“Bonfire Night” primary languages lesson ideas- Catherine Simms

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This week’s podcast is all about being ready to celebrate Bonfire Night in primary foreign languages. Listen along with Catherine and Will as they talk about how you can celebrate Bonfire Night with your language learners across school, in both KS1 and KS2.

We will run through a few activities you can use from the PLN Seasonal Specials, and we also have some language resources in KS1 “Language Explorers” too,so you can celebrate with your younger learners.

We hope you will enjoy using our Bonfire Night resources.Please remember to share anything you do, and have a blast!

Below are links to all we mention in the podcast

Link to Bonfire Night resources folder in Seasonal Specials

Link to Bonfire Night activity guide with links

Link to KS1 Language Explorers (Bonfire Night resources are in Year 1 Autumn 2 in French and Spanish)

 

Contact us on coordinator@primarylanguages.network

Practical solutions to OFSTED in primary languages- Catherine Simms

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This week’s podcast is all about being Ofsted ready. Listen along with Catherine and Will as they talk about how to prepare for an Ofsted visit, what Ofsted would be looking for and how the resources on the VLE can help you to be ready.

We will run through the meaning of intent, implementation and impact and how you can demonstrate this using the resources on the VLE.

We hope this will help you to feel ready for an Ofsted visit and fell confident in demonstrating your intent, implementation and impact.

Below are links to all we mention in the podcast

Link to Ofsted Ready blog post

Link to Impact and Primary Languages blog post

Link to Ofsted Ready chart on VLE

 

Contact us on coordinator@primarylanguages.network

Teach languages in the primary way!

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This year we are creating a series of blog posts to explore FAQs from our Primary Languages Network schools. In this post we begin to address the frequently asked question above. Just what does primary language teaching look like? Let’s start from the beginning.

Firstly, you may like to spend 10 minutes listening to this podcast. An informal discussion between two practicing primary languages’ teachers and myself. Emilie is a native speaker,primary French specialist and Joanne is a primary teacher with an MFL specialism: (listen below)

1.Create a learning environment where every child feels valued and a “citizen of the World”

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In primary schools we can celebrate diversity in the whole school community through cultural assemblies, practising simple greetings from around the World, exploring and learning about songs and stories from other cultures.

We can look for similarities and differences and enjoy the language learning knowledge and skills of children with home languages. We can help open the door to the wider world for children who have limited experience.

A very practical primary launch to language learning is to create a corridor display, where children can introduce themselves and where the whole school can be proud of the shared and welcoming primary language learning enviornment in school.

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2. Bring the target language country to life

It’s so important to see what the children know or not even be aware that they know about the target language country. It’s equally important to look for the similarities and the differences and celebrate these.

Find opportunities throughout your teaching to highlight links to the target language and the country/ies. For example highlight stories that are internationally loved (e.g. The Hungry Caterpillar or the Going on a Bear Hunt). Watch out for cartoons and characters from films and stories that children both in your class and in the target language country like.

Introduce the children to the food and festivals of the target language country/ies and build meaningful and age-appropriate visual displays to celebrate the target language, its culture and the country.Make with the help of your class a pictorial knowledge map for example to gather this knowledge as a display

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Share the children’s explorations of the target language country and culture with your wider school community and celebrate the language and the culture of the country. Take advantage of the positives of the internet and Google Earth and then use of APPs to capture what you explore and learn.

The clip below would make a great addition to the intranet and welcome video in your school foyer

3. Educate the ear

Take time to play sound and action games to reinforce good pronunciation. Use techniques that you may already use for sound-spelling practice in Literacy . Revisit, repeat, build confidence in all your learners.

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Use the internet,visitors from the community or your native speakers to introduce the children to the sound of the language or to reinforce pronunciation of core language.Go back and use resources more than once, tweaking the activity or adding challenge as you go. Remember children like to progress and they also like to start from a familiar and secure starting point. Don’t rush.

