This guidance has been prepared to help schools
This guidance has been prepared to help schools plan for a progressive KS 2 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 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 KS 2 Languages Planning for progression in mixed age classes
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 joandickie 1@gmail. com
What mixed age issues exist in your schools? 1. @ 30 pupils in KS 2: 1 class: Y 3/4/5/6 2. @ 60 pupils in KS 2: 2 classes: Y 3/4 ; Y 5/6 3. @ 90 pupils in KS 2: 3 classes: Y 3/4 ; Y 4/5 ; Y 5/6 4. @ 180 pupils in KS 2: 6 classes: Y 3/4 x 3 ; Y 5/6 x 3 Also… 5. Do class ‘mixes’ vary from year to year? 6. Is there a KS 1/KS 2 issue? Eg Y 2/3+ Y 4/5/6 joandickie 1@gmail. com
‘Mixed age’ schools are used to this issue! What must mixed age planning include for all curriculum areas…? 1. 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 Pupils to first encounter a ‘skill or concept’ : • Returning Pupils to achieve and show progression / next steps • joandickie 1@gmail. com
What sort of rolling programme do you need to follow? • 2 stable classes (Y 3/4, Y 5/6) • All KS 2 in one class? A 2 year roll A 4 year roll • 3 KS 2 classes (3/4; 4/5; 5/6) A 4 year roll Also… • Do class mixes vary from year to year? . . . ! A 4 year roll • Is there a KS 1/KS 2 mix? Eg 2/3+ 4/5/6 A 5 year roll! joandickie 1@gmail. com
All KS 2 learning French ---two stable mixed aged classes (Y 3/4, Y 5/6) following a 2 x 2 year rolling programme Y 6 Y 5 Y 3 Fr. A 2015 Fr. B 2016 Fr. A Fr. B joandickie 1@gmail. com Fr. B Fr. A Fr. B A lower level rolling programme Y 4 Fr. A 2014 A higher level rolling programme 2013
Y 3/4/5/6: one mixed age class or split year groups : Y 3/4; 4/5; 5/6 2013 Y 6 Y 5 Y 4 Y 3 Fr. A 2014 Fr. B 2015 2016 Fr. D Fr. C Fr. B Fr. C joandickie 1@gmail. com Fr. D Differentiated rolling programme for year groups: Y 3/4 follow same contexts but at a lower level than Y 4/5 or Y 5/6 following a four year rolling programme in one language
Y 3/4/5/6: one mixed age class or split year groups : Y 3/4; 4/5; 5/6 2013 Y 6 Y 5 Y 4 Y 3 Fr. A 2014 2015 2016 Fr. B Sp A Sp. B Fr. B Sp. A Fr. B FSp. A joandickie 1@gmail. com Sp. B Differentiated rolling programme for year groups: Y 3/4 follow same contexts but at a lower level than Y 4/5 or Y 5/6 following a 2 x 2 year rolling programme in two languages
Long & medium term planning see 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… joandickie 1@gmail. com
Framework Objectives: Y 3/4 NP: New pupils to : FOCUS (a) O 3. 1 Listen and respond to simple rhymes, stories, songs (b) O 3. 2/O 4. 3 Recognise & respond to sound patterns, words, rhymes. (c) O 3. 3: Answer questions in single words/short phrases (d) L 3. 1/L 3. 3: read /begin to write simple familiar words with model/from memory (e) L 3. 2 Read aloud familiar sentence/rhyme/poem & pronounce accurately (f) L 3. 2 Make links between phonemes, spellings 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 IU RP: Returning pupils to: (a) O 4. 1 Memorise and present a short spoken text (b) O 4. 2 Recognise and respond to specific phrases (c) O 4. 4 Ask & answer questions with a partner: develop simple role plays (d) L 4. 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) L 4. 2 Make links between spoken & written words. Identify specific letter strings NP: to join in discussion on. . RP: to lead discussion on. . . 3. 1 Langs spoken in school? 3. 3 Typical 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 joandickie 1@gmail. com 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
