primary pr… · Web views to participate in a rapidly changing world in which work and other...

Bridging the FL transitional gap KS2-KS3

London Borough of Sutton

"The study of Languages prepares students to participate in a rapidly changing world in which work and other activities are increasingly carried out in languages other than English. Students use languages to communicate information responsibly, creatively and without discrimination. They learn how to employ languages to enable rapid access to ideas and experiences from a wide range of people, communities and cultures. Increased capability in the use of languages promotes initiative and independent learning and encourages diversity within society. "

The interest in foreign language teaching and learning in primary schools increased considerably from the 1980s (Field 2000, p.75) It has suffered reforms and contra reforms (Field 2000, p.3) and not even when the National Curriculum was established in 1990 offering a point of reference for the purpose of foreign language teaching, was it able to put a stop to this roller coaster. In England the introduction of languages in primary schools was a key issue on the 2002 National Language Strategy. In 2007 56% of primary schools were already offering a foreign language and by 2010 it rose to 92%.

The government have previously expressed their commitment to raise standards in modern foreign language learning. In July 2014 the All-Party Parliamentary Group for modern languages called for a 'national recovery programme' (Baroness Coussins, et al, 2014) to improve language skills in the UK. The purpose for the programme was to provide every child from the age of 7 with ‘high quality language learning’ which they believe can be achieved, through ‘supporting teachers and trainers to develop their linguistic and professional skills’ (Baroness Coussins, et al, 2014).

The decision to put a recovery programme in place, was in response to a report stating that ‘£48 billion a year’ was being lost by companies, due to people having poor language skills, thus, not being able to fill posts, and losing out on prospective exporting opportunities (Foreman-Peck and Wang, 2013, p.35). It has been analysed that where learning a foreign language is ‘compulsory for all students up to age 16 in 69% of independent schools, only 16% of state schools’ believe it should be obligatory at KS4 (Baroness Coussins, et al, 2014).

In September 2014, the government introduced a new statutory requirement in primary schools, to teach a foreign language to students from age 7 and upwards (Department for Education, 2013, p.213). By making it a mandatory requirement that students learn a foreign language, earlier on in their schooling period, the government’s expectation is that it will lay a strong foundation for secondary school teachers to build on.

Jonathan Evans – SLE MFL

Why are Foreign Languages essential to the KS2 school curriculum?

Foreign language learning increases critical thinking skills, creativity, and flexibility of mind in young children. It also helps them with key skills such as communication, improving own learning, performance, memorising, and problem solving (Pachler et al, 2014 p.13) I believe that the younger the pupils are introduced to a foreign language, the better. They have a natural predisposition to learning a language and the ability to use it immediately.

However, there has been limited research carried out in the UK to determine if learning a foreign language from a very young age actually benefits primary school students. Research carried out in the USA (Discroll et al. 2014) focussed on a group of 600 children. These children attended schools where French and Spanish were taught regularly. The result of this was that their performance in English, reading and mathematics were consistently higher when compared to children attending schools where foreign languages were not being taught.

The Foreign Secretary the Rt Hon William Hague stated in his speech published under the 2010 to 2015 Conservative and Liberal Democrat coalition government that:

‘The ability to speak, read, listen and write in a foreign language is one of the fundamental skills of our diplomats. Without it they cannot get under the skin of a country and really understand its people. Diplomacy is the art of understanding different cultures, and using this understanding to predict and influence behaviour’.(gov.uk speech, September 2013)

Language is the primary medium of human social interaction and interaction is the means through which social relations are constructed and maintained. While much everyday interaction still occurs, as it has throughout human history, within local networks, large numbers of people all over the world now also participate in networks which go beyond the local (Block and Cameron, 2002, p.1).

Language connects people and language barriers are hindrances to communication, that are largely caused when there is no common language that can be used to interact with. As human beings, there is a natural desire from birth, to communicate with others, whether it is through verbal or nonverbal means (Ortega 2013, p.1). Prominent child psychologists’, such as Chomsky, Piaget(1980) and Vygotsky (1986), suggest that learning an additional language when in primary education, can help you be a more confident user of the language through the teenage years and in some cases, students are able to acquire a near native fluency of the language by adulthood.