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4. Start simple.

Primary languages is about all children growing in confidence and being keen and able to develop their own language learning skills and to want to explore languages further.

We really don’t know which language they may need in the future when they are adults.

Start with a song and a game and a focus on greeting each other for example. Primary colleagues reading this will know that eye contact and speaking out loud can in itself be a challenge for some young learners. Celebrate both the small and the big strides forward.

Don’t be afraid of repetition and for example singing the same song again and again over a period of lessons.

Build language learning into your classroom routines - why don’t you sing the songs as you line up outside to come in from outdoor play or PE or greet each other in the morning or after lunch in the target language?

5. Let the children explore

Primary languages means that we can make small steps forward into big and exciting challenges.

Look at how these two children are really focusing on a very simple paper counting board game with their German numbers 1-10. so much more is taking place than just counting in the target language. Rigour and pace in primary is not always about teacher led class activities focusing on core language. Keep it exciting, age appropriate, challenging and always a wonderful language learning adventure!

6.Think of primary approaches to learning

Primary approaches to listening,speaking , reading and writing really start in the primary classroom and with approaches that experienced primary colleagues use to explore all subjects.Literacy and natural links to literacy are very apparent when teaching primary languages. Yes, children may have their “French” thinking heads on for the lesson but the links can still be made , for example make the links with questions to the class : “Do you remember yesterday when we were looking at nouns….” or “Can we think of ways we use to try to remember our spellings?”.

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Our Spanish stretchy balloon, to practise reading colours and sound-spelling is a primary favourite. It’s primary focus is sound -spelling. It engages children with memory skills and word association.It leads beautifully into our magical air writing and our special imaginary balloons in our favourite and least favourite colours. All part of the Y3 Autumn 1 Scheme of Work too.

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Keep speaking “primary”. It’s not all about dialogues although as the children progress you will want to build their ability to talk about themselves and ask questions of others. For example, here we are using the class Numicon to speak aloud in pairs our French numbers and colours in the target language.

Reading and writing need to be “primary” in approach and expectations.

Keep these tasks purposeful and be mindful of all your learners and their needs.

We like to encourage children to be language detectives and to solve puzzles and find solutions. what is appropriate with Year 3 children may not be well received by beginners in Year 6 and consider also the audience.

Think about how can you pitch the activities appropriately for the age ,stage and interests of the class you are teaching primary languages. For example our superhero work goes down well with all ages and stages:

And when children make mistakes, especially when they are thinking both creatively and using the written target language, be primary in your approach to corrections.

Share ideas anonymously from work the children have created (see below) and use back in class to discuss options and choices. For example in this case,your follow up lesson could include “language detective” work using vocabulary reference tool ( bilingual dictionaries/ online tools) to check spellings of nouns- as a class, in groups or pairs.

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Provide models of language as display to support your classes with target language and spend time in DT or Art creating with your class primary appropriate interactive displays and working walls.

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Indeed just as you would be in other primary subject areas, be the facilitator of learning. Remember your primary learners are being encouraged to become independent and creative. Let them lead and share when appropriate.

Sometimes small steps forward provide giant all round learning gains.

Sing a song in French and revisit the months as in the example below and your class grows in confidence, has fun, practises memory skills, works as a team, follows the rhythm and beat and tune etcereta, etcetera. It’s not all about the new content acquisition.

Link your learning to the school calendar.

Why not revisit numbers and colours and link them for example to Autumn and harvest time?

Here are our two most recent seasonal specials blog posts to help you do this: Autumn language learning (numbers and colours), Autumn maths and fruit and vegetable harvests

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Make purposeful links across the whole school curriculum.Begin to consider some limited cross-curricular links. Above we have seen how we can focus on colours in sound-spelling,speaking, games, reading , writing.

Now, here is an example of how we can make the link to Art . Picasso, faces and colours. It’s still all part of our Primary Languages Network Year 3 Autumn 1 focus on colour.

