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 DFE, 10/09/13
    30. 30. ¿Dónde vive…?
    31. 31. 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
    32. 32. Something old, something new. Something borrowed, something blue. Something borrowed, something blue.
    33. 33. Lisa Stevens lisibo@me.com http://lisibo.com Twitter - @lisibo bit.ly/oldlisibo Ltd APD consultant
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