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This guidance has been prepared to help schools plan for a progressive KS2 languages curriculum with a mixed age cohort. It is a summation of many years both teaching in, and advising, small schools in Norfolk, and throughout the UK, on mixed age language issues. - PowerPoint PPT Presentation
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KS2 Languages: Training guidancePlanning for progression in mixed age classes
This guidance has been prepared to help schools plan for a progressive KS2 languages curriculum with a mixed age cohort. It is a summation of many years both teaching in, and advising, small schools in Norfolk, and throughout the UK, on mixed age language issues.
Teachers and trainers are free to use this guidance and any photocopying should be source referenced. If you wish for an ‘in-person’ training day/workshop, please contact me by email.
This PowerPoint version has been created for training days/workhops with extra explanatory notes under many slides: also see the PDF version where these notes are added to each slide as a footnote
Joan Dickie: Primary Languages [email protected]
Primary Languages Adviser Norfolk LA::2005-2011 / Committee member : ALL SIG: Primary Languages 2013/14
Introduction: Slides 1-4: Content; 2014 curriculum guidance & Ofsted
Section 1: Slides 5-19: Addressing your mixed age needs through Long Term planning:•Long term planning: explanation/discussion of rolling programme models : •Group activities: Slides 7 & 19
Section 2: Slides 20-34: From long to medium rolling programmes: •Adding context, structures and skills•Creating your own OR adapting published resources. •The principles of planning for New and Returning Pupils •Group/paired activity: Slide 34
Section 3: Slides 35-47:Clarifying linguistic progression:• Understanding ‘next steps’ in language learning: 3 paths of progression•Challenging Returning Pupils & ideas for assessment and self-assessment•Group/paired activities: Slides 43 & 47
Section 4: Short term planning: Slides 48-55• Showing acknowledgement of mixed age issues in short term planning
Content
2014 curriculum: Key statements to support a mixed age approach
Purpose of study: ‘Language teaching should provide the foundation for learning further languages… ‘
Aims: ‘…speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, asking questions and continually improving the accuracy of pronunciation and intonation …’
Subject content: ‘Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language…’
Pupils should be taught to: ‘… listen explore, develop engage, appreciate, describe, broaden, speak, write, read, understand, patterns sounds, words, phrases, sentences, questions, conversations…’
OFSTED comments on Mixed Age teaching:
…mostly, the schools ensured that the schemes were adapted to their needs. However, not all of them adapted their schemes sufficiently, for example to meet the needs of mixed-age classes, older pupils or higher-attaining pupils
…some of the curricular shortcomings found during the survey… work was based on a well-regarded scheme of work but the school had not adapted the content to reflect its own circumstances. For example, the approach to be used in its mixed-age classes was not explained.
Ofsted : January 2011: p16 , para 30 Modern Languages, achievement and challenge 2007-2010: Reference 100042
What mixed age issues exist in your school(s)?
1. @ 30 pupils in KS2: 1 class: Y3/4/5/6 2. @ 60 pupils in KS2: 2 classes: Y3/4 ; Y5/6
3. @ 90 pupils in KS2: 3 classes: Y3/4 ; Y4/5 ;Y5/6
4. @ 180 pupils in KS2: 6 classes: Y3/4 x3 ;Y 5/6 x 3
Also…
5. Do class ‘mixes’ vary from year to year?
6. Is there a KS1/KS2 issue? Eg Y2/3 + Y 4/5/6
Activity 1aHow do schools plan for mixed ages in other curriculum areas?
LONG
MEDIUM SHORT
‘Mixed age’ schools are used to asking the question:
Long term planning normally entails a rolling programme which identifies a different context or set of resources each year e.g.
English: YA & YB: use texts by different authors
History: YA & YB: study different historical periods
Maths: YA & YB : use different text books/resources to revisit a topic (eg symmetry)
Medium term planning identifies appropriate learning outcomes so that Returning Pupils (RP) revisit and extend skills /concepts that are introduced to New Pupils (NP) e.g.
Maths: Symmetry: 3 lessons
NP will be introduced to symmetry and practise recognition and simple diagrams
RP will revise their knowledge and be challenged to complete more complex tasks
Short term planning identifies differentiated tasks given to NP and RP e.g.Maths: Symmetry: Lesson 1:
NP use mirrors to investigate whether shapes are symmetrical
RP try this task without mirrors ( and then use mirrors to check their answers)
‘how can we plan for mixed ages in all curriculum areas…?’
How can similar mixed age planning principles be applied to LANGUAGES?