The government’s motive for students to learn a modern foreign language is to ensure that students across UK, do not miss out on potential business and job opportunities, due to language barriers and/or a lack in linguistic skills, that are acquired when learning a second language (Department for Education, 2013, p.212)


‘From a national economic point of view, the argument has repeatedly been put forward that - in the current context of competitive international economic activity - the UK, as a trading nation, urgently needs a workforce with competence in foreign languages ‘.(Morgan et al, p.14)

Irrespective of where one is situated in the world, there is a globalising force that has an impact on each of us. The online Oxford dictionary (2015) defines globalisation as ‘the process by which businesses or other organizations develop international influence or start operating on an international scale’. Many countries across the globe, including UK, have experienced economic benefits from participating in international trade or setting up offices in other countries (Jackson, 2014, p.4).

Another aspect of globalisation that is not expressed in the latter definition, is the freedom of movement between countries as a way of creating a “borderless” society (Ritzer, 2011, p.187). With this is mind, it is important to express why globalisation aids in justifying the essentialness that modern foreign language has in the school curriculum. As members of the European Union (maybe for not too much longer), British citizens have the right to live and work in other European countries. Various circumstances such as job opportunities or development of relationships can require a person to move abroad. In light of this, once a student has gained several years of second language learning at school, they are more likely to find it easier to further develop the target language they were studying— should the opportunity arise, or learn an additional language. Students would already be able to demonstrate an awareness of the processes that are involved in language acquisition (Conacher and Geraghty, 2014, p.88). Learning a foreign language is a cognitive problem solving activity. Languages open the door to other worlds through literature which offers us a better understanding of other nations and frees us from insularity.

If we are to consider the ever increasing number of terrorist events taking place around the world, this should encourage students to learn a foreign language in both primary and secondary education. It should help them understand the need to learn a foreign language and the culture of other nations. This would help them to be prepared for a changing world in which we need to peacefully co-exist with people of other nationalities and ethnic backgrounds.

‘… true interaction can occur only when each community experiences the language lifestyle of the other, where no group achieves dominance by imposing a language structure on another’. (Alvarez-Sandoval 2005, p. 4)

Understanding a language and its culture, is the equivalent of understanding its people and therefore it helps students to create positive attitudes toward other cultures and eradicate the possibility of forming misconceptions. Modern language learning opens young students’ minds to the world, exposing them to other cultures helping them to achieve a greater understanding of others, hence enriching their own world perspective.


Providing students with an insight into cultural differences and giving them the opportunity to reflect on how it compares to their own experiences, can help them to value the linguistic and culturally diverse nation that we have in the United Kingdom (Pachler et. al, 2014, p.12). The Department for Education (2013, p.212) expresses the idea that students’ curiosity and understanding of the world can be nurtured though a ‘high-quality language education’. They stress the fact that the latter can be realised, when teachers encourage students to be creative in additional languages and ‘provide opportunities for them to communicate for practical purposes’ (DfE, 2013, p.212).

As citizens of not only the UK but also the world, it is important to not be ignorant to the different types of languages that are linked to customs and cultures that compare and contrast to the British cultural norms. This is why foreign languages are essential to the primary school curriculum.

But which languages should be taught? From an etymological standpoint, French and Spanish are both romance languages that are amongst the top five natively spoken and additionally learnt languages in the European Union. By learning one of the two languages, it is believed that learning other Romance languages, including, Portuguese, Italian and Romanian, can be considerably easier, thus, the push from the government to ensure that students learn at least one foreign language from primary school through to secondary school.

From a personal perspective, I find it very encouraging and exciting to think that with the correct approach to teaching foreign languages at KS2, students entering KS3 could have the advantage and opportunity to further progress in their language learning better and faster, which in turn may mean that we will be seeing higher numbers of students opting to take languages at KS4, KS5 and into higher education. But more importantly than this, students would possess a greater set of transferable skills, knowledge, understanding and awareness of the world and its people in this ever changing society.

What foreign language provision exists within our primary schools?

It is evident that foreign language provision exists within all primary schools. Three local primary schools (St Mary’s Catholic Junior School, St Thomas Becket Catholic Primary School and St James The Great Catholic Primary School) were consulted and foreign language provision reviewed in order to ascertain if a logical approach is evident amongst primary schools to enable the foreign language gap from KS2-KS3 to be bridged more closely to enable KS3-5 learners to develop further, with a more consistent foundation of language learning in place.


