11.15 – 12.15 Workshop 25 Jo Rhys-Jones

Simple and effective tips for transition KS2-KS3Effective transition from KS2 can dramatically impact on your KS3 results and

take-up at KS4. This session will focus on 5 straight-forward powerful strategies to support teachers from both phases. So whether you are worried about your

class repeating what they’ve done already and being put off, or you are concerned by an increasingly diverse intake, come and do something practical

about it.

Sunday 13th February

In each others shoes – what are our expectations?

Breaking the Ice

• Everybody is busy• Legal entitlement• What are ‘they’ doing?• Would ‘they’ like some

support?• Can the KS3 students

come visit?• Biscuits

Mutual support

• Why you shouldn’t teach / write a scheme of work for KS2 colleagues.

Ready-made resources specifically for KS2

To purchase• Catherine Cheater• Early Start• Grow Story Grow• Languagenut• Speakee• Dinocroc Hocus/Lotus• http://www.ciltplus.org.uk/ • LCF Clubs / babelzone• Take Ten en Fr/Es/De• European

Bookstore/Amazon

Free• Wizkid / LA vle resources• http://year3french.wikispac

es.com/

• TES resources• Maternelle de Moustache• WSGfL / NGfL /BGfL• MFL Sunderland• http://primarymfl.ning.com

Talkabout Primary MFL• http://www.primarylanguag

es.org.uk

• BBC Schools

Transition Toolkits

• End-of-year 6 Agreement example

• How to use a dictionary

• Focus on KAL & LLS• Language Detective

skills http://www.language-investigator.co.uk/index.htm

KAL & LLS linking KS2/3 Frameworks• http://www.saintambrosebarlow.wigan.sch.uk/Y6Spel

ling/prefixes1y6.htm

• Medway Bridging gap http://nationalstrategies.standards.dcsf.gov.uk/node/416503

• Example from WSGfL Pack

Sometimes we need to challenge ourselves: http://www.ted.com/talks/lang/eng/sugata_mitra_the_child_driven_education.html (2.45/10 Grandmother method of teaching)

Transition Projects• Language Leaders http://www.sportsleaders.org/our-awardsqualifications/foreign-language-leader-award.aspx

• Take Ten en Francais/en Español

• Storybooks KS3/2 http://primarymfl.ning.com/profiles/blogs/bon-appetit-monsieur-lapin

• QCA Unit 24: Quoi de neuf?

• Language Detective dayhttp://wsgfl.westsussex.gov.uk/ccm/

content/curriculum/mfl/ks3-strategy/y7-pack-languages-detectives.en;jsessionid=abgvKwsGpl2e

• Shared vle/blog/wiki with embedded games made by KS3 as HW projects 2DIY

Extreme differentiation• Is everything fine as it is?

• What do we really want/need to teach – fast? Brookfield/WSGfL/iLanguages

• Use one resource at different levels

• Open-ended /creative tasks hombre de color

http://wsgfl.westsussex.gov.uk/ccm/navigation/curriculum/modern-foreign-languages/key-stage-3/curriculum---transition-

resource-packs/mali-project/ Objective –to increase awareness of a country where French is spoken.

To use reading strategies to help understand a French text.Students enter room with Mali music playing & various artefacts

photos/maps around the room Students are given a copy of the letter from the child. They work in

pairs/groups to try and figure out what information they are given. Dictionaries.

The students will fill in a question sheet with their answers;What is the child’s name? Do you think it is a girl’s name or a boy’s

name?What age is he/she?What town does he/she live in?What are his/her clothes made of?Does he/she have any brothers or sisters?Does he/she have a pet? What does he/she really like?Which is the hottest month in his/her country?What is a “balafon” ?Now write down in English the 6 things the child asks you in French. Go

round the tables and try to find out the answer to the questions. Plenary: feed back to the class – how do you know?HW – to find out something about Mali. (If they google – Oxfam cool

planet Mali- they will get two excellent sites; Oxfam’s Cool Planet, On The Line-Mali Virtual Journey and Oxfam’s Cool Planet – On The Line – School Activity- Magical Mali). The sites are also very interesting for the teacher.

Use one resource at many levels:• Listen for and join in with numbers to 10• Work out what the song is about• Listen for and note the subjects• Note the subjects & what time they

start?• How is this the same/different to UK?• Re-order cut-up lyrics• Write an extra verse using lyrics as frame.• Speed dictation• Karaoke

You are a private investigator and have been asked to find out as much

as you can about Patrice Evra.

Make some notes at the back of your book to help you write your report.

Questions…..1. What have you found out?2. How did you work this

out?3. What clues did you use?

Slide from Wendy Adeniji’s iLanguages scheme

• Break the Ice• Mutual Support• Transition Toolkits• Transition Projects• Extreme

differentiation

Yr.6 should know these core elements well after 4 yrs of entitlement: Additional language to be considered a bonus and non-essential. Topic areas are not to be specified.

Nouns Awareness that nouns can be m or f; how to recognise s. or pl; Dictionary skills.

AlphabetKey phoneme/graphemes ch, ou, é/er/et/ez, gn, on/an, in/ain, oi ; simple awareness of silent letters.

Adjectives Colour, size and some simple adjectives. Basic awareness of position / agreement.

Core structures C’est… It is…Ce n’est pas… It isn’t…Il y a…. There is / there are…Il n’y a pas de… There isn’t / aren’t...J’ai... I have...Tu as… You have...Il/elle a… He/she has...Je n’ai pas de.. I haven’t got / don’t have …Je suis... I am...Tu es… You are...Il/elle est... He/she is…J’aime… I like...Je n’aime pas… I don’t like...Je voudrais... I would like…

Numbers At least to 31. Ideally up to 69. Up to 100 is a bonus.

Days/Months Quelle est la date aujourd’hui? Quelle est la date de ton anniversaire?

Telling the time (On the hour) Il est une heure. - It is 1 o’clock. Il est deux heures. – It is 2 o’clock.

Recognise & answer basic questions.

Qu’est-ce que c’est? What is it? Où est..? Where is..?Quel âge as-tu? How old are you? As-tu? Do you have..?Aimes-tu? Do you like …..?Comment tu t’appelles? What is your name? / comment t’appelles-tu?