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KS 2 Languages Planning 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 advising and teaching in small schools in Norfolk, and throughout the UK, on mixed age language issues.

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KS 2 Languages Planning for progression in mixed age classes

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  1. 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 advising and teaching in small schools in Norfolk, and throughout the UK, on mixed age language issues. Please note that there are additional explanatory notes underneath each slide Joan Dickie July 2013 Primary Languages Consultant Primary Languages Adviser Norfolk LA::2005-2011 Committee member : ALL SIG: Primary Languages 2013/14 KS2 Languages Planning for progression in mixed age classes

  2. Mixed ages:an increasingly recognised issue… …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 : Jan 2011 joandickie1@gmail.com

  3. What mixed age issues exist in your schools? 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? EgY2/3+ Y 4/5/6 joandickie1@gmail.com

  4. ‘Mixed age’ schools are used to this issue! What must mixed age planning include for all curriculum areas…? • Long term planning • a rolling programme to revisit key skills or concepts • thinking about resources/contexts • 2.Medium term planning • aiming to avoid too much repetition • choosing appropriately varied resources or contexts to allow RP (returning pupils) to revisit and extend key skills or concepts whilst introducing them to NP (new pupils) • 3.Short term planning of classroom teaching and activities for: • New Pupilsto first encounter a ‘skill or concept’ : • Returning Pupilsto achieve and show progression / next steps joandickie1@gmail.com

  5. What sort of rolling programme do you need to follow? A 2 year roll • 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 4 year roll A 4 year roll A 4 year roll A 5 year roll! joandickie1@gmail.com

  6. All KS2 learning French ---two stable mixed aged classes (Y3/4,Y5/6)following a 2 x 2 year rolling programme A higher level rolling programme 2013 2014 2015 2016 FrB FrA FrB FrA Y6 FrA FrB FrB FrA Y5 A lower level rolling programme FrA FrB FrA FrB Y4 FrB FrA FrA FrB Y3 joandickie1@gmail.com

  7. Y3/4/5/6: one mixed age class or split year groups : Y3/4; 4/5; 5/6following a four year rolling programme in one language Differentiated rolling programme for year groups: Y3/4 follow same contexts but at a lower level than Y4/5 or Y5/6 2013 2014 2015 2016 FrA FrD FrB FrC Y6 FrA FrD FrB FrC Y5 FrA FrB FrC FrD Y4 FrB FrA FrC FrD Y3 joandickie1@gmail.com

  8. Y3/4/5/6: one mixed age class or split year groups : Y3/4; 4/5; 5/6following a 2 x 2 year rolling programme in two languages Differentiated rolling programme for year groups: Y3/4 follow same contexts but at a lower level than Y4/5 or Y5/6 2013 2014 2015 2016 FrA SpB FrB Sp A Y6 FrA SpB FrB SpA Y5 FrA FrB SpA SpB Y4 FrB FrA FSpA SpB Y3 joandickie1@gmail.com

  9. Long & medium term planningsee the Framework’s suggestions (Part 3 p.117-128) • Plan a rolling programme based on • the frequent revisiting of key structures and skills in different contexts • Suggestions for 2 or 4 year rolling programmes • Teachers can create their own planning linking to topic areas, big books etc. • Similar rolling programmes can be created using published resources to help the less confident linguist… joandickie1@gmail.com

  10. Framework Objectives:Y 3/4 FOCUS • NP:New pupils to : RP:Returning pupils to: (a) O3.1 Listen and respond to simple rhymes,stories,songs (b) O3.2/O4.3 Recognise & respond to sound patterns, words, rhymes. (c) O3.3:Answer questions in single words/short phrases (d) L3.1/L3.3:read /begin to write simple familiar words with model/from memory (e) L3.2 Read aloud familiar sentence/rhyme/poem & pronounce accurately (f) L3.2 Make links between phonemes, spellings • (a) O4.1 Memorise and present a short spoken text • (b) O4.2 Recognise and respond to specific phrases • (c) O4.4Ask & answer questions with a partner: develop simple role plays • (d) L4.1/4.4:read/write familiar phrases with model/from memory /for display • (e) L 4.3 Accurately read aloud regularly used words& pronounce accurately • (f) L4.2 Make links between spoken & written words. Identify specific letter strings • KAL • NP:to have opportunities to.. • RP: to begin to apply… • identify specific sounds, phonemes, words,rhymes • link sounds to meaning • imitate pronunciation • engage in turn taking • notice spellings/writing systems • compare with English sounds/spellings • recognise / use question forms/negatives • recognise gender/singular/plural • notice adjectival agreement • hear main word classes( nouns/adjs/vbs) • notice word order conventions • recognise conventions for politeness • LLS • NP:to learn to.. • RP: to apply with confidence... • listen & repeat rhythmically/aloud • look at speaker’s face • use gesture/physical response • use context to aid understanding • play games to aid memory • record selves • use context to aid meaning • practise/take turns with friends • ask someone to clarify/repeat with gesture • compare new language to English IU NP: to join in discussion on.. RP:to lead discussion on... 3.1 Langs spoken in school? 3.3Typical names & greeting conventions 4.1 Celebrations/festivals 4.2 Comparing pastimes etc. 3.2/4.4 Locating countries and how to travel there 4.3 Comparing traditional stories/songs joandickie1@gmail.com