7.What will the “primary” teaching and learning look like when we progress from beginners and word level activities?

Last year we kept a running record for most of the year of work facilitated by primary languages teachers and produced by primary children , in KS1 and particularly in KS2. When you have time and are ready to move on, take a look here:

Making progress blog post series 2018-19.

And finally,remember if you are network members, then using our Click2Teach and BeCreative Schemes in French,German and Spanish you will be guided to teach appropriately for the age and stage if the primary learners.

You can also access advice and support from our Network Manager,Catherine.

Contact her here. Get in touch

Not a member yet? Interested? Book a virtual tour here


















KS1 and KS2 Language Learning- with Emilie, Janet and Joanne

First of all,

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In short, this week's podcast is a really good listen!

This week is all about looking at language learning in KS1 and KS2. These three people are very experienced in all aspects of primary language learning, and offer their perspectives on important parts of what makes a good KS1 and KS2 lesson in primary languages.

They discuss the subtle differences between, and the expectations of,lessons in each stage. 

Autumn Maths and Languages

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Making links across the curriculum allows you to revisit familiar language in new contexts. if you are using the Primary Languages Network Schemes of Work then you may already have found resources that link language learning to Autumn and you may already be using the Maths’ number sentences and leaves consolidation sheets.

Here are a few more ways to link language learning with Maths that we shared in a blog post back in 2014 and that since then some of us have used each year to make the link with Autumn. You may also like to check out the blog post “Autumn Language Learning” too. The focus is on investigating fruits and vegetables.

Number of.....: if you are just practising numbers with the children - then an obvious activity would be to practise counting up what you can see in a picture of the fruits and vegetables or items you have brought into class.

Guesstimate! You could guesstimate the weight! Guesstimate the circumference or length! Teach the children the key phrases for measurement and weight, so centimetre/ metre/ gram/ kilo etcetera( in the target language) and apply the target language to a Maths challenge of guesstimation and compare the guesstimations to actual weight and measurement (circumference or length) once the children weigh and measure the objects.

"What in the World is it?" :Exploring culture gives you as a class teacher a very real reason to bring in fruits and vegetables that the children may not be familiar with. Take a look as a class. Perhaps locate where they are grown around the World. Why not touch, feel and taste some of these new vegetables. .Create a class tally chart of how many children like and dislike the items. Count up the tallies in the target language and find the favourite and least favourite items. Take a closer look and look at photos of familiar fruits and vegetables and see if the children can identify families of fruits and vegetables to which the new items nay belong or be similar. Create your own "Taste and Look Like Venn Diagrams" to record the results ....but in the target language of course!

Market Stalls and Maths’ Museums : Create your own class display of Autumn fruits and vegetables you have investigated. Use the target language to label the produce, add target language for colour and write numbers and weight or measurement in target language too.



Autumn language learning

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Busy getting ready with children to celebrate harvest time and Autumn? Linking language learning to a seasonal calendar focus is a great way to practise familiar and new language.

We celebrate Autumn in the Primary Languages Network BeCreative SOW in Years 3 and 4. We thought we would share some of these ideas with everyone. Hope you find them useful.

  • Leaf stepping stones: practise numbers and colours. Write numbers on coloured cut out card leaves . Secure with blu-tac on the floor and create stepping stones. Ask the children to walk around the room standing on the leaves. When you call out a number or a colour if they are stood on or next to a leaf with that number or colour written on it, then they are out! Ask a volunteer to take your role and call out the numbers and colours.

  • Leaf sounds: practise sounds in numbers and colours in the target language. On one side of cut-out card leaves write a key sound from target language you have been practising On the reverse write out the full word for the item.Divide class into teams. Stick all the leaves sound side up to the board or flip chart..Take it in turns in teams to guess the object (e.g colour/ number ) on the reverse of the card. Turn the card over and if the team guesses correctly, then the team wins the leaf. The team with the biggest pile of Autumn leaves at the end of the activity has won the "harvest".