St James The Great Foreign language provision is available for Years 2-6 Years 2,3 and 4 study French Year 5 study Mandarin Year 6 study Latin. Years 2, 3 and 4 receive one lesson of 60 mins each week. Year 5 receive one lesson of 45 mins each week Year 6 receive one lesson of Latin every other week.

St Thomas Becket Foreign language provision is available for Years 3-6 Year 3 teachers deliver an introduction to French based on a specialists recommendations Year 4 study French for 30 mins per week with a native French specialist Year 5 study French for 45 mins per week with a native French specialist Year 6 study French for 50 mins per week with a native French specialist

St Mary’s Foreign language provision is available for Years 3-6 Year 3 study 30 mins of French per week Year 4 study 40 mins of French per week Year 5 study 40 mins of French per week Year 6 study 45 mins of French per week.

It is indisputable that French remains the preferred option at KS2, despite recent foreign language trends showing a marked increase in uptake of Spanish at KS4. With some KS2 students receiving over 100 hours of foreign language learning during their primary years, it is imperative that as professionals working in education we ensure that the delivery and quality of foreign language teaching and learning is of the highest level and that all KS2 students are exposed to the best language provision available in order for students to maximise their true language potential.

How can we develop FL provision within primary schools?


It is evident that there has been a real drive forward with FL teaching and learning within the borough since its compulsory introduction in 2014. Primary schools are embracing the change and have adapted their curriculum accordingly. Foreign language learning should be viewed as an integral and essential part of the KS2 curriculum and one day could even rival Maths, English and Science for curriculum coverage! However, the compulsory introduction of FL has created uncertainty within many primary schools which in turn has led to inconsistencies in the quality of delivery.

1) Primary schools must plan for sustainability which allows progression through the year groups– there must be a school approach which allows for the teaching of a foreign language to be continuous regardless of staff movement. There is no specific guidance within the borough or country as to how to plan for progression. Most primary schools appear to use the KS2 Framework as an aid to this. It is important to consider “best practice” to ensure that progression is built into the curriculum. Assessment is vital to ensure progression, as it is in any subject across any key stage. In the absence of attainment targets, assessment should be measured against the Languages Ladder and the Key Stage Two Framework.

2) A budget must allow schools to develop their FL resources. This is particularly important in the first years of language teaching where there should be a focus on listening and speaking with plenty of opportunities for the children to hear native accents through songs, stories etc. Authentic and interactive materials will be key to their enjoyment, understanding and progression. Likewise resources for reading, writing and grammar will need to be acquired to improve understanding and knowledge.

3) The most successful language teaching I have observed within primary schools is where it is integrated across the curriculum; all class teachers, even if they are not teaching the main language lesson, have a responsibility to ensure that the foreign language is used where appropriate throughout the school day. They also need to ensure that aspects of intercultural understanding are developed through other curriculum areas. The foreign language co-ordinator/ teacher i/c of FL has an increased role in the school to encourage the integration of the language being taught so that it is embedded throughout the curriculum and that intercultural understanding is included in this.

4) Each primary school should appoint an MFL co-ordinator who takes responsibility for its implementation within the school curriculum. Ideally, this member of staff would be a languages graduate, but failing this, a dedicated practitioner who values the importance of enhanced FL communication skills. These are some responsibilities relating to MFL, which need to be allocated:


managing the implementation of Languages policyensuring staff access to Languages resourcesensuring continuity between year groupsensuring progressionliaison with feeder and/or receiving schoolspurchasing/organising Languages resourcesidentifying the Language support needed by staff

arranging CPDreviewing the Languages policyassessment of pupilsmeeting statutory requirementscurriculum developmenthealth and safety policy and practice

5) The school Languages policy and Development plan- A school's policy for Languages will describe the school's approach to achieving its vision for Languages and the development plan will allow schools to focus on a manageable and achievable long term goal over an academic year(see below)


Primary MFL development plan

Context: e.g. To plan and prepare for the entitlement of one hour per week MFL for all Key Stage 2 children

Actions 2015-16 Desired Impact on Learning CPDImplement a scheme of work for French

To design an engaging and creative curriculum within MFL

Audit staff confidence and capabilities in MFL

To enrich the pupils’ learning in a broad curriculum in which languages contribute to and are informed by the five ‘Every Child Matters’ outcomes

Pupils learn how to employ languages to enable rapid access to ideas and experiences from a wide range of people, communities and cultures

Increased capability in the use of languages promoting initiative and independent learning encouraging diversity within society

In-house training to include staff meeting time given over to sharing good practice and increasing staff knowledge of and confidence in using French – e.g. additional greetings, classroom instructions.