  11. Framework Objectives:Y 5/6 FOCUS • NP:New pupils to : RP:Returning pupils to: (a) O5.1 Focus on pronunciation & intonation reusing familiar vocab/new structures/questions (b) O5.2 Agree and disagree, express opinions (c) O5.3: Listen, u’stand main points incl. unfamiliar (d) O5.4 Take part in short presentation (e) L5.1 Re-read frequently a variety of short texts (f) L5.2 Make simple sentences/short texts (g) L5.3 Write words/phrases eg. in a gapped text using a reference eg. dictionary (a) O6.4 Initiate/sustain conversations/ questioning/stories in audible voice (b) O 6.3 Understand /express reasons/gist (c) O6.1 Listen, u’stand main points in passage (d) O6.2 Perform to an audience (e) L6.2 Read/enjoy different authentic texts (f) L 6.4 Construct short texts e.g. PowerPoint (g) L 6.3 Listen to model & match sounds to sentences/paragraphs, using punctuation (h) L6.1 Read/u’stand main p’ts from short text e.g e-mail ,song,story, desciptions of friends • KAL • NP:to have opportunities to.. • RP: to apply with confidence… • understand and use negative • recognise patterns in sentences • change one element in a sentence • knowledge of word order rules • accuracy in pronunciation/intonation • understanding .use of negatives • different writing conventions • knowledge cannot always translate directly • notice and match agreements • devise questions for authentic use IU NP: to join in discussion on.. RP:to lead discussion on... 5.3 identify climate/symbols/products 5.1/6.1consider everyday life/role models of children 6.2 recognise differences and challenge stereotypes 6.3 present info about culture 5.2 recognise similarities and differences between places • LLS • NP:to learn to.. • RP: to apply with confidence... • use dictionary skills • recognise ‘borrowed’ words • use lang. with friends, outside cl’room • pick out key words/tone of voice • make sensible guesses • develop learning/memorising strats • discuss language learning • use known language in diff contexts • plan/prepare/evaluate work • ask for repetition/clarification • use actions/rhymes to aid memory • look/listen for aural/visual clues joandickie1@gmail.com

  12. Year B: Context: pets Year A: Context: classroom Two year rolling programme Y3/4 : Example of revisiting the same structures in two different contexts NP: New pupils develop skills at a beginning level RP : Returning pupils work towards a higher level RP+: Able returning pupils are challenged to higher levels NP: sound/wordlevel : un crayonRP: phrase level: As-tuun crayon/stylo? Ouij’ai un crayon RP+: sentence level: J’aiun crayon rouge dans ma trousse NP: sound/wordlevel : un chien RP: phraselevel: As-tuun animal? Ouij’ai un chien RP+: sentence level: J’aiun chien noir et blanc. Il s’appelleIdéfix! joandickie1@gmail.com

  13. Oracy activity: As-tuun animal?O3.3 Answer questions in single words or short phrasesO4.4 Ask and answer questions with a partner • Pupils play a game of pelmanism • When structures or skills are revisited, planning should show activities and opportunities for Returning Pupils to demonstrate higher level language skills (word/phrase/sentence) As a RP I am returning to this question and must remember to ask it every time: ’As-tuun animal?’ I am also trying to use a whole phrase: ‘ J’ai un chien’ As a NPI can answer with two words and speak confidently and accurately! ‘Un chien’’ joandickie1@gmail.com

  14. Possible structures and contexts over four years( see 2005 KS2 Framework part 3 p 117-128 for an expansion of these ideas) A B C D X-Cur AUTUMN: to cover each year: greetings 1-12, name, age, colours, instructions Qu’estcequec’est? Jungle Minibeasts Vehicles Toys Science As-tu? Classroom Pets Monsters Games Art/D.T. SPRING: to cover each year: 13-31, days months, weather, money Tuaimes?FoodFruit Clothes Sports Food tech Tuveux?Café Ice-cream Shopping Sports equip Maths SUMMER: to cover each year: ABC, time, Language Portfolio Oùest? Town World School places Home Geog Qu’est-ceque- Jobs Holidays Subjects Olympics PHSE tuaimes faire? See next slide joandickie1@gmail.com

  15. Year A: Context: Classroom Un crayon As-tuun crayon? Oui, j’ai un crayon C’est un petit crayon rouge Year B: Context: Pets Un chien As-tuun animal? Oui, j’ai un chien C’est un petit chienblanc Four year rolling programme revisiting the same structure (as-tu…?) in four different contexts Year D: Context: Games Un ballon As-tuun ballon? Oui, j’ai un ballon. C’est un grand ballonjaune Year C: Context: Monsters Une tête As-tuunetête? Non, j’aideuxtêtes! J’aideuxgrandestêtesvertes ! NP develop skills at a lower level: RP work towards a higher level: joandickie1@gmail.com

  16. 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 the new language in particular whilst helping younger pupils joandickie1@gmail.com

