City of Edinburgh Modern Languages Early Years Conference 25th-26th February 2015

Sarah Spiller 1+2 Development Officer sarah.spiller@edinburgh.gov.uk

Ratho Primary School P1 pupils Plan Ratho Primary School P1 pupils Why 1+2? Edinburgh Resources Some ideas for class

Ratho Primary School Pilot School 2013-2014 French and Spanish Primary 1A

Why 1+2? Develop understanding of sound systems, listening and talking skills, and turn taking Early Years children are at a stage in their development when they are receptive to learning another language. Their motivation and enthusiasm are high, while their levels of inhibition are typically lower than at later stages. These factors mean that younger children often find it easier to mimic correct pronunciation and experiment with new words and phrases in an unfamiliar language

L2 A progressive experience for all of learning an additional language from Nursery/P1 onwards (L2).

L3 A revisited and progressive experience of another language in addition to this from P5 onwards (L3) Scots Urdu Gaelic French German Polish Italian Spanish Mandarin

Timeline for implementation 2020 Timeline for implementation

Embedded language Supportive Embedded Practical Accessible Engaging Flexible Progressive

Nursery/P1 Framework Embedded language Minimum expectation for full implementation by 2020 Covers a set of core vocabulary topics which can be embedded in daily routines and across classroom practice Greetings, numbers (1 -31), dates, weather, classroom talk Resources developed at Early, First and Second Levels including all vocabulary, sound files, activities, web links and songs.

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Embedded language Choice Topics 2 parts to the resource Embedded language Choice Topics

Early Level Significant Aspects of Learning Use language in a range of contexts and across learning Develop confidence and enthusiasm to communicate using the language being learnt Begin to develop an awareness of other countries, cultures and languages Listen and join in with simple songs, stories and rhymes Explore and recognise patterns and sounds of language through listening, watching and playing Understand, respond to and say simple greetings and personal information (e.g. name) Repeat and understand simple familiar language from a familiar source Actively take part in simple daily routine language Participate in familiar games including outdoor learning Begin to explore resources to support my learning e.g. picture dictionaries

City of Edinburgh French Early Level Feelings

Vocabulary 2. Feelings Initially teacher can ask the question and start with 3 (e.g.) possible responses. This can progress to the learners using Et toi? and then adding in more responses and Ça va? as they grow more confident. Ça va? How are you? Ça va bien I am well Ça va I am fine Comme ci comme ça So-so Ça ne va pas I am not good Ça va mal I am bad Et toi? And you? You can also use Comment ça va? Which means How are you?

Ça va? How are you?

Ça va bien!

Ça va

Comme ci, comme ça!

Ça ne va pas! Use this to take the register, start each day with asking Ca va? Around the class. Create Ca va? Cards for pupils with printed off miniature copies of the pictures, ask Ca va? at the start of the day, after break, after lunch and ask pupils to choose their answer and say it to a partner or around the class.

Ça va mal! Use this to take the register, start each day with asking Ca va? Around the class. Create Ca va? Cards for pupils with printed off miniature copies of the pictures, ask Ca va? at the start of the day, after break, after lunch and ask pupils to choose their answer and say it to a partner or around the class.

Et toi? How are you?

Embedding the language Start each day with asking Ça va? Around the class. Create Ça va? cards for pupils with printed off miniature copies of the smileys. Ask Ca va? at the start of the day, after break, after lunch and ask pupils to choose their answer and say it to a partner or around the class. I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 3-01a / HWB 4-01a

Sample activities You will find a bank of sample activities which you can use to practice the vocabulary in the classroom. This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class.

Activité 2 Ça va feelings cards

Feelings cards Sitting in a circle, the teacher places pictures of smileys into the centre e.g. happy, sad, straight line face etc. All pupils then ask the teacher, “Ça va?” The teacher responds with a feeling and chooses one pupil to pick a smiley which matches that feeling from the centre. This can be extended by that pupil then being the next to answer Ça va?

Activité 5 Chair spin Ça va!

Chair spin Ça va! One pupil comes out to the front of the class and sits on the teacher’s spinny chair! The teacher turns the chair to face the wall and so that the pupil is facing away from the class. The pupil then has to put an expression of a feeling on their face before the teacher turns them round to face the class, keeping the same expression! The rest of the class then have to guess the feeling that the pupil is acting out. The winner goes next!

Activité 6 Situation Ça va!