Framework Objectives: Y 5/6 NP: New pupils to : (a) O 5. 1 Focus on pronunciation & intonation reusing familiar vocab/new structures/questions (b) O 5. 2 Agree and disagree, express opinions (c) O 5. 3: Listen, u’stand main points incl. unfamiliar (d) O 5. 4 Take part in short presentation (e) L 5. 1 Re-read frequently a variety of short texts (f) L 5. 2 Make simple sentences/short texts (g) L 5. 3 Write words/phrases eg. in a gapped text using a reference eg. dictionary KAL NP: to have opportunities to. . RP: to apply with confidence… • understand 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 RP: Returning pupils to: FOCUS (a) O 6. 4 Initiate/sustain conversations/ questioning/stories in audible voice (b) O 6. 3 Understand /express reasons/gist (c) O 6. 1 Listen, u’stand main points in passage (d) O 6. 2 Perform to an audience (e) L 6. 2 Read/enjoy different authentic texts (f) L 6. 4 Construct short texts e. g. Power. Point (g) L 6. 3 Listen to model & match sounds to sentences/paragraphs, using punctuation (h) L 6. 1 Read/u’stand main p’ts from short text e. g e-mail , song, story, desciptions of friends IU NP: to join in discussion on. . RP: to lead discussion on. . . 5. 3 identify climate/symbols/products 5. 1/6. 1 consider 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 joandickie 1@gmail. com 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
Two year rolling programme Y 3/4 : Example of revisiting the same structures in two different contexts Year B: Context: pets Year A: Context: classroom 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 crayon un chien RP: phrase level: As-tu un crayon/stylo? Oui j’ai un crayon As-tu un animal? Oui j’ai un chien RP+: sentence level: J’ai un crayon rouge dans ma trousse RP+: sentence level: J’ai un chien noir et blanc. Il s’appelle Idéfix! joandickie 1@gmail. com
Oracy activity: As-tu un animal? O 3. 3 Answer questions in single words or short phrases O 4. 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-tu un animal? ’ I am also trying to use a whole phrase: ‘ J’ai un chien’ As a NP I can answer with two words and speak confidently and accurately! ‘Un chien’’ joandickie 1@gmail. com
Possible structures and contexts over four years ( see 2005 KS 2 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’est ce que c’est? Jungle Minibeasts Vehicles Toys Science As-tu? Classroom Pets Monsters Games Art/D. T. e xt slid e n e Se SPRING: to cover each year: 13 -31, days months, weather, money Tu aimes? Food Fruit Clothes Sports Food tech Tu veux? Café Ice-cream Shopping Sports equip Maths SUMMER: to cover each year: ABC, time, Language Portfolio Où est? Town World School places Home Geog Qu’est-ce que. Jobs Holidays Subjects Olympics PHSE tu aimes faire? joandickie 1@gmail. com
Four year rolling programme revisiting the same structure (as-tu…? ) in four different contexts Year A: Context: Classroom Un crayon As-tu un crayon? Oui, j’ai un crayon C’est un petit crayon rouge Year B: Context: Pets Un chien As-tu un animal? Oui, j’ai un chien C’est un petit chien blanc Year C: Context: Monsters Une tête As-tu une tête? Non, j’ai deux têtes! J’ai deux grandes têtes vertes ! Year D: Context: Games Un ballon As-tu un ballon? Oui, j’ai un ballon. C’est un grand ballon jaune NP develop skills at a lower level: RP work towards a higher level: joandickie 1@gmail. com
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 joandickie 1@gmail. com
Clarifying the concept of progression: As pupils learn more of the same language (or move to new languages )…they will develop: 1. Increased CONFIDENCE in: listening and speaking, reading and writing, using language and language learning strategies independently! 2. Increased UNDERSTANDING of: spoken and written language meanings, grammar, KAL, culture, links between languages etc. 3. Increased COMPLEXITY e. g. saying, reading and writing a little more (such as asking questions); developing pronunciation accuracy etc. joandickie 1@gmail. com
Teachers (and KS 2 pupils) need to know about the next steps. . . 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! This is my first year of French and I’m still only confident with words that I know well! joandickie 1@gmail. com