Long term planning normally entails a rolling programme which identifies a different context or set of resources each year e.g.
Languages: Option 1: YA & YB: cover similar key structures in L1 using different resources
Option 2: YA & YB: cover similar skills in different languages: YA/L1 Y2/L2
Medium term planning identifies appropriate learning outcomes so that Returning Pupils (RP) revisit & extend language structures & skills that are introduced to New Pupils (NP) e.g.
Languages: : 3 lessons to learn numbers 1-12 (Y3/4)NP will be introduced to numbers 1-12 & expected to learn in sequence , recognise + copy written word:
RP will revise their knowledge of numbers 1-12 in sequence and be challenged to complete more complex tasks: eg count backwards , say out of sequence, read and write from memory
Short term planning identifies differentiated tasks given to NP and RP e.g.
Languages: Numbers Lesson1: NP learn 1-6 in order with whole class: Activity: play small ball throwing game, reciting numbers in order
RP revise 1-6 with whole class : Activity: play dice game with 1-6 (out of order recall)
Summary:3 key principles of mixed age planning
(…to be returned to in sections 2-4)
1: Create an appropriate rolling programme in which key language structures (eg vocabulary phrases) and skills (eg phonics) can be revisited in different contexts.
2: Identify appropriate learning outcomes for NP (new pupils) and RP (returning pupils) where RP are expected to show progression when returning to a previously learnt structure or skill
3: When structures or skills are revisited, plan for differentiated opportunities for Returning Pupils to demonstrate higher level / progressive language skills.’
What sort of rolling programme do you need to follow?
• 2 stable classes (Y3/4, Y5/6)
• All KS2 in one class?
• 3 KS2 classes (3/4;4/5;5/6)
Also…• Do class mixes vary from year to year?...!
• Is there a KS1/KS2 mix? Eg 2/3+ 4/5/6
A 2 year roll
A 4 year roll
A 4 year roll
A 4 year roll
A 5 year roll!
All KS2 learning French one class per year group = no mixed age issues
2013 2014 2015 2016
FrD
FrC
FrD
FrB
FrB
FrD
FrC
FrB
FrA
FrD
FrC
FrB
FrB
FrC
FrB
FrA
Y5
Y4
Y3
Y6
All KS2 learning French ---with two stable mixed aged classes (Y3/4, Y5/6)
following a 2 x 2 year rolling programme
2013 2014 2015 2016
FrA
FrB
FrB
FrA
FrB
FrB
FrA
FrB
FrA
FrA
FrB
FrB
FrB
FrA
FrA
FrA
Y4
Y3
Y6
Y5
A higher level rolling program
me
A lower level rolling
programm
e
Three classes in a Four year KS2: Y3/4; Y4/5; Y5/6…showing how a cohort of 22 per year can split and re-join up in 3 KS2 classes of 30 pupils
2013 2014 2015 2016
22
815
22
158
22
22
815
158
22
22
815
22
158
815
158
22
Y 4/5
Y 3/4
Y 5/6
22 x Y3
22 x Y5
22 x Y6
22 x Y4
Split year groups : Y3/4; 4/5; 5/6following a four year rolling programme in one language
2013 2014 2015 2016
FrA
FrB
FrB
FrC
FrD
FrD
FrC
FrD
FrC
FrC
FrD
FrB
FrB
FrA
FrA
FrA
Y 4/5
Y 3/4
Y 5/6
Differentiated rolling programm
e for year groups: Y3/4 follow
same contexts but at a low
er level than Y4/5 or Y5/6
Split year groups : Y3/4; 4/5; 5/6following a 2 x 2 year rolling programme in two languages
2013 2014 2015 2016
FrA
FrB
FrB
SpA
SpB
SpB
SpA
SpB
FSpA
Sp A
SpB
FrB
FrB
FrA
FrA
FrA
Y 4/5
Y 3/4
Y 5/6
Differentiated rolling programm
e for year groups: Y3/4 follow
same contexts but at a low
er level than Y4/5 or Y5/6
Y3/4/5/6: one mixed age class following a four year rolling programme
2013 2014 2015 2016
FrA
FrB
FrB
FrC
FrD
FrD
FrC
FrD
FrC
FrC
FrD
FrB
FrB
FrA
FrA
FrA
Y6
Y5
Y4
Y3
All pupils taught together but plans show differentiated
expectations/outcomes for different ages/abilities
Y3/4/5/6: one mixed age class following a four year rolling programme
2013 2014 2015 2016
FrA
FrB
FrB
SpA
SpB
SpB
SpA
SpB
SpA
SpA
SpB
FrB
FrB
FrA
FrA
FrA
Y6
Y5
Y4
Y3
All pupils taught together but plans show differentiated
expectations/outcomes for different ages/abilities
Activity 1b:Drafting a long term rolling programme for your school
2014 2015 2016 2017Y6
Y5
Y4
Y3
Section 2:from long to medium rolling programmes
adding context , structures & skills
Two different approaches
1: Specialist teachers may want to create their own medium term rolling programme based on the specific needs & curriculum links of their school
2: Generalist teachers may need to adapt existing resources so they can rely on strong sound files and ready-made activities etc.