Situation Ça va! Look at the pictures and ask pupils to say how they would feel in these situations e.g. Ça va bien in a beach picture. If they don’t know they can use: Je ne sais pas (I don’t know)

Regardez les photos et décidez si Look at the photos and decide if it would make you feel – Ça va bien, ça va, comme ci comme ça, ça ne va pas or ça va mal.

If you don’t know, you can say… Je ne sais pas! (I don’t know)

Ça va?

Ça va?

Ça va?

Ça va?

Ça va?

Ça va?

Ça va?

Ça va?

Ça va?

Ça va?

Ça va?

Songs! You will find a bank of sample songs which you can use to practise the vocabulary in the classroom. This is not a prescriptive list of songs and you can use or adapt them to suit the needs of your class.

Ça va song http://www.youtube.com/watch?v=a4IrnXrR3s0

ICT Resources online You will find a bank of sample ICT activities which you can use to practise the vocabulary in the classroom. This is not a prescriptive list of activities and you can use or adapt them to suit the needs of your class. Each of the slides contains an image of the website page. If you click on the image it will take you to the page. Alternatively you can use a link address which you will find in the slide notes.

BBC Primary French http://www.bbc.co.uk/schools/primarylanguages/french/all_about_me/

Victoria Languages Online How are you? http://www.education.vic.gov.au/LanguagesOnline/french/sect06/index.htm

Au revoir!

Embedded language Choose a starting point which suits you and your class Don’t worry about repetition of language – repetition is everything in language learning, they can’t hear it enough. Little and often – drip, drip effect. Start with Early Level Approaches are more linked to Levels rather than the vocabulary – there is usually just more of it the higher you go. Don’t be afraid to get it wrong! It’s a positive thing for the pupils to see you learning with them. Go at a pace which you are comfortable with.

Choice topics Range of contexts which can be fitted in across the curriculum Designed to promote pupil and teacher choice Some contain new vocabulary Others build on previous learning Some require no previous knowledge Still mostly in development

Choice topics

French cartoon pack Les dessins animés

L’âne trotro

Theme tune L’âne trotro Trop trop rigolo L’âne trotro c’est l’ami qu’il nous faut Trop trop rigolo! Trotro donkey! Trotro donkey! Too too funny! Trotro donkey! Trotro donkey! Too too funny! Trotro donkey is the friend that you need, too too funny!

La photo de Trotro.

These are examples of activities you could do with the children in your class, adapting the target vocabulary to suit the learners.

Kim’s game-Qu'est-ce qu’il manque? Good for introducing new vocabulary Une fraise Une banane Une pomme Une orange

Qu'est-ce qu’il manque?

Qu'est-ce qu’il manque? Excellent!! Une orange

Qu'est-ce qu’il manque? Regarder les fruits Une fraise Une banane Une pomme Une orange

Qu'est-ce qu’il manque?

Qu'est-ce qu’il manque?

Mot de la semaine Mot du mois Mot de la semaine means word of the week. Mot du mois means word of the month. As a way of building up classroom vocabulary gently, you could have a word of the week/month which everyone will use in class (or out of class too if they like!) Once you move onto your next word, keep the previous words going! This way the pupils will build up their language gradually!

5 a day French https://www.youtube.com/watch?v=KVhfIgghOPw

Quel temps fait-il conga!

Quel temps fait-il? Quel temps fait-il? Quel temps fait-il? Quel temps fait-il? Quel temps fait-il? Il fait beau, beau, beau, beau Il fait chaud, chaud, chaud, chaud Il fait gris, gris, gris, gris Il fait froid, froid, froid, froid Il neige, neige, neige, neige You can adapt this to have more/less weather. You can also do the Quel temps fait-il bit as a conga line and then stop to do actions for the types of weather (e.g. thumbs up for il fait beau etc.)

https://www.youtube.com/watch?v=cgJl3J8Mlis&list=PL98F50F43F628836A

Hi, hi, hi Hi my friends Hit with me Chorus X 2 Whistle with me Laugh with me Now repeat Salut, salut, salut Salut mes amis Frappez avec moi Chorus X 2 Sifflez avec moi Riez avec moi Répétez maintenant

Mettez-vous en ligne (to the tune of farmers in his den) Tous les enfants de la classe, Tous les enfants de la class means all the children in the class.

Circle Games New Vocabulary Flash cards Trouver moi .... Find me Counting Game Hide an item Count louder when closer

Merci beaucoup! edinburghmodernlanguages.yolasite.com Username: edinburghlanguages Password: edinburgh sarah.spiller@edinburgh.gov.uk