Differentiation & Mixed Age Classes Adapted & updated from an RSG presentation in Devon on14 th June 2007 Jo Rhys-Jones Kingswear Primary School 2007, (& now Hampshire LA 2009)

So, just like any other subject: Clear scheme of work and/or rolling program Lots of Independent learning and pair/group work Differentiation by outcome. Differentiation by activity. Jo Rhys-Jones Kingswear Primary School 2007

Clear scheme of work and/or rolling program

Lots of Independent learning and pair/group work

Differentiation by outcome.

Differentiation by activity.

Example 4-year rolling programme for whole KS2 class: Jo Rhys-Jones Kingswear Primary - thanks to Joan Dickie (Norfolk) & Maggie Peacock (Devon) Sport Shopping Holidays Food Animals In the classroom Pastimes & Hobbies Café Local Area Clothes Family In my pencil case Topics Year A Year B Year C Year D Qu’est-ce que tu aimes faire? J’aime + verb Tu veux? Je voudrais. C’est super! Où est--? Il y a ----- Tu aimes--? J’aime, je n’aime pas As-tu ? J’ai un/une--. Je n’ai pas de Qu’est-ce que c’est? C’est un/une --- Core Structure Years A/C Years B/D In addition Years 5 & 6; (numbers 60-100) Weather, ABC, Language portfolio Phonics; j g r h In addition Years 5 & 6; (numbers 31-60, Money) Days, months, 13-31 Phonics; e é è ê In addition Years 5 & 6; (numbers 13-31, & time) Greetings, name, age, 1-12, colours Phonics; a i y o u Basics Summer Spring Autumn

What rolling program? Part 3 of the Framework p.117 gives 4 ‘models’ from small schools. Complete 2-year rolling programmes for Y3/4 and Y5/6 and a 4-year programme for Y3,4,5,6 start on p.123 You can download Kingswear’s rolling programme for a whole KS2 class from www.primarymfl.ning.com/ West Sussex GfL http://wsgfl.westsussex.gov.uk/ccm/content/curriculum/mfl/ks2/schemes-of-work/ks2-mixed-age-scheme-of-work-years-3-and-4-term-1.en;jsessionid=awlLXdYKLXWd Tout le monde has even had a go: http://www.pearsonschoolsandfecolleges.co.uk/Primary/MFL/AllMFLresources/ToutLeMondeHeinemannPrimaryFrench/FreeResources/FreeResources.aspx#1

Part 3 of the Framework p.117 gives 4 ‘models’ from small schools.

Complete 2-year rolling programmes for Y3/4 and Y5/6 and a 4-year programme for Y3,4,5,6 start on p.123

You can download Kingswear’s rolling programme for a whole KS2 class from www.primarymfl.ning.com/

West Sussex GfL http://wsgfl.westsussex.gov.uk/ccm/content/curriculum/mfl/ks2/schemes-of-work/ks2-mixed-age-scheme-of-work-years-3-and-4-term-1.en;jsessionid=awlLXdYKLXWd

Tout le monde has even had a go: http://www.pearsonschoolsandfecolleges.co.uk/Primary/MFL/AllMFLresources/ToutLeMondeHeinemannPrimaryFrench/FreeResources/FreeResources.aspx#1

Using Bi-lingual Dictionaries: Progression ABCDEFGHIJKL... Jo Rhys-Jones Kingswear Primary School 2007 LLS: Use a dictionary. L5.3: Use a bilingual dictionary to check the spelling of familiar words. KAL: Understand that words will not always have a direct equivalent in the language. LLS: Use a dictionary to look up spellings. KAL: Notice the spelling of familiar words. Recognise how sounds are represented. Year 6 Year 5 Year 4 Year 3

Open-ended tasks; Three children are asked to take a camera and film an improvised dialogue using sock puppets. The more French they use, the more decorations they are given for the puppets. Differentiation by Outcome O4.1 Memorise and present a short spoken text O5.1 Prepare and practise a simple conversation, re-using familiar vocabulary and structures in new contexts

Three children are asked to take a camera and film an improvised dialogue using sock puppets.

The more French they use, the more decorations they are given for the puppets.

