KS2 Languages: Training guidance Planning for progression in mixed age classes

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 please be source referenced. If you wish for an in-person training day/workshop, please contact me by email. Further mixed age ideas are on my website

This PowerPoint version has been created for training days/workshops with extra explanatory notes under many slides: also see the PDF version where these notes are added to each slide as a footnoteJoan Dickie: Primary Languages [email protected] joandickielanguages.co.ukPrimary Languages Adviser Norfolk LA::2005-2011 / Committee member : ALL SIG: Primary Languages 2013/14

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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 skillsCreating 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 progressionChallenging Returning Pupils & ideas for assessment and self-assessmentGroup/paired activities: Slides 43 & 47

Section 4: Short term planning: Slides 48-55 Showing acknowledgement of mixed age issues in short term planning

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2014 curriculum: Key statements to support a mixed age approachPurpose 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, [email protected]

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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 [email protected]

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Section 1:Addressing your mixed age needs through Long Term [email protected]

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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

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Activity 1aHow do schools plan for mixed ages in other curriculum [email protected] MEDIUMSHORT

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Mixed age schools are used to asking the question:

[email protected] 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 authorsHistory: YA & YB: study different historical periodsMaths: 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 tasksShort term planning identifies differentiated tasks given to NP and RP e.g.Maths: Symmetry: Lesson 1: NP use mirrors to investigate whether shapes are symmetricalRP try this task without mirrors ( and then use mirrors to check their answers)how can we plan for mixed ages in all curriculum areas?

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How can similar mixed age planning principles be applied to [email protected] 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 resourcesOption 2: YA & YB: cover similar skills in different languages: YA/L1 Y2/L2Medium 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 orderRP revise 1-6 with whole class : Activity: play dice game with 1-6 (out of order recall)

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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.

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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)

AlsoDo class mixes vary from year to year?...!

Is there a KS1/KS2 mix? Eg 2/3+ 4/5/6

[email protected] A 2 year rollA 4 year rollA 4 year rollA 4 year rollA 5 year roll!

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All KS2 learning French one class per year group = no mixed age issues

2013 2014 2015 2016

[email protected] FrDFrCFrDFrBFrBFrDFrCFrBFrAFrDFrCFrBFrBFrCFrBFrAY5Y4Y3Y6

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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

[email protected] FrAFrBFrBFrAFrBFrBFrAFrBFrAFrAFrBFrBFrBFrAFrAFrAY4

Y3Y6

Y5A higher level rolling programme A lower level rolling programme

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Three classes in a Four year KS2: Y3/4; Y4/5; Y5/6showing how a cohort of 22 per year can split and re-join up in 3 KS2 classes of 30 pupils

2013 2014 2015 2016

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22158

2222815

158

2222815

22158

815

158

22Y 4/5Y 3/4Y 5/622 x Y322 x Y522 x Y622 x Y4

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Split year groups : Y3/4; 4/5; 5/6following a four year rolling programme in one language

2013 2014 2015 2016

[email protected] FrAFrBFrBFrCFrDFrDFrCFrDFrCFrCFrDFrBFrBFrAFrAFrAY 4/5Y 3/4Y 5/6Differentiated rolling programme for year groups: Y3/4 follow same contexts but at a lower level than Y4/5 or Y5/6

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Split year groups : Y3/4; 4/5; 5/6following a 2 x 2 year rolling programme in two languages

2013 2014 2015 2016

[email protected] FrAFrBFrBSpASpBSpBSpASpBFSpASp ASpBFrBFrBFrAFrAFrAY 4/5Y 3/4Y 5/6Differentiated rolling programme for year groups: Y3/4 follow same contexts but at a lower level than Y4/5 or Y5/6

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Y3/4/5/6: one mixed age class following a four year rolling programme

2013 2014 2015 2016

FrAFrBFrBFrCFrDFrDFrCFrDFrCFrCFrDFrBFrBFrAFrAFrAY6

Y5

Y4

Y3All pupils taught together but plans show differentiated expectations/outcomes for different ages/abilities

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Y3/4/5/6: one mixed age class following a four year rolling programme

2013 2014 2015 2016

FrAFrBFrBSpASpBSpBSpASpBSpASpASpBFrBFrBFrAFrAFrAY6

Y5

Y4

Y3All pupils taught together but plans show differentiated expectations/outcomes for different ages/abilities

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Activity 1b:Drafting a long term rolling programme for your [email protected]

2014201520162017Y6Y5Y4Y3

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Section 2:from long to medium rolling programmes adding context , structures & [email protected]

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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.

