SlideShare a Scribd company logo
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 those that are
nervous about married life.

•

Maintaining the ‘spark’
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 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
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
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
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
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
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
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
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
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
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
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
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
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
• 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
Image credit
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
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
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
Something old, something new.
Something old, something new.
Phonics
video
multilingual tonguetwisters
video
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
Something old, something new.
insert a text
Something old, something new.
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
clearly
• describe people, places, things and actions
orally* and in writing

National Curriculum for England Languages Programme of Study
DFE, 10/09/13
Something old, something new.
¿Dónde vive…?
Something old, something new.
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
Something old, something new.
Something old, something new.
Something old, something new.
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

More Related Content

What's hot

Mother Tongue Curriculum Guide
Mother Tongue Curriculum Guide Mother Tongue Curriculum Guide
Mother Tongue Curriculum Guide
Dr. Joy Kenneth Sala Biasong
 
Mother tongue k to 12 curriculum guide
Mother tongue k to 12 curriculum guideMother tongue k to 12 curriculum guide
Mother tongue k to 12 curriculum guide
Whiteboard Marker
 
21 reasons why we have mother tongue
21 reasons why we have mother tongue21 reasons why we have mother tongue
21 reasons why we have mother tongue
Nelyloves Yap
 
MOTHER TONGUE by Group 11 BSEd SSt.
MOTHER TONGUE by Group 11 BSEd SSt.MOTHER TONGUE by Group 11 BSEd SSt.
MOTHER TONGUE by Group 11 BSEd SSt.
minorjoanamarie
 
Bridging edited
Bridging editedBridging edited
Bridging edited
Shaira Lhoan Reyes
 
Screening languages harris
Screening languages harrisScreening languages harris
Screening languages harris
Shirley Lawes
 
The impact of mother tongues in the learning of english language (3)
The impact of mother tongues in the learning of english language (3)The impact of mother tongues in the learning of english language (3)
The impact of mother tongues in the learning of english language (3)
Malieque
 
Legal bases of mtbmle
Legal bases of mtbmleLegal bases of mtbmle
Legal bases of mtbmle
Jasmin Tawantawan-Pangilamun
 
Mtb gr3 kto12 cg
Mtb gr3 kto12 cg Mtb gr3 kto12 cg
Mtb gr3 kto12 cg
Shirley Valera
 
MTB- MLE
MTB- MLEMTB- MLE
2 efl
2 efl2 efl
2 efl
2 efl2 efl
what is mother-tongue based teaching?
what is mother-tongue based teaching?what is mother-tongue based teaching?
what is mother-tongue based teaching?
leony espin
 
Practice Paper 1 - Linguistic Imperialism
Practice Paper 1 - Linguistic ImperialismPractice Paper 1 - Linguistic Imperialism
Practice Paper 1 - Linguistic Imperialism
CristianYacopini
 
Mother tongue 2
Mother tongue 2Mother tongue 2
Mother tongue 2
primcaceres
 
Scope and sequence of the language subjects
Scope and sequence of the language subjectsScope and sequence of the language subjects
Scope and sequence of the language subjects
janehbasto
 
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Mother Tongue Based - Multilingual Education (MTB-MLE) in PhilippinesMother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
DåLé Rǝnomǝron
 

What's hot (17)

Mother Tongue Curriculum Guide
Mother Tongue Curriculum Guide Mother Tongue Curriculum Guide
Mother Tongue Curriculum Guide
 
Mother tongue k to 12 curriculum guide
Mother tongue k to 12 curriculum guideMother tongue k to 12 curriculum guide
Mother tongue k to 12 curriculum guide
 
21 reasons why we have mother tongue
21 reasons why we have mother tongue21 reasons why we have mother tongue
21 reasons why we have mother tongue
 
MOTHER TONGUE by Group 11 BSEd SSt.
MOTHER TONGUE by Group 11 BSEd SSt.MOTHER TONGUE by Group 11 BSEd SSt.
MOTHER TONGUE by Group 11 BSEd SSt.
 
