Progression by Strand Regional support group London South

Progression by Strand Regional support group  London South

Progression by Strand Regional support group London South East 5th March at Greenwich University Avery Hill 5th March 2009 Sue Dean and Maria di Nardo

Overview of the session Welcome and introductions Progression by strand Food and healthy eating topic (Sue Dean) Outcomes of the London Paris linking project (Bexley and Bromley teachers) How the British Council can support

international work (India Roger) What do we mean by progression? Planning for progression in language learning and then identifying it when it takes place is one of the most challenging things for all teachers.

This is partly because there is not just one way in which children progress in a language. Features of progression Over time you might expect to see the following features of childrens progression in language learning: an increase in the amount and

complexity of language which children can understand and use an increasing confidence in childrens understanding and use of language a growing understanding of childrens own culture and those of others an increase in the range and frequency of use of language learning strategies

increased speed and fluency of response increased ability to re-use language in different contexts and topics growing confidence in dealing with unpredictable language new insights into how language works increased confidence in deducing meaning using grammatical knowledge developing independence in language

learning and use across the range of skills. Planning for progression Know your learners Know their learning styles Set high expectations and challenging learning targets Devise extended cross curricular language learning experiences

Select and plan across a topic focus A topic for learning Focus on a cross curricular topic across year groups Food and healthy eating Identify the learning and opportunities for progression across the curriculum Identify opportunities for shared and supportive work across year groups

Be prepared to be flexible Be prepared to respond to childrens learning needs Extended learning opportunities Starting with oracy O3.1 rhymes

KAL - Identify specific sounds phonemes and words recognise commonly used rhyming sounds Paired listening O4.1 listening for sounds rhyme and rhythm KAL recognise negative statements e.g. je naime pas je ne

mange pas de Online listening resource Chocolate, molinillo Des carottes et des navets Jaime la galette Pche, pomme, poire, abricot Pomme de reinette et pomme d'api Pirouette cacahute

la salade Set up a permanent food market or caf in class O.51 prepare and practise a simple conversation shopping and role play KAL develop accuracy in pronunciation and intonation

Manipulate language by changing a single element in a sentence Use repair strategies to keep a conversation going Research online IdArticle=5621 French supermarket - patisserie - French department store restaurants.htm - names of cafes tags=|1128 online shopping

Breakfast menu Become a food critic O.52 understand and express opinions KAL understand and use negative statements e.g. je naime pas je ne mange pas de

Follow a recipe O5.3 Listen attentively and understand more complex phrases and sentences KAL recognise different types (register) of language e.g. command in singular and plural

Ready, steady, cook! O5.4 Prepare a short presentation instructions O6.1 perform to an audience, using spoken language confidently KAL recognise the importance and significance of intonation O6.3 Understand the gist of complex sentences

KAL notice and manipulate agreements Gordon Ramsays MFL words O6.4 Use spoken language confidently KAL Use knowledge of words text and structure to make meaning using simple language

spontaneously Literacy links L3.1 Recognise some familiar words in written form labels and pelmanisms matching and also reading about real food stuffs in books and online KAL Recognise how sounds are

represented in written form and notice the spelling of familiar Ladies that lunch! L3.2 Read aloud familiar words sentence, rhyme or poem KAL Understand how far letters letter strings are both similar to and different from English

Recognise that some words occur in both English and the language being learned even though they may sound different Food, glorious food Rhymes and songs about food omptines-nourritures.html

L3.3 Experiment with the writing of simple words jaime, je naime pas using a model write single words from memory some children could do more KAL Appreciate that writing systems are different from one another accents and keyboards

L4.1 Read and understand a range of familiar written phrases identify non fiction texts by style and lay-out e.g. recipe or advert KAL apply phonic knowledge of the foreign language in order to decode text

L4.2 Follow a short familiar text listening and reading at the same time recipe and Hungry Caterpillar and poems and the food diaries KAL - Recognise that texts often have the same conventions of style and layout as in English diary, recipes, emails, websites