Attend outside CPD training as appropriate.

Resources Assessment and Progression Monitoring ArrangementsTout le MondeEarly Start FrenchSecondary resourcesPrimary languages

Regular half-termly assessments in all major 4 key language skills.

Timetabled 30 minute discrete lessonEnsure teachers are incorporating a further 30 minutes of Integrated language teachingPlanning, lesson observation, pupil interviews, staff + parent questionnaire

Budget Costs Evaluation ArrangementsResources/ materials?CPD?Extra-curricular?Educational visits?

Staff meetings and INSET to discuss the progress towards progress of entitlementStaff audit of language skillsReview of materials as they are introduced

6) When deciding on the school's aims for Languages, internal, local and national factors should be considered.


-which internal factors will influence your aims for Languages? i.e. the school's general aims, the school development plan, special features of the curriculum, strengths and interests of staff-which local factors will influence your aims for Languages? i.e. school partnerships, intake characteristics, AEN-which national factors will influence your aims for Languages? i.e. OFSTED, e.g. feedback from inspection, national training targets, national standards targets.

Below is a series of questions which could be addressed when considering the implementation of FL within the school curriculum and particularly with a focus on the increase in attainment of all students in KS2.

In what proportions are Languages integrated into other curriculum areas and how are they taught discretely? How do Languages support and enrich learning across the curriculum? How do Languages contribute to cross-curricular themes? What are the most effective approaches for language learning in the primary context? How can you maximise the use of ICT and exposure to native speakers? How does practice with Languages reflect the school’s policy on recording, assessment and reporting? How can best AfL practices be incorporated in Languages? How do you pass assessment data to receiving secondary schools? How do Languages help to give children with additional educational needs access to the whole curriculum? How do Languages challenge gifted children? What account is taken of pupils' use of different languages at home? How is current practice monitored to ensure that the existing policy is implemented? How is Language teaching monitored? How is Language use monitored? How are schemes of work reviewed and developed? How are staff development needs identified?


So how can we raise the profile of FL learning within our local primary schools?

Firstly, keep it simple, but with some challenge – primary school children don’t need to learn long lists of verbs, conjugated in a variety of different tenses. Let children use bilingual dictionaries in guided reading to find adjectives to describe a character in the foreign language. Take a topic like colours: after teaching the vocabulary, ask the children to create games such as colour bingo to teach the new words to younger pupils.

Work at it as a school - try celebrating languages and cultures together as a school, for example European Day of Languages (EDL) every September. Schools could introduce a breakfast club and eat croissants, pain au chocolat etc.. and other foods from across the globe. Or you could let the children study famous people from other countries (e.g footballers / singers). Another useful exercise is to ask any children with EAL to teach the class a few words from their mother tongue.

Explore the language together – many primary school teachers feel ill-equipped to deliver foreign languages. However, if you’re a complete novice, admit to the class that you're learning too. Turn the classroom into a multilingual zone and make labels for the items in the room. Start your lessons by greeting each other in the target language and write the dates in their books in the different language. Introduce basic classroom commands in the target language and ensure the children use the target language on a daily basis.

Reflection time - With everything else primary teachers have to cram into the day, it’s easy to think; “Great, French is over for another week.” Instead, try to take 10 minutes to ask the children what they have learned and enjoyed; let them teach you their new words and phrases. Do this as often as possible.

Learning a language really does have a positive impact on a child's learning. It increases their cultural awareness and understanding, improves their speaking and listening skills and reinforces grammatical terminology which, as we know, features heavily in the English curriculum. French and /or Spanish


are offered in most primary schools, although to varying degrees and standards. As primary and/or secondary teachers within the borough, we need to address how to get the best out of our foreign language students. How can we lay the foundations for foreign language learning? How can we build on these foundations? It is clear that much great work is being done to raise the perception of FL learning and to raise the attainment of the students themselves. As a group of dedicated professionals, we must offer our students the opportunities to develop their metacognitive skills in order to develop greater understanding and knowledge of language.

