KS2 Language Co-ordinator’s Handbook

ALL CONNECTKS2 – KS3

Aims for the module

• To understand what the KS2 Language Co-ordinator’s

Handbook is

• To increase knowledge and understanding of the

requirements for leading language learning at KS2

• To explore the most important aspects of curriculum

planning

• To look at specific ideas and strategies for teaching and

learning languages at KS2

• To get (even more) enthused about KS2 languages!

The Handbook…

• articulating a vision for language learning in the primary

school

• creating languages policy

• designing and planning the curriculum

• monitoring standards of teaching and learning

• assessing and reporting progress

• leading and developing other teachers of languages

• raising the profile of language learning in the school and

local community

Aims to support the Languages Co-ordinator in:

In this module…

• role description

• school self-audit

• cross-curricular links

• languages and literacy

• lesson planning

• target language ideas

• games

• assessment and reporting

• raising the profile ideas

We focus particularly on:

Task 1

Match the sentence halves

(on the handout) to create an overall

description of the

Language Co-ordinator’s role.

Discuss them. Which are..

- the most challenging?

- the most immediate priority?

Can you rank them for your school?

1. develop a whole school

languages ethos in

conjunction with the Head teacher, ensuring clear vision

and direction; champion the benefits of language learning for all

2. provide guidance with respect to

teaching the current KS2 Programme of Study;

source/create/adapt a Scheme of Work/ Curriculum

that adequately meets the requirements of the PoS,

and one which engages, enthuses and motivates

learners

3. evaluate the linguistic skill set

of available staff and to liaise with the Head teacher

regarding the best staffing arrangement; monitor and

assess standards of language teaching and learning

across the Key Stage/s; organise language training of staff where necessary

4. co-ordinate theuse of languages resources throughout the whole

school

5. keep up-to-date with recent developments

and curriculum changes related to KS2 languages by

attending relevant training; by liaising with other

schools; and by finding out information as required.

6. ensure continuity and progression

between key stages KS1-2 (if appropriate) and make

sure that pupils are linguistically ready for the transition

to KS3; liaise with local secondary schools as

appropriate.

7. design and/or developarrangements for assessment

in languages and oversee the recording and reporting of pupil progress.

8. liaise and work with subjects to identify ways in which languages can be linked to

other aspects of the curriculum and develop cross-

curricular projects.

In this module…

• role description

• school self-audit

• cross-curricular links

• languages and literacy

• lesson planning

• target language ideas

• games

• assessment and reporting

• raising the profile ideas

We focus particularly on:

Task 2

Read the School Self-Audit document and

RAG rate it for your school at the moment.

Discuss with colleagues.

Can you identify three next steps?

In this module…

• role description

• school self-audit

• cross-curricular links

• languages and literacy

• lesson planning

• target language ideas

• games

• assessment and reporting

• raising the profile ideas

We focus particularly on:

Cross-curricular

Year 3 Writing

une lance

un couteau

une flèche

une hache

une aiguille

A. B. C. D. E.

www.routesintolanguages.ac.uk/events/linguamaths

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20

uno dos tres cuatro cinco

seis siete ocho nueve diez

once doce trece catorce quince

dieciséis diecisiete dieciocho veintediecinueve

Test 1

1) Escribe los números:

i) uno

ii) ocho

iii)veinte

2) Escribe las palabras:

i) 10

ii) 15

iii) 2

3) Escribe en el orden correcto:

i) uno, tres, dos

ii) seis, dos, cuatro

iii)quince, diez, cinco

iv)dieciocho, seis, doce

4) ¿Qué número falta?:

i) dos, ……, cuatro

ii) veinte, diecinueve, …..

iii) ……, nueve, diez

5) Calcula el valor:

i) dos más seis igual a ……

ii) cinco más cinco igual a, ….

iii) diez más cuatro igual a ….

6) Calcula el valor:

i) dos por dos igual a …

ii) veinte entre cinco igual a …

iii) dieciocho menos siete igual a …

iv) once menos siete igual a …

+ más

-menos

÷ entre

x por

= igual a

Test 1

1) Escribe los números:

i) uno

ii) ocho

iii)veinte

2) Escribe las palabras:

i) 10

ii) 15

iii)2

3) Escribe en el orden correcto:

i) uno, tres, dos

ii) seis, dos, cuatro

iii)quince, diez, cinco

iv)dieciocho, seis, doce

+ más

-menos

÷ entre

x por

= igual a

i. 1

ii. 8

iii. 20

i. diez

ii. quince

iii. dos

i. uno, dos, tres

ii. dos, cuatro, seis

iii. cinco, diez, quince

iv. seis, doce, dieciocho

Test 1

4) ¿Qué número falta?:

i) dos, ……, cuatro

ii) veinte, diecinueve, …..

iii) ……, nueve, diez

5) Calcula el valor:

i) dos más seis igual a ……

ii) cinco más cinco igual a, ….

iii) diez más cuatro igual a ….

6) Calcula el valor:

i) dos por dos igual a …

ii) veinte entre cinco igual a …

iii) dieciocho menos siete igual a …

iv) once menos siete igual a …

+ más

-menos

÷ entre

x por

= igual a

i. tres

ii. dieciocho

iii. ocho

i. ocho

ii. diez

iii. catorce

i. cuatro

ii. cuatro

iii. once

iv. cuatro

Task 3

Consider the theme of ‘planets’ and how

you might exploit it within languages.

