Lift Off for Primary Languages!

Entitlement Update Briefings for Head Teachers in Sandwell KS2 Schools

Tuesday 23rd March 2010 and

Thursday 25th March 2010

Lift Off for Primary Languages! Entitlement 2009-10(What head teachers and subject co-ordinators need to know)

1 What does KS2 Languages Entitlement actually mean?

2 Which language(s) should we be teaching?

3 What does a good primary language lesson look like?

4 How do languages fit within the wider primary curriculum?

5 How can I ensure sustainability?

6 What support is available to develop language teaching and learning in the primary school?

7 Looking ahead

1 What does KS2 Languages Entitlement actually mean?

The cornerstone of the National Languages Strategy for England (DfES 2002) is the introduction of an entitlement to language learning for every pupil in KS2 in the academic year 2009-2010.

What this actually means is that every child of KS2 age should have the chance to learn a language.

More succinctly the NLS sets out entitlement as follows:

• “Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning. By age 11 they should have the opportunity to reach a recognised level of competence on the Common European Framework, and for that achievement to be recognised through a national scheme. The Key Stage 2 language learning programme must (…) be delivered at least in part in class time”

• Languages for All, Languages for Life p15.

The national picture is expectedly patchy with some areas who traditionally have had good prior expertise in this field (eg Kent) having started preparing for this for some considerable time; other areas have many schools who are just starting.

• National Foundation for Educational Research (NFER) “Primary Modern Foreign Languages: Longitudinal survey of implementation of national entitlement to language learning at Key Stage 2”

• Most recent accurate figures (2008):• 92 % of all primary schools are doing some

PMFL with some classes in curriculum time, • 69 % of all primary schools teach PMFL across

all 4 years of KS2 (though not necessarily with due regard to progression).

West Bromwich North

West Bromwich Central

OLDBURY TIPTON SMETHWICK ROWLEY REGIS WEDNESBURY

All Saints CE PrimaryEaton Valley Brandhall Primary Glebefields Primary Abbey Junior Blackheath Primary Harvills Hawthorn

Primary

Pennyhillt PrimaryGuns Village Primary Burnt Tree Primary Great Bridge Primary Bearwood Primary Bleakhouse Junior Holyhead Primary

Ferndale PrimaryHargate Primary Causeway Green

PrimaryJoseph Turner Primary Cape Primary Brickhouse Primary Mesty Croft Primary

Grove Vale PrimaryHateley Heath Primary Christ Church CE

PrimaryJubilee Park Primary Crocketts Community

PrimaryCorngreaves Primary Moorlands Primary

Hall Green PrimaryHoly Trinity CE Primary

Langley Primary Ocker Hill Junior Devonshire Junior Grace Mary Primary Old Park Primary

Hamstead JuniorKing George V Primary

Lightwoods Primary Sacred Heart Primary Galton Valley Primary Highfields Primary Park Hill Primary

Holy Name RC Primary

Lodge Primary Moat Farm Junior St Martin’s CE Primary George Betts Primary Old Hill Primary St John's CE Primary

Shenstone Lodge (Special)

Lyng Primary Oakham Primary St Paul’s CE Primary

Rood End Primary Reddal Hill Primary St Mary’s RC Primary

St Margaret’s CE Primary

Newtown Primary Perryfields Primary Summerhill Primary Shireland Hall Primary Rowley Hall Primary Tameside Primary

Whitecrest PrimaryRyders Green Primary Rounds Green Primary Tipton Green Junior St Gregory’s RC. Springfield Primary The Priory Primary

Yew Tree Primary

St Mary Magdalene CE Primary

St Francis Xavier RC Primary

Wednesbury Oak Primary

St Matthew's CE Primary

Temple Meadow Primary

Wood Green Junior

St Hubert’s RC Primary

St Philip's RC Primary Timbertree Primary

St James CE Primary Uplands Manor Primary

Tividale Hall Primary

The Orchard (Special) Victoria Park Primary

Tividale Community Primary

Schools started

Schools preparing to start

No immediate plans to start

71

84%

9

10%

5

6%NFER 2009: 92 %

In Sandwell(Autumn 2009)

