1. KS2 Languages: Training guidance Planning for progression in mixed age classes This guidance has been prepared to help schools plan for a progressive KS2 languages curriculum with a mixed age cohort. It is a summation of many years both teaching in, and advising, small schools in Norfolk, and throughout the UK, on mixed age language issues. Teachers and trainers are free to use this guidance and any photocopying should be source referenced. If you wish for an ‘in-person’ training day/workshop, please contact me by email. This PowerPoint version has been created for training days/workhops with extra explanatory notes under many slides: also see the PDF version where these notes are added to each slide as a footnote Joan Dickie: Primary Languages Consultant joandickie1@gmail.com Primary Languages Adviser Norfolk LA::2005-2011 / Committee member : ALL SIG: Primary Languages 2013/14

2. Introduction: Slides 1-4: Content; 2014 curriculum guidance & Ofsted Section 1: Slides 5-19: Addressing your mixed age needs through Long Term planning: Long term planning: explanation/discussion of rolling programme models : Group activities: Slides 7 & 19 Section 2: Slides 20-34: From long to medium rolling programmes: Adding context, structures and skills Creating your own OR adapting published resources. The principles of planning for New and Returning Pupils Group/paired activity: Slide 34 Section 3: Slides 35-47:Clarifying linguistic progression: Understanding ‘next steps’ in language learning: 3 paths of progression Challenging Returning Pupils & ideas for assessment and self-assessment Group/paired activities: Slides 43 & 47 Section 4: Short term planning: Slides 48-55 Showing acknowledgement of mixed age issues in short term planning Content joandickie1@gmail.com

3. 2014 curriculum: Key statements to support a mixed age approach Purpose of study: ‘Language teaching should provide the foundation for learning further languages… ‘ Aims: ‘…speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, asking questions and continually improving the accuracy of pronunciation and intonation …’ Subject content: ‘Teaching may be of any modern or ancient foreign language and should focus on enabling pupils to make substantial progress in one language…’ Pupils should be taught to: ‘… listen explore, develop engage, appreciate, describe, broaden, speak, write, read, understand, patterns sounds, words, phrases, sentences, questions, conversations…’ joandickie1@gmail.com

4. OFSTED comments on Mixed Age teaching: … 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 : January 2011: p16, para 30 Modern Languages, achievement and challenge 2007-2010: Reference 100042 joandickie1@gmail.com

5. Section 1: Addressing your mixed age needs through Long Term Planning joandickie1@gmail.com

6. What mixed age issues exist in your school(s)? 1. @ 30 pupils in KS2: 1 class: Y3/4/5/6 2. @ 60 pupils in KS2: 2 classes: Y3/4 ; Y5/6 3. @ 90 pupils in KS2: 3 classes: Y3/4 ; Y4/5 ;Y5/6 4. @ 180 pupils in KS2: 6 classes: Y3/4 x3 ;Y 5/6 x 3 Also… 5. Do class ‘mixes’ vary from year to year? 6. Is there a KS1/KS2 issue? Eg Y2/3 + Y 4/5/6 joandickie1@gmail.com

7. Activity 1a How do schools plan for mixed ages in other curriculum areas? LONG joandickie1@gmail.com MEDIUMSHORT

8. ‘ Mixed age’ schools are used to asking the question: joandickie1@gmail.com Long term planning normally entails a rolling programme which identifies a different context or set of resources each year e.g. English: YA & YB: use texts by different authors History: YA & YB: study different historical periods Maths: YA & YB : use different text books/resources to revisit a topic (eg symmetry) Medium term planning identifies appropriate learning outcomes so that Returning Pupils (RP) revisit and extend skills /concepts that are introduced to New Pupils (NP) e.g. Maths: Symmetry: 3 lessons NP will be introduced to symmetry and practise recognition and simple diagrams RP will revise their knowledge and be challenged to complete more complex tasks Short term planning identifies differentiated tasks given to NP and RP e.g. Maths: Symmetry: Lesson 1: NP use mirrors to investigate whether shapes are symmetrical RP try this task without mirrors ( and then use mirrors to check their answers) ‘how can we plan for mixed ages in all curriculum areas…?’