Bridging edited
Bridging editedBridging edited
Bridging edited
 
Screening languages harris
Screening languages harrisScreening languages harris
Screening languages harris
 
The impact of mother tongues in the learning of english language (3)
The impact of mother tongues in the learning of english language (3)The impact of mother tongues in the learning of english language (3)
The impact of mother tongues in the learning of english language (3)
 
Legal bases of mtbmle
Legal bases of mtbmleLegal bases of mtbmle
Legal bases of mtbmle
 
Mtb gr3 kto12 cg
Mtb gr3 kto12 cg Mtb gr3 kto12 cg
Mtb gr3 kto12 cg
 
MTB- MLE
MTB- MLEMTB- MLE
MTB- MLE
 
2 efl
2 efl2 efl
2 efl
 
2 efl
2 efl2 efl
2 efl
 
what is mother-tongue based teaching?
what is mother-tongue based teaching?what is mother-tongue based teaching?
what is mother-tongue based teaching?
 
Practice Paper 1 - Linguistic Imperialism
Practice Paper 1 - Linguistic ImperialismPractice Paper 1 - Linguistic Imperialism
Practice Paper 1 - Linguistic Imperialism
 
Mother tongue 2
Mother tongue 2Mother tongue 2
Mother tongue 2
 
Scope and sequence of the language subjects
Scope and sequence of the language subjectsScope and sequence of the language subjects
Scope and sequence of the language subjects
 
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Mother Tongue Based - Multilingual Education (MTB-MLE) in PhilippinesMother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
Mother Tongue Based - Multilingual Education (MTB-MLE) in Philippines
 

Viewers also liked

My journey in technology #SanakoTILT conference
My journey in technology #SanakoTILT conferenceMy journey in technology #SanakoTILT conference
My journey in technology #SanakoTILT conference
Lisa Stevens
 
TeachMeetEdShow
TeachMeetEdShowTeachMeetEdShow
TeachMeetEdShow
Lisa Stevens
 
Tools for language learning #lupgceict2014
Tools for language learning #lupgceict2014Tools for language learning #lupgceict2014
Tools for language learning #lupgceict2014
Lisa Stevens
 
There's more to PLL than 'that donkey'
There's more to PLL than 'that donkey'There's more to PLL than 'that donkey'
There's more to PLL than 'that donkey'
Lisa Stevens
 
Top tips for Primary Language Learning
Top tips for Primary Language LearningTop tips for Primary Language Learning
Top tips for Primary Language Learning
Lisa Stevens
 
Tip Top Tips for Primary Language Learning - Stafford
Tip Top Tips for Primary Language Learning - StaffordTip Top Tips for Primary Language Learning - Stafford
Tip Top Tips for Primary Language Learning - Stafford
Lisa Stevens
 
Making Links - Cross curricular language learning
Making Links - Cross curricular language learningMaking Links - Cross curricular language learning
Making Links - Cross curricular language learning
Lisa Stevens
 

Viewers also liked (7)

My journey in technology #SanakoTILT conference
My journey in technology #SanakoTILT conferenceMy journey in technology #SanakoTILT conference
My journey in technology #SanakoTILT conference
 
TeachMeetEdShow
TeachMeetEdShowTeachMeetEdShow
TeachMeetEdShow
 
Tools for language learning #lupgceict2014
Tools for language learning #lupgceict2014Tools for language learning #lupgceict2014
Tools for language learning #lupgceict2014
 
There's more to PLL than 'that donkey'
There's more to PLL than 'that donkey'There's more to PLL than 'that donkey'
There's more to PLL than 'that donkey'
 
Top tips for Primary Language Learning
Top tips for Primary Language LearningTop tips for Primary Language Learning
Top tips for Primary Language Learning
 
Tip Top Tips for Primary Language Learning - Stafford
Tip Top Tips for Primary Language Learning - StaffordTip Top Tips for Primary Language Learning - Stafford
Tip Top Tips for Primary Language Learning - Stafford
 
Making Links - Cross curricular language learning
Making Links - Cross curricular language learningMaking Links - Cross curricular language learning
Making Links - Cross curricular language learning
 

Similar to Something old, something new.

