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Day 1: Tuesday 11th November, 2014
‘Unpacking the
new KS2 Programme of Study’
Willow Dene
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A look at the bullets from the Programme of Study
Comparison with KS2 Framework objectives
Examples of teaching activities for each year group
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Explore the patterns and sounds of
language through songs and rhymes
and link the spelling, sound and
meaning of the words.
Read carefully and show
understanding of words, phrases
and simple writing.
Appreciate stories, songs, poems
and rhymes in the language.
Broaden their vocabulary and
develop their ability to understand
new words that are introduced into
familiar written material, including
using a dictionary.
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Write phrases from memory, and
adapt these to create new
sentences, to express ideas clearly.
Describe people, places, things and
actions orally and in writing.
Understand basic grammar
appropriate to the language being
studied, including (where relevant):
feminine, masculine and neuter
forms and the conjugation of high
frequency verbs; key features and
patterns of the language; how to
apply these, for instance, to build
sentences; and how these differ
from or are similar to English.
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Learning new language
How do you know when you know a word or
structure?
say
I can ____________________ it
read
I can ____________________
it
understand
I can ____________________ it
write
I can ____________________ I
use
I can __________it
in a sentence.
How can you tell if pupils5are making progress?
Where do we start?
Le navet
énorme
Le navet
énorme
Flashcards
Images on
whiteboard
Realia
Actions
BSL
Plenty of varied
repetition, graded
questioning, support
Use a variety
Ensure age
appropriate
Come up with 5 different ways
to introduce new language
Reading or hearing a more
complex text / story &
deducing (context,
cognates, dictionaries, gist
only, prior learning)
Try to avoid always teaching only
lists of words
Is there progression in time?
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L3.3
jaune
orange
noir
rouge
gris
rose
vert
violet
marron
bleu
blanc
• Explore the patterns and sounds of language through
songs and rhymes and link the spelling, sound and
meaning of the words.
Focus on accurate spelling / memorisation
n--r
b--u
v--t
g--s
o----e
nr
je
bc
gs
re
Looking at sound-spelling links:
What are the special features that help us listen
and speak in Spanish?
Hola
Como te llamas?
Me llamo Rocio Peña. Y tú?
Looking at sound-spelling links:
What are the special features that help us read
and write in Spanish?
¡Hola!
¿Cómo te llamas?
Me llamo Rocío Peña. ¿Y tú?
0 1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Levez-vous
Asseyez-vous
Tournez-vous
Levez la main
Baissez la main
Sautez
Marchez
En rang
Trouvez un(e) partenaire
Écoutez, regardez, repetez
Bleu
Rouge
Vert
Jaune
Blanc
Noir
Orange
Rose
Marron
Gris
1
2
7
12
8
13
18
3
9
14
19
4
5
10
15
20
Grand Petit
Gentil Dangereux
Prepositions, adjectival agreement & positioning
6
11
16
21
17
C’est
Ce n’est pas…
Un
Un
Un
Un
Un
Un
Un
Un
Un
éléphant
lion
tigre
zèbre
dauphin
hippopotame
crocodile
kangourou
hamster
Une
Une
Une
Une
girafe
tortue
souris
vache
Il y a…
Il n’y a pas de…
Un
Un
Un
Un
Un
Un
Un
Un
chien
chat
serpent
lapin
oiseau
cheval
mouton
cochon
J’imagine un animal.
L’animal est
<couleur>
<grand / petit>
<gentille / dangereux>
J’aime…
Je n’aime pas..
J’adore…
Je déteste…
Je préfère…
+ adjectives
+ agreement &
position
et, mais,
parce que…
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L4.2
• Working in groups, listen several times to a native speaker
model, an audio, CD, a simple familiar song, poem or extract
from a story, while following the words
• Join in, chanting some of the text as a class
• Choose text cards as the teacher calls out words and phrases
• Play and extend anagram jigsaws: familiar words are cut up into
individual letter cards, and in small groups children work
together to re-build the words
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L4.2
• Sort word cards into dictionary order by their first and
second letters; children are given frequent practice in
sorting words alphabetically by playing the dictionary sorting
game
• Working in groups of four or five, each child holds a text
card and must stand in dictionary order, e.g. banana, berry,
biscuit, bottle, butter. When ready, extend to include the
first two letters of each word being the same, then the first
three
• Broaden their vocabulary and develop their ability to
understand new words that are introduced into familiar
written material, including using a dictionary.