Starting with a story the very hungry caterpillar L4.3 Read some familiar words and phrases aloud and pronounce them accurately recipe instructions, food diaries and rhymes and poems KAL- use phonic knowledge to

support accurate pronunciation Recognise the main word classes Five a day food diary! Days of the week linked with 5 A day. Combine oracy with literacy Talking big book Quest-ce quon

mange ce soir? Listen, look, cover, say Days of the week Fruit and vegetables Vegetables Food L4.4 Write simple words and

phrases using a model and some words from memory email to share information KAL -Apply phonic knowledge to write simple words and phrases L5.1 Re-read frequently a variety of short texts recipes, adverts, email, messages and text on the Internet

KAL - Notice different text types and deal with authentic texts L5.2 Make simple sentences and short texts order of words in a sentence KAL - Recognise the typical conventions of word order and compare with English/ other languages spoiken in the class L5.3 Write words, phrases and

short sentences using a reference play with gap texts make a fruit salad taking out key words recognising verbs; using a bilingual dictionary KAL Apply phonic and whole word knowledge in the new language in order to locate words in a reference source.

Pack a picnic hamper! List of contents Pack the hamper Lay out the picnic L6.1 Read and understand the main points and some detail from a short written text Give true or false responses

to statements about a written passage KAL Use knowledge of form including, where appropriate, plurals and notions of gender to improve access to a range of texts. Apply knowledge of word order and sentence construction to support the understanding of written text.

The best sandwich in the World! Follow the instructions and fill in the sandwich gaps L6.2 Identify different text types and read short authentic texts for enjoyment or information email, forums, short stories and the

Internet KAL Use knowledge of the language features, style and layout of different texts to support understanding L6.3 Match sounds to sentences from video make cards use punctuation to make a sentence that makes sense,

listen carefully to a model e.g. video recording and reconstitute a sentence or paragraph using text cards apply most words correctly. Apply knowledge of words and text conventions to build meaningful sentences and short texts Little online chef!

Recipe for success Chocolate cakes L6.4 Write sentences on a range of topics using a model construct a short text

We present to you An interactive presentation to tell a story or give a description An alternative version of a well know story e.g. The Hungry Caterpillar Extend the story or add an alternative ending Podcast

Celebrate technology with a Butterfly Pinata Intercultural understanding IU3.2 Locate countries where language is spoken know some facts about one country produce huge map websites food sources food miles IU3.3 Identify social conventions at home and in other cultures - different types of bread fasting

celebrations social conventions of consuming food and drink IU3.4 Make indirect or indirect contact with countries where the language is spoken View a video or media resource about the country email and forum exchange between partner schools KAL - understand that familiar things have different names in different languages

IU4.1 Learn about festivals and celebrations in different cultures learn how children of different cultures celebrate special days similarities and difference Easter Learn simple phrases to celebrate festivals KAL - Recognise similarities and

differences between languages in the phrases used for celebrations Easter recettes/default.htm IU4.2 Know about some aspects of

everyday life and compare them to their own Eating and drinking and celebrating timing and eating culture taking time Looking at the takeaway culture link to PSHE and Citizenship showing pictures of the shops - Napkins with coffee beans and other words for coffee KAL - Understand that conventions are respected by native speakers and are

important for learners Online resource IU5.1 Look at further aspects of their everyday lives from the perspective of someone form another country reflect on cultural issues using empathy and imagination to understand other peoples

experiences Fairtrade La Reunion access to food and drink fasting money and currency KAL - Understand that words will not always have a direct equivalent in the language Getting ahead in advertising IU5.3 Compare symbols, objects or products which represent their own

culture with those of another culture packaging, food and drink items worldwide brand names e.g. Coca Cola fast food packed lunch what can you recognise what is the same? How do you recognise a product food and drink websites e.g. Auchan and Waitrose KAL - Notice different text types

IU6.1 Compare attitudes towards aspects of everyday life KAL Devise questions for authentic use e.g. forums and email IU6.2 Recognise and understand some of the differences between people Recognise and challenge stereotypes - - why do we stereotype with food e.g. Irish, French, English food that is associated in peoples minds with particular

cultures. KAL - Recognise that languages have different ways of expressing social relationships IU6.3 - Present information about an aspect of culture have a greater sense of audience KAL - Create spoken and written language using simple sentences in the target language Making dumplings

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