Effective Strategies for Teaching Languages at KS2 Level

Leading Languages at KS2 2ndJuly 2015

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

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 - 26thSept every year http://edl.ecml.at/

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

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

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

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 www.take10.org.uk Mantra Lingua PenPals will read a real story book for you. See our examples in the Hub. www.mantralingua.com And then there s CLIL (content and language integrated learning) http://www.all- languages.org.uk/community/flame See resource sheet for other examples

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

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

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

Transition and Transfer: 1 KS2/KS3 PoS says

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 www.cavelanguages.co.uk Sue s site