2019 20-ks4-languages-enrichment-curriculum-map
2019 20-ks4-languages-enrichment-curriculum-map2019 20-ks4-languages-enrichment-curriculum-map
2019 20-ks4-languages-enrichment-curriculum-map
ctheo12
 
Curriculum 2016
Curriculum 2016Curriculum 2016
Curriculum 2016
Henry Guatemal Cadena
 
PRDE English Curriculum Program
PRDE English Curriculum ProgramPRDE English Curriculum Program
PRDE English Curriculum Program
Jailene Rodríguez
 
Early Language Learning: World Languages in the Elementary Years
Early Language Learning: World Languages in the Elementary YearsEarly Language Learning: World Languages in the Elementary Years
Early Language Learning: World Languages in the Elementary Years
Center for Global Education at Asia Society
 
Katoh Gakuen Schools Japan - Comparative Education
Katoh Gakuen Schools Japan - Comparative EducationKatoh Gakuen Schools Japan - Comparative Education
Katoh Gakuen Schools Japan - Comparative Education
MarkElnar1
 
Pca 5th, 6th, 7th egb english pre a1.2
 Pca   5th, 6th, 7th  egb english pre a1.2 Pca   5th, 6th, 7th  egb english pre a1.2
Pca 5th, 6th, 7th egb english pre a1.2
Nelson Zambrano
 
English as Second Language (ESP)
English as Second Language (ESP)English as Second Language (ESP)
English as Second Language (ESP)
Lord Mark Jayson Ilarde
 
15. subject programme english primary school version 1 180214
15. subject programme english primary school version 1 18021415. subject programme english primary school version 1 180214
15. subject programme english primary school version 1 180214
NisEdu
 
Learning English beyond the classroom by Jack C. Richards 2014
Learning English beyond the classroom by Jack C. Richards 2014Learning English beyond the classroom by Jack C. Richards 2014
Learning English beyond the classroom by Jack C. Richards 2014
Pontificia Universidad Católica del Ecuador
 
Literacy across learning in modern languages
Literacy across learning in modern languagesLiteracy across learning in modern languages
Literacy across learning in modern languages
Scottish CILT
 
How to teach english to kindergarten children
How to teach english to kindergarten childrenHow to teach english to kindergarten children
How to teach english to kindergarten children
Littleworld7
 
Pca a1.2 3 ro, 4to , 5to de basica
Pca  a1.2    3 ro,  4to , 5to de basicaPca  a1.2    3 ro,  4to , 5to de basica
Pca a1.2 3 ro, 4to , 5to de basica
EdusPowers
 
Malla curricular de inglés primero y segundo grado
Malla curricular de inglés primero y segundo gradoMalla curricular de inglés primero y segundo grado
Malla curricular de inglés primero y segundo grado
BlancaNubiaMercadoVi
 
tek 1.docx
tek 1.docxtek 1.docx
tek 1.docx
xiomaramaylle
 
2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom
Isabelle Jones
 
603 2011-1-pb
603 2011-1-pb603 2011-1-pb
603 2011-1-pb
Dwi Wulandari
 
Class 11 ell 2020
Class 11   ell 2020Class 11   ell 2020
Class 11 ell 2020
rmcquirter
 
Position paper on language and literacy development
Position paper on language and literacy developmentPosition paper on language and literacy development
Position paper on language and literacy development
Re Martins
 
Imprtant
ImprtantImprtant
Imprtant
Raysaejojo
 
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdfENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
AbubakarHaruna18
 

Similar to Something old, something new. (20)

2019 20-ks4-languages-enrichment-curriculum-map
2019 20-ks4-languages-enrichment-curriculum-map2019 20-ks4-languages-enrichment-curriculum-map
2019 20-ks4-languages-enrichment-curriculum-map
 
Curriculum 2016
Curriculum 2016Curriculum 2016
Curriculum 2016
 
PRDE English Curriculum Program
PRDE English Curriculum ProgramPRDE English Curriculum Program
PRDE English Curriculum Program
 
Early Language Learning: World Languages in the Elementary Years
Early Language Learning: World Languages in the Elementary YearsEarly Language Learning: World Languages in the Elementary Years
Early Language Learning: World Languages in the Elementary Years
 
Katoh Gakuen Schools Japan - Comparative Education
Katoh Gakuen Schools Japan - Comparative EducationKatoh Gakuen Schools Japan - Comparative Education
Katoh Gakuen Schools Japan - Comparative Education
 
