1. Leading Languages at KS2
2nd July 2015

2. Staffing 1 information No guidance from current PoS.
Old KS2 framework lists a variety of models
In practice schools are using a variety of models
Internal specialist
Visiting specialist
Class teacher
Combined approach

3. Staffing 2: good practice
School ensures staffing model is sustainable and does not rely solely on one person
All class teachers involved in CPD and some teaching
Underpinned by coherent Scheme of Work
School language policy – see examples
European Day of Languages - 26th Sept every year

4. Staffing 3: CPD and electronic support
We can help with CPD - see flyer
Easier than ever to develop own subject knowledge online - see resources handout
Google translate or voki.com will provide pronunciation support
Interactive sites such as linguascope or linguanut could be used to provide engaging activities for home learning with minimum preparation (subscriptions needed) see resources handout

5. Time 1: information No guidance in PoS
Old Ks2 framework recommends an hour per week, split in a variety of ways
75 minutes per week found to be effective (Tierney and Gallastegi, 2005)
Language Trends survey (2015): most schools think 45 minutes is maximum time that can be found

6. Time 2: good practice
At least equivalent status with other Foundation Subjects
Embed language use into regular school routine (part of language policy)
Integrate language learning into other curriculum areas
Nice model: 30 minutes of dedicated language learning, with 4? x 10 minute slots in the week
Accept that language lessons take a long time to prepare and invest (time or money) in a good SoW

7. Time 3: electronic support for ‘rich input’
Most (all?) good story books are on Youtube with native-speaker readers (see Youtube handout)
Take 10 has excellent ideas for integrating languages and PE
Mantra Lingua PenPals will ‘read’ a real story book for you. See our examples in the Hub.
And then there’s CLIL (content and language integrated learning)
See resource sheet for other examples

8. Assessment, Monitoring and Reporting 1 Why?
Before languages were in the curriculum, some discussion about need to assess – would it take away the fun?
We do need to monitor, assess and report to assure continuity and progress
We need to be seen as having equal status with other subjects

9. Assessment, Monitoring and Reporting 2 How?
DfE are not clarifying ‘a significant level’ (PoS)
Many people see New PoS as a condensed version of old KS2 Framework – see LO sheets
Some are using old KS2 f/w learning objectives
Some are using new PoS – see Sue Cave’s sheet for suggested breakdown.
Discussions among researchers about how best to assess/measure language acquisition

10. Assessment, Monitoring and Reporting 3 Good practice?
Fit in with your school’s usual practice for report foundation subjects
Self reporting through ‘I can’ statements
Traffic lighting of learning objectives and outcomes
Make sure each new teachers know what the children have covered already
Children report frustration at doing the same things, singing the same songs…

11. Transition and Transfer: 1 KS2/KS3
PoS says ‘

12. Support for the language leader
Join ALL
Join an ALL Primary Hub
Sign up to ‘Languages in Primary School’ on Facebook
Blogs: Claire Seccombe, Rachel Hawkes, Julie Prince
– Sue’s site