Category Archives: Languages

OFSTED also recognise Primary Langauge Award winner as Excellent.

Such brilliant news and well deserved previous Other category winners  Springfield Lower School, Bedford has been selected by OfSTED as one of only 2 examples of best practice in Primary Languages.

http://www.ofsted.gov.uk/resources/good-practice-resource-languages-heart-of-curriculum-springfield-lower-school

Those of you that attended their workshop at the Language Information Point at the Education Show letting everyone know about how they integrated and embedded teaching into their school, community and curriculum will not be surprised.

Well done especially to Marianne and Richard from all of us at these awards.

 

 

 

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ERA Leadership winner now advising for AQA

It was great to have in my postbag this week a message letting me know that Jan Lewandowski an ERA Winner  (Education Resource Awards) for leadership is now supporting AQA professional development courses for primary language classrooms. Jan has supported our Language information Point at the Education Show for the past few years giving free help and advice around language learning so we are pleased to see her now supporting professional development.

http://www.aqa.org.uk/professional-development/course-details?meta_E=PLANKS2Languagesintheprimaryclassroomreadyfor2014

 

 

Activities for foreign language acquisition

Visit this blog for a range of activities to support language acquisition maybe the judges and I will see examples of these in next years awards.

http://frenchteachernet.blogspot.co.uk/2013/04/50-writing-activities-for-mfl-classroom.html or see summary below. Thanks Steve.

Below is a list of common writing activites in the target language which can be carried out in a classroom or in some cases online. Most of these would be done within a sequence of activities, often following oral activities to improve comprehension, embed vocabulary or syntactic rules, and improve accuracy of speech and writing.

Much writing will be done at home so as to maximise classroom time for listening and oral activity. Writing should nearly always be in the target language, although there will be times when using English makes more sense e.g. when taking notes on a harder spoken or written passage. The teacher will alsways need to adapt to the needs of the particular class.
•Copywriting from a book or the board to establish simple spellings
•Writing down words spelled out orally
•Writing down answers to oral questions
•Writing down answers to written questions
•Filling gaps (with options given or not given)
•Writing down corrected answers to false statements given orally
•Writing down corrected answers to false statements written down
•Writing down the correct one of two or more alternative statements provided orally
•Writing short phrase statements or just true/false on a mini whiteboard
•Taking notes to an audio or spoken source
•Completing an information grid based on a written source
•Completing an informatiom grid or transcription based on a spoken source
•Writing sentences or a narrative based on a picture or picture sequence
•Writing sentences from short notes (e.g. diary entries)
•Completing a sentence or text with the correct form of a given verb or adjective
•Transposing sentences or text from one person to another
•Putting jumbled words into a correct sentence
•Summarising from an English text
•Summarising from a target language text
•Writing down solutions to anagrams (either written ones or ones provided orally)
•Dictation: transcribing words, phrases, sentences or passages from audio or read by teacher
•Paired dictation e.g. running dictation”
•Writing a traditional discursive essay
•Translating into the target language from a written source
•Translating into the target language from an oral source
•Writing a passage from a template
•Writing lists e.g. shopping lists, desert island game, strip bingo game
•Word association – teacher gives a word, pupil writes first word to come into head
•Antonyms – teacher gives a word, pupil writes down opposite meaning
•Writing short accounts from a given word list. Every word must appear in the account
•Completing sentence starters from an oral source
•Completing sentence starters from a written source
•Starting sentence ends from an oral or written source
•Noting synonyms or antonyms in a written passage
•Writing poems or music lyrics
•Writing calligrammes
•Writing definitions of words
•Completing a crossword or acrostic
•Making up original sentences to show a grammatical structure
•Completing a vocabulary list e.g. finding words in a target language text
•Writing for a purpose e.g letter, news article, job application, obituary, diary
•Transforming a text message into full sentences (or the reverse)
•Underlining errors in a transcribed text and inserting the correct word or phrase
•Writing social network messages to a foreign speaker
•Writing words as part of a game (e.g. baccalauréat – find a word in each category beginning with a given letter)
•Writing sentences for a game of “consequences”
•Writing on the board or with a partner e.g. “Hangman”
•Code breaking games
•Writing “never-ending sentences”
•Writing nonsense or silly sentences

Thank You from Glasgow Academy Prep School

I opened my email box and read this lovely thank you.  I just have to say thank you for such lovely words but they are the ones doing a great job so deserved to be honoured in this way.

Congratulations everyone and especially Patricia for sending in her application during the Christmas holiday.  If I am not mistaken it came in just after Christmas but before New Year.

