ks 2 languages planning for progression in mixed age classes
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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 advising and teaching in small schools in Norfolk, and throughout the UK, on mixed age language issues. - PowerPoint PPT PresentationTRANSCRIPT
KS2 LanguagesPlanning 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 advising and teaching in small schools in Norfolk, and throughout the UK, on mixed age language issues.
Please note that there are additional explanatory notes underneath each slide
Joan Dickie July 2013Primary Languages Consultant
Primary Languages Adviser Norfolk LA::2005-2011Committee member : ALL SIG: Primary Languages 2013/14
Mixed ages:an increasingly recognised issue…
…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 : Jan 2011
What mixed age issues exist in your schools?
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
‘Mixed age’ schools are used to this issue!
1. Long term planning • a rolling programme to revisit key skills or concepts• thinking about resources/contexts
2. Medium term planning• aiming to avoid too much repetition• choosing appropriately varied resources or contexts to allow RP
(returning pupils) to revisit and extend key skills or concepts whilst introducing them to NP (new pupils)
3. Short term planning of classroom teaching and activities for: • New Pupils to first encounter a ‘skill or concept’ :• Returning Pupils to achieve and show progression / next steps
What must mixed age planning include for all curriculum areas…?
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
A 2 year roll
A 4 year roll
A 4 year roll
A 4 year roll
A 5 year roll!
All KS2 learning French ---two stable mixed aged classes (Y3/4,Y5/6)
following a 2 x 2 year rolling programme
2013 2014 2015 2016
FrA
FrB
FrB
FrA
FrB
FrB
FrA
FrB
FrA
FrA
FrB
FrB
FrB
FrA
FrA
FrA
Y5
Y4
Y3
Y6
A higher level rolling program
me
A lower level rolling
programm
e
Y3/4/5/6: one mixed age class or split year groups : Y3/4; 4/5; 5/6
following a four year rolling programme in one language
2013 2014 2015 2016
FrA
FrB
FrB
FrC
FrD
FrD
FrC
FrD
FrC
FrC
FrD
FrB
FrB
FrA
FrA
FrA
Y5
Y4
Y3
Y6
Differentiated rolling programm
e for year groups: Y3/4 follow
same contexts but at a low
er level than Y4/5 or Y5/6
Y3/4/5/6: one mixed age class or split year groups : Y3/4; 4/5; 5/6
following a 2 x 2 year rolling programme in two languages
2013 2014 2015 2016
FrA
FrB
FrB
SpA
SpB
SpB
SpA
SpB
FSpA
Sp A
SpB
FrB
FrB
FrA
FrA
FrA
Y5
Y4
Y3
Y6
Differentiated rolling programm
e for year groups: Y3/4 follow
same contexts but at a low
er level than Y4/5 or Y5/6
Long & medium term planning see the Framework’s suggestions (Part 3 p.117-128)
Plan a rolling programme based on the frequent revisiting of key structures
and skills in different contexts
• Suggestions for 2 or 4 year rolling programmes
• Teachers can create their own planning linking to topic areas, big books etc.
• Similar rolling programmes can be created using published resources to help the less confident linguist…
NP:New pupils to :
Framework Objectives:Y 3/4
(a) O3.1 Listen and respond to simple rhymes,stories,songs(b) O3.2/O4.3 Recognise & respond to sound patterns, words, rhymes.(c) O3.3:Answer questions in single words/short phrases (d) L3.1/L3.3:read /begin to write simple familiar words with model/from memory(e) L3.2 Read aloud familiar sentence/rhyme/poem & pronounce accurately(f) L3.2 Make links between phonemes, spellings
(a) O4.1 Memorise and present a short spoken text (b) O4.2 Recognise and respond to specific phrases(c) O4.4Ask & answer questions with a partner: develop simple role plays(d) L4.1/4.4:read/write familiar phrases with model/from memory /for display(e) L 4.3 Accurately read aloud regularly used words& pronounce accurately(f) L4.2 Make links between spoken & written words. Identify specific letter strings
RP:Returning pupils to:FOCUS
LLSNP:to learn to..
RP: to apply with confidence... •listen & repeat rhythmically/aloud•look at speaker’s face•use gesture/physical response•use context to aid understanding•play games to aid memory•record selves•use context to aid meaning•practise/take turns with friends•ask someone to clarify/repeat with gesture•compare new language to English
KALNP:to have opportunities to..