  • Autumn action games: practise simple actions and commands associated with harvest time e.g picking , smelling, looking for , tasting, eating fruits and vegetables. Create actions and play simple games such as Simon says or last farmer standing - where children freeze-frame in their own chosen action and if you say that action the children in that particular freeze- frame must sit down. Who will be the last farmer standing?

  • Leaf Letters and “Harvest the word”: Ask the children in groups to select three favourite target language words. Ask the children to focus on accurate spelling and write out the words in rough. Check the spelling. Transfer the words letter by letter to leaf shapes. Cut out the leaves and muddle the three words’leave letters up. Create one pile of cut up leaves and pass this on to another table. The challenge is to identify the three words and reassemble the letters. Ask the team to pass the pile (all the leaf letters muddled up again) on to another table and the challenge can start again. And finally? Well, create a class display of favourite words as leaf letters on branches of a tree or as Autumn clusters of leaves on the floor underneath a tree.

Top tips for European day of languages (EDoL)

Like what you hear? Have you considered commenting or subscribing to the podcast

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This week’s podcast is all about EDoL (European day of languages). Listen along with Catherine and Will as they talk about the ins and outs of running a successful day. It doesn't have to be stressful, as if you are a member of PLN you already have access to a plethora of different idea and resources

We will run through some of the finer details that you should consider adding for those extra finishing touches. It is a great opportunity to showcase languages in your school, and irrelevant of the size of the event, it should be one that you do not miss out on!

Below are links to all we mention in the podcast

Link to folder on VLE with Catherines selected EDoL resources (as featured on podcast)

Link to EDoL folder in seasonal specials

Paul Phillips podcast- How to conduct a successful languages exhibition

Contact us on coordinator@primarylanguages.network

Impact and primary foreign languages learning

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This is rapidly becoming one of our frequently asked questions and so here is our FAQs blog post to share ideas on how to address the questions around impact. Primary languages teachers and coordinators want to know more about “impact”. What should schools track ,assess and capture and how to keep,show and share this?

Remember that the new Ofsted framework talks about “triangulation” and how in some subject areas such as foreign languages, pupil voice, lesson observations and talking with teachers and coordinators about progress will be very important. Therefore this blogpost is about showing those who read it the range of tools and approaches we as a service to a wide range of schools can offer .Schools then need to make the right choices for their own settings .

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In this blogpost the following frequently asked questions will be addressed:

  • What tools are available to gather evidence and track and assess progress in our network?

  • What informal ways can we evidence, gather and show impact in primary languages learning?

  • What does the impact of effective teaching and learning look like across an academic year and for different stages and abilities of learners?

  • How do I share the impact of progress in sound spelling?

  • How can I evidence participation and progression in the understanding of prior learning or familar language listening activities?

  • How can I evidence successful participation and understanding in games we play in class?

  • How can I share that impact of learning from one year is shared amnd celebrated with the class teacher in the following year?

  • How can I demonstrate the impact and the progress we are making in speaking?

  • How can I create meaningful opportunties to capture and record independent writing?

  • How can I evidence progress in the understanding of grammar and the impact and enjoyment in grammar focused activities?

Before reading through this post you may find our “Ofsted ready?” blogpost useful too.

Should you be Primary Languages Network members,you have access to the “Ofsted Ready Chart” (resources,links and guidance).It’s on the Premium Members dashboard.

What tools are available to gather evidence and track and assess progress in our network?

Members of Primary Languages Network already have tools to track and assess progress of learning.

Here are some of these.

Have you seen the Planning Charts, Puzzle It Outs, AfL clouds,User Files and NEW this year-half termly Concept Cards to capture understanding of that sticky knowledge?.

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Feedback tells us that the class tracking sheets are really useful.Staff complete them half termly and coordinators and teachers can use these when asked to talk about progression in the language learning of a class or a year group.