What a memorable occasion the Primary Languages Classroom Awards ceremony was!  Thank you so much for all the hard work and dedication from all the team for organising and promoting this event and to the sponsors for their generous prizes.  Primary Modern Languages is a highly specialised, but often neglected, field of expertise so it is wonderful to celebrate achievement in this area and place it firmly in the spotlight.  I thank all the pupils of the Glasgow Academy for wholeheartedly embracing this area of the curriculum and helping me turn my ideas into a very enjoyable reality.

EAL winners more than 80% of the pupils at Maindee Primary School have English as their second language.

Brilliant to see this news article about the EAL Winners Maindee Primary.

Mrs Wadsworth said for more than 80 per cent of the pupils English is their second language and praised their ability to master it so quickly.

Head teacher for the past eight years, Carol Wadsworth, says the school celebrates many occasions on the calendar, most recently pancake day, as well as religious days and holding an eisteddfod.

When asked what she hopes her pupils will take with them when they leave, Mrs Wadsworth says: “I hope that we equip them with a set of skills in literacy, numeracy and personal and social skills in  order to live in this multi-cultural world that lies in front of them.”

“Our vision is learning and living in harmony and our success is framed around that.”

Read more about the worthy winners at:

http://www.southwalesargus.co.uk/news/features/school_of_the_week/9593450.SCHOOL_OF_THE_WEEK__Maindee_Primary_School/

2013 Primary Language Classroom Winners announced

Congratulations to the winners

French : Glasgow Academy Prep School, Glasgow

German : Hungerford Primary School, Islington

EAL : Maindee Primary School, Newport

Welsh : Pontlliw Primary School, Swansea

Other : Barlows Primary School, Liverpool

Look out for the revamped website with the judges comments and pictures to come.

Speakers at the Language Information Point 2013

I hope to meet you all soon at the Language Information Point where you can ask questions of head teachers, teachers, LA advisers and other professionals who are helping to support and deliver language support and learning into your schools curriculum in readiness for the 2014 changes.

Just Have a Question?
Then come and ask us; we will talk through the problem or concern with you and suggest a possible solution.

Need a Language Resource?
For those of you who would like to ask a supplier a direct question, some of the sponsors of the Primary Language Awards will be available to answer your questions. They will also show how their resource can support language learning, whilst giving up to date and practical examples of classroom use.

Thursday

10.30 Ann Swarbrick  President ALL        The new languages curriculum – What subject associations can do for you at a time of curriculum reform

12.00 Priscilla Hannaford Brilliant Books    Food, Glorious Food.                                                     Food is a great MFL topic, as it has universal appeal. Come learn some great ways of getting children to take ownership of foreign language learning and create their own (food related) sentences.

1.30 Back by popular request. Hilary Powers – Headteacher and  Paul Hutton LA Officer Luton.   ICT to support language learning Developing language skills in all children.

Friday
 11.00 2012 PLCAwards winner – French Jackie Rayment On Track!

An innovative project which has fostered working relationships across the MFL and PE departments. All very appropriate at a time when the London Olympics were uppermost in pupils’ thoughts! But this resource has a shelf life way beyond the Games. A collection of ideas and activities to integrate French and PE activities at all key stages.

This workshop will show:
• how languages can be taught through sport and related activities.
• how to bridge the gap between KS2 & KS3 ( transition)
• how to re-engage hard to reach pupils.
• how to raise standards.
• how to improve uptake at Key Stage 4
how to include SMSC
A workshop full of inspiring resources and techniques to make learning more active! Some of the differentiated and Going for Gold activities are more suitable for more able students at key stage 3 and even KS4 & 5

2.00 Primary Language Awards Ceremony Come and celebrate with the winners and listen to our guest speakers. Winners for French, German, EAL, Welsh and Other including sign language

Saturday
10.30 John Foxwell Welcoming Non English Speaking learners into the Classroom                            A practical session understanding how EAL learners need bilingual resources and text in their first days to help them understand their new surroundings

1.30 Enlli Thomas Senior Lecturer, Bangor
Making the most of bilingualism in the classroom.  Raising awareness of bilingual development, bilingual teaching strategies, and use of norm-referenced assessments with bilinguals.

Sponsors
Association for Language Learning, BESA, Brilliant Marketing Solutions, Brilliant Publications Little Bridge World, Education Show 2013, EMASUK, Golden Daffodil, Goethe Institut, Hobbycraft, Institut Francaise, Little Linguist, Mango Marketing, Pentel, and SSAT.