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KS2 Languages: Training guidance 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 teaching in, and advising, small schools in Norfolk, and throughout the UK, on mixed age language issues.

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KS2 Languages: Training guidance 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 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 footnote KS2 Languages: Training guidance Planning for progression in mixed age classes Joan Dickie: Primary Languages Consultant joandickie1@gmail.com joandickielanguages.co.uk Primary Languages Adviser Norfolk LA::2005-2011 / Committee member : ALL SIG: Primary Languages 2013/14

  2. Content Introduction: Slides 1-4: Content; 2014 curriculum guidance & Ofsted Section 1: Slides5-19: 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 joandickie1@gmail.com

  3. 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…’ joandickie1@gmail.com

  4. 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 joandickie1@gmail.com

  5. Section 1:Addressing your mixed age needs through Long Term Planning joandickie1@gmail.com

  6. 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 joandickie1@gmail.com

  7. Activity 1aHow do schools plan for mixed ages in other curriculum areas? MEDIUM SHORT LONG joandickie1@gmail.com

  8. ‘Mixed age’ schools are used to asking the question: ‘how can we plan for mixed ages in all curriculum areas…?’ Long termplanning 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 termplanning 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 termplanning 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) joandickie1@gmail.com

  9. How can similar mixed age planning principles be applied to LANGUAGES? Long termplanning 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 termplanning 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 termplanningidentifies 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) joandickie1@gmail.com

  10. 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.’ joandickie1@gmail.com

  11. 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

  12. All KS2 learning French one class per year group = no mixed age issues 2013 2014 2015 2016 FrD FrD FrD FrD Y6 FrC FrC FrC FrC Y5 FrB FrB FrB FrB Y4 FrB FrA FrA FrB Y3 joandickie1@gmail.com

  13. All KS2 learning French ---with 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 Y5 FrA FrB FrB FrA A lower level rolling programme FrA FrB FrA FrB Y4 Y3 FrB FrA FrA FrB joandickie1@gmail.com

  14. 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 22 22 22 22 x Y6 Y 5/6 8 15 8 15 8 15 8 15 22 x Y5 Y 4/5 15 8 15 8 15 8 15 8 22 x Y4 Y 3/4 22 22 22 22 22 x Y3 joandickie1@gmail.com

  15. Differentiated rolling programme for year groups: Y3/4 follow same contexts but at a lower level than Y4/5 or Y5/6 Split year groups : Y3/4; 4/5; 5/6following a four year rolling programme in one language 2013 2014 2015 2016 FrA FrD FrB FrC Y 5/6 FrA FrD FrB FrC Y 4/5 FrA FrB FrC FrD Y 3/4 FrB FrA FrC FrD joandickie1@gmail.com

  16. 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 Y 5/6 FrA SpB FrB SpA Y 4/5 FrA FrB SpA SpB FrB Y 3/4 FrA FSpA SpB joandickie1@gmail.com

  17. Y3/4/5/6: one mixed age class following a four year rolling programme All pupils taught together but plans show differentiated expectations/outcomes for different ages/abilities 2013 2014 2015 2016 FrD FrA FrB FrC Y6 Y5 Y4 Y3 FrA FrD FrB FrC FrA FrB FrC FrD FrB FrA FrC FrD

  18. Y3/4/5/6: one mixed age class following a four year rolling programme All pupils taught together but plans show differentiated expectations/outcomes for different ages/abilities 2013 2014 2015 2016 SpB FrA FrB SpA Y6 Y5 Y4 Y3 FrA SpB FrB SpA FrA FrB SpA SpB FrB FrA SpA SpB

  19. Activity 1b:Drafting a long term rolling programme for your school joandickie1@gmail.com

  20. Section 2:from long to medium rolling programmes adding context , structures & skills joandickie1@gmail.com

  21. A rolling programme for languages can be based on the revisiting of key structures and skills in different contexts 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. joandickie1@gmail.com

  22. 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.’ joandickie1@gmail.com

  23. Possible structures and contexts over 4 years(see 2005 KS2 Framework part 3 p 117-128 for an expansion of these ideas) New contexts requiring progression and raised expectations over four years Structures & skills revisited every year joandickie1@gmail.com

  24. Two year rolling programme Y3/4 : Example of revisiting the same structure : ‘Do you have a / As-tu un/une’……in two different contexts Year A: Context: pencil case Year B: Context: pets 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/word level : un chien RP: phrase level: As-tu un animal? Oui j’ai un chien RP+: sentence level: J’ai un chien noir et blanc. Il s’appelle Idéfix! NP: sound/word level : un crayonRP: phrase level: As-tu un crayon/stylo? Oui j’ai un crayon RP+: sentence level: J’ai un crayon rouge dans ma trousse joandickie1@gmail.com