Pca 5th, 6th, 7th egb english pre a1.2
 Pca   5th, 6th, 7th  egb english pre a1.2 Pca   5th, 6th, 7th  egb english pre a1.2
Pca 5th, 6th, 7th egb english pre a1.2
 
English as Second Language (ESP)
English as Second Language (ESP)English as Second Language (ESP)
English as Second Language (ESP)
 
15. subject programme english primary school version 1 180214
15. subject programme english primary school version 1 18021415. subject programme english primary school version 1 180214
15. subject programme english primary school version 1 180214
 
Learning English beyond the classroom by Jack C. Richards 2014
Learning English beyond the classroom by Jack C. Richards 2014Learning English beyond the classroom by Jack C. Richards 2014
Learning English beyond the classroom by Jack C. Richards 2014
 
Literacy across learning in modern languages
Literacy across learning in modern languagesLiteracy across learning in modern languages
Literacy across learning in modern languages
 
How to teach english to kindergarten children
How to teach english to kindergarten childrenHow to teach english to kindergarten children
How to teach english to kindergarten children
 
Pca a1.2 3 ro, 4to , 5to de basica
Pca  a1.2    3 ro,  4to , 5to de basicaPca  a1.2    3 ro,  4to , 5to de basica
Pca a1.2 3 ro, 4to , 5to de basica
 
Malla curricular de inglés primero y segundo grado
Malla curricular de inglés primero y segundo gradoMalla curricular de inglés primero y segundo grado
Malla curricular de inglés primero y segundo grado
 
tek 1.docx
tek 1.docxtek 1.docx
tek 1.docx
 
2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom2013 supporting the eal students in the mfl classroom
2013 supporting the eal students in the mfl classroom
 
603 2011-1-pb
603 2011-1-pb603 2011-1-pb
603 2011-1-pb
 
Class 11 ell 2020
Class 11   ell 2020Class 11   ell 2020
Class 11 ell 2020
 
Position paper on language and literacy development
Position paper on language and literacy developmentPosition paper on language and literacy development
Position paper on language and literacy development
 
Imprtant
ImprtantImprtant
Imprtant
 
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdfENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
ENGLISH-CCP-CURRICULUM-FOR-B7-10-ZERO-DRAFT.pdf
 

More from Lisa Stevens

Lisa Stevens More than words 24 .pptx
Lisa Stevens More than words 24 .pptxLisa Stevens More than words 24 .pptx
Lisa Stevens More than words 24 .pptx
Lisa Stevens
 
Favourite things Language Show.pptx
Favourite things Language Show.pptxFavourite things Language Show.pptx
Favourite things Language Show.pptx
Lisa Stevens
 
A few of our favourite things - Talleres.pptx
A few of our favourite things - Talleres.pptxA few of our favourite things - Talleres.pptx
A few of our favourite things - Talleres.pptx
Lisa Stevens
 
Using 'Literature' to support primary language teaching and learning
Using 'Literature' to support primary language teaching and learningUsing 'Literature' to support primary language teaching and learning
Using 'Literature' to support primary language teaching and learning
Lisa Stevens
 
Not another worksheet, Miss!
Not another worksheet, Miss!Not another worksheet, Miss!
Not another worksheet, Miss!
Lisa Stevens
 
Take one book - Talleres de español 2021
Take one book - Talleres de español 2021Take one book - Talleres de español 2021
Take one book - Talleres de español 2021
Lisa Stevens
 
Take one book- Language World 2021
Take one book- Language World 2021Take one book- Language World 2021
Take one book- Language World 2021
Lisa Stevens
 
Take one book #PHOrum
Take one book #PHOrumTake one book #PHOrum
Take one book #PHOrum
Lisa Stevens
 
More than words
More than wordsMore than words
More than words
Lisa Stevens
 
Supporting learners’ understanding and enjoyment of stories in the primary la...
Supporting learners’ understanding and enjoyment of stories in the primary la...Supporting learners’ understanding and enjoyment of stories in the primary la...
Supporting learners’ understanding and enjoyment of stories in the primary la...
Lisa Stevens
 
Tell me a story #PracPed18
Tell me a story #PracPed18 Tell me a story #PracPed18
Tell me a story #PracPed18
Lisa Stevens
 