RP: to begin to apply…•identify specific sounds, phonemes, words,rhymes•link sounds to meaning•imitate pronunciation•engage in turn taking•notice spellings/writing systems•compare with English sounds/spellings•recognise / use question forms/negatives• recognise gender/singular/plural•notice adjectival agreement•hear main word classes( nouns/adjs/vbs)•notice word order conventions• recognise conventions for politeness
IUNP: to join in discussion on..RP:to lead discussion on...
3.1 Langs spoken in school?3.3Typical names & greeting conventions4.1 Celebrations/festivals4.2 Comparing pastimes etc.3.2/4.4 Locating countries and how to travel there4.3 Comparing traditional stories/songs
NP:New pupils to :
Framework Objectives:Y 5/6
(a) O5.1 Focus on pronunciation & intonation reusing familiar vocab/new structures/questions(b) O5.2 Agree and disagree, express opinions(c) O5.3: Listen, u’stand main points incl. unfamiliar(d) O5.4 Take part in short presentation(e) L5.1 Re-read frequently a variety of short texts(f) L5.2 Make simple sentences/short texts(g) L5.3 Write words/phrases eg. in a gapped text using a reference eg. dictionary
(a) O6.4 Initiate/sustain conversations/ questioning/stories in audible voice(b) O 6.3 Understand /express reasons/gist(c) O6.1 Listen, u’stand main points in passage(d) O6.2 Perform to an audience(e) L6.2 Read/enjoy different authentic texts(f) L 6.4 Construct short texts e.g. PowerPoint(g) L 6.3 Listen to model & match sounds to sentences/paragraphs, using punctuation(h) L6.1 Read/u’stand main p’ts from short text e.g e-mail ,song,story, desciptions of friends
RP:Returning pupils to:FOCUS
LLSNP:to learn to..
RP: to apply with confidence... •use dictionary skills•recognise ‘borrowed’ words•use lang. with friends, outside cl’room•pick out key words/tone of voice•make sensible guesses•develop learning/memorising strats•discuss language learning•use known language in diff contexts•plan/prepare/evaluate work•ask for repetition/clarification•use actions/rhymes to aid memory•look/listen for aural/visual clues
KALNP:to have opportunities to..
RP: to apply with confidence…•understand and use negative•recognise patterns in sentences•change one element in a sentence•knowledge of word order rules•accuracy in pronunciation/intonation•understanding .use of negatives•different writing conventions•knowledge cannot always translate directly•notice and match agreements•devise questions for authentic use
IUNP: to join in discussion on..RP:to lead discussion on...
5.3 identify climate/symbols/products5.1/6.1consider everyday life/role models of children6.2 recognise differences and challenge stereotypes6.3 present info about culture5.2 recognise similarities and differences between places
Two year rolling programme Y3/4 : Example of revisiting the same structures in two different contexts
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: classroom
NP: New pupils develop skills at a beginning level RP : Returning pupils work towards a higher levelRP+: Able returning pupils are challenged to higher levels
NP: sound/word level : un chienRP: phrase level: As-tu un animal? Oui j’ai un chienRP+: sentence level: J’ai un chien noir et blanc. Il s’appelle Idéfix!
Oracy activity: As-tu un animal?O3.3 Answer questions in single words or short phrases
O4.4 Ask and answer questions with a partner
• Pupils play a game of pelmanism• When structures or skills are revisited, planning should show activities and
opportunities for Returning Pupils to demonstrate higher level language skills (word/phrase/sentence)
As a 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 whole phrase: ‘ J’ai un chien’
As a NP I can answer with two words and speak confidently and
accurately! ‘Un chien’’
Possible structures and contexts over four years( see 2005 KS2 Framework part 3 p 117-128 for an expansion of these ideas)
A B C D X-Cur AUTUMN: to cover each year: greetings 1-12, name, age, colours, instructions
Qu’est ce que c’est? Jungle Minibeasts Vehicles Toys ScienceAs-tu? Classroom Pets Monsters Games Art/D.T.
SPRING: to cover each year: 13-31, days months, weather, money
Tu aimes? Food Fruit Clothes Sports Food techTu veux? Café Ice-cream Shopping Sports equip Maths
SUMMER: to cover each year: ABC, time, Language Portfolio
Où est? Town World School places Home GeogQu’est-ce que- Jobs Holidays Subjects Olympics PHSEtu aimes faire?
See next slide
Four year rolling programme revisiting the same structure (as-tu…?) in four different contexts
Year B:Context: Pets Un chienAs-tu un animal? Oui, j’ai un chienC’est un petit chien blanc
Year A: Context: Classroom Un crayonAs-tu un crayon? Oui, j’ai un crayonC’est un petit crayon rouge
NP develop skills at a lower level: RP work towards a higher level:
Year C: Context: MonstersUne têteAs-tu une tête? Non, j’ai deux têtes!J’ai deux grandes têtes vertes !