  25. Four year rolling programme Example of revisiting the same structure in four different contexts Year A: Context: Classroom Y3: Un crayon Y4: As-tu un crayon? Y5: Oui, j’ai un crayon Y6: J’ai un petit crayon rouge Year B: Context: Pets Y3:Un chien Y4:As-tu un animal? Y5:Oui, j’ai un chien Y6: J’ai un petit chienblanc Year C: Context: Monsters Y3:Une tête Y4:As-tu unetête? Y5:Non, j’aideuxtêtes! Y6:J’ai deuxgrandestêtesvertes ! Year D: Context: Games Y3:Un ballon Y4:As-tu un ballon? Y5:Oui, j’ai un ballon. Y6:J’ai un grand ballonjaune joandickie1@gmail.com

  26. 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. joandickie1@gmail.com

  27. 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 content eg As-tu… A: un animal B: un crayon joandickie1@gmail.com

  28. 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 content eg Tienes.. A: hermanos B: un boli joandickie1@gmail.com

  29. 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 joandickie1@gmail.com

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

  31. 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! joandickie1@gmail.com

  32. 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 joandickie1@gmail.com

  33. Example of a mixed age activity 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.’ 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 Y3NP I can answer with two words. ‘Un chien’’ joandickie1@gmail.com

  34. 1. un lapin Activity 2 2. un poisson • 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 response • Example: • Throw a 3: NP says: ‘ Trois: unesouris • 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 3. une souris 4. un chien 5. un éléphant 6. un chat joandickie1@gmail.com

  35. Section 3: Clarifying linguistic progression joandickie1@gmail.com

  36. Knowing the ‘next steps’ …allows teachers to plan for RP activities …but is the ‘next step’ always just saying a longer phrase? My big challenge is now to ask questions and have a 2 way conversation 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’ joandickie1@gmail.com

  37. 3 aspects 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

  38. Word and phrase Including asking questions Sound & word ‘At a glance’ progression Y3-6…plan for RP to be further along the progression pathThis chart can be used for speaking, listening, reading, writing Sentence and short text Increasingconfidence Phrase and sentence Increasingunderstanding Increasing complexity joandickie1@gmail.com

  39. 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? Ouij’ai un chien. I must try & be confident about my accent + pronuncation I’m an NP. I’m trying to speak confidently and understand the meanings of different words I understand I must look for M and F words and use ‘un’ or ‘une’ correctly. joandickie1@gmail.com

  40. Footnote slides 50,51,53 Slides 50 An ‘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 record Slide 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 joandickie1@gmail.com

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

  42. Short Term Planning: ‘At a glance’ Pelmanism ‘speaking challenges’ Sam: very confident with single words Increasing complexity Sanjit: trying to use Q & A structures RP + : Ask Qs. Give whole sentence answer Increasingconfidence Sally: can create whole phrases + adjectives but is still very quiet when speaking aloud Increasingunderstanding Some NP , all RP: As 1 but with a confident voice/ accent NP: Answer with single words or short phrases Phrase & sentence Sound & word Word and phrase (questions) Sentence and short text joandickie1@gmail.com

  43. Activity 3a … the next steps Increasing complexity RP+ Increasingunderstanding Increasingconfidence RP: NP: Word and phrase (including asking questions) Sound & word Phrase & sentence Sentence and short text joandickie1@gmail.com

  44. Y5/6 Literacy activity NP/RP differentiation challenges whilst sharing a ‘real’ book 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

  45. Explaining ‘ next steps’ as challenging jobsfor 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 Phrase & sentence Sentence and short text Sound & word joandickie1@gmail.com

  46. Playing Word Tennis It’s all about new and returning pupils (and teachers) being confident about the next steps in their learning ... Champion chat! Sentence slammer! Phrase practice! Word whacker! joandickie1@gmail.com

  47. Activity 3b : Play the Word Tennis game! 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? Sentence Slammer! A: Je m’appelle Lucy, j’ai dix ans et j’adore les fraises B: Je m’appelle Alex; j’aionzeans et j’adore les poires Phrase practice ! A: J’adore les fraises B: J’aime les bananes …. Word Whacker! A: pomme B: orange A: fraise B: poire A: banane B: orange • 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? www.joandickielanguages.co.uk

  48. Section 4: Short-term planning joandickie1@gmail.com

  49. Mixed age short term planning …with separate learning outcomes for NP&RP and a column for ‘Confidence, Understanding ,Complexity’ differentiation opportunities. joandickie1@gmail.com

  50. 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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