Put the following into alphabetical order…
Un
Un
Un
Un
Un
Un
Un
Un
Un
Un
éléphant
lion
tigre
cochon
zèbre
dauphin
hippopotame
crocodile
kangourou
hamster
Put the following into 3 categories…
un éléphant la tête
une banana des raisins
le nez
des lions
un tigre
la bouche
un melon
une pêche
un zèbre
les yeux
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• Appreciate stories, songs, poems and rhymes
in the language
Une histoire sombre
Dans cette armoire, il y avait un coin sombre, très sombre.
Dans ce bois, il y avait un château sombre, très sombre.
Et dans cette boîte, il y avait…une souris!
Derrière cette porte il y avait une sale sombre, très sombre.
Dans ce couloir, il y avait un rideau sombre, très sombre.
Une histoire sombre
• Pupils listen to the story being read out.
• Pupils listen for key phrases, words or sentences and
respond.
• Pupils join in with the reading, or call out the next word when
the reader stops.
• Do pupils notice a structure or pattern?
• Find words rhyming with ‘noir’
• Find words with the ‘oi’ sound (bois, fois, boîte, couloir,
armoir, coin)
• Find words with the ‘oh’ sounds (sombre, dans, chateau,
Rideau, devant, en haut, chambre)
• Pupils are given a colour and when the line of that colour is
read out, they all must stand up before the line is read
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new sentences
L5.2
• Memorise a ‘human sentence’. The sentence can be seen
at the front of the class by children holding up word cards.
All children read and re-read the sentence aloud, in
chorus. The teacher gradually gives a signal to each child
who has a card to remove their card from the sentence. All
children continue chanting the sentence aloud until all the
cards are hidden from view and yet they can still chant the
sentence correctly
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L6.1
• Read a weather report and draw symbols on a map showing
what the weather will be like in those regions/countries
• Read a familiar story or sing a familiar song. Using print-outs of
the story or song, children answer some simple questions
about it
• Expose children to authentic handwriting, if appropriate
• Use a bilingual dictionary to check the meaning of words
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L6.4
• Create a wall on a theme from a different
curriculum area, e.g. Henry VIII and his six wives
• Give speech bubbles to characters to include
personal information
• Write phrases from memory, and adapt these to create new
sentences, to express ideas clearly.
Salut, je suis une personne gentille qui habite dans une
maison en Belgique.
J’adore l’exercice et je vais à la piscine deux fois par semaine,
mais je déteste le gymnase car c’est embarrassant.
Je regarde la télévision souvent parce que c’est relaxant, et
je préfère les films – parfois je vais au cinéma avec mes amis.
Demain je vais aller au supermarche pour faire du shopping,
c’est bof 
Listen &
Watch
Listen & join
in actions
Actions & say
Word
ping-pong
Salut, je suis une personne gentille qui habite dans une
maison en Belgique.
J’adore l’exercice et je vais à la piscine deux fois par semaine,
mais je déteste le gymnase car c’est embarrassant.
Je regarde la télévision souvent parce que c’est relaxant, et
je préfère les films – parfois je vais au cinéma avec mes amis.
Demain je vais aller au supermarché pour faire du shopping,
c’est bof 
Phrase
ping-pong
Signal selected words/phrases to
partner
Salut, je suis une personne gentille qui habite dans une
maison en Belgique.
J’adore l’exercice et je vais à la piscine deux fois par semaine,
mais je déteste le gymnase car c’est embarrassant.
Je regarde la télévision souvent parce que c’est relaxant, et
je préfère les films – parfois je vais au cinéma avec mes amis.
Demain je vais aller au supermarche pour faire du shopping,
c’est bof 
Images to assist you
Sign to partner from symbols, partner actions if
support needed
Understand basic grammar appropriate to the language being studied, including (where relevant):
feminine, masculine and neuter forms and the conjugation of high frequency verbs; key features
and patterns of the language; how to apply these, for instance, to build sentences; and how
these differ from or are similar to English.
C’est
Un lion un chat
Une banane
Un croissant
Une ferme
une maison
Une tortue
Une table
C’est
un/une
lundi
dimanche
La tête
Il y a
How to:
Communicate &
understand in a variety of
ways (see Framework
consultation).
