Meet Robert! Robert works alongside Joanne at Barrowhall CP as part of an associate Spanish teacher team ,where Joanne and Robert also support the non-specialist MFL Coordinator to implement effective primary language learning.The Headteacher is immensely supportive and encourages Spanish language learning to move forward in the school.the school has been part of our PLN network since 2011. A great team!
Today the Head and I observed Robert with a Year 5 class in their third year of learning Spanish.
It was an early start as Robert has normally the first sixty minutes of the school day with this class.Today the lesson was shorter,starting a 8.50 and ending at 9.30 ,because it was the KS1 Nativity performance for the whole school.He meets, greets and runs the routine of the class as they arrive in the target language and the children are obviously very comfortable with this and love it .Incidental use of language and classroom routine are all expected parts of the Spanish hour. What was apparent was how well the children could cope with the target language and how they were learning to analyse what they heard as "incidental" ,"key information", "instructions" "prompts" etcetra etcetra.The listening skills being explored throughput the lesson were vast and benefit the focus of pupils in other subject areas too.Evident in this lesson was definitely "Education of the Ear" and learning how to listen. DfE AT : listen attentively to spoken language and show understanding by joining in and responding
The Year 5 are using the Y5 PLN SoW from our VLE.It is all about "around and about a Spanish town or city" and today they were working on shopping for a wish list of Christmas presents.As the children walked in to class and settled down there was a slide up on the screen with target language written numbers - to peruse and consider quietly.Which ones were familiar and which ones did they need to look up or talk with a friend about.DfE AT: read carefully and show understanding of words, phrases and simple writing.
The class practised the spoken numbers with a game with Robert and looked for similarities and differences between written numbers. to the right iof the screen you can see the green pieces of paper with numbers on ... the children were revisiting the numbers for a game of The Price is Right later in the lesson.
Remember that the main language of the lesson is Spanish.The class had no problem with instructions to work in pairs , use bilingual dictionaries , jot information on white boards, discuss wth a partner as they explored the written language on a Santa wishlist slide.
Children in pairs looked through the wish list, identifying familiar language, nouns they could anticpate , cognates and then turning to the bilingual dictionary when they weren't quite sure or wanted to find out the meaning of unfamiliar words. DFE AT: read carefully and show understanding of words, phrases and simple writing/ DFE AT:§ broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary
Robert counted down at the end of the pairwork investigators' activity and took feedback.He spoke in Spanish and the children responded with target language nouns and English explanations.In Spanish they looked at key sound spelling links and Robert asked the children to identify for him singular and plural nouns in the wish list. Each target language written noun was then revealed as an item and placed over one of the green card numbers. DFE AT
The class then practised Robert's "dance " moves" and actions for each of the items, which he put to a specific beat and rhythgm "unas figuras de Pokemon , unas figuras de Pokemon y un CD, unos zapatos , unos zapatops y un.peluche".DFE AT:explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of word.DFE AT:develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases
The children had to create their own "Christmas wish list " dance moves with rhythm and beat to impress their families on Christmas Day. On their tables volunteers had to create their own "Christmas wishlist dance moves and rhyme".The other children on the table worked in pairs to observe and recreate in spoken form the wishlist they were watching.DFE AT:speak in sentences, using familiar vocabulary, phrases and basic language structure
The children moved from word and phrase work to sentence level b y helping Robert identify from the Santa wishlist text the key verb "Quierido..." and adding their wishlist item to play a game of the "Price is Right".Only if the chidren could guess the price of the item could they have their wishlist object. Robert used the question "How much is it?" in the target language as he began to build the language required for the Christmas shopping dialogues at the start of next week's lesson.... DFE AT:engage in conversations; ask and answer questions
As we left the classroom the Head asked two of the children what they thought about their Spanish lessons and especially the fact that the lesson was mainly in Spanish ."Great! It feels like we are in a Spanish lesson" and " I feel confident because we are listening to so much Spanish that I think I could get by when I am on holiday in Spain".
And then it was time for the KS1 Nativity ........