Year D: Context: GamesUn ballonAs-tu un ballon? Oui, j’ai un ballon.C’est un grand ballon jaune
Celebrating mixed ages!
The revisiting of key language structures and skills is excellent PL practice
Returning pupils will be able to:
•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 the new language in particular whilst helping younger pupils
Clarifying the concept of progression:
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:
Teachers (and KS2 pupils) need to know about the next steps...
This is my first year of French and I’m still only confident with words that I know well!
When I’m a bit more confident ,my next step will be to know what questions to ask and use a great accent!
A big challenge would be to use complete sentences ….and read a real (very short) book!
‘At a glance’ progression Y3-6
Word and phraseIncluding asking questions
Sound & word
Phrase and sentence
Sentence and short text
Incre
asing
comple
xityInc
reas
ing co
nfide
nce
Incre
asing
unde
rstan
ding
Incre
asing
accu
racy
Y 3/4 Oracy activity: As-tu un animal?O3.3 Answer questions in single words or short phrases
O4.4 Ask and answer questions with a partner
• 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)
As a RP I have been challenged try to ask the question and answer in a whole phrase (even though it’s quite complex !) ’Tu as un
animal? Oui j’ai un chien
I understand I must look for M and F words and use ‘un’ or
‘une’
I’m an NP. I’m trying to speak confidently and
with a good accent
Short Term Planning: Pelmanism ‘challenges’
Phrase & sentence Sentence and short text
Increasing complexity & accuracy
Incr
easi
ng co
nfid
ence
Incr
easi
ng u
nder
stan
ding
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
Y5/6 Literacy activity differentiation challenges whilst sharing a ‘real’ book
L5.1: re-read a variety of short textsL 6.1: read, enjoy simple authentic texts
KAL: accuracy in pronunciation and intonationKAL: recognise gender
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.
An alternative approach: challenging ‘jobs’ for NP and RP!
Phrase & sentenceApply IU KAL, LLS
with increasing confidence
& understanding
Sentence and short text
Apply IU KAL, LLS with good confidence
& understanding
Increasing complexity
Incr
easi
ng co
nfid
ence
Incr
easi
ng u
nder
stan
ding
Sound & wordLearn about IU, KAL, LLS
Word and phraseIncluding asking
questionsBegin to apply
IU, KAL LLS
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
It’s all about ... teachers, and new and returning pupils, being confident about the next steps in their learning ...
Sentence slammer!
Question and answer rally...
Championship challenge!
Word whacker!
Short-term planning Create a short term plan with separate learning outcomes for NP&RP and a dedicated
column for RP ‘Confidence, understanding ,complexity’ differentiation opportunities.
Planning for a mixed age rolling programme with published resources
Some existing published resources can be adapted to a 2 x 2 year rolling programme.• Use a simpler (sound/word/phrase)
resource for Y3/4• Use a more complex (sentence / text
based) resource for Y5/6• Use a four year resource and create a
rolling programme from the Y3/4 and the Y5/6 plans
Creating a satisfactory four year rolling programme from existing resources is more complex and will require the addition of extra independent units by a linguistically strong teacher.
Long term A/B rolling programme Y3/4: Early Start Spanish
Key vocabulary is covered both years
eg greetings colours numbers
Key structures covered both years
with different contenteg Tienes..
A: hermanosB: un boli
Long term A/B rolling programme Y3/4: Early Start Spanish
This column contains notes to extend RP’s Confidence, Understanding and Complexity
NUMBERS: NP learn in sequence: RP should now learn out of sequence
GREETINGS: NP know answerRP be confident with question and answer
Look out for language holes!‘Language hole’... when adapting published units to
a rolling programme, some words and phrases may be met for the first time by NP but have been actively taught in a different unit in the previous year.
… KS2 pupils are very adaptable to these circumstances…if NP say they haven’t met something before: ask RP to help them!
Ways to express medium term outcomes for RP and NP
Most NP and all RP will :•join in with a 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
RECAP!Mixed age planning for progression will include:
Opportunities for returning pupils (or more able) pupils to show increased:
Complexity (linked to progressive ‘next steps’) Understanding
and Confidence
If you are ever stuck for a ‘next step’ challenge remember:
...asking as well as answering questions!
Quel temps fait-il à Toulouse?A Toulouse il fait froid...Brr!