[email protected] A rolling programme for languages can be based on the revisiting of key structures and skills in different contexts

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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.

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Possible structures and contexts over 4 years(see 2005 KS2 Framework part 3 p 117-128 for an expansion of these ideas)

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New contexts requiring progression and raised expectations over four yearsStructures & skills revisited every year

Key language structuresYAYBYCYDAUTUMNTo cover each year: greetings, 1-12, name, age, colours, instructionsWhat is it?jungle animalsmini-beastsvehiclestoysDo you have?pencil casepetsmonstersgamesSPRINGTo cover each year: 13-31, 50,100, days, months, weather, moneyDo you like?foodfruitclothessportsDo you want?cafeice-creamshoppinggames etcSUMMERTo cover each year: 31-100, ABC, time, lang. portfolio, prepositionsWhere is?towncountriesschool placeshomeWhat would you like to do?jobsholidayssubjectsOlympics

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Two year rolling programme Y3/4 : Example of revisiting the same structure : Do you have a / As-tu un/unein two different contexts

[email protected] NP: sound/word level : un crayon RP: phrase level: As-tu un crayon/stylo? Oui jai un crayon RP+: sentence level: Jai un crayon rouge dans ma trousseYear 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 levelsNP: sound/word level : un chienRP: phrase level: As-tu un animal? Oui jai un chienRP+: sentence level: Jai un chien noir et blanc. Il sappelle Idfix!

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Year B:Context: Pets Y3:Un chienY4:As-tu un animal? Y5:Oui, jai un chienY6: Jai un petit chien blancYear A: Context: Classroom Y3: Un crayonY4: As-tu un crayon? Y5: Oui, jai un crayonY6: Jai un petit crayon rouge Year C: Context: MonstersY3:Une tteY4:As-tu une tte? Y5:Non, jai deux ttes!Y6:Jai deux grandes ttes vertes !Year D: Context: GamesY3:Un ballonY4:As-tu un ballon? Y5:Oui, jai un ballon.Y6:Jai un grand ballon jaune [email protected] Four year rolling programme Example of revisiting the same structure in four different contexts

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Planning for a mixed age rolling programme using published [email protected] 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 adaptableUse a simpler (sound/word/phrase) resource for Y3/4Use a more complex (sentence / text based) resource for Y5/6OR change languages in Y5/6 but work immediately at a higher phrase/sentence levelA satisfactory and progressive four year rolling programme is more complex and may require extra units created by a linguistically strong teacher.

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[email protected] A two year rolling programme Y3/4: Early Start FrenchKey vocabulary is covered both yearseg greetings colours numbersKey structures covered both years with different contenteg As-tuA: un animalB: un crayon

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[email protected] A two year rolling programme Y3/4: Early Start SpanishKey vocabulary is covered both yearseg greetings colours numbersKey structures covered both years with different contenteg Tienes..A: hermanosB: un boli

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[email protected] 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

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Rigolo (OUP)Year A Year [email protected]

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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 circumstancesif NP say they havent met something before and you arent actively teaching thisask RP to help them!

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Additional ways to express medium-term outcomes (and differentiated assessment criteria) for RP and [email protected] Teachers will recognise this type of statement which used to be included in QCA Schemes of Work SOW for : all, most and some pupilsThis phraseology also works very well for NP and RPThe framework / Language Ladder and NC levels may be dated but are still relevantMost NP and all RP will :join in with songs and games and use physical response: Framework Y3; Breakthrough 1; NC L1Some 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 L2A few RP will:be able to ask and answer several questions, confidently using accurate pronunciation Framework Y5/6; Breakthrough 3; NC L3

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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 phrases Y4 expectation: ask and answer questions using complete [email protected] 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: Jai 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.