Tell me a story
Tell me a storyTell me a story
Tell me a story
Lisa Stevens
 
Using technology for collaboration #LW2018 - Lisa Stevens
Using technology for collaboration #LW2018 - Lisa StevensUsing technology for collaboration #LW2018 - Lisa Stevens
Using technology for collaboration #LW2018 - Lisa Stevens
Lisa Stevens
 
Primary Spanish Show & Tell - #LW2018 (Lisa Stevens part)
Primary Spanish Show & Tell - #LW2018 (Lisa Stevens part)Primary Spanish Show & Tell - #LW2018 (Lisa Stevens part)
Primary Spanish Show & Tell - #LW2018 (Lisa Stevens part)
Lisa Stevens
 
Technology for collaboration in Primary Languages
Technology for collaboration in Primary LanguagesTechnology for collaboration in Primary Languages
Technology for collaboration in Primary Languages
Lisa Stevens
 
Making link - linking languages across the primary curriculum
Making link - linking languages across the primary curriculumMaking link - linking languages across the primary curriculum
Making link - linking languages across the primary curriculum
Lisa Stevens
 
Using technology to enhance and engage in the Primary Language Classroom
Using technology to enhance and engage in the Primary Language ClassroomUsing technology to enhance and engage in the Primary Language Classroom
Using technology to enhance and engage in the Primary Language Classroom
Lisa Stevens
 
Sketchnoting for beginners #pracped16
Sketchnoting for beginners #pracped16Sketchnoting for beginners #pracped16
Sketchnoting for beginners #pracped16
Lisa Stevens
 
I'm a Primary Language Teacher - help me out here!
I'm a Primary Language Teacher - help me out here!I'm a Primary Language Teacher - help me out here!
I'm a Primary Language Teacher - help me out here!
Lisa Stevens
 
Los Colores - a lesson
Los Colores - a lessonLos Colores - a lesson
Los Colores - a lesson
Lisa Stevens
 

More from Lisa Stevens (20)

Lisa Stevens More than words 24 .pptx
Lisa Stevens More than words 24 .pptxLisa Stevens More than words 24 .pptx
Lisa Stevens More than words 24 .pptx
 
Favourite things Language Show.pptx
Favourite things Language Show.pptxFavourite things Language Show.pptx
Favourite things Language Show.pptx
 
A few of our favourite things - Talleres.pptx
A few of our favourite things - Talleres.pptxA few of our favourite things - Talleres.pptx
A few of our favourite things - Talleres.pptx
 
Using 'Literature' to support primary language teaching and learning
Using 'Literature' to support primary language teaching and learningUsing 'Literature' to support primary language teaching and learning
Using 'Literature' to support primary language teaching and learning
 
Not another worksheet, Miss!
Not another worksheet, Miss!Not another worksheet, Miss!
Not another worksheet, Miss!
 
Take one book - Talleres de español 2021
Take one book - Talleres de español 2021Take one book - Talleres de español 2021
Take one book - Talleres de español 2021
 
Take one book- Language World 2021
Take one book- Language World 2021Take one book- Language World 2021
Take one book- Language World 2021
 
Take one book #PHOrum
Take one book #PHOrumTake one book #PHOrum
Take one book #PHOrum
 
More than words
More than wordsMore than words
More than words
 
Supporting learners’ understanding and enjoyment of stories in the primary la...
Supporting learners’ understanding and enjoyment of stories in the primary la...Supporting learners’ understanding and enjoyment of stories in the primary la...
Supporting learners’ understanding and enjoyment of stories in the primary la...
 