9. How can similar mixed age planning principles be applied to LANGUAGES? joandickie1@gmail.com Long term planning normally entails a rolling programme which identifies a different context or set of resources each year e.g. Languages: Option 1: YA & YB: cover similar key structures in L1 using different resources Option 2: YA & YB: cover similar skills in different languages: YA/L1 Y2/L2 Medium term planning identifies appropriate learning outcomes so that Returning Pupils (RP) revisit & extend language structures & skills that are introduced to New Pupils (NP) e.g. Languages: : 3 lessons to learn numbers 1-12 (Y3/4) NP will be introduced to numbers 1-12 & expected to learn in sequence, recognise + copy written word: RP will revise their knowledge of numbers 1-12 in sequence and be challenged to complete more complex tasks: eg count backwards, say out of sequence, read and write from memory Short term planning identifies differentiated tasks given to NP and RP e.g. Languages: Numbers Lesson1: NP learn 1-6 in order with whole class: Activity: play small ball throwing game, reciting numbers in order RP revise 1-6 with whole class : Activity: play dice game with 1-6 (out of order recall)

10. Summary: 3 key principles of mixed age planning (…to be returned to in sections 2-4) 1: Create an appropriate rolling programme in which key language structures (eg vocabulary phrases) and skills (eg phonics) can be revisited in different contexts. 2: Identify appropriate learning outcomes for NP (new pupils) and RP (returning pupils) where RP are expected to show progression when returning to a previously learnt structure or skill 3: When structures or skills are revisited, plan for differentiated opportunities for Returning Pupils to demonstrate higher level / progressive language skills.’ joandickie1@gmail.com

11. What sort of rolling programme do you need to follow? 2 stable classes (Y3/4, Y5/6) All KS2 in one class? 3 KS2 classes (3/4;4/5;5/6) Also… Do class mixes vary from year to year?...! Is there a KS1/KS2 mix? Eg 2/3+ 4/5/6 joandickie1@gmail.com A 2 year roll A 4 year roll A 5 year roll!

12. All KS2 learning French one class per year group = no mixed age issues 2013 2014 2015 2016 joandickie1@gmail.com FrD FrC FrD FrB FrD FrC FrB FrA FrD FrC FrB FrC FrB FrA Y5 Y4 Y3 Y6

13. All KS2 learning French ---with two stable mixed aged classes (Y3/4, Y5/6) following a 2 x 2 year rolling programme 2013 2014 2015 2016 joandickie1@gmail.com FrA FrB FrA FrB FrA FrB FrA FrB FrA Y4 Y3 Y6 Y5 A higher level rolling programme A lower level rolling programme

14. Three classes in a Four year KS2: Y3/4; Y4/5; Y5/6 …showing how a cohort of 22 per year can split and re-join up in 3 KS2 classes of 30 pupils 2013 2014 2015 2016 joandickie1@gmail.com 22 8 15 22 15 8 22 8 15 8 22 8 15 22 15 8 15 158158 22 Y 4/5 Y 3/4 Y 5/6 22 x Y3 22 x Y5 22 x Y6 22 x Y4

15. Split year groups : Y3/4; 4/5; 5/6 following a four year rolling programme in one language 2013 2014 2015 2016 joandickie1@gmail.com FrA FrB FrC FrD FrC FrD FrC FrD FrB FrA Y 4/5 Y 3/4 Y 5/6 Differentiated rolling programme for year groups: Y3/4 follow same contexts but at a lower level than Y4/5 or Y5/6

16. Split year groups : Y3/4; 4/5; 5/6 following a 2 x 2 year rolling programme in two languages 2013 2014 2015 2016 joandickie1@gmail.com FrA FrB SpA SpB SpA SpB FSpA Sp A SpB FrB FrA Y 4/5 Y 3/4 Y 5/6 Differentiated rolling programme for year groups: Y3/4 follow same contexts but at a lower level than Y4/5 or Y5/6

17. Y3/4/5/6: one mixed age class following a four year rolling programme 2013 2014 2015 2016 FrA FrB FrC FrD FrC FrD FrC FrD FrB FrA Y6 Y5 Y4 Y3 All pupils taught together but plans show differentiated expectations/outcomes for different ages/abilities

18. Y3/4/5/6: one mixed age class following a four year rolling programme 2013 2014 2015 2016 FrA FrB SpA SpB SpA SpB SpA SpB FrB FrA Y6 Y5 Y4 Y3 All pupils taught together but plans show differentiated expectations/outcomes for different ages/abilities