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Activity [email protected] 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 dieThrow big die to several nominated NP /RPWhole 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: jai un chat orange--- qui sappelle 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 lapin3. une souris2. un poisson4. un chien5. un lphant6. un chat

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[email protected] Section 3: Clarifying linguistic progression

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This is my first year of French but Im trying to speak single words and short phrases with [email protected] I now understand more about French phonics eg. I dont pronounce the t in vertMy big challenge is now to ask questions and have a 2 way conversationKnowing the next steps allows teachers to plan for RP activitiesbut is the next step always just saying a longer phrase?

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[email protected] Increased CONFIDENCE in: listening and speaking, reading and writing, using language and language learning strategies independently!Increased UNDERSTANDING of: spoken and written language meanings, grammar, KAL, culture, links between languages etc.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

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Increasing confidenceAt a glance progression Y3-6plan for RP to be further along the progression pathThis chart can be used for speaking, listening, reading, writing [email protected] Phrase and sentenceSentence and short textIncreasing complexityIncreasing understanding

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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:ConfidenceUnderstanding Complexity (with a strong emphasis on questioning skills)[email protected] 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 jai 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.Im an NP. Im trying to speak confidently and understand the meanings of different words

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Footnote slides 50,51,53Slides 50An at a glance chart for the pelmanism activity (slide 48)RP + could be gifted and talented and show pupils the next stepsAn additional use of this chart could be as a Self Assessment recordSlide 51After the pelmanism activity, pupils might like to place themselves somewhere on this progression chart: Slide 52A blank version of this chart could be used to clarify NP/RP differentiation for any activity [email protected]

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Short Term Planning: At a glance Pelmanism speaking [email protected] Phrase & sentenceSentence and short textIncreasing complexityIncreasing confidenceIncreasing understandingSound & wordWord and phrase(questions)NP: Answer with single words or short phrasesSome NP , all RP: As 1 but with a confident voice/ accentRP + : Ask Qs. Give whole sentence answer

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Short Term Planning: At a glance Pelmanism speaking [email protected] Phrase & sentenceSentence and short textIncreasing complexityIncreasing confidenceIncreasing understandingSound & wordWord and phrase(questions)NP: Answer with single words or short phrasesSome NP , all RP: As 1 but with a confident voice/ accentRP + : Ask Qs. Give whole sentence answerSam: very confident with single wordsSally: can create whole phrases + adjectives but is still very quiet when speaking aloud Sanjit: trying to use Q & A structures

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Activity 3a the next [email protected] Phrase & sentence

Sentence and short text

Increasing complexityIncreasing confidenceIncreasing understandingSound & wordWord and phrase(including asking questions) NP:RP:RP+

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Y5/6 Literacy activity NP/RP differentiation challenges whilst sharing a real book

[email protected] Im Y5 so Im an NP in this class. My challenge is to look out for cognates because they link to our literacy workand 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. Weve found une histoire, une porte and un escalier...oh look : une souris!

Im Y6: an RP and my extra challenge is to look up words we dont know in the bilingual dictionary.

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Explaining next steps as challenging jobs for NP and RP! [email protected] Phrase & sentence

Sentence and short textIncreasing complexityIncreasing confidenceIncreasing understandingSound & wordWord and phraseIncluding asking questions NP: Gender Gatherers: List un/une or le/la wordsRP: Cognate Collectors: Looking and listing cognatesRP+ Dictionary Detectives: Use bilingual dictionary for unknown words

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Its all about new and returning pupils (and teachers) being confident about the next steps in their learning [email protected] Phrase practice! Sentence slammer! Champion chat! Word whacker!Playing Word Tennis

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Phrase practice !A: Jadore les fraises B: Jaime les bananes .Champion Chat!A Moi, :jadore les pommes mais, je naime pas les bananes.et toi? B: Moi, j adore les fraises mais je naime pas les oranges. Tu aimes le foot?Word Whacker!A: pomme B: orange A: fraise B: poire A: banane B: orangewww.joandickielanguages.co.ukActivity 3b : Play the Word Tennis game!Sentence Slammer!A: Je mappelle Lucy, jai dix ans et jadore les fraisesB: Je mappelle Alex; jai onze ans et jadore les poiresTraining SuggestionTeachers divide into pairs and decide which level they can play at (and which language)Do a whole group modelling sessionIn 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?