A rolling programme for languages can be based on the revisiting of key structures and skills in different contexts
Reminder:3 key principles of mixed age planning
1:Create an appropriate rolling programme in which key language structures (eg vocabulary phrases) and skills (eg phonics) can be revisited in different contexts.
2: Identify appropriate learning outcomes for NP (new pupils) and RP (returning pupils) where RP are expected to show progression when returning to a previously learnt structure or skill
3: When structures or skills are revisited, plan for differentiated opportunities for Returning Pupils to demonstrate higher level / progressive language skills.’
Possible structures and contexts over 4 years
(see 2005 KS2 Framework part 3 p 117-128 for an expansion of these ideas)
Key language structures
YA YB YC YD
AUTUMN To cover each year: greetings, 1-12, name, age, colours, instructions
What is it? jungle animals mini-beasts vehicles toys
Do you have? pencil case pets monsters games
SPRING To cover each year: 13-31, 50,100, days, months, weather, money
Do you like? food fruit clothes sports
Do you want? cafe ice-cream shopping games etc
SUMMER To cover each year: 31-100, ABC, time, lang. portfolio, prepositions
Where is? town countries school places home
What would you like to do?
jobs holidays subjects Olympics
New contexts requiring progression and raised expectations over four years
Stru
ctur
es &
ski
lls re
visi
ted
ever
y ye
ar
Two year rolling programme Y3/4 : Example of revisiting the same structure :
‘Do you have a / As-tu un/une’……in two different contexts
NP: sound/word level : un crayon RP: phrase level: As-tu un crayon/stylo? Oui j’ai un crayon RP+: sentence level: J’ai un crayon rouge dans ma trousse
Year B:Context: pets
Year A: Context: pencil case
NP: New pupils develop skills at a beginning level RP : Returning pupils work towards a higher levelRP+: Able returning pupils are challenged to higher levels
NP: sound/word level : un chienRP: phrase level: As-tu un animal? Oui j’ai un chienRP+: sentence level: J’ai un chien noir et blanc. Il s’appelle Idéfix!
Year B:Context: Pets Y3:Un chienY4:As-tu un animal? Y5:Oui, j’ai un chienY6: J’ai un petit chien blanc
Year A: Context: Classroom Y3: Un crayonY4: As-tu un crayon? Y5: Oui, j’ai un crayonY6: J’ai un petit crayon rouge
Year C: Context: MonstersY3:Une têteY4:As-tu une tête? Y5:Non, j’ai deux têtes!Y6:J’ai deux grandes têtes vertes !
Year D: Context: GamesY3:Un ballonY4:As-tu un ballon? Y5:Oui, j’ai un ballon.Y6:J’ai un grand ballon jaune
Four year rolling programme Example of revisiting the same structure in four different contexts
Planning for a mixed age rolling programme using published resources
• Some existing published resources can be adapted to a 2 x 2 year rolling programme.
• Resources that frequently revisiting structures and skills are the most adaptable
• Use a simpler (sound/word/phrase) resource for Y3/4• Use a more complex (sentence / text based) resource for Y5/6• OR change languages in Y5/6 but work immediately at a higher
phrase/sentence level• A satisfactory and progressive four year rolling programme is more
complex and may require extra units created by a linguistically strong teacher.
A two year rolling programme Y3/4: Early Start French
Key vocabulary is covered both years
eg greetings colours numbers
Key structures covered both years
with different contenteg As-tu…
A: un animalB: un crayon
A two year rolling programme Y3/4: Early Start Spanish
Key vocabulary is covered both years
eg greetings colours numbers
Key structures covered both years
with different contenteg Tienes..