Deduce meaning using
skills, such as;
• Cognates
• Near cognates
• Prior learning
• Context
• Guess-work
• Dictionaries
• Gist
Ce n’est pas…
Il y a…
Il n’y a pas de…
J’aime…
Je n’aime pas..
J’adore…
Je déteste…
Je préfère…
+ adjectives
+ agreement &
position
et, mais,
parce que…
• Describe people, places, things and actions orally and in
At the end of Y3, show pupils the reading passage here,
writing.
Bonjour! Ça va super!
Je m’appelle Paul.
J’ai six ans.
Mon anniversaire est le dix
J’habite à Romford.
and ask them to consider how much they think they can
figure out. Then, in pairs, they share their findings.
Next, ask them if they can use the information here to tell
you anything about themselves, thereby adapting the
phrases.
Next, ask pupils to come up to underline the parts of the
passage that they would need to change if the passage
was about themselves. Some bits may not necessarily
NEED changing but could be substituted for alternatives.
The next slide underlines for you the pieces that could be
changed.
novembre.
Finally, pupils use the scaffold to either produce a piece
of writing about themselves, or a spoken performance.
J’ai un petit chat.
J’adore les pommes mais je déteste les kiwis.
Mon animal préféré est le lion – c’est dangereux.
Au revoir, Paul.
Could be Ça va pas,
Comme-ci, comme-ça or
alternatives that you may
have introduced. Pupils
could also change the
greeting to Salut, or for a
different time of day.
Bonjour! Ça va super!
Je m’appelle Paul.
J’ai six ans.
Mon anniversaire est le dix novembre.
J’habite à Romford.
J’ai un petit chat.
Pupils may have a different
pet, a different number of
cats, wish to use different
adjectives.
J’adore les pommes mais je déteste les kiwis.
Pupils could change
the fruits they
love/hate, or could
also change the
‘topic’ to something
else they know, such
as colours or
animals.
Mon animal préféré est le lion – c’est dangereux.
Au revoir,
Paul.
Pupils could change the ‘topic’ from animals to foods
or colours, identifying their favourite, and an
adjective to explain why. Alternatively, they may
wish to stick with the topic of animals, and change
the animal and the adjective.
WRITING
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Label items (display)
Copying
Show-me boards
Worksheets (match image and
word)
• Fill gaps
• Un-jumble letters
• Find the mistakes
• Select the correct word
for a gap
• Write from memory
(words to longer)
• Use scaffold / model.
• Complete a sentence,
text, message, e-mail
• Mini-books
WRITING
Copying (but be aware of the worth…)
Categorise or put into alphabetical order.
Using a simple activity (introducing new language) to stimulate some
simple writing (e.g. description of an animal).
Bleu.
Grand.
Gentil.
C’est bleu, grand et gentil. L’animal est bleu, grand et gentil.
Using word cards (to re-order & construct sentences) to then write out
with a level of independent choice over content.
Describing family members.
Describing a planet.
Using a story to create a scaffold (repetitive structures)
Un histoire sombre.
La Oruga muy hambrienta.
Eric l’Escargot.
Progression
What is it / what does it look like in a Primary
Languages lesson?
(A little goes a long way, as with classroom actions/instructions &
days of the week, & progression doesn’t have to be only
linguistic.)
CONCLUSIONS
•Teaching primary languages doesn’t mean being a ‘perfect linguist’ with a
wealth of grammatical knowledge or linguistic accuracy.
•Learning primary languages isn’t about learning to read, write, say and
understand endless ‘groupings’ of nouns or words, or even set phrases in
isolation.
•It is about developing skills, confidence, enjoyment, a ‘have-a-go’
approach, skills of deduction, a foundation, a ‘can-do’ attitude, all of
which need to be modelled by the teacher/adult.
•Progression: understand what it looks like in a language lesson and across
a number of years of language learning ; help young learners to recognise
when they achieve this; develop a collaborative approach to recording and
reporting it.
Key messages…
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A little language goes a long way – with only a limited choice of
words or phrases a lot of progress can be made by learners
• Don’t be afraid to expose learners to a wealth of ‘superfluous’
language (caught v taught)
• Be aware of the smaller steps of progression that are present in each
activity
• Consider different approaches to introducing new language. Let the
scheme of work empower you, not confine you
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Questions
Next session
Pupil audits and a story book
Evaluations