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Section 4: Short-term [email protected]

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Mixed age short term planningwith separate learning outcomes for NP&RP and a column for Confidence, Understanding ,Complexity differentiation opportunities.

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Short-term planning: a close-up Differentiated learning outcomes for NP/RP

a dedicated column for Complexity, Understanding Confidence differentiation opportunities

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[email protected] Example of completed short term plan: Early Start French

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REMINDER!

[email protected] Quel temps fait-il Toulouse?A Toulouse il fait froid...brrrr!If you are ever stuck for a next step challengeremember to encourage RP to :...ask as well as answer questions!

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Celebrating mixed ages!

The revisiting of key language structures and skills is excellent PL practice

Returning pupils will be able to:

[email protected] 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

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[email protected] 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

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Schools and trainers are free to use and adapt the ideas expressed here but my source reference would be appreciated in any public training sessions.

If schools or trainers require additional advice and support please contact me at [email protected]

*This PP is in 4 sections . It provides a whole days training/workshop and can divided into morning sessions ( sections 1 &2) and afternoon ( 3&4) according to your training needs.*You/ your audience may now be quite familiar with the new PoS.

These are key points that will be returned to throughout this mixed age training*My experience over many years teaching and advising in small schools is that the mixed age issue is rarely acknowledged at the start of a new initiative and always seems to be an afterthought. My research within the DfE in 2005 suggested that 20% of KS2 are taught in mixed age classes. Although mainly a small school issue there are quite a few urban schools forced to mix ages due to uneven cohorts. The greatest challenge is where the mixes and class structures vary from year to year! These OFSTED quotes from the Jan 2011 report show that at least they are taking note of the mixed age issue. This guidance will hopefully help you to adapt your schemes to meet the needs of mixed age classes.**These figures are purely illustrative and a training group of 30 schools is likely to have 30 different sets of pupil numbers.Take a hands-up poll of your group : I sometimes have card placers on tables in a large, multi-school training session for schools with similar mixed age issues to sit together so that any activities and discussions can allow them to swap notes. My experience running many mixed age training sessions is that about half a group will have a clear-cut 3/4 and 5/6 arrangement that never varies. The other variations are the greatest challenge, in particular when pupil numbers are uncertain from year to year. *It is important for specialist teachers, in particular, to realise that within one school all subjects will need mixed age planning and it is worth talking to subject teachers from mixed age primary schools about their challenges and solutions. If your training group has generalist teachers from mixed age schools ask them how they plan for other subject areas eg. English, Maths, humanities: Long/Medium/Short or set this is a short whole group task and feedback