A: hermanosB: un boli
A two year rolling programme Y3/4: Early Start Spanish
This column contains notes including ideas to plan for RP progression
See section 4 for more details
Look out for language holes! • When adapting published units to a long to
medium term rolling programme, some units will be ‘skipped’ in YA and only covered in YB
• Occasionally, therefore, some words and phrases may be met for the first time by NP but already be familiar to RP (who have already covered the ‘skipped’ unit the previous year) …but may not be part of what is actively being taught in a new unit
• KS2 pupils are very adaptable to these circumstances…if NP say they haven’t met something before and you aren’t actively teaching this…ask RP to help them!
Additional ways to express medium-term outcomes (and differentiated assessment criteria) for RP and NP
Teachers will recognise this type of statement which used to be included in QCA Schemes of Work SOW for : all, most and some pupils
•This phraseology also works very well for NP and RP
•The framework / Language Ladder and NC levels may be ‘dated’ but are still relevant
Most NP and all RP will :
•join in with songs and games and use physical response:
•Framework Y3; Breakthrough 1; NC L1
Some NP and most RP will:
•be able to answer in complete phrases sometimes using questions and show greater confidence and understanding Framework Y4; Breakthrough 2; NC L2
A few RP will:
•be able to ask and answer several questions, confidently using accurate pronunciation Framework Y5/6; Breakthrough 3; NC L3
Example of a mixed age activity
Y3/4 pupils play a game of pelmanism: ‘as-tu un animal?’ Y3 expectation: answer questions in single words or short phrasesY4 expectation: ask and answer questions using complete phrases
As a Y4 RP I am returning to this question and must remember to ask it every time:’As-tu un animal?’ I am also trying to use a complete phrase: ‘ J’ai un chien’
As a Y3 NP I can answer with two words. ‘Un
chien’’
Demonstrating a key concept for mixed age planning: ‘…when structures or skills are revisited, plan for opportunities for Returning Pupils to
demonstrate higher level / progressive language skills.’
Activity 2
1.Divide group into NP/RP pairs •Explain that the animal response is linked to the die number thrown
• NP: answer with number + M/F word • RP: answer in complete phrase
2. Whole group practice + large foam die•Throw big die to several nominated NP /RP•Whole group to see number thrown •NP/RP give their level of responseExample: •Throw a 3: NP says: ‘ Trois: une souris •Throw a 6: RP says: ‘Quatre: j’ai un chat orange--- qui s’appelle Garfield!’.
3. NP/RP paired activity: take turns to throw a small die and say the expected word/phrase
4. Whole group feedback
1. un lapin
3. une souris
2. un poisson
4. un chien
5. un éléphant
6. un chat
This is my first year of French but I’m trying to speak single words and short phrases with confidence
I now understand more about French phonics eg. I don’t pronounce the ‘t’ in ‘vert’
My big challenge is now to ask questions and have a 2 way conversation
Knowing the ‘next steps’ …allows teachers to plan for RP activities
…but is the ‘next step’ always just saying a longer phrase?
1. Increased CONFIDENCE in: listening and speaking, reading and writing, using language and language learning strategies independently!
2. Increased UNDERSTANDING of: spoken and written language meanings, grammar, KAL, culture, links between languages etc.
3. Increased COMPLEXITY e.g. saying, reading and writing a little more (such as asking questions); developing pronunciation accuracy etc.
As pupils learn more of the same language (or move to new languages) they will develop:
3 aspects of progression
Incre
asing
confi
denc
e
‘At a glance’ progression Y3-6…plan for RP to be further along the progression path
This chart can be used for speaking, listening, reading, writing
Word and phraseIncluding asking questions
Sound & word
Phrase and sentence
Sentence and short text
Incre
asing
comple
xity
Incre
asing
unde
rstan
ding
Y3/4 Oracy activity: Pelmanism: ‘As-tu un animal?’Y3: Answer questions in single word/short phrases with a confident voiceY4: Ask as well as answer questions with an accurate accent especially
using ‘un / une’ correctly
• When structures or skills are revisited, planning should show activities and opportunities for Returning Pupils to demonstrate increased:– Confidence– Understanding – Complexity (with a strong emphasis on questioning skills)
As a RP I have been challenged try to use more complex language and ask the question and answer in a whole phrase: ’Tu as un animal? Oui j’ai un chien. I must
try & be confident about my accent + pronuncation
I understand I must look for M and F words and use ‘un’ or ‘une’
correctly.