Anecdotally we know that coordinators like to take these updated sheets with them to discussions with SLT and governors. as they are ideal prompts and useful sources of information about the impact that teaching and learning of languages is having in the actual classrooms.

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We hope that the NEW resource this year , the Stage or Year Group Tracking Booklets, will make the process above even easier. Impact can be referred to and reviewed to guide next steps.

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What informal ways can we evidence, gather and show impact in primary languages learning?

Data doesn’t show vivid impact!

Impact is about what actually takes place and the progress of the learner. Children’s voice and interviews can often be witness to this. Don’t gather evidence for evidence sake. Most evidence of impact will be in the real work that children do across listening, speaking, reading and writing. As already mentioned triangulation in primary languages is very important, as it is quite difficult to capture listening and speaking. Over the last nine years we have found ways to do this that are successful. It’s so important that children’s understanding of what they do and how they do this and why this is important is built up over time.”Talk” in the classroom and tools that we share below help you to achieve this in your everyday teaching and learning in primary foreign languages.

Firstly we must flag up your school’s userfiles on the virtual learning environment of Primary Languages Network..

A unique area,the Userfiles area, on the Primary Languages Network VLE allows schools to jave class profile folders. The class and the teacher has ownership of this and teachers can upload evidence of progress and build clear illustrations of the positive impact of language learning during the academic year, a series of years and across Key Stage 2.

On the landing page for every focus in the French,German,Spanish BeCreative Schemes of Work there are two really important guidance power points:“What’s in this unit?” and “Examples of Work”.The examples and resources here can help school decide what “impact” evidence can be collected:

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“What’s in this unit?” guides teachers through the coverage,resources and language skills practised.

“Examples of Work” shares real “network” outcomes with everyone in the “network”.

Anecdotally we know that this year some MFL coordinators are asking for” 5 minute sharing time” at half termly or termly staff meetings to look at “Examples of Work” and “What’s in this Unit” and to plan for potential impactful learning and ways for class teachers to capture this.

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What does the impact of effective teaching and learning look like across an academic year and for different stages and abilities of learners?

Last year ,a series of four blog posts , available to everyone, members or not of Primary Languages Network, evidenced impactful learning as it happened across the academic year in some of our 400 plus primary schools.Take a look here: Making progress 4 . (This post has links to the three previous posts too.)

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As can be seen above,impact is often evidenced in childrens books with dates and learning objectives and teacher feedback.

Don’t forget that children’s workbooks and logs are a valuable resource here..

Below are solutions, we already see in the network ,to frequently asked questions about what and how to gather evidence of impact.

Some of the questions refer to listening,speaking and grammar which teachers can find tricky to evidence.

How do I share the impact of progress in sound spelling?

Our NEW Concept Cards were trialled last year by Robert, who created them, and you can see below, how he used these in early Autumn 2018 with his beginner Year 3 Spanish learners. These are now on the French and Spanish planning pages of each KS2 year group for network members to use.

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How can I evidence participation and progression in the understanding of prior learning or familar language listening activities?

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How can I evidence successful participation and understanding in games we play in class?

We love the way teachers have taken photos of the games created by children and also collated childrens participation in games as a PicCollage class photo.

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How can I share that impact of learning from one year is shared amnd celebrated with the class teacher in the following year?

Here is a great idea. It’s a class display, created at the end of one year and put up in the following year’s classroom.It shows the children have built up a bank of language to describe themselves and supports the new teacher, as he/she revisits prior learning and plans for progression..

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How can I demonstrate the impact and the progress we are making in speaking?

Why not take a photo and keep a written record ( a tweet maybe) or video of the chidren as part of the lesson activities or plan to use APPS to record the children, reading aloud or independently speaking?

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You need to follow this up at different stages of the school year and create new evidence which will help you to keep a record of the progress being made.

How can I create meaningful opportunties to capture and record independent writing?

This could be a photo of children air writing or single words for a class display with beginner learners.