*If you have had feedback from slide 7: you should have responses similar to the summary on this slideOne solution (eg in English and Maths) is for pupils to work in differentiated groups: sometimes working with a TA, sometimes with the teacher and sometimes working independently. Independent or TA led groups are far less feasible in foreign languages as pupils cannot sustain independent work for long and TAs rarely have the language skills to lead groups.My solution is for teachers to treat the class as one group and to differentiate tasks by expected outcomes : see next slide*Here is a similar version to the last slide but for languages.These ideas ( New Pupil/ Returning Pupil) are summarised on the next slide and will be returned to in Section 2*This slide will return!*NB If your audience have to plan for mixed ages in other subject areas, they will already be familiar with rolling programmes.The two year roll is the easiest solution.If a school has to use a four (5?) year roll this is the greatest challenge; especially for the non-specialist teacher.This PP mainly assumes you will be studying one language for four years. However the four year roll is hugely helped by changing language after two years reference will be made to this approach in slides 14 to16 Note : as this PP is about mixed age combinations issues I do not diverge onto which is the best model: one language for four years or more than one?. However, I sit firmly in the latter camp for reasons of non-specialist limited expertise and desirability to introduce KS2 pupils to generic language skills linked to their first languageas well as ease of planning in a mixed age setting. **Lets look at a typical KS2 in a 4 class school; the red group are Year 4 now and will be Y6 in 2016: they sit in classes with children of the same age There are no mixed age issues and each class can progress in complexity as the years go by*Now imagine there are only two classes in this KS2 Y3/4 & Y5/6 , as there are not enough pupils of each age group to make a complete class of @ 30 pupilsNB: not only rural schools have this model as many urban schools have imbalanced year groups. Eg a larger school of 180 KS2 pupils might have: 45x Y3 ; 45 x Y4 ;45 x Y5 ; 45xY6 . The solution is to have mixed age classes with 3 xY3/4 classes of 30 and 3 xY5/6 classes of 30.Note that, after the first year of learning a new language, the older pupils in each class will be RP : returning pupils and the younger pupils: NP or new pupils*The next two slides are pretty complicated for anyone not used to a KS2 with 3 classes so Ive taken away language references and shown a school with:22 pupils per year group divided into 3 x KS2 classes of 30 pupils each Note that schools often use this as an opportunity for differentiation (usually related to achievement in core subjects): so struggling Y4 may remain with the Y3 for an extra year. Equally high achieving Y5 may work as a minority with Y6. The middle class can pose its own problems as it may have the 15 lower achieving older pupils with the 15 higher achieving younger pupils! Some schools will divide just on age with occasional exceptions for particular HAPs and LAPs*This diagram represents a school as per the previous slide with a KS2 cohort of about 90 with about 22 pupils per age group. The 90 pupils are split into 3 classes of 30 : Y3/4; Y4/5 andY5/6. This four year roll is very challenging to sustain adequately and rigorously through to Year 6, especially if a teacher is not a specialist, as the necessary differentiation of who has covered what and to what level, becomes increasingly complex as years go by: see next slide.*This is the same school set up as the previous slide but the challenge of maintaining quality, rigour and differentiation through to year 6 is helped by changing language.Experience in Norfolk has shown that pupils who have already studied one language do NOT start right back at the beginning with their second language. Pupils transfer skills and become adept at phrase and sentence level much more quickly with the second language and relish making comparisons between languages. Non-specialist teachers who may imagine that switching languages might be too difficult, perhaps underestimate the challenge they will have maintaining quality teaching (into quite complex grammatical points) and pupil interest and challenge through to Y6 in the first language. It is however only recommended to change languages if schools use a quality resource with strong sound files as the prime teaching aid.If transition is an issue ( eg neighbouring schools doing 4 years of French: a post SATs French booster for Y6 in the Spanish years may help to rekindle their French with the advantage of another Romance language to back up key grammatical/linguistic knowledge.A 2 or more language model IS acceptable from 2014 onwards if a school can show progression and substantial progress in at least one language

* A few very small schools remain (eg. about 50 in Norfolk) where all KS2 are in one class of maybe 28 pupils : an average of 7 per year group. Following the red group ( Y3 in 2013) ; they are new pupils (to a language) in 2013 , who then become returning pupils with increasing subject knowledge in the next three years. Planning would show them as RP+3 by the time they reach Y6The teachers challenge here is to teach all pupils together but to increasingly challenge the older pupils to produce more complex, confident and more accurate languageThis model also allows the teacher to completely change language in different years, possibly linked to other curriculum areas and resources availableor do two years of L1 and two years of L2 as in previous slide 13 : See next slide

