1. An Introduction to Primary Languages
Essex Primary SCITT
Spring Term 2014

2. Objectives
To become familiar with National expectations for language learning
To understand the key principles of early language learning.
To explore ways to introduce languages in the primary classroom.
To consider effective planning for progression in language lessons

3. Rationale
To develop positive attitudes to language learning throughout life.
To develop communicative skills.
To give children a new perspective on their own language and on the broader curriculum.
To shape children’s ideas about identity, community and culture.
Take feedback from group decision.
Share the above statements and give delegates opportunities to discuss/comment.

4. Implications for teaching languages
You don’t have to be fluent in a language to teach it effectively!
Resources are available to support primary practitioners
Keep content limited so that you teach topic areas you are familiar with
From discussion about rationale, get delegates to think about how they feel about their involvement in early language learning.
Take feedback from discussion and talk through key points above.

5. Overview of the national context and expectations

6. Entitlement
“Every child should have the opportunity throughout Key Stage 2 to study a foreign language and develop their interest in the culture of other nations. They should have access to high quality teaching and learning opportunities, making use of native speakers and e-learning.
By age 11 they should have reached a recognised level of competence on the Common European Framework and for that achievement to be recognised through a national scheme.”
Talk through the entitlement – highlighting the need to involve all of KS2 but KS1 can also be included in early language learning. Not only focusing n the language itself but on a wider understanding of the international dimension.
Need to include progression – but can be with very limited language content. So that children’s independence is developed.

7. From September 2014 New National Curriculum in place
The teaching of a foreign language to children from Years 3 to 6 becomes compulsory
New Programmes of Study indicate subject content
The language taught may be either modern or ancient.

8. Teaching time
The recommended time allocation for language teaching is a total of one hour per week.
Research has shown that the most effective model is to split this hour into one dedicated lesson of approximately 30 minutes, and some supplementary sessions of 5-10 minutes delivered throughout the school week.
Other models of organisation are possible provided the entitlement is met, and language teaching is appropriately embedded

9. The Key Stage 2 Framework for Languages
Oracy
Literacy
Intercultural Understanding
Knowledge about Language
Language Learning Strategies
Download from

10. The Draft National Curriculum for Languages (from 2014)
Purpose of Study
A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

11. The Draft National Curriculum for Languages (from 2014)
Programmes of Study/Subject content
Teaching should focus on enabling pupils to make substantial progress in one language
Skills covered:
Listening
Speaking
Reading
Writing
Understanding Grammar

12. The Languages Ladder National Voluntary Recognition Scheme.
Designed to
Assess and record achievement in languages.
Motivate learners of all ages
Raise standards of teaching and learning.
Principles
Gives a basic grade of competence
Suitable for primary school children
Small steps of achievement in speaking, listening, reading and writing.

13. Principles of language learning
Key stages:
Repetition
Recognition
Recall
Real context
Go through the cycle for each new topic.
Move between stages, returning to each stage frequently.
Very important to plan progression with language learning. So that children are fully supported and challenged at all times.
Talk delegates through the key stages but explain that this will be much clearer when we try and complete some activities with a topic area.

14. Repetition Using a range of stimulus. E.g. flashcards.
Using another “first voice”. E.g. CD / ICT.
Making repetition varied.
Need for regular practice.
Time to consolidate.

15. Recognition
Children need opportunity to demonstrate understanding through recognition.
Use flashcards and physical responses.
Reinforcement through games.

16. Recall Children get the opportunity to produce the language.
Move to this stage only when children are ready.

17. Real context
Children get the opportunity to use learnt language in a new context. E.g role play.
Children’s learning needs to be extended beyond individual words.

18. Context to practise the 4 Rs
Topic area: colours
Key structure: do you like? I like …
Outcome: survey to find out the class’ favourite colour.

19. Sample activities based on the 4 Rs
Word level activities:
Repetition:
Using a range of voices/ speeds
Hot and cold game
Pass the colour
Recognition:
Repeat only if true
Which number?
Recall:
Either/or
Connect 4
Sentence level activities:
Repetition:
Chanting a sentence
Pass the sentence around your table.
Recognition:
Responding to a sentence
Recall:
Guess my favourite colour
Real context:
What is the group’s favourite colour?
Chant ‘aimes-tu le bleu’ etc in canon. Then pass diff flashcard around each table to practise.

20. Pause for thought How can pupils record the results from their survey?
Which programmes of study have been addressed with these activities?
Could you use similar activities with pupils you are working with? Would they need to be adapted? Would you need support?
About 1 ½ hours to here.

21. Classroom instructions
Giving some instructions in French is a good way of increasing children’s exposure to the language
Start with one or two instructions and build up
Try having an ‘Instruction of the Week’
Practise some instructions from HO

22. Introducing Literacy
Reading and writing skills need to be taught in all year groups
Literacy activities will run alongside oracy activities
The 4Rs approach applies to literacy activities as well as oracy
What are the possible pitfalls when working with the written word?

23. Examples of literacy activities - Reading
Matching written word to picture
Responding to the written word
Reading games
Memory games
Circle games
Word sorting
Dominoes
Pictionary
Reading for a purpose
Do memory game using IWB and word cards. Word sort. Dominoes

24. Examples of literacy activities
Writing
Copy writing
Word games
Hangman
Missing letters
Guessing games
Writing for a purpose
Show on IWB ways of copy writing and missing letters. Talk through others.

25. Ways to reinforce language learning through the week
Using the register
Early morning work
Classroom instructions
P.E. lessons
Other curricular areas
Short games and activities

26. Planning for progression

27. What makes an effective scheme of work for languages?
Driven by objectives and the needs of the learners rather than by a resource
Organised into units of work, allowing sufficient time to explore topics in appropriate depth
Each unit includes work at sentence level and has a clear, defined outcome
Clear progression from one unit to the next and from one year group to the next

28. Progression through the scheme
There should be clear progression across the scheme
Progression comes from development of language skills
Increasing complexity of sentence structures also extends children’s language learning

29. Key structures Do you have…..? I have / I don’t have … What is it?
It is …
Do you like….?
I like / I don’t like …
What is there?
There is …
What is it like?
It is …(description)
What would you like?
I would like …
Where is it?
It is... (using prepositions)

30. Key principles of a unit of work
It is built around objectives (from the KS2 Framework or the 2014 Curriculum Programmes of study)
It shows progression from word to sentence level
There is a balance between new and previously learnt language
Pupils are working towards a key end of unit outcome

31. Exploring a unit of work
Unit of Work for Y4 - Pets

32. Plenary
How does this approach compare to the way you have learnt another language?
How confident do you feel to teach a language at Primary level?
What are the implications for your own professional development?