1. Secondary Language Networks Initial Meeting - Havant Office Friday 3 rd July 2009

2.  Hampshire funding  8 Networks of Secondary schools  Each to choose own focus  Set up own (termly?) meetings to share and plan work and a final sharing resources meeting  Feedback conference Spring 2010

3. Funding  To attend Fri 3 rd July  To set up & run own network meetings  To attend feedback conference in Spring 2010 at Havant office Total  £950  £1280  £950  ________  £3,180

4. Last minute CILT funding  Adviser to attend/support one meeting per network.  Adviser to write the mid term and end term reports to CILT.  What I need from you today:  Lead person  An email contact  Your network focus  And early next term; date(s) of your first meeting as a network

5. New new KS3 Framework  Will be online via National Strategies site September 2009  Non-statutory but Ofsted will expect any alternative to be very good indeed.  Textbooks do not come close but will be useful as dip in resources.

6. What’s new?  Current KS3 Framework  Words  Sentences  Texts (Reading & Writing)  Listening & Speaking  Cultural knowledge & contact  New KS3 Framework  Oracy  Literacy  Intercultural Understanding  Knowledge about language  Language learning strategies  KS2 Framework  Oracy  Literacy  Intercultural Understanding  Knowledge about language  Language learning strategies

7. Anything else?  Current KS3 Framework  Teaching Objectives (outcomes & activities)  New KS3 Framework  Learning Objectives  KS2 Framework  Learning Objectives

8. One more thing…  It starts at NC level 3  By 2014 all Year 6 will be expected to be at this level in one language other than English.  (Breakthrough level at Asset/LLadder)  Many already are in Hampshire.  But some will NOT so KS3 teachers expected to be aware of KS2 objectives for progression.

9. Progression in KS2  Yr 3 = Sounds & phonemes.Copying words and graphemes.  Yr 4= Learning words. Gender & adjective and simple structures.  Yr 5= Creating simple sentences with nouns and adjectives. Some connectives.  Yr 6= Creating & linking sentences with connectives, linking several sentences to make texts. Questions (see Asset breakthrough specification but IGNORE the topics) NC level 1 1-2 2-3 3-4

10. Progression in New KS3 Framework Year 6 to Year 7 Y6 Read & understand the main points and some detail from a short written passage Y7 Identify main points & detail in written passages, stories & poems.

11. Progression in New KS3 Framework Substrand 1.5 Presenting & narrating Y7Plan & present a short talk or narrative, speaking clearly, audibly and with accurate pronunciation. Y8Use some complex language in a prepared but unscripted talk or narrative. Y9Respond quickly & appropriately to audience comments or questions following a talk or narrative.

12. Learning objectives not teaching objectives  Why do you think this is?  How can this be achieved?  Are there ideas already used in KS2 that can be adapted / upgraded for KS3?

13. ‘Proposed new NC levels’  Speaking & Listening  Reading & Writing  Intercultural Understanding  Do not forget:  Cross-cutting strands KAL and LLS, not assessed but crucial to the thinking behind the Framework – see Ofsted comments

14. Ofsted advice to inspectors:  Focus the teaching  Provide challenge  Make concepts & conventions explicit  Structure the learning  Make learning active  Make learning engaging & motivating  Develop well-paced lessons with high levels of interaction  Support pupils’ application & independent learning  Build reflection  Plan according to learning objectives & ensure pupils know what they are.  Set expectations & teach so pupils surpass previous levels of achievement  Use questioning, explaining & modelling. (judicious use of English)  Use starters & plenaries with a clear lesson structure.  Provide tasks in which pupils make meaning, construct knowledge & develop understanding & skills through problem solving, investigation & enquiry.  Use stimulating activities & materials.  Use collaborative tasks & talk for learning.  Use prompts, frames or other forms of support and targeted intervention.  Teach pupils to think about what & how they learn, involve them in setting targets for future lessons.

15.  http://nationalstrategies.standards.dcsf. gov.uk/secondary/framework/rsfw/pt/ http://nationalstrategies.standards.dcsf. gov.uk/secondary/framework/rsfw/pt/  My email jo.rhys-jones@hants.gov.ukjo.rhys-jones@hants.gov.uk