*This model also allows the teacher to completely change language in different years, possibly linked to other curriculum areas and resources availableEg: or do two years of L1 ( French) and two years of L2 (Spanish)Use this blank chart (make photocopies) for participants to sketch out their mixed age class combinations and a possible 4 year rolling programme to suit their needs.If schools study a language in KS1 it also needs acknowledging Feedback and discuss*Follow the framework picture for a specialist approachFollow the Early Start picture for a resource led approach*Slides with the framework picture explain a specialist approachSlides with the Early Start logo explain a resource-led approach**This slide is very full: it may be worth printing it out and letting your audience study it in pairs and conclude how this can provide mixed-age planning over four years.Remember :the three key ideas are 1: Change context each term/year 2: Return to key structures each year 3. Raise linguistic expectations as pupils progressNB this approach is too complex for teachers with limited language knowledge to follow over 4 years Certain core topics ( eg greetings/ numbers) will have to be covered each year where there are new pupils arriving in a classSee the notes under the next slide for an example of how one structure could be used over 4 years.These ideas are expanded upon in the framework document , Part 3 p 117-128, which trainers may like to useSpecialist teachers could choose any topic areas and link with other curriculum areas**Here is an example of a two year roll from the prvious slide: YA/YB: second half autumn termThe same structure: as-tu un/unedo you have a is used both years but with different vocabulary: pencil-case words and pets The whole class is taught together, using DVDs, real objects etc (not the same ones in each year) RP (returning pupils) , who learnt the phrase last year in a different context/ through a different resource, should be expected to use it with greater confidence and accuracy in whole phrases or even sentences, perhaps incorporating other language learnt the previous year, such as colours. RP+ allows for gifted and talented or pupils inthier 3rd or 4th returning year ( as in a 4 year KS2 class) *It is quite a task to take the same structure over four years and keep your teaching fresh and your older pupils challenged to sentence/text level A specialist teacher with strong subject knowledge and time to prepare fresh and relevant material may be up to the task but it is asking a great deal of the non-specialist especially as few resources (currently, no resources!) support mixed age planning over 4 yearsMy preferred option for schools who need to use a rolling programme , taught by non-specialists, is to change language every two years and create 2 x 2 year rolls using strongly supportive resources (eg Early Start). This is acceptable in 2014 onwards IF your planning shows progression from L1 to L2I have written 2 x 2 year rolling programmes for Early Start French, Spanish and German: available to download from the Primary Wiki*Even if you are fluent in a languageif you are teaching 13 other subject areas you will not have time to create original language lessons every week. Also you are one adult individual and children need to hear a variety of native speaker voices, especially the higher pitches of children of their own age.You are not failing by basing your mixed age planning on a good resource that has, in particular, great sound files and video. You are freeing up your time to be a fresh and enthusiastic teacher.Note: again if you have to follow a four year rolling programme do consider changing languages every two yearseven if this is not necessarily the first national recommendation. You will find that Y5/6 become very good at transferring skills and will reach quite a satisfactory level in the second language. Your strong defence of this approach is your mixed age needs.This is a 2 year rolling programme using a published resource to support non-specialists ( or busy specialists)Key vocabulary is returned to each year but using a different resource (eg for numbers, colours, greetings)Key structures can often be found in different chapters of one resource ( eg As-tu? Aimes-tu etc.) but you sometimes need to mix and match two levels of a resource OR use different resourcesThese Early Start plans are available on the Primary Languages Wiki for French/German/Spanish

*The same idea for Spanish *This is another close up of the Early Start medium term planning with reference to the 3 aspects of progression : Confidence, Understanding and Complexity *I have also created a 2 year rolling programme with Rigolo ( used to be Nelson Thornes but now OUP) This worked well because, as a resource it returns to similar structures quite frequently. You will note that I have not recommended you to use units 1-6 in year A and units 7-12 in YB: this is because 7-12 are slightly more complex.Ive created medium term plans and a suggested short term planning sheet too. Send me an email if youd like copies: [email protected]. I will try to get the publishers permission to put them on the wiki*The Rigolo rolling programme has a few but not many language holes. For example, one unit uses a couple of colours incidentally before NP will have come across them*The QCA-speak way of expressing medium term outcomes for higher and lower attainers fits quite well with NP and RP outcomes too.*Teachers might choose to pair RP with NP or to keep them in their year groups. Pupils of this age are very capable of understanding (and verbalising) the expected outcomes of such an activityYeswhat does happen is that NP start to react like RP and pick up phrases quickly!RP can take pride in being expected to produce more complex language.Hint: if you are playing pelmanism with black and white pictures photocopied onto A4 paper: place a playing board of black sugar paper on the desk so pupils cant see through to the picture!Hint: pupils who are reluctant to speak aloud are often very happy for a puppet to speak for them!*This is a similar activity but designed for a group training session with minimal resources Resources needed: 1)This IWB slide 2) a large foam die 3) several 1-6 dice for pairs of teachersNB change the language if necessary or allow teachers to respond in a different language if they are more comfortable?*Pupils should be made aware of what their next steps could be, expressed appropriately for KS2 pupils.NP and RP should begin to develop awareness of how to learn a language*Pupils should be made aware of what their next steps could be, expressed appropriately for KS2 pupils.NP and RP should begin to develop awareness of how to learn a language*The increasingly complex sound/word/ phrase/ sentence/ short text development is only part of what it means to progress in a language.