Later in the learning journey, our PLN “messages in a bottle”, run throughout the two years of UKS2 and enable teachers to capture actually what children can write and how they can use simple target language and sentence structure.

The end of year transition activity“packing our suitcases/transition in a suitcase“ can be used from early KS2 and lead to independent extended writing in UKS2. This evidence, just like a suitcase, can be put in to next year’s userfiles and “taken” with each class and child to the next year.

Don’t forget photos are powerful .Snapshots in time.It could also be as simple as a photo of a mini white board or a rough draft.This impromptu evidence is just as impactful as a planned for activity to capture impact.

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How can I evidence progress in the understanding of grammar and the impact and enjoyment in grammar focused activities?

We recommend “hands on” grammar. Physical grammar.

Photos are a great record of exactly what learning has taken place in these activities.

Here are three of our favourites.

Hands up card game with indefinite articles and genders of nouns (Year 3/Stage !)

Revisiting nouns and indefinite articles and playing a class game of limbo dancing (end of Y4 )

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Building sandcastle sentences and crearting a memorable display .In this instance there is a focus on the conjugation of a present tense regular verb too.

Should you want to know more or have any queries about how to evidence, store and share the impact of primary language learning in your school, then please get in touch via our contact form.

Plus you can book a virtual tour of the PLN VLE and how it can help your school as you make progress in primary language learning here. Virtual Tour Request



Ofsted overdue? Ofsted ready for primary languages!

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This year we are launching our FAQs blog posts.

Here’s the first post about being “Ofsted ready in primary languages”.

It’s a frequently asked and highly relevant question. Have you seen this recent Ofsted announcement?

Extract from recent Ofsted announcement

Extract from recent Ofsted announcement

Firstly don’t panic

If you work with a well constructed scheme of work and have in place the resources and tools to plot and plan the learning journey across KS2 in primary languages then you are almost ready.

Here’s a guide and checklist to help you:

Whether you are already a Primary Languages Network member or not these podcasts could help.

Take a listen to Catherine, our Network Manager’s podcasts from June-July 2019, helping coordinators prepare for the new academic year. Get Ready for September (5 short podcasts with practical step by step advice)

Next, if you are a Primary Languages Network member then listen in to this short podcast with Janet, explaining the intention of our three primary languages schemes of work options for KS2 French,German and Spanish,(Click2Teach, BeCreative and Teach by Story).

And make sure you are aware of the support that the PLN team can provide for you via Coordinator CPD and 1:1 webinars. More info in this podcast: Support and help.

So let’s prepare for questions you may be asked as the primary languages coordinator, during a “deep dive” in primary language teaching and learning in your school.

We have provided you, as the coordinator or the teacher i/c of languages with the all the tools and guidance you require to prepare for a “deep dive” during an Ofsted visit.

Have a read through this blog post and take a look at our solutions to these questions you may be asked:

  • What does your curriculum design look like (intent)?

  • What’s your method of delivery (implementation)?

  • How do you ensure progress is part of your implementation focus?

  • How do you diagnostically assess the progress children make (impact).

Watch out for the Ofsted Ready chart about to be launched in MFL Coordinators Tools and on the dashboard for Premium Members and Teacher Members Plus.

The NEW “Planning Chart”, specifically created for each language, will aid speedy access to most of the resources and tools we mention below.

Extract from the Planning chart from our Primary Languages SoW

Extract from the Planning chart from our Primary Languages SoW

What does your curriculum design look like (intent)?

Our Long Term Plans guide you step by step through the intentions of the curriculum: key focus, age and stage appropriate,content, phonics,grammar and the language learning skill level your children will be working at in each year or stage of learning .

Extract from the Long term plan from our Primary Languages SoW

Extract from the Long term plan from our Primary Languages SoW

The Medium Term Plans for each unit contain core vocabulary lists, key performanace indicators, learning objectives ,an overview of the sequence of lessons, links to the Puzzle It Out diagnostic assessements plus examples of real children’s work as a comparative guide for your own classes’ outcomes.