  17. Clarifying the concept of progression: As pupils learn more of the same language (or move to new languages )…they will develop: • 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. joandickie1@gmail.com

  18. Teachers (and KS2 pupils) need to know about the next steps... This is my first year of French and I’m still only confident with words that I know well! A big challenge would be to use complete sentences ….and read a real (very short) book! When I’m a bit more confident ,my next step will be to know what questions to ask and use a great accent! joandickie1@gmail.com

  19. Word and phrase Including asking questions Sound & word ‘At a glance’ progression Y3-6 Sentence and short text Increasingconfidence Increasingunderstanding Phrase and sentence Increasing complexity Increasing accuracy joandickie1@gmail.com

  20. Y 3/4 Oracyactivity: As-tuun animal?O3.3 Answer questions in single words or short phrasesO4.4 Ask and answer questions with a partner • 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 ask the question and answer in a whole phrase (even though it’s quite complex !)’Tu as un animal? Ouij’ai un chien I’m an NP. I’m trying to speak confidently and with a good accent I understand I must look for M and F words and use ‘un’ or ‘une’ joandickie1@gmail.com

  21. Short Term Planning: Pelmanism ‘challenges’ Increasing complexity & accuracy RP + : Ask Qs. Give whole sentence answer Increasingconfidence Increasingunderstanding Some NP , all RP: As 1but with a confident voice/ accent NP: Answer with single words or short phrases Phrase & sentence Sentence and short text Sound & word Word and phrase (questions) joandickie1@gmail.com

  22. Y5/6 Literacy activity differentiation challenges whilst sharing a ‘real’ bookL5.1: re-read a variety of short textsL 6.1: read, enjoy simple authentic textsKAL: accuracy in pronunciation and intonationKAL: recognise gender 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, uneporte and un escalier’...oh look : ‘unesouris!’ 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’. I’m Y6: an RP and my extra challenge is to look up words we don’t know in the bilingual dictionary. joandickie1@gmail.com

  23. An alternative approach: challenging ‘jobs’ for NP and RP! Increasing complexity RP+ Dictionary Detectives: Use bilingual dictionary for unknown words Increasingconfidence Increasingunderstanding RP: Cognate Collectors: Looking and listing cognates NP: Gender Gatherers: List ‘un/une’ or ‘le/la’ words Word and phrase Including asking questions Begin to apply IU, KAL LLS Phrase & sentence Apply IU KAL, LLS with increasing confidence & understanding Sentence and short text Apply IU KAL, LLS with good confidence & understanding Sound & word Learn about IU, KAL, LLS joandickie1@gmail.com

  24. It’s all about ... teachers, and new and returning pupils, being confident about the next steps in their learning ... Championship challenge! Question and answer rally... Sentence slammer! Word whacker! joandickie1@gmail.com

  25. Short-term planning Create a short term plan with separate learning outcomes for NP&RP and a dedicated column for RP ‘Confidence, understanding ,complexity’ differentiation opportunities. joandickie1@gmail.com

  26. Example of completed short term plan: Early Start French joandickie1@gmail.com

  27. Planning for a mixed age rolling programme with published resources • Some existing published resources can be adapted to a 2 x 2 year rolling programme. • Use a simpler (sound/word/phrase) resource for Y3/4 • Use a more complex (sentence / text based) resource for Y5/6 • Use a four year resource and create a rolling programme from the Y3/4 and the Y5/6 plans • Creating a satisfactory four year rolling programme from existing resources is more complex and will require the addition of extra independent units by a linguistically strong teacher. joandickie1@gmail.com

  28. Long term A/B rolling programme Y3/4: Early Start Spanish Key vocabulary is covered both years eg greetings colours numbers Key structures covered both years with different content eg Tienes.. A: hermanos B: un boli joandickie1@gmail.com

  29. Long term A/B rolling programme Y3/4: Early Start Spanish This column contains notes to extend RP’s Confidence, Understanding and Complexity NUMBERS: NP learn in sequence: RP should now learn out of sequence GREETINGS: NP know answer RP be confident with question and answer joandickie1@gmail.com

  30. Rigolo (Nelson Thorne)Year AYear B joandickie1@gmail.com

  31. Look out for language holes! ‘Language hole’ ... when adapting published units to a rolling programme, some words and phrases may be met for the first time by NP but have been actively taught in a different unit in the previous year. … KS2 pupils are very adaptable to these circumstances…if NP say they haven’t met something before: ask RP to help them! joandickie1@gmail.com

  32. Ways to express medium term outcomes for RP and NP • Most NP and all RP will : • join in with a 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 joandickie1@gmail.com

  33. RECAP!Mixed age planning for progression will include: Opportunities for returning pupils (or more able) pupils to show increased: Complexity (linked to progressive ‘next steps’) Understanding and Confidence If you are ever stuck for a ‘next step’ challenge remember: ...asking as well as answering questions! Quel temps fait-ilà Toulouse? A Toulouse il fait froid...Brr! joandickie1@gmail.com

  34. Good luck with your planning! Good Luck with your planning! joandickie1@gmail.com

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