Key Stage 2 to Key Stage 3. How can primary and secondary colleagues work together to ensure that...
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Transcript of Key Stage 2 to Key Stage 3. How can primary and secondary colleagues work together to ensure that...
Key Stage 2 to Key Stage 3
How can primary and secondary colleagues work together to ensure that primary language learning is built on in the secondary curriculum?
Can primary and secondary colleagues collaborate to develop local models of curriculum planning and delivery?
How are transfer and transition different, and where might they converge?
Languages can become a “performance” subject – quick-fire Q&A, role-play, games, etc.
Do these activities exclude pupils who are more used to pair and group work, or who need more “thinking time”?
Y7 teachers need to build on prior learning, make the classroom and learning experience comfortable and reassuring
Teachers need a shared knowledge of the holistic nature of the KS2 Framework
Pupils’ use of English can mask the sophisticated nature of their discussions about skills, strategies and knowledge of how language works
Sustained progression and effective transition is not just about content
Secondary schools usually work in different subjects with different teachers and pupils in different groups with different peers
The new secondary curriculum offers more opportunities for cross-curricular content and a broader range of learning styles
Pupils should know the reasons behind the links if they are to engage emotionally
Y7 pupils do not want to repeat the work they have done in primary school
Y7 teachers have to find new ways of doing old things as well as introducing new concepts and content
At the same time they should develop sustained linguistic progression
All secondary teachers should have a knowledge of the KS2 Framework, not just those working directly with primary schools
Even if pupils have studied the same language at primary school, they will have been taught in different ways or covered different areas of vocabulary and structures
Accelerated pace could sacrifice “thinking time” – constraints of the secondary timetable
There is a need for a range of activities and learning styles: Collaborating on extended projects, e.g. writing
stories for younger learners Similar projects centred around paintings,
music, drama
Administrative bridge – sharing information, feedback to primaries on Y7 progress
Social and Personal bridge – induction days, open evenings, mentoring, guides
Curriculum bridge – data, cross-phase projects, joint planning, exchange of curriculum maps
Pedagogical bridge – shared understanding of effective teaching and learning, team teaching, exchanges
Management of Learning bridge – pupils as active participants in own learning, portfolios, etc.
It may not be possible for every secondary school to relate its Y7 teaching plans with the Y6 experience offered in all of its partner primaries
Primary schools cannot specifically respond to all the Y7 programmes offered in the secondary schools to which they send children
These constraints should be understood so that unrealistic expectations concerning continuity do not arise
Secondary colleagues should have a clear understanding of how the KAL, LLS and IU strands of the KS2 Framework are integral parts of linguistic progression
It is not enough to focus on Oracy and Literacy alone
Building on skills and knowledge about language in general and not just the vocabulary and structures of a specific language makes it less important that pupils continue with the same language into KS3
Mutual understanding of and respect for each other’s pedagogies and contexts
Mutual understanding of the KS2 and KS3 Frameworks
A desire to observe each other’s classrooms and schools in action
A willingness to watch, ask questions, adapt and change
Primary teachers know about teaching all abilities in the same class, absorbing pupils from different schools, countries and with different home languages
Secondary teachers know about introducing a second foreign language – how the experience of FL1 can accelerate pace in FL2
Key Stage 1, 2 and 3 co-ordinators plan collaboratively
Named link teachers Joint non-contact days with input from
ASTs and LA personnel Primary languages staff working in
secondaries, ensuring that the curriculum is appropriate for the pupils and takes account of prior learning
Joint work with language teachers and literacy co-ordinators to identify common skills and terminology
Adapt Y7 SoW to take into account topics and structures already covered
Accelerate Y7 SoW Intensive classes for pupils with
limited/no exposure to language being taught in Y7
“Buddy” system pairing pupils who have previously learned the language with those who have not
New challenging contexts/material when revisiting topics already covered
Fast-tracking able linguists Use European Language Portfolio so
that pupils can track their own progress Y7 pupils to visit their former primary
schools for peer tutoring and demonstrating activities and levels of achievement
Plan Y7 around KS3 Framework objectives Develop all 4 skills Change context when revisiting a topic Start with a topic new to all Use “toolkit” approach from the start to
enable pupils to use language functionally Differentiate groups where possible to
enable extension/consolidation/”catch-up”
Differentiated group work within class to allow teacher to focus on “catch up”
More able as leaders/models/peer tutors
FLA and/or TA to facilitate differentiated grouping
Older pupils as tutors, e.g. Y10/Y11 to help during registration/form time