Below are examples of creative schemes of work, course planners and lesson plans which have been adapted and modified as part of my research. They are all now currently in use within primary schools in Sutton and Croydon.

Year 4 Topic/Content Objectives (Learning Outcomes) Teaching and LearningMethods Resources Assessment

At the market – Fruits

Express likes, dislikes and preferences

By the end of the session, learners should be able to:

- Identify at least 5 fruits- Express likes, dislikes and preferences

Tutor presentationClassworkPairwork

PPTrealia

Named questioningSpeaking

At the market – Jack and the beanstalk


- Recognise at least 5 words linking to the story

- Apply the new vocabulary learnt to understand story

Tutor presentationClasswork

PPT Flashcards

Named questioningReading

At the market – Buying fruit and veg

Quantities


- Identify at least 10 fruits and vegetables- Expressing simple wants when buying

fruits and vegs at the market

Tutor presentationPairwork Classwork

PPTFrench2simple


At the market – Buying fruit and veg


- Expressing simple wants when buying fruits and vegs at the market

- Take part in role play at the market

Pairwork Classwork

PPTRealia

Speaking


At the shopBy the end of the session, learners should be able to:

- Recognise dialogues taking place at a shop

- Demonstrate understanding of currency and working out sums

Classwork Clip Rigolo onlineOnline activities following up clip

ListeningNamed questioning

Means of transport and going to school

Preposition en/a


- Recognise the phrases for modes of transport

- Say how they get to school

Tutor presentationPairwork

FlashcardsWorksheet

SpeakingMonitoringFill the gaps

Means of transport and going to school

Preposition en/a

Francophone countries


- Say how they get to school- Identify at least 5 francophone countries

Tutor presentationPairworkclasswork

PPTSlip with gridMap and atlas


Francophone countries

Weather


- Recognise at least 5 francophone countries

- Say where they would like to go- Identify at least 4 sorts of weather

Tutor presentationPairworkClasswork

MapFlashcardsBag and cards

Named questioningSpeakingMonitoring

WeatherBy the end of the session, learners should be able to:

- Name at least 6 sorts of weather

Gamesong

Map of France and weather symbols/forecastFlashcardsSong from Rigolo

ListeningSpeaking

Writing an email By the end of the session, learners should be able to:

Write an email to arrange travel using dates, places and weather

Tutor presentationPairworkIndividual work

Screen printWorksheetCue cardsPPT weather/francophone countries/dates

Named questioningWriting


Toys, Euros and French website


- Name at least 5 toys- Demonstrate understanding of Euro

currency- Differentiate English and French website


RealiaworksheetFrench website


Year 5 - Topic/Content Objectives (Learning Outcomes) Teaching and Learning

Methods Resources Assessment

Buying a toy in a shop

Poster


- Take part in a role play to buy a toy at the shop

- Create a poster to advertise a toy

pairwork Realia PPT

SpeakingMonitoring

Fairy TaleSleeping Beauty


- Listen to and join in with a traditional story

- Compare French and English alliterations


LCP sheet p 266/269Online Activity QuiaPPT

Open questioningReading

Fairy TaleSleeping Beauty

Instructions and imperative


- identify the imperative form and recall instructions


PPT FlashcardsLCP sheet p 269

Open questioningListening Reading

Talking about sports

Prepositions du/de la


- Name some sports using the correct preposition du or de la

Tutor presentationPairwork

FlashcardsFrench 2 Simple 2

Named questioningMonitoring


Faire vs jouer


- Name some sports using the correct verbs faire or jouer

- List some sports they do and express liking or preferences

Tutor presentationClassworkPairworkGames

Rigolo Unit 11 lesson 1 and 2 online acti. (Tu aimes quel sport/ J’aime le football mais je prefere…/Tu preferes quel sport?)