Extract from a medium term plan from our Primary Languages SoW

Extract from a medium term plan from our Primary Languages SoW

What’s your method of delivery (implementation)?

At Primary Languages Network, we believe that language learning must be age and stage appropriate, must be primary centric and based on good primary practice. You can share the long term view of the themes explored and how children revisit core themes and build on core language and content over four years with our 4 year SOW overviews.

Extract from our Primary Languages SoW table of contents

Extract from our Primary Languages SoW table of contents

How and when we teach themes and topics has been determined by age and stage of learners, progress in language knowledge, links to school calendar and times of year or whole school curriculum focuses.

You may want to refresh your own understanding of the learning activities and opportunities offered to your KS2 children, using the PLN VLE and schemes of work.

Activities need to reach all learners and address both the needs of the children who are learning the language and the needs and levels of linguistic knowledge of the teachers who are facilitating the learning.

Learning should include games, songs, four core skills of language learning, opportunities to build language learning skills, culture, stories etcetera.

Primary Languages Network members can share the options of schemes of work in French,German and Spanish on the VLE with this quick overview to explain/support the school’s choice of scheme:

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The Primary Languages Network “What is in this unit?” overview slideshows share an overview of the content in each unit and the types of activities that children will participate in during the course of a unit of learning too.

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Lesson plans (BeCreative) or click through sequences of learning (Click2Teach) show the sequence of actual activities you use to deliver primary languages and the outcomes expected of the children:

Extract from an example lesson plan

Extract from an example lesson plan

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How do you ensure progress is part of your implementation focus?

Well, if you are working with us, then progress is built into all three options of the KS2 schemes of work in phonics, grammar,acquisition of vocabulary,development of language learning skills and cultural (age appropriate ) knowledge. The SOW overview, the LTPs, the MTPs, the individual lesson learning objectives help your school in KS2 build and track this progress.It’s embedded in the lesson planning! These details are also in the LTPs and MTPs too.

We track progress with our class tracking sheets , which anecdotally, have acted as a great prompt tool over the years for teachers (class teachers to coordinators and PPA teachers), when interviewed or asked about the progress a specific year group or class is making in primary languages.

Extract from the tracking sheets in our Primary Languages SoW

Extract from the tracking sheets in our Primary Languages SoW

If you use our AfL clouds to formatively assess individual pupil progress, then have some ready to show in books or folders and that the children are really using in their books to evaluate their own progress and developing understanding. The children can use these to talk about their learning and progress with a class visitor too.

How do you diagnostically assess the progress children make (impact).

How you use the tools we offer in your own schools depends on school assessment policy.

All the PLN KS2 schemes and the diagnostic tools we offer are based on the CEFR (Common European Framework of Reference level A1 - cusp of A2 over the four years in KS2) and for our English schools are aligned with the current DFE KS2 MFL POS and the language learning skills’ 12 bullet points.We refer to these bullet points as “Attainment Targets” to be reached over four years of KS2 language learning.We advise that you access and are aware of the PLN Assessment Benchmarks for Years 3, 4, 5 and 6.

16.Assessment benchmarks Y3 .pdf.png
15.Assessment benchmarks Y3 spring 1 .pdf.png

“Puzzle It Out” assessments have been designed to track progress of individual pupils in their knowledge of language, skills and sentence structure across the four core skills of listening, speaking, reading and writing, Have ready to share examples of the Puzzle It Outs from a range of abilities and staged (CEFR A1 - cusp A2) that your KS2 classes have completed.

Extract from our Puzzle it out assessment in our Primary Languages SoW

Extract from our Puzzle it out assessment in our Primary Languages SoW

You may have a school based assessment record spreadsheet or you may be using the PLN spreadsheet showing which children are meeting, working toward or exceeding the expected benchmark level.