Tell me a story #PracPed18
Tell me a story #PracPed18 Tell me a story #PracPed18
Tell me a story #PracPed18
 
Tell me a story
Tell me a storyTell me a story
Tell me a story
 
Using technology for collaboration #LW2018 - Lisa Stevens
Using technology for collaboration #LW2018 - Lisa StevensUsing technology for collaboration #LW2018 - Lisa Stevens
Using technology for collaboration #LW2018 - Lisa Stevens
 
Primary Spanish Show & Tell - #LW2018 (Lisa Stevens part)
Primary Spanish Show & Tell - #LW2018 (Lisa Stevens part)Primary Spanish Show & Tell - #LW2018 (Lisa Stevens part)
Primary Spanish Show & Tell - #LW2018 (Lisa Stevens part)
 
Technology for collaboration in Primary Languages
Technology for collaboration in Primary LanguagesTechnology for collaboration in Primary Languages
Technology for collaboration in Primary Languages
 
Making link - linking languages across the primary curriculum
Making link - linking languages across the primary curriculumMaking link - linking languages across the primary curriculum
Making link - linking languages across the primary curriculum
 
Using technology to enhance and engage in the Primary Language Classroom
Using technology to enhance and engage in the Primary Language ClassroomUsing technology to enhance and engage in the Primary Language Classroom
Using technology to enhance and engage in the Primary Language Classroom
 
Sketchnoting for beginners #pracped16
Sketchnoting for beginners #pracped16Sketchnoting for beginners #pracped16
Sketchnoting for beginners #pracped16
 
I'm a Primary Language Teacher - help me out here!
I'm a Primary Language Teacher - help me out here!I'm a Primary Language Teacher - help me out here!
I'm a Primary Language Teacher - help me out here!
 
Los Colores - a lesson
Los Colores - a lessonLos Colores - a lesson
Los Colores - a lesson
 

Recently uploaded

Imagination in Computer Science Research
Imagination in Computer Science ResearchImagination in Computer Science Research
Imagination in Computer Science Research
Abhik Roychoudhury
 
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptxKesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
artenzmartenkai
 
Webinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional SkillsWebinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional Skills
EduSkills OECD
 
How to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POSHow to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POS
Celine George
 
Genetics Teaching Plan: Dr.Kshirsagar R.V.
Genetics Teaching Plan: Dr.Kshirsagar R.V.Genetics Teaching Plan: Dr.Kshirsagar R.V.
Genetics Teaching Plan: Dr.Kshirsagar R.V.
DrRavindrakshirsagar1
 
How to Manage Shipping Connectors & Shipping Methods in Odoo 17
How to Manage Shipping Connectors & Shipping Methods in Odoo 17How to Manage Shipping Connectors & Shipping Methods in Odoo 17
How to Manage Shipping Connectors & Shipping Methods in Odoo 17
Celine George
 
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.docBài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
PhngThLmHnh
 
How to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POSHow to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POS
Celine George
 
matatag curriculum education for Kindergarten
matatag curriculum education for Kindergartenmatatag curriculum education for Kindergarten
matatag curriculum education for Kindergarten
SarahAlie1
 
formative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.Vformative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.V
DrRavindrakshirsagar1
 
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
MysoreMuleSoftMeetup
 
How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17
Celine George
 
Odoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On FacebookOdoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On Facebook
Celine George
 
How to Handle the Separate Discount Account on Invoice in Odoo 17
How to Handle the Separate Discount Account on Invoice in Odoo 17How to Handle the Separate Discount Account on Invoice in Odoo 17
How to Handle the Separate Discount Account on Invoice in Odoo 17
Celine George
 
Howe Writing Center - Orientation Summer 2024
Howe Writing Center - Orientation Summer 2024Howe Writing Center - Orientation Summer 2024
Howe Writing Center - Orientation Summer 2024
Elizabeth Walsh
 
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfThe Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
JackieSparrow3
 
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUMENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
HappieMontevirgenCas
 
2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference
KlettWorldLanguages
 
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
Cátedra Banco Santander
 
Bedok NEWater Photostory - COM322 Assessment (Story 2)
Bedok NEWater Photostory - COM322 Assessment (Story 2)Bedok NEWater Photostory - COM322 Assessment (Story 2)
Bedok NEWater Photostory - COM322 Assessment (Story 2)
Liyana Rozaini
 

Recently uploaded (20)

Imagination in Computer Science Research
Imagination in Computer Science ResearchImagination in Computer Science Research
Imagination in Computer Science Research
 
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptxKesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
Kesadaran_Berbangsa_dan_Bernegara_Nasion.pptx
 
Webinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional SkillsWebinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional Skills
 
How to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POSHow to Manage Large Scrollbar in Odoo 17 POS
How to Manage Large Scrollbar in Odoo 17 POS
 
Genetics Teaching Plan: Dr.Kshirsagar R.V.
Genetics Teaching Plan: Dr.Kshirsagar R.V.Genetics Teaching Plan: Dr.Kshirsagar R.V.
Genetics Teaching Plan: Dr.Kshirsagar R.V.
 