ListeningSpeaking



Negative form


- Apply the negative form when expressing liking/disliking and preferences in sports


Rigolo worksheet 3 SpeakingMonitoringWriting


Connectives “et mais parce que”

Adjectives


- Apply connectives and at least 4 adjectives when expressing liking/disliking and preferences in sports to justify opinion

PairworkIndividual work

Rigolo worksheet 4 SpeakingMonitoringWriting



- Recognise sports, negative form, verbs faire/jouer, connectives and adjectives to write at least 5 sentences expressing about sports


PPT MonitoringWriting

Food, drink and healthBy the end of the session, learners should be able to:

- Identify at least 6 items of food- Recall at least 6 items of food in game- Sort each food group into the

healthy/unhealthy columns

Tutor presentationPairworkGame

PPT Noughts and crosses

Open questioningmonitoring

Food, drink and healthBy the end of the session, learners should be able to:

- Recall at least 6 items of food of healthy/unhealthy

- Answer at least 8 questions on food- Draw a plate of healthy food - List in English and French at least 5

pieces of food drawn - Match at least 5 sentences from French

to English


FlashcardsEsqw.org/page67.htmRepas complet bookletdictionary

Open and named questioning ReadingWritingMonitoring


Ordering food at the restaurant


- Create own menu- Complete dialogue- Perform simple dialogue

PairworkIndividual work

Menu exampleDialogue with gaps

ReadingListeningMonitoringSpeaking

Year 6 Module 1 – The Planets Module 2 - Where We Live Module 3 – My Day Module 4 – Writing and Performing

Mercure - MercuryVénus - VenusMars - MarsTerre - EarthJupiter - JupiterSaturne - SaturnUranus - UranusNeptune - NeptunePluton - Pluto

les planètes – the planetsla lune – the moon

loin de – far fromprès de – near to

Additional language:une planète entourré d’anneaux – ringed planet

l’orbite du soleil – orbit of the sun

tournez à droite/gauche - turn right/leftallez tout droit – go straight aheadprenez la première rue à droite/gauche – take the first on the right/left prenez la deuxième rue à droite/gauche - take the second on the right/leftaux feux – at the traffic lightsau rond point – at the round-about

voulez-vous répétez s’il vous plait –could you repeat please

un magasin –a shop le musée – the museumla gare – stationla boucherie – the butchersla boulangerie – the bakersla poste – post officel’école – schooll’église – church

je lis – I readje mange – I eatje joue – I playje fais – I do j’arrive – I arriveje vais – I go je travaille – I workje chante – I singje cours – I runje tourne – I turnje parle – I speakje fais de la danse – I danceje rentre chez moi – I go homeje passe devant – I go pastje passe derrière – I go behindquand je vais à l’école – when I go to schoolfaire l’appel – to do the registerla salle de classe – the class roomla cour – the playgroundla bibliothèque – the libraryla grande salle- the hallla fin de la journée – the end of the dayla récréation – playtime

découpez! – Cut!dessinez! – Draw!coloriez! – Colour!pliez! – Fold!coupez! – Cut!attachez! – Attach!agrafez! – Staple!collez! – Stick/Glue!écrivez! – Write!

à côté de – next toderrière – behinden face de – oppositeentre – between

Revision of:colours and agreements for feminine nounsimperative formprepositions

Additional language:Words of traditional carols and


Additional language:la case – the square (in a grid)Je vais – I go

Consolidation of :il y a / il n’y a pas de – there is/isn’tQuand + weather phraseChange of ‘à+le’ to ‘au’

la maîtresse – the teachermon ami/mes amis – my friend/friendsavec - withdans – in

Consolidation of :Using the time on the hour, quarter past (et quart) and at half past ( et demie) to say what time you do things

Christmas songs.

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year 3Classroom instructionsGreetings,Introducing myselfNumbers 0-12

About meHow old are you?Brothers and sistersJoyeux Noel!

My familyPetsBody parts

ColoursNumbers 13 – 31Days of the weekEaster in France

Months of the yearWhat is today’s date?Weather

Consolidation of all topics.Famous French people.How is school different in France?

TOPICS In my pencil case Family Clothes


Year 4Greetings/Personal informationNumbers 0-31Where do you live?Directions

Classroom objectsSchool

Joyeux Noel!

TimeWeatherNumbers 40+

EurosPaying for shoppingWhat would you like to buy?Easter in France

What do you like to eat?Bon appetite!

Ice creamGoing on holiday.Consolidation of all topicsLife in France.

TOPICS Local Area Shopping Café

Year 5Greetings/Personal informationNumbers 40+Qu’est-ce que c’est?

What do you like to do?Leisure activities.Revisit time.