19. Activity 1b: Drafting a long term rolling programme for your school 2014201520162017 Y6 Y5 Y4 Y3 joandickie1@gmail.com

20. Section 2: from long to medium rolling programmes adding context, structures & skills joandickie1@gmail.com

21. Two different approaches 1: Specialist teachers may want to create their own medium term rolling programme based on the specific needs & curriculum links of their school 2: Generalist teachers may need to adapt existing resources so they can rely on strong sound files and ready-made activities etc. joandickie1@gmail.com A rolling programme for languages can be based on the revisiting of key structures and skills in different contexts

22. Reminder: 3 key principles of mixed age planning 1:Create an appropriate rolling programme in which key language structures (eg vocabulary phrases) and skills (eg phonics) can be revisited in different contexts. 2: Identify appropriate learning outcomes for NP (new pupils) and RP (returning pupils) where RP are expected to show progression when returning to a previously learnt structure or skill 3: When structures or skills are revisited, plan for differentiated opportunities for Returning Pupils to demonstrate higher level / progressive language skills.’ joandickie1@gmail.com

23. Possible structures and contexts over 4 years (see 2005 KS2 Framework part 3 p 117-128 for an expansion of these ideas) joandickie1@gmail.com Key language structures YAYBYCYD AUTUMNTo cover each year: greetings, 1-12, name, age, colours, instructions What is it?jungle animalsmini-beastsvehiclestoys Do you have?pencil casepetsmonstersgames SPRINGTo cover each year: 13-31, 50,100, days, months, weather, money Do you like?foodfruitclothessports Do you want?cafeice-creamshoppinggames etc SUMMERTo cover each year: 31-100, ABC, time, lang. portfolio, prepositions Where is?towncountriesschool placeshome What would you like to do? jobsholidayssubjectsOlympics New contexts requiring progression and raised expectations over four years Structures & skills revisited every year

24. Two year rolling programme Y3/4 : Example of revisiting the same structure : ‘Do you have a / As-tu un/une’……in two different contexts joandickie1@gmail.com NP: sound/word level : un crayon RP: phrase level: As-tu un crayon/stylo? Oui j’ai un crayon RP+: sentence level: J’ai un crayon rouge dans ma trousse Year B: Context: pets Year A: Context: pencil case 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 chien RP: phrase level: As-tu un animal? Oui j’ai un chien RP+: sentence level: J’ai un chien noir et blanc. Il s’appelle Idéfix!

25. Year B: Context: Pets Y3:Un chien Y4:As-tu un animal? Y5:Oui, j’ai un chien Y6: J’ai un petit chien blanc Year A: Context: Classroom Y3: Un crayon Y4: As-tu un crayon? Y5: Oui, j’ai un crayon Y6: J’ai un petit crayon rouge Year C: Context: Monsters Y3:Une tête Y4:As-tu une tête? Y5:Non, j’ai deux têtes! Y6:J’ai deux grandes têtes vertes ! Year D: Context: Games Y3:Un ballon Y4:As-tu un ballon? Y5:Oui, j’ai un ballon. Y6:J’ai un grand ballon jaune joandickie1@gmail.com Four year rolling programme Example of revisiting the same structure in four different contexts

26. Planning for a mixed age rolling programme using published resources joandickie1@gmail.com Some existing published resources can be adapted to a 2 x 2 year rolling programme. Resources that frequently revisiting structures and skills are the most adaptable Use a simpler (sound/word/phrase) resource for Y3/4 Use a more complex (sentence / text based) resource for Y5/6 OR change languages in Y5/6 but work immediately at a higher phrase/sentence level A satisfactory and progressive four year rolling programme is more complex and may require extra units created by a linguistically strong teacher.

