Planning and Progression in Years 5 & 6

Primary Languages (FL006A)

Jo Rhys-Jones & Liz Lord

09.00 – 09.30 Coffee09.30 – 11.15 Revision of the Framework:

Investigating progression in Oracy & Literacy

11.15 – 11.30 Coffee11.30 – 12.30 Progression in IUC, KAL & LLS12.30 – 13.30 Lunch13.30 – 14.30 Assessment14.00 – 15.00 Phonics for Fun & Learner’s

Futures: decoding the written word

15.00 – 15.30 Joined Reading & Writing: Ideas for developing literacy

Messages from the KS2 Framework for Languages:

• Teachers and schools will have the freedom to decide:

• how to teach • what to teach • how to organise teaching

• It doesn’t assume any way of organising the teaching and learning of languages (1x4? 2x2?)

• Language content is not prescribed - free to decide languages, themes and content

• The challenge is ‘to sustain a meaningful experience over 4 years’

While ‘fun and games’ are an important part of MFL and play a major role in motivating pupils, early learners also need to be challenged and to have their learning guided through clear stages of progression if initial motivation is to be maintained.

(Jones and Coffey, 2006: 66)

What signs are you looking for to show that your children

are making progress in Languages?

An increase in• the amount and complexity of language which children can understand & use• the speed and fluency of response• confidence in deducing meaning using grammatical knowledge• confidence in understanding & use of language• ability to re-use language in different contexts and topics

A growth in• understanding of children’s own culture & those of others• the range and frequency of use of language learning strategies• confidence in dealing with unpredictable language• new insights into how language works• developing independence in language learning & use across the range of skills

Part 3 of KS2 Framework

KS2 Framework: Children coming into Year 5 should be able to:• identify specific words & phrases when listening

to a text • ask & answer a number of questions • read & understand familiar written phrases, &

read some of these aloud • enjoy reading & listening to a wide range of

songs, stories & identify similarities & differences in traditional stories

• begin to recognise & apply some simple patterns in language

• use a number of techniques for memorising & memorise a short text 

The KS2 MFL Framework guides us through progression from years 3 to 6 in ‘Strands’;

Literacy Overview

By the end of Year 3, children should be able to:

By the end of Year 4, children should be able to:

By the end of Year 5, children should be able to:

By the end of Year 6, children should be able to:

Write some familiar simple words using a model.

Write some familiar words and phrases

without help.

Write words, phrases & sentences

using a model.

Write several sentences from memory.

Progression in the Framework:

Compound sentences

Progression• Progression in oracy & literacy is achieved through

understanding & using increasingly complex language structures together with an increasing vocabulary

– un chien– J’ai un chien noir.– J’ai un petit chien noir qui s’appelle Belle.

• Progression also occurs through:

– increasing KAL– developing more LLS– greater ICU

Oracy: An improvised conversation

ORACY 5.1 Make up a puppet conversation with a partner.(NC Level 3)

Oracy: Progression across KS2

O3.1 Year 3: Listen for & mime/gesture.

O4.2 Year 4: Put the cut-up verses in order.

O5.3 Year 5: Join the times & the pictures which

you hear.

L6.3 Year 6: Answer questions about the song (and sing along!)

‘We do not call someone a better carpenter just because he or she has

more tools or a larger tool-box’

(Van Lier and Corson, 1997: xiv)

3 key principles for progressive revisiting in Primary Languages

1. Identify core skills & concepts e.g.

skill: asking for name/saying name

concept: recognise and apply gender

2. Revisit the same skills and concepts each year in different contexts/ themes

3. Expect ‘returning pupils’ to develop increasing confidence and accuracy e.g.

skills: asking as well as answering a question e.g.Comment t’appelles-tu?

concepts:applying as well as recognising a concept e.g. correct gender

After the break:Progression in IUC, KAL & LLS

LLS: Language Detectives

The Framework classifies LLS in six main categories:

• Planning, analysing & evaluating ways of learning

• Communicating, understanding & being understood

• Practising language

• Memorising

• Applying prior knowledge

• Dictionary skills

Using Bi-lingual Dictionaries:

Year 3 Year 4 Year 5 Year 6KAL:

Notice the spelling of familiar words.

Recognise how sounds are represented.

LLS:

Use a dictionary to look up spellings.

L5.3: Use a bilingual dictionary to check the spelling of familiar words.

KAL: Understand that words will not always have a direct equivalent in the language.

LLS:

Use a dictionary.

Progression in the Framework:

Knowledge about Language

Progression in IUC

• Festivals through year not enough https://talkaboutprimarymfl.wikispaces.com/Days+to+Celebrate

• Links with other areas – PSCHE, SEAL, Geography, History, RE etc.

http://www.cate-ouest.com/paques/catechese3-7ans.html

Voices of the World examples

• Voices of the world http://onevoice.ning.com/

• http://votw-tasks.blogspot.com/

October task – animotos

Making partnership links

Partnerships & links http://www.etwinning.net

Assessment

• http://hampshirelanguages.wikispaces.com/

• Self-assessment sheets & Teacher grids

• Targeteer style stickers

• Transition examples & end of Year 6 agreements.

• Asset Pack based on Unit 5

• European Portfolio

• Asset http://www.assetlanguages.org.uk/