Video2Teach: 3 unusual ways that teachers are using it to deliver effective Primary Languages
Video2Teach is a video lesson KS2 scheme of work providing, primarily, for the non-specialist languages teacher. It has been highly effective at doing so, having received the award of ‘Highly commended’ at the Teach Primary Awards for foundation subject innovation, it is being used in over 8000 lessons per month in schools all across the UK. Click on the pictures below to see an example clip in French and Spanish
Video2Teach creates the backbone of primary languages lessons throughout KS2. In the scheme, Emilie and Irene are your virtual language specialists and native speakers, delivering progressive learning at the correct stage, with engaging tasks, fun phonics, focused retention work, interactive games and other interesting activities. They allow the teacher in the classroom to become the assistant, pausing and playing the video where required to ensure that learning is ample within the classroom.
However…
To our surprise, this isn’t the only way the scheme is being used. We have learned that Video2teach is not only useful for non-specialists, but for all teachers using the primary curriculum. Here are 3 unusual ways, that the Video2teach scheme is being used to enhance and improve Primary Languages
1. ‘I use the V2T scheme to add another voice in the classroom’
Kate Percival- Primary Languages consultant
Kate Percival- Primary Languages Consultant
Specialist primary language teachers, who do not need to depend on the scheme, are using Video2Teach to maximize the effectiveness of their lessons. Kate, our local expert, finds she uses the scheme to ‘provide a different voice’ to her classes, she wants children to be ‘exposed to a range of different accents of French’ and therefore will use Emilie as this. She finds that V2T also adds ‘a different texture to the class, a different point of interest and focus for children, and sometimes adds the spark that a lesson requires’ whether it be using a ‘tongue twister or story-based lesson’
Another MFL coordinator, Steve Eardley, a fluent Spanish speaker, and specialist languages teacher, will use the Video2teach scheme because he wants children to hear a female Spanish voice as well as his, to make sure students have a fuller range of experience throughout primary language learning, listening to different voices and accents.
2. A CPD tool for teachers
The Video2teach scheme is a fantastic demonstration of effective primary languages practice, Emilie and Irene bring their own teaching ideas to each lesson, which they use in classrooms every week whilst teaching for PLN. This not only makes the video lessons engaging and effective for non-specialists, but a learning tool or guide for all teachers to learn from and magpie. Specialist teachers are using the lessons as a further CPD tool, watching the videos and pinching ideas, and then adapting their resources and bringing an extra flourish to their own lessons.
The video2teach scheme is also being used with our ITT courses, Joanne Hornby, our ITT trainer suggests the V2T is ‘giving learning teachers a clearer picture of what successful primary language lessons looks like’.
Video2Teach is providing the teachers of tomorrow with a much more concrete idea of what Primary Languages can be, and supports new teachers in their learning and development greatly. Joanne also states that ‘We need to make entry into Primary Language teaching as accessible as possible, and the V2T is a friendly first step’
3. Hybrid style teaching/ native teacher exposure
Initially, schools whom consist of mainly non-specialist teachers, will depend completely on the video lesson scheme. However, As teachers develop their confidence in delivery of French and Spanish, they seem to take on a hybrid style teaching approach. Using the videos only for when they need the native speaker in the classroom, but taking over when they are not required.
For example using Irene for introducing vocab, grammar, and phonics, but then taking over the lesson for the game and task element, in which specialist language is less essential.
To be able to do this, the teacher must have confidence in themselves, and also requires a critical and open mind. Teachers will initially depend completely on the Video2Teach scheme, but over time, as they learn the structure and pacing of lessons, teachers will become less dependent on the whole video lesson.
At PLN we absolutely love to hear that schools are turning the scheme into something that works for each individual teacher. A confident teacher will feel able to adapt the scheme to both their children and their teaching style. However, they will always depend on the Video2Teach scheme for ‘native speaker exposure’. We want children to listen and see a native speaker every week, to allow mimicking and imitation of correct pronunciation and intonation!
Speaking to teachers that use a hybrid style approach, are finding the balance between video and teacher is something that should be treated on a lesson-by-lesson basis, sometimes they will opt to use the whole video, other times just a couple of minutes!
Final thoughts…
So there we have it, 3 unusual ways that the Video2teach scheme is being used in schools today.
If you are interested in having the scheme in your school, click here for more information, and links to book a free trial, consultation, or purchasing membership.