I’m an NP. I’m trying to speak confidently and understand the meanings of different words
Footnote slides 50,51,53
Slides 50An ‘at a glance’ chart for the pelmanism activity (slide 48)•RP + could be gifted and talented and show pupils the next steps•An additional use of this chart could be as a Self Assessment recordSlide 51•After the pelmanism activity, pupils might like to place themselves somewhere on this progression chart: Slide 52•A blank version of this chart could be used to clarify NP/RP differentiation for any activity
Short Term Planning: ‘At a glance’ Pelmanism ‘ speaking challenges’
Phrase & sentence Sentence and short text
Increasing complexity
Incr
easi
ng co
nfid
ence
Incr
easi
ng u
nder
stan
ding
Sound & word Word and phrase(questions)
NP: Answer with single words or short phrases
Some NP , all RP: As 1 but with a confident voice/ accent
RP + : Ask Qs. Give whole sentence answer
Short Term Planning: ‘At a glance’ Pelmanism ‘speaking challenges’
Phrase & sentence Sentence and short text
Increasing complexity
Incr
easi
ng co
nfid
ence
Incr
easi
ng u
nder
stan
ding
Sound & word Word and phrase(questions)
NP: Answer with single words or short phrases
Some NP , all RP: As 1 but with a confident voice/ accent
RP + : Ask Qs. Give whole sentence answer
Sam: very confident with
single words
Sally: can create whole phrases + adjectives but is still
very quiet when speaking aloud
Sanjit: trying to use Q & A
structures
Activity 3a … the next steps
Phrase & sentence Sentence and short text
Increasing complexity
Incr
easi
ng co
nfid
ence
Incr
easi
ng u
nder
stan
ding
Sound & wordWord and phrase(including asking
questions)
NP:
RP:
RP+
Y5/6 Literacy activity NP/RP differentiation challenges whilst sharing a ‘real’ book
I’m Y5 so I’m an NP in this class. My challenge is to look out for cognates because they link to our literacy work…and are fun! My favourite cognate in this book is ‘sombre’.
My partner and I are making gender lists of masculine and feminine words in a book our
teacher has read. We’ve found une histoire, une porte and un escalier’...oh look : ‘une souris!’
I’m Y6: an RP and my extra challenge is to look up words we don’t know in the bilingual dictionary.
Explaining ‘ next steps’ as challenging jobs for NP and RP!
Phrase & sentence Sentence and short text
Increasing complexity
Incr
easi
ng co
nfid
ence
Incr
easi
ng u
nder
stan
ding
Sound & wordWord and phraseIncluding asking
questions
NP: Gender Gatherers: List ‘un/une’ or ‘le/la’ words
RP: Cognate Collectors: Looking and listing cognates
RP+ Dictionary Detectives: Use bilingual dictionary for unknown words
It’s all about new and returning pupils (and teachers) being confident about the next steps in their learning ...
Phrase practice!
Sentence slammer!
Champion chat!
Word whacker!
Playing Word Tennis
Phrase practice !A: J’adore les fraises B: J’aime les bananes ….
Champion Chat!A Moi, :j’adore les pommes mais, je n’aime pas les bananes.et toi? B: Moi, j’ adore les fraises mais je n’aime pas les oranges. Tu aimes le foot?
Word Whacker!A: pomme B: orange A: fraise B: poire A: banane B: orange
www.joandickielanguages.co.uk
Activity 3b : Play the Word Tennis game!
Sentence Slammer!A: Je m’appelle Lucy, j’ai dix ans et j’adore les fraisesB: Je m’appelle Alex; j’ai onze ans et j’adore les poires
Training Suggestion•Teachers divide into pairs and decide which level they can play at (and which language)•Do a whole group modelling session•In pairs, take turns to say a word/phrase/sentence (pretending to play tennis with your words)•Discuss the outcome as whole group. Could you do this with NP and RP in the same class? What vocabulary /structures might it work for?
Mixed age short term planning…with separate learning outcomes for NP&RP
and a column for ‘Confidence, Understanding ,Complexity’ differentiation opportunities.
Short-term planning: a close-up
Differentiated learning
outcomes for NP/RP
a dedicated column for Complexity, Understanding Confidence differentiation opportunities
REMINDER!
Quel temps fait-il à Toulouse?A Toulouse il fait froid...brrrr!
If you are ever stuck for a ‘next step’ challenge…remember to encourage RP to :...ask as well as answer questions!
Celebrating mixed ages!The revisiting of key language structures and skills is excellent PL practice
Returning pupils will be able to:
•develop their confidence, understanding & complexity in oracy and literacy skills, in particular questioning
•apply and extend their knowledge of grammar and learning strategies
•be motivated to use revisited language in particular whilst helping ‘new’ pupils
Good luck with your
planning!
Make sure your planning shows that you are both
recognising and addressing your mixed
age issues
Good Luck!
Good Planning is the Key to Mixed Age success