Schools started

Schools preparing to start

No immediate plans to start

74

87%

7

8%

4

5%NFER 2009: 92 %

In Sandwell(March 2010)

2 Which language(s) should we be teaching?

1 Schools can decide

2 Use the strengths/ interests of classroom practitioners

3 Talk to main secondary partner school(s)

4 Rose Review suggests “as far as possible the languages offered should be those which children will be taught in KS3”

(Recommendation 23: Independent Review of the Primary Curriculum, 2009)

5 Consider what other local primary schools are doing and collaborate

6 French, Spanish, German most commonly taught languages, plus Italian, plus non- European languages

Different modelsY3 Y4 Y5 Y6Multi lingual experience, including different languages every year; “Language detectives”

“Language detectives”

PMFL 1 PMFL 2

“Language detectives”

PMFL 1 PMFL 2 (= KS3 Language)

PMFL 1 PMFL 2

PMFL 1

Y3 Y4 Y5 Y6

3 What does a good primary language lesson look like?

• Primary practitioners already know what good practice looks like

• PMFL is no different to other curriculum areas in the primary entitlement

• PMFL has its roots in “Excellence and Enjoyment”

• The KS2 Framework for Languages was written with reference to existing guidelines for other subject areas such as Literacy and Numeracy

• The primary teacher is in a position to support and enhance the rest of the curriculum through PMFL

• The primary teacher knows how his/ her children learn best

A “good” lesson may have these qualities:• the content and teacher’s language is well

planned and appropriately differentiated• content is kept “tight” so that different

facets can be explored- a little language goes a long way

• delivery has pace but isn’t rushed• children are given time to explore concepts

independently or in pairs/ groups• questioning is solid and well thought through• Assessment for Learning is used to establish

progress and next steps

• KS2 Framework: • “a climbing frame, not a cage”• offers guidance on key aspects of primary

languages pedagogy• generic and transferable competences

with clear progression over 4 years• sets out to make language learning sit

alongside other areas of the curriculum and feel very much part of the primary school day

2007-08Over-arching findings

(Ofsted reports)

two thirds of schools.

effectiveness good or better

two thirds of schools

achievement and provision graded good or better

one fifth personal development nearly always at least good and outstanding

almost all schools exciting lessons; pupils looked forward to their lessons

What Ofsted thinks …

Strengths

Pupils Teachers Progression

listening skills good; speaking skills mostly developing well. Pupils respond with confidence and enthusiasm to instructions and questions

use a variety of means to help students pronounce well and have good intonation

KAL and IU developing well in some schools, but still some way to go.

What Ofsted thinks …

Strengths

Teaching and Learning

SLT SEF Training

good overall, often supported by native speaker input

very committed to making the initiative work

good and schools generally know what they should improve – e.g. assessment ,monitoring and evaluation

good access

What Ofsted thinks …

Areas for improvement and development

phoneme-grapheme links

early introduction of reading and writing

building on/ celebrating pupils’ own languages

confidence to link languages into daily contexts and themes

building up/ optimising time

self, peer, continuous and summative assessment

collaboration with secondary schools

What Ofsted thinks …

Classroom teacher

Classroom assistant with class teacher supporting

Wherever the class teacher is NOT delivering PMFL there must be constant observation and dialogue to ensure that work is followed through and consolidated in other lessons (see: When). Continuity and consistency are crucial. The children must see that PMFL is valued by adults. Ultimately schools should be building capacity for self- sufficiency (and for cases where teachers are ill, leave, change classes).

Who delivers?

Foreign Language Assistant with class teacher supporting but FLAs are normally only in post between 1st October and 31st May in each academic year, so who will deliver this before and after these dates?Also FLAs need support with KS2 methodology

Designated KS2 class teacher who “does the rounds” and teaches all classes in rotation

with class teacher or classroom assistant supporting

Peripatetic language specialist

with class teacher or classroom assistant supporting

Here especially there must be continuity. The “Spanish and Vanish” model MUST be avoided.

Visiting KS3/ other specialist

with class teacher or classroom assistant supporting

Input from other members of the school community with a background of other languages/ cultures, including parents

with class teacher or classroom assistant supporting

But this is subject of course to CRB clearance.