27. joandickie1@gmail.com A two year rolling programme Y3/4: Early Start French Key vocabulary is covered both years eg greetings colours numbers Key structures covered both years with different content eg As-tu… A: un animal B: un crayon

28. joandickie1@gmail.com A two year rolling programme Y3/4: 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

29. joandickie1@gmail.com A two year rolling programme Y3/4: Early Start Spanish This column contains notes including ideas to plan for RP progression See section 4 for more details

30. Rigolo (OUP) Year A Year B joandickie1@gmail.com

31. Look out for language holes! When adapting published units to a long to medium term rolling programme, some units will be ‘skipped’ in YA and only covered in YB Occasionally, therefore, some words and phrases may be met for the first time by NP but already be familiar to RP (who have already covered the ‘skipped’ unit the previous year) …but may not be part of what is actively being taught in a new unit KS2 pupils are very adaptable to these circumstances…if NP say they haven’t met something before and you aren’t actively teaching this…ask RP to help them! joandickie1@gmail.com

32. Additional ways to express medium-term outcomes (and differentiated assessment criteria) for RP and NP joandickie1@gmail.com Teachers will recognise this type of statement which used to be included in QCA Schemes of Work SOW for : all, most and some pupils This phraseology also works very well for NP and RP The framework / Language Ladder and NC levels may be ‘dated’ but are still relevant Most NP and all RP will : join in with songs and games and use physical response: Framework Y3; Breakthrough 1; NC L1 Some NP and most RP will: be able to answer in complete phrases sometimes using questions and show greater confidence and understanding Framework Y4; Breakthrough 2; NC L2 A few RP will: be able to ask and answer several questions, confidently using accurate pronunciation Framework Y5/6; Breakthrough 3; NC L3

33. Example of a mixed age activity Y3/4 pupils play a game of pelmanism: ‘as-tu un animal?’ Y3 expectation: answer questions in single words or short phrases Y4 expectation: ask and answer questions using complete phrases joandickie1@gmail.com As a Y4 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 complete phrase: ‘ J’ai un chien ’ As a Y3 NP I can answer with two words. ‘Un chien’’ Demonstrating a key concept for mixed age planning: ‘…when structures or skills are revisited, plan for opportunities for Returning Pupils to demonstrate higher level / progressive language skills.’

34. Activity 2 joandickie1@gmail.com 1.Divide group into NP/RP pairs Explain that the animal response is linked to the die number thrown NP: answer with number + M/F word RP: answer in complete phrase 2. Whole group practice + large foam die Throw big die to several nominated NP /RP Whole group to see number thrown NP/RP give their level of response Example: Throw a 3: NP says: ‘ Trois: une souris Throw a 6: RP says: ‘Quatre: j’ai un chat orange--- qui s’appelle Garfield!’. 3. NP/RP paired activity: take turns to throw a small die and say the expected word/phrase 4. Whole group feedback 1. un lapin 3. une souris 2. un poisson 4. un chien 5. un éléphant 6. un chat

35. joandickie1@gmail.com Section 3: Clarifying linguistic progression

36. This is my first year of French but I’m trying to speak single words and short phrases with confidence joandickie1@gmail.com I now understand more about French phonics eg. I don’t pronounce the ‘t’ in ‘vert’ My big challenge is now to ask questions and have a 2 way conversation Knowing the ‘next steps’ … allows teachers to plan for RP activities …but is the ‘next step’ always just saying a longer phrase?

37. joandickie1@gmail.com 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. As pupils learn more of the same language (or move to new languages) they will develop : 3 aspects of progression

38. Increasing confidence ‘At a glance’ progression Y3-6 …plan for RP to be further along the progression path This chart can be used for speaking, listening, reading, writing joandickie1@gmail.com Word and phrase Including asking questions Sound & word Phrase and sentence Sentence and short text Increasing complexity Increasing understanding

39. Y3/4 Oracy activity: Pelmanism: ‘ As-tu un animal?’ Y3: Answer questions in single word/short phrases with a confident voice Y4: Ask as well as answer questions with an accurate accent especially using ‘un / une’ correctly When structures or skills are revisited, planning should show activities and opportunities for Returning Pupils to demonstrate increased: –Confidence –Understanding – Complexity (with a strong emphasis on questioning skills) joandickie1@gmail.com As a RP I have been challenged try to use more complex language and ask the question and answer in a whole phrase: ’Tu as un animal? Oui j’ai un chien. I must try & be confident about my accent + pronuncation I understand I must look for M and F words and use ‘un’ or ‘une’ correctly. I’m an NP. I’m trying to speak confidently and understand the meanings of different words

40. Footnote slides 50,51,53 Slides 50 An ‘at a glance’ chart for the pelmanism activity (slide 48) RP + could be gifted and talented and show pupils the next steps An additional use of this chart could be as a Self Assessment record Slide 51 After the pelmanism activity, pupils might like to place themselves somewhere on this progression chart: Slide 52 A blank version of this chart could be used to clarify NP/RP differentiation for any activity joandickie1@gmail.com