How to Manage Shipping Connectors & Shipping Methods in Odoo 17
How to Manage Shipping Connectors & Shipping Methods in Odoo 17How to Manage Shipping Connectors & Shipping Methods in Odoo 17
How to Manage Shipping Connectors & Shipping Methods in Odoo 17
 
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.docBài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
Bài tập bộ trợ anh 7 I learn smart world kì 1 năm học 2022 2023 unit 1.doc
 
How to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POSHow to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POS
 
matatag curriculum education for Kindergarten
matatag curriculum education for Kindergartenmatatag curriculum education for Kindergarten
matatag curriculum education for Kindergarten
 
formative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.Vformative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.V
 
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
Configuring Single Sign-On (SSO) via Identity Management | MuleSoft Mysore Me...
 
How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17
 
Odoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On FacebookOdoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On Facebook
 
How to Handle the Separate Discount Account on Invoice in Odoo 17
How to Handle the Separate Discount Account on Invoice in Odoo 17How to Handle the Separate Discount Account on Invoice in Odoo 17
How to Handle the Separate Discount Account on Invoice in Odoo 17
 
Howe Writing Center - Orientation Summer 2024
Howe Writing Center - Orientation Summer 2024Howe Writing Center - Orientation Summer 2024
Howe Writing Center - Orientation Summer 2024
 
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfThe Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdf
 
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUMENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
ENGLISH-7-CURRICULUM MAP- MATATAG CURRICULUM
 
2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference2024 KWL Back 2 School Summer Conference
2024 KWL Back 2 School Summer Conference
 
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
Cómo crear video-tutoriales con ScreenPal (2 de julio de 2024)
 
Bedok NEWater Photostory - COM322 Assessment (Story 2)
Bedok NEWater Photostory - COM322 Assessment (Story 2)Bedok NEWater Photostory - COM322 Assessment (Story 2)
Bedok NEWater Photostory - COM322 Assessment (Story 2)
 

Something old, something new.

  • 1. Something old, something new… something new… Lisa Stevens February 2014 #ILILC4 bit.ly/oldlisibo
  • 2. “Something old, Something new. Something borrowed, Something blue.” –Anonymous
  • 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. Image from Flickr Bill Thompson Image from Flickr The Falcondale Image from Flickr Shelley Panzarella
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. So, what exactly does the ‘agreement’ state? And how will be carry it out?
  • 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
  • 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. 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. 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
  • 28. 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
  • 32. Texts too complicated? Write your own!
  • 33. 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
  • 37. 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. Something old, something new. Something borrowed, something blue. Something borrowed, something blue.

Editor's Notes

  1. 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!
  2. spelling
  3. very impt - ICU isn’t specifically mentioned but that’s where it comes in. Swiss experience WCPS experience - real people
  4. 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
  5. 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…
  6. it’s about a range of sources - a breadth of experience - not just fiction or simple stories. news items menus road signs letters
  7. and it’s about progression
  8. and that’s it for the AT! How will we measure? KS2 Fwk? I can statements? Common European Framework? fine by me
  9. looking at KS2 specifics - one language; language detective model gone then? hope not completely! certainly room for investigating languages comparing and contrasting
  10. 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
  11. looking at KS2 specifics - KAL is still there! Very important comparing and contrasting - making links
  12. 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!
  13. 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
  14. 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?
  15. Eins zwei drei, Polizei - count the ei /ie
  16. song/rhyme - Debajo de un botón - clap ton stamp tin
  17. QQT trapdoor reciting
  18. 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
  19. phonics v impt - site, Pinterest, video Rachel Hawkes - key to non-specialist confidence - sound phonic knowledge, sound example
  20. tongue twisters too - very good for reciting confidently also like handwriting!
  21. 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
  22. non fiction texts v impt - boys particularly love them and not enough in school look at planets book; technology book - short texts, familiar subjects
  23. 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
  24. 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
  25. 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
  26. 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!