Extract from our Assessment collation and reporting

Extract from our Assessment collation and reporting

We know anecdotally that two of our coordinators found the spreadsheet and assessment benchmarks very useful during Ofsted subject deep dives.The colour coded graph,the Puzzle It Outs and the benchmarks enabled them to speak clearly about how they were diagnostically using assessments to track progress and determine intervention and extension strategies for pupils.

Examples of real work in books is key too.Gather evidence of learning and keep examples in year group VLE User Files or in children’s books.

Extract from our examples of work in our Primary Languages SoW

Extract from our examples of work in our Primary Languages SoW

NEW this year are our “Concept Cards” for reasoning and evidencing.Simply run off and stick in books and ask the children to write in English their answer and therefore reasoning behind a question posed linked to the focus of unit and the language the children have been practising.Our PLN Language Teachers are trialling these at the moment and they will be part of both Click2Teach and BeCreative shortly and can already be found in the “Planning” section for the schemes of work.

Concept cards from our Primary Languages SoW

Concept cards from our Primary Languages SoW

Last but definitely not least!

Brand NEW this year, created by class teachers to help you compile evidence of diagnostic assessments, understanding of prior learning in your class and next steps, are our Year 3 /4/5 and 6 French, German and Spanish Planning booklets.

Simply click through to these from the Planning Chart, clipboard in to class folders and then it’s over to the class teacher or visiting teacher to keep a running record and diagnostic reviews throughout the academic year. (It’s a word document so you can add or delete pages as you require).

Extract from the Planning booklet in our Primary Languages SoW

Extract from the Planning booklet in our Primary Languages SoW

Be prepared!

Remember we are ready and willing to help you feel more confident and ready for Ofsted.Contact us here “contact form

Plus you can contact Catherine, our Network Manager directly on catherine@primarylanguages.network) with your questions too.

Extra teaching resources on the VLE- Looking forward to September- Episode 3/3

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First two episodes of the series below

Episode 1- New and updated SoW's

Episode 2- Support we offer to you

This week and the final episode of this series is all about the extra teaching resources you can discover on our dashboard on the VLE. We have so much for you to explore and enjoy with your classes, from cross-curricular, seasonal specials, KS1, songs and games, and also the opportunity to learn another language!

Have a listen and then take a look around on your Primary Languages Network dashboard to find what fits you and your class the best.

Any queries,don't forget to ask me:

will@primarylanguages.network

Good luck this year

 

Support and help- Janet Lloyd is looking forward to September- Episode 2/3

Firstly, please subscribe to this podcast 

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To view the first episode on our updates to the new SoW click here

This episode talks about how Primary Languages Network can support you as the teacher or coordinator of primary languages in your school.

We have always endeavoured to be cooperative and supportive to teachers and colleagues around us and the schools in the network.All of what we offer has matured purely down to the fact that we listen to what you need in schools.

In this podcast, Janet explains what we can do to help you, using the expertise around us and what we know and understand about the subject.

New and updated SoWs- Janet Lloyd is looking forward to September- Episode 1/3

At Primary Languages Network things have been changing,additions to the PLN VLE have been made and resources have been updated. We are happy to now release some “big” changes for the new academic year and hope that you find these really useful..

In this short podcast series, Janet speaks about what she is looking forward to introducing in revamped online resources for Primary Languages Network.

This first episode is about all things “Schemes of Work”.The KS2 schemes of work can be found on your dashboard when logging on to the PLN VLE and have been designed with specific types of teachers in mind:

“Click2Teach”- for the non-specialist

“BeCreative”- for the confident teacher ,whether this is a non-specialist or specialist

“TeachbyStory”- to allow teachers to build their own creative activities as part of the SOW.

Have a listen to the podcast, and then take a look around the new schemes of work.We are super proud of what has been produced!

Not a member? Well take a look at our services here

Contact either will@primarylanguages.network or coordinator@primarylanguages.network for any enquiries or interest in membership