41. Short Term Planning: ‘At a glance’ Pelmanism ‘ speaking challenges’ joandickie1@gmail.com Phrase & sentence Sentence and short text Increasing complexity Increasing confidence Increasing understanding Sound & word Word and phrase (questions) NP: Answer with single words or short phrases Some NP, all RP: As 1 but with a confident voice/ accent RP + : Ask Qs. Give whole sentence answer

42. Short Term Planning: ‘At a glance’ Pelmanism ‘speaking challenges’ joandickie1@gmail.com Phrase & sentence Sentence and short text Increasing complexity Increasing confidence Increasing understanding Sound & word Word and phrase (questions) NP: Answer with single words or short phrases Some NP, all RP: As 1 but with a confident voice/ accent RP + : Ask Qs. Give whole sentence answer Sam: very confident with single words Sally: can create whole phrases + adjectives but is still very quiet when speaking aloud Sanjit: trying to use Q & A structures

43. Activity 3a … the next steps joandickie1@gmail.com Phrase & sentence Sentence and short text Increasing complexity Increasing confidence Increasing understanding Sound & word Word and phrase (including asking questions) NP: RP: RP+

44. Y5/6 Literacy activity NP/RP differentiation challenges whilst sharing a ‘real’ book joandickie1@gmail.com I’m Y5 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’. 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 Y6: an RP and my extra challenge is to look up words we don’t know in the bilingual dictionary.

45. Explaining ‘ next steps’ as challenging jobs for NP and RP! joandickie1@gmail.com Phrase & sentence Sentence and short text Increasing complexity Increasing confidence Increasing understanding Sound & word Word and phrase Including asking questions NP: Gender Gatherers: List ‘un/une’ or ‘le/la’ words RP: Cognate Collectors: Looking and listing cognates RP+ Dictionary Detectives: Use bilingual dictionary for unknown words

46. It’s all about new and returning pupils (and teachers) being confident about the next steps in their learning... joandickie1@gmail.com Phrase practice! Sentence slammer! Champion chat! Word whacker! Playing Word Tennis

47. Phrase practice ! A: J’adore les fraises B: J’aime les bananes …. Champion Chat! A Moi, :j’adore les pommes mais, je n’aime pas les bananes.et toi? B: Moi, j’ adore les fraises mais je n’aime pas les oranges. Tu aimes le foot? Word Whacker! A: pomme B: orange A: fraise B: poire A: banane B: orange www.joandickielanguages.co.uk Activity 3b : Play the Word Tennis game! Sentence Slammer! A: Je m’appelle Lucy, j’ai dix ans et j’adore les fraises B: Je m’appelle Alex; j’ai onze ans et j’adore les poires Training Suggestion Teachers divide into pairs and decide which level they can play at (and which language) Do a whole group modelling session In pairs, take turns to say a word/phrase/sentence (pretending to play tennis with your words) Discuss the outcome as whole group. Could you do this with NP and RP in the same class? What vocabulary /structures might it work for?

48. Section 4: Short-term planning joandickie1@gmail.com

49. Mixed age short term planning …with separate learning outcomes for NP&RP and a column for ‘Confidence, Understanding,Complexity’ differentiation opportunities. joandickie1@gmail.com

50. Short-term planning: a close-up Differentiated learning outcomes for NP/RP a dedicated column for Complexity, Understanding Confidence differentiation opportunities

51. joandickie1@gmail.com Example of completed short term plan: Early Start French

52. joandickie1@gmail.com

53. REMINDER! joandickie1@gmail.com Quel temps fait-il à Toulouse? A Toulouse il fait froid...brrrr ! If you are ever stuck for a ‘next step’ challenge…remember to encourage RP to :...ask as well as answer questions!

54. Celebrating mixed ages! The revisiting of key language structures and skills is excellent PL practice Returning pupils will be able to: joandickie1@gmail.com 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 revisited language in particular whilst helping ‘new’ pupils

55. joandickie1@gmail.com Good luck with your planning! Make sure your planning shows that you are both recognising and addressing your mixed age issues Good Luck! Good Planning is the Key to Mixed Age success