‘At a glance’ progression Y 3 -6 un sin g ea ity ex cu r ac co m sin In cr ea g sin ac g Including asking questions Sound & word joandickie 1@gmail. com y pl Word and phrase In In cr ea sin cr In Phrase and sentence de g rs co ta n nf di id ng en ce Sentence and short text
Y 3/4 Oracy activity: As-tu un animal? O 3. 3 Answer questions in single words or short phrases O 4. 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: As a RP I have been challenged try to ask – Confidence the question and answer in a whole phrase – Understanding (even though it’s quite complex !) ’Tu as un animal? Oui j’ai un chien – Complexity (with a strong emphasis on questioning skills) I understand I must look for M and F words and use ‘un’ or ‘une’ joandickie 1@gmail. com I’m an NP. I’m trying to speak confidently and with a good accent
Short Term Planning: Pelmanism ‘challenges’ RP + : Ask Qs. Give whole sentence answer Some NP , all RP: As 1 but with a confident voice/ accent NP: Answer with single words or short phrases Sound & word Word and phrase (questions) Phrase & sentence joandickie 1@gmail. com Sentence and short text Increasing understanding Increasing confidence Increasing complexity & accuracy
Y 5/6 Literacy activity differentiation challenges whilst sharing a ‘real’ book L 5. 1: re-read a variety of short texts L 6. 1: read, enjoy simple authentic texts KAL: accuracy in pronunciation and intonation KAL: 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, une porte and un escalier’. . . oh look : ‘une souris!’ I’m Y 5 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 Y 6: an RP and my extra challenge is to look up words we don’t know in the bilingual dictionary. joandickie 1@gmail. com
An alternative approach: challenging ‘jobs’ for NP and RP! RP+ Dictionary Detectives: Use bilingual dictionary for unknown words RP: Cognate Collectors: Looking and listing cognates NP: Gender Gatherers: List ‘un/une’ or ‘le/la’ words Sound & word Learn about IU, KAL, LLS Word and phrase Including asking questions Begin to apply IU, KAL LLS Phrase & sentence Sentence and Apply IU KAL, LLS short text with increasing Apply IU KAL, LLS confidence with good confidence & understanding joandickie 1@gmail. com Increasing understanding Increasing confidence Increasing complexity
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! joandickie 1@gmail. com
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. joandickie 1@gmail. com
Example of completed short term plan: Early Start French joandickie 1@gmail. com
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 Y 3/4 • Use a more complex (sentence / text based) resource for Y 5/6 • Use a four year resource and create a rolling programme from the Y 3/4 and the Y 5/6 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. joandickie 1@gmail. com
Long term A/B rolling programme Y 3/4: 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 joandickie 1@gmail. com
Long term A/B rolling programme Y 3/4: 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 joandickie 1@gmail. com
Rigolo (Nelson Thorne) Year A Year B joandickie 1@gmail. com
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. … KS 2 pupils are very adaptable to these circumstances…if NP say they haven’t met something before: ask RP to help them! joandickie 1@gmail. com
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 Y 3; Breakthrough 1; NC L 1 Some NP and most RP will: • be able to answer in complete phrases sometimes using questions and show greater confidence and understanding Framework Y 4; Breakthrough 2; NC L 2 A few RP will: • be able to ask and answer several questions, confidently using accurate pronunciation Framework Y 5/6; Breakthrough 3; NC L 3 joandickie 1@gmail. com
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-il à Toulouse? A Toulouse il fait froid. . . Brr! joandickie 1@gmail. com
Good luck Good Luck with your planning! joandickie 1@gmail. com
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