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Firm foundations for strong buildings - the importance of Primary Language Learning.

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Firm foundations for strong buildings - the importance of Primary Language Learning.

  1. 1. LISA STEVENS FEBRUARY 27TH 2016 FIRM FOUNDATIONS FOR STRONG BUILDINGS ALL NEW CONFERENCE, BRISTOL
  2. 2. BUILDING FIRM FOUNDATIO NS WHY? HOW? USING WHAT? WILL THE BUILDINGS GROW?
  3. 3. AVOIDING COLLAPSE
  4. 4. FOUNDATIONS STAND WHEN ALL ELSE GOES
  5. 5. NOT MUCH TO SEE…
  6. 6. How important are foundations? Steve Hyde
  7. 7. THE IMPORTANCE OF FOUNDATIONS “WE NEED A BASE THAT CAN WITHSTAND A LOT OF PRESSURE PUSHING DOWN ON IT.”
  8. 8. “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.”
  9. 9. WHY PRIMARY LANGUAGE LEARNING? #PLIMPT WOODLEYWONDERWORKS’
  10. 10. ANIMOTO #PLIMPT
  11. 11. JUST FUN AND FUNKY?
  12. 12. What should KS2 MFL do? http://changing- phase.blogspot.co.uk/2013/04/w hat-should-ks2-mfl-do.html http://www.expertsubjectgroups.co.uk/docs/ESAGMFLGr oupAssessmentStatement.pdf
  13. 13. 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
  14. 14. WHAT DO WE PIPE IN?
  15. 15. PASSION CARBONNYC
  16. 16. EXCELLENCE AND ENJOYMENT ENGAGEMENT
  17. 17. VERY CLEVER BUT… PICTURE CREDIT - HTTPS://WWW.FLICKR.COM/PHOTOS/DAVEDUGDALE/4918425465 HTTP://WWW.LEARNINGVIDEO.COM
  18. 18. 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
  19. 19. EXPLORING LANGUAGE RHYTHM PATTERNS STRUCTURES REPETITIONImage credit
  20. 20. 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
  21. 21. 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
  22. 22. 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
  23. 23. PHONICS THE KEYSTONE TO SUCCESS VIDEO
  24. 24. 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 )
  25. 25. PRACTICE BUILDS CONFIDENCE
  26. 26. BEWARE THE FALSE FRIEND!
  27. 27. La lettre J comme… J’aime bien le mois de juin. On peut jouer dans le jardin. multilingual tonguetwisters video
  28. 28. 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
  29. 29. 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
  30. 30. ‘WORKS OF LITERATURE’
  31. 31. DECODING TEXTS DO YOU REALLY NEED A DICTIONARY?
  32. 32. EXPLORATION OF LANGUAGE - EXPLAIN *WHY*
  33. 33. NON FICTION TOO!
  34. 34. DIY TEXTS
  35. 35. DICTIONARY SKILLS
  36. 36. 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
  37. 37. UNDERSTANDING AND CREATING TEXTS
  38. 38. TRY IT OUT! USE ANY AND ALL MEDIA POSSIBLE
  39. 39. ¿DÓNDE VIVE…? STRUCTURES PATTERNS GAINING CONFIDENCE
  40. 40. 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
  41. 41. BRICKS WITHOUT MORTAR GRAMMAR IS THE MORTAR THAT STOPS IT BEING A PILE OF BRICKS!
  42. 42. ¿POR QUÉ ES MI MOCHILA TAN PESADA?
  43. 43. GRAMMAR! AVOIR SONG 1 USING STORIES
  44. 44. ALAIN LE LAIT - AVOIR
  45. 45. THE VERB SEIN
  46. 46. CONJUGATIONS BACK
  47. 47. Raising the profile of language.
  48. 48. MULTICOLOURED OR PLAIN? COLOUR DIVERSITY
  49. 49. 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
  50. 50. CULTURE LANGUAGE IN ISOLATION IS NOT GOOD!
  51. 51. CROSS CURRICULAR
  52. 52. SOME MORE ‘BASIC’ THAN OTHERS
  53. 53. BUT WHAT IF THEY’VE JUST ‘DONE THE DONKEY?’
  54. 54. WHAT A DIFFERENCE!
  55. 55. CRACKS = DESTRUCTION? OLIBAC
  56. 56. “We’re Secondary ready; are you Primary aware?”
  57. 57. WHAT DOES THIS TELL US? Changing Phase Language Trends survey
  58. 58. RACHEL HAWKES - GOOD TO TALK KEYNOTE
  59. 59. WHAT DO WE WANT? HOW WILL WE ACHIEVE IT?
  60. 60. 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
  61. 61. R E S O U R C E S • LightBulbLanguages • TES Resources • BBC Primary languages • Pinterest • Spanish Playground • ALL recommends…
  62. 62. BLOGSANDWEBSITES • ¡Vámonos! - Lisa Stevens • Changing Phase - Clare Seccombe • Janet Lloyd Network • Zapatito Inglés - Erzsi Culshaw • Bonjour Madame - Emilie Woodruffe • PrinceLanguages - Julie Prince
  63. 63. “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
  64. 64. ‘IT’S MY WALL!’ ODDHARMONIC
  65. 65. 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 right Adapted to show more clearly the continuity between KS2 and KS3 Joining 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

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