Teachers and pupils are encourage to see the confident and accurate pronunciation or reading of even a single word (eg chat) as a progressive step where a pupil shows the understanding of using: a different phonic code, keeping the last letter silent, using a sh sound for a ch grapheme etc. *This diagram combines the different areas of progression. Note the colour and word references to the 2005 FrameworkA pupil travelling upwards on any of the arrows is making progression.RP pupils should aim to be further along this progression path than NP pupils *Returning to the pelmanism activity (slide 23) but incorporating the ideas of Confidence and Understanding as well as Complexity*An at a glance chart for the pelmanism activity.Self assessment activity (in pairs) After an activity, pupils might like to place themselves somewhere on this progression chart: see next slide A blank version of this chart could be used to clarify NP/RP differentiation for any activity (see activity 3 slide 34)RP + could be gifted and talented and show pupils the next steps*Pupils placing themselves on this chart AFTER an activity*Use printed versions of this chart: divide group into 2s and 3s: give each small group one language activity on a card and ask them to decide on the next steps to be explained to Y3/4 pupils OR Y5/6 pupils who are NP, RP or RP+ ( gifted and talented RP)Suggested activities: 1) Preparing a puppet show 2) preparing a wall display on pets 3) creating a multi-media presentation to send to a partner school 4) playing a board game with cards and dice 5)making folding small books on current topic. Feed back *This activity is an example of how older pupils (eg 5/6) can work more independently and really begin to understand differentiated challenges. The big book being used is one of my favourites: Une histoire sombre by Ruth Brown. Although written for younger readers, the intricate illustrations capture the attention of older pupils as a cat creeps around an old castle: giving opportunities to revisit the books several times for work on prepositions, rooms, furniture, cognates and gender. It is still in print but as a slightly smaller edition now.*Explaining next steps to pupils merely as levels is not very exciting! I dont think youd be able to think of original concepts for every task but occasionally express your differentiated expectations as specific challenges for NP and RP ( RP+ could be gifted and talented RP)Other activities that could be expressed in this way could be: filming role plays , where RPs are the director, script writer and stars with NP as camera crew, wardrobe and extras. The NP know that theyll have the starring roles next year!*For some activities, pupils could be involved in expressing their own challenges to improve their language learning. Seeing RP in the same class as them will definitely give NP an idea of where they can aiming for over the next year.With new vocabulary and structures, pupil pairs can decide which tennis level they are able to play atPlay this game with your whole training group: See next slide*NB begin by playing this game with the whole group with selected individuals to model the four different levels *Combining all the ideas from this presentation into a single page planning sheet helps teachers focus on differentiation in their mixed age class. This is evidence that care is being taken to differentiate (see Ofsteds criticisms in slide 2)*Combining all the ideas from this presentation into a single page planning sheet helps teachers focus on differentiation in their mixed age class. This is evidence that care is being taken to differentiate (see Ofsteds criticisms in slide 2)*A close-up of the previous slide clarifying how to include RP/NP differentiation opportunities in a short term plan*This completed planning sheet is probably more complex than most teachers will have time for . Fewer words in most spaces will suffice.NB dont feel that you need to differentiate every activity. RP sometimes need to relax into a less challenging comfort zone.

However wouldnt it be great if you gave the class a task and the RP ask: What is our challenge? your answer of course might be: well if this is the task what do you think your challenge could be? This could be great evidence of their growing understanding of progression in language learning*A close-up of previous slide***A reminder thatthough the mixed age issue can seem a headache it can also be helpful and force teachers to take language acquisition slowly with lots of repetitionensuring much better outcomes long term.*Planning is KEY! Make sure you have evidence that you are actively differentiating for your mixed age classes (see Ofsted slide at beginning of presentation)

Documents

KS2 Languages: Training guidance Planning for progression in mixed age classes