Using the Framework: The KS2 MFL Framework guides us through progression from years 3 to 6 in ‘ Strands ’; Jo Rhys-Jones Kingswear Primary School 2007 Write several sentences from memory. Write words, phrases & sentences using a model. Write some familiar words and phrases without help. Write some familiar simple words using a model. By the end of Year 6, children should be able to: By the end of Year 5, children should be able to: By the end of Year 4, children should be able to: By the end of Year 3, children should be able to: Literacy Overview

The KS2 MFL Framework guides us through progression from years 3 to 6 in ‘ Strands ’;

Differentiating a puzzle worksheet: Design a crossword in Spanish & write own clues in the target language. Complete a crossword in Spanish with clues in the target language. Complete a crossword in Spanish with picture clues or word prompts. Design a crossword/wordsearch in Spanish. Complete a wordsearch in Spanish with picture clues. Complete a wordsearch in Spanish with word prompts. Jo Rhys-Jones Kingswear Primary School 2007

Design a crossword in Spanish & write own clues in the target language.

Complete a crossword in Spanish with clues in the target language.

Complete a crossword in Spanish with picture clues or word prompts.

Design a crossword/wordsearch in Spanish.

Complete a wordsearch in Spanish with picture clues.

Complete a wordsearch in Spanish with word prompts.

Open-ended tasks in mixed age or ability groups; Children in groups are asked to plan & script a weather forecast to show to the rest of the class. While only 2 are speaking, others are actively listening for cues in the target language. Differentiation by Outcome O5.1 Prepare and practise a simple conversation, re-using familiar vocabulary and structures in new contexts O6.2 Perform to an audience Jo Rhys-Jones Kingswear Primary School 2007

Children in groups are asked to plan & script a weather forecast to show to the rest of the class.

While only 2 are speaking, others are actively listening for cues in the target language.

Able learners as experts; Repetition and reinforcement of vocabulary are valid activities at all levels. ‘ Expert’ children can ‘supervise’ card game activities… Independent Learning

Repetition and reinforcement of vocabulary are valid activities at all levels.

‘ Expert’ children can ‘supervise’ card game activities…

A carousel of themed activities; Matching objects to text by playing pairs, snap or blockbusters. Researching new vocabulary and making snap cards using dictionary. Using the whiteboard to link pictures with a song. Reading & planning to present a text to the whole class. Year 3 Year 6 Year 5 Year 4 Independent Learning

Or simplify and extend one activity for the whole class; Year 3 : Listen for and mime the word Year 4: Tick and colour which clothes you hear. Year 5: Put the cut-up verses in order. Year 6: Order more complex cut-up lyrics or answer written/oral questions (and sing along!) Differentiation by Activity O3.1 O4.2 O5.3 L6.3

Year 3 : Listen for and mime the word

Year 4: Tick and colour which clothes you hear.

Year 5: Put the cut-up verses in order.

Year 6: Order more complex cut-up lyrics or answer written/oral questions

(and sing along!)

Reading a book to a class; Year 3 - listen, look at the pictures, enjoy. Year 4 - listen & read at the same time. Year 5 – listen attentively / re-read frequently.. Year 6 – re-tell sequence of events from a spoken passage.. O3.1 L4.2 05.3 L5.1 L6.1 O6.3 Differentiation by Activity Jo Rhys-Jones Kingswear Primary School 2007

Year 3 - listen, look at the pictures, enjoy.

Year 4 - listen & read at the same time.

Year 5 – listen attentively / re-read frequently..

Year 6 – re-tell sequence of events from a spoken passage..

KS2 MFL Framework – Part 3 It is unrealistic for one teacher to plan & deliver separate lessons to each age group, although this model can be followed occasionally… p.119 The key to mixed age planning will be to look at the three main strands of the Framework longitudinally, depending on the age range in a class… p.120 Frequent revisiting is crucial to successful language learning and is indispensable when planning for mixed age classes. P.121

It is unrealistic for one teacher to plan & deliver separate lessons to each age group, although this model can be followed occasionally… p.119

The key to mixed age planning will be to look at the three main strands of the Framework longitudinally, depending on the age range in a class… p.120

Frequent revisiting is crucial to successful language learning and is indispensable when planning for mixed age classes. P.121

Individualised objectives These are based on ‘Superstickers targeteers’ One sheet per child per yeargroup Download and more explanation from http://primarymfl.ning.com/profiles/blogs/ks2-assessment-target

These are based on ‘Superstickers targeteers’

One sheet per child per yeargroup

Download and more explanation from http://primarymfl.ning.com/profiles/blogs/ks2-assessment-target

Open-ended self-assessment End of each term children assess their own learning using ‘I can ..’ sheets. These go into a loose folder with their own favourite work which makes up their European Language Portfolio. http://www.nacell.org.uk/resources/pub_cilt/portfolio.htm

End of each term children assess their own learning using ‘I can ..’ sheets.

These go into a loose folder with their own favourite work which makes up their European Language Portfolio.

Please share your solutions too!