Who delivers?

When?

NOT recommended

One lesson of 60 minutes of discreet language. No follow-up until the following week.

Good model 20- 30 minutes of discreet teaching and learning + 5 to10 minute follow-ups throughout the week, including in other curriculum areas, such as, registration, circle time and citizenship.

Very good model Embed PMFL in other curriculum areas, eg Numeracy, Literacy, Geography, History, Science, Music, Art, PE, BUT do not allow the PMFL aspect to “dumb- down” the impact and outcomes of the “host” subject are, in other words when using PMFL as part of another lesson, ensure that the work set is appropriate for the challenges and outcomes of the teaching group and of that particular lesson.

Even better model Thematic approach. Many schools are now adopting this approach. This can lead to a very flexible interpretation of the “60 minutes” guideline whereby it could be seen to mean 60 minutes per week averaged over a longer period of time, eg a half-term. In this way themes can be developed sympathetically and flexibly and PMFL can add its perspective as and when required. Longer or shorter amounts of time can be devoted to PMFL, but as part of the over-arching theme.

Even better still… Some schools are further down the road with PMFL and are able to deliver curriculum areas, partially or entirely through the medium of PMFL.

When?

In the classroom.In the hall.In the playground.In other classrooms.Include aspects of it on school trips.At home as part of independent study.Visit foreign markets, such as the Birmingham German Christmas Market.Look at the local environment- supermarkets and what they sell.In collaboration with City Learning Centres and partner secondary schools.

In other words, wherever the rest of the KS2 curriculum is delivered, PMFL has its natural home there too.

Where?

4 How do languages fit within the wider primary curriculum?

• PMFL:• helps children’s confidence in personal

development• creates opportunities to reflect on the ways

children learn• enables children to explore links between

the new language and English and other known languages

• is inclusive• can be taught as part of a thematic

curriculum

5 How can I ensure sustainability?

Consider who delivers• short term solutions may not be beneficial in the

longer term, eg a peripatetic specialist usually but not always has few opportunities to link work with the rest of the curriculum

• and pupils do not value PMFL as much as when the class teacher delivers

• Where a greater number of teachers deliver there are more chances of “carrying on” when someone leaves, temporarily or permanently

• If one teacher delivers and leaves, then what…?• BUT a specialist who leads and supports the others

delivering can be very beneficial, especially when T and L becomes more rigorous in Y5 and 6, and can be good at modelling and upskilling

5 How can I ensure sustainability?

Collaboration

within schoolwithin clusterswith partner secondary schools

5 How can I ensure sustainability?

Consider using a Foreign Language Assistant• May work up to 12 hours a week• Cost approx £8000 pa

• 2010-2011 final TOFF* year to – 1 French FLA to be appointed; no vacancies for this year Schools which have benefitted in the past:

Tividale Community

Ferndale Yew Tree

Grove Vale Whitecrest Uplands Manor

Bearwood Moat Farm St Mary Magdalene

*Try One For Free

5 How can I ensure sustainability?

Consider recruiting from HEIs who provide PMFL as an integral part of their teacher training programme

eg Newman University College

6 What support is available to develop language teaching and learning in the primary school?

• Nationally• Sandwell

7 Looking ahead

• CILT PMFL ezine• Talk to partner primary schools• Talk to partner secondary schools• SEF• Star performers?• 1st September 2011 Year 3

mandatory• Cluster network meetings

  Next PMFL Cluster meeting

Rowley Regis tba

Oldbury Th 29th April, Perryfields Primary, 3.45pm

Tipton W 31st March: Joseph Turner, 4.00pm

Smethwick Th 22nd April: Victoria Park, 4.00pm

West Bromwich North M 10th May: Pennyhill, 4.00pm

West Bromwich Central Tu 18th May: Eaton Valley. 4.00pm

Wednesbury Th 10th June : Wood Green Junior, 3.45pm

• We want to have fun• We want the children to have fun• We want children to learn how to

learn languages• We want children to transfer these

new learning skills across other parts of the curriculum

• A little language goes a long way