QuestionsWhat’s your favourite lesson?

ClothesWhat are you wearing?Revisit weather

NewsWebsitesStory booksCompare Carshalton with a French town.

Classroom interactionConsolidation & assessment

TOPICS Hobbies About me Signs and symbols

Year 6Revision of previous years’ learning.Numbers – 200+Healthy eating

Parts of the bodyCircus school

Mini beastsAt the zoo

Welcome to MoroccoTravelling to school

The four seasonsPast and present

Out and aboutCinderellaConsolidation of all topics.

TOPICS Healthy bodies Animals Now and then

Learning Outcome:

O 5.1 I can use gestures and vary the tone of my voice to convey meaningO 5.1 I can create a puppet conversation with a partner

INFO FOR OR ABOUT LEARNERS, SUPPORT NEEDS AND NOTES:

- Provide visual support for less confident student, Give support to LAsLiteracy: negative form of avoir/genders of animalsNumeracy: numbers and learning to tell the timeIT: Online learning French2simple

OBJECTIVES

By the end of the session learners will be able to:

1. Recall at least 5 animals 2. Introduce themselves then ask if they have a pet and give answers3. Recognise numbers by clicking the numbers called out 4. Identify at least 6 times5. Recognise at least 5 times


E & D: Comparing British language/culture to French ones

TIME: TOPIC/CONTENT TUTOR ACTIVITY LEARNER ACTIVITY RESOURCES ASSESSMENT

1.20

1.30

1.40

1.50

2.05

Pets and basic questions and answers

Numbers up to 60 and 12h clock

Revise animals via presentation then introduce question/answers “As-tu un animal?”/J’ai…/je n’ai pas …

Set activity Learners demonstrate in front of class.

Revise numbers up to 60 via playing game

Introduce time (o’clock, quarter, half and to). Call out some time.

Set activity – show clock

If time play animal game on French2simple

Classwork: 1. Recall at least 5 animals

Pairwork: 2. Introduce themselves then ask if they have a pet and give answers

Classwork: 3. Recognise numbers by clicking the numbers called out

Classwork: 4. Identify at least 6 times

Classwork: 5. Recognise at least 5 times

PPT les animaux

As above

French2Simple

PPT l’heure

Clock

Listening

Speaking/peer assessment

Listening

Named questioning

As above

So why should we have a more consistent approach to foreign language teaching and learning in our primary schools?

Within our local primary schools, there is overwhelming evidence that primary FL learning is a beneficial part of the whole school curriculum and that the development of FL learning builds on the Primary Strategy and the key aspects of learning: -

Reasoning Evaluating Creativity Enquiry


Problem solving Information processing Self – awareness Empathy Motivation Managing feelings Social skills

But in order for the key aspects of learning to become embedded within our primary students, a more consistent approach to FL learning must be incorporated within the primary schools. This will enable all, and not just some students, to reach their potential and to develop fully over the course of KS2 and therefore to enable the transitional gap from KS2 to KS3 to bridged enabling greater understanding and knowledge of FL provision. Learning a foreign language encompasses all of the key aspects of learning and this is why a focussed, creative and engaging 4 year programme of study for FL learning at KS2 is vital to any students’ personal, social, emotional and intellectual development.

Bibliography

Alvarez-Sandoval, EManuel (2005) The importance of learning a foreign language in a changing society, Lincoln, U.S., iUniverse

Baroness Coussins, Maynard, P., Griffith, N., and Baroness Sharp, (2014) Manifestos for Languages [online], available from:


http://www.all-languages.org.uk/uploads/files/Press%20Releases/APPGManifestofor Langs-EmbargoTo14July.pdf

Block, D., and Cameron, D., (2002) Globalization and Language Teaching, Abingdon: Routledge

Chomsky, N., and Piaget, J., (1980) Language and learning: the debate between Jean Piaget and Noam Chomsky, USA: Harvard University Press

Conacher, J., and Geraghty, B., (2014) Intercultural Contact, Language Learning and Migration - Advances in Sociolinguistics, UK: Bloomsbury Publishing PLC Crystal (2012) English as a Global language, Cambridge: Cambridge Press.

Department for Education (2013) The National Curriculum in England [online], available from:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/210969/NC_framework_document_-_FINAL.pdf

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http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/QCA-04-1374.pdf

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