Year 5 Writing

Saturno

Mercurio

es

el sol

un planeta

muy

bastante

pequeño

caliente

rápido

cerca de

lejos de

Year 5 Writing

Saturno

Mercurio

esel sol

un planeta

muy

bastante

pequeño

caliente

rápido

cerca de

lejos de

propernouns

nouns

adjectives

qualifiers

verbs

prepositions

Mercurio es un planeta pequeño, caliente, rápido y marrón, muy cerca del sol.

Year 5/6 reading writing

Es un planeta enorme, sólido y rojo. Está cerca del sol y tiene una atmósfera muy cálida, con temperaturas de unos 477°C.

Este planeta es muy seco como el desierto Sahara. No es posible vivir en Matena porque no hay líquido. También su atmósfera está llena de partículas negras.

Es un planeta minúsculo y muy frío. La temperatura es muy baja todo el año, unos -230°C. Su atmósfera contiene nubes de color verde.

Telario

Fluvio

Matena ………………………has black particles in its atmosphere.

………………………is a tiny, cold planet.

………………………is a very dry planet.

………………………is the hottest planet.

…………………………has green clouds in its atmosphere.

…………………………is a very large planet.

Matena

read carefully and show understanding of

words, phrases and simple writing and

broaden their vocabulary and develop their

ability to understand new words that are

introduced into familiar written material,

including through using a dictionary.

In this module…

• role description

• school self-audit

• cross-curricular links

• languages and literacy

• lesson planning

• target language ideas

• games

• assessment and reporting

• raising the profile ideas

We focus particularly on:

Languages and literacy

1 Grammar

fdslive.oup.com/www.oup.com/oxed/primary/grammar-quiz/grammar-glossary-page-1.html

Connectives Conjunctions

Task 4

These are the main grammatical concepts

within the KS2 languages PoS.

When do pupils first learn about these in

literacy?

Gender

Nouns

Adjectives

Subject pronouns

Regular Verbs

Irregular Verbs

There is/ are

Opinions

(verbs and adjectives)

Questions

Imperatives

Conjunctions

KS2 grammar whether / when equivalent concept learnt in literacy observations

gender

nouns

adjectives

subject pronouns

regular verbs

irregular verbs

there is/are

opinions (verbs and

adjectives)

questions

imperatives

conjunctions

Language and literacy

Quality assured by the ALL Connect project (2016)

• regular plural nouns (-s)

• using ‘and’

• sequencing sentences to

form short narratives

• punctuation: capital

letters, full stops,

question marks,

exclamation marks

• noun (noun phrase,

compound noun)

• adjective

• adverb

• verb

• tense (present, past)

• punctuation: commas for

lists, apostrophe

(missing letters /

possession)

• a / an

• consonant / vowel

• word families

• conjunctions

(subordinating) and

subordinate clauses

• paragraphing

• adverbs and prepositions

(time, place, cause)

• punctuation: inverted

commas for direct speech

• pronoun

• possessive pronoun

• fronted adverbials (e.g.

time phrases – later that

day)

• adverbials for cohesion

(firstly, then, after that)

• relative clauses

• modal verbs

• subject – object

• synonym – antonym

• active – passive

• informal – formal register

• punctuation: semi-colon,

colon, dash

Year 1 Year 2 Year 3

Year 4 Year 5 Year 5

www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf

Quality assured by the ALL Connect project (2016)

National curriculum literacy

KS2 grammar whether / when equivalent concept learnt in literacy observations

gender

nouns

adjectives

subject pronouns

regular verbs

irregular verbs

there is/are

opinions (verbs and

adjectives)

questions

imperatives

conjunctions

Language and literacy

Quality assured by the ALL Connect project (2016)

gender is not learnt

Term ‘noun’ used from Y2. Adding –s to

pluralise regular nouns from Y1.

from Y2

Y1 know to capitalise ‘I’. Using pronouns to

avoid repetition is Y4

Term ‘verb’ from Y2 – by then pupils

are using present and past tenses and

recognising the difference.

Not mentioned specifically

Not mentioned specifically, although the

glossary is interesting on ‘Auxiliary verbs’

Not mentioned specifically

Term from Y3 but using ‘and’ from Y1

Languages and literacy

•Storytelling

•Poetry

•Recitation

•Handwriting

•Punctuation

•Grammar

In this module…

• role description

• school self-audit

• cross-curricular links

• languages and literacy

• lesson planning

• target language ideas

• games

• assessment and reporting

• raising the profile ideas

We focus particularly on:

Lesson planning

• Curriculum design (links)

• Scheme of work (templates, examples)

• Individual lessons (examples, templates)

• Resources (links, wikis, general guidance)

In this module…

• role description

• school self-audit

• cross-curricular links

• languages and literacy

• lesson planning

• target language ideas

• games

• assessment and reporting

• raising the profile ideas

We focus particularly on:

Target language ideas

• Suggested list of classroom language (Fr, Gm, Sp)

• Links to useful audio resources online

• Ideas for developing target language use everyday

in classrooms

“In addition to this dedicated time allocation, teachers should seek

opportunities during the week to enable children to use their newly

acquired language skills. The curriculum offers opportunities

throughout the day, planned or incidental, to reinforce language

work, for example carrying out class routines. […] The duration and

frequency of the sessions will depend on who is teaching the

language. Primary class teachers will have more flexibility than

visiting teachers.” KS2 Framework for Languages

Use the

target

language to

ask for fruit or

to say you’re

thirsty.

Have a display of key language in the classroom so

that all teachers can ask pupils to show or teach them

what they’ve been learning.

Introduce

a date

routine so

that a

different

pupil

every day

writes the

date in

English

and the

TL on the

board.

Target language ideas

• Register routines

• Packed lunch / school dinners

• Tidying away

• Weather

• Take five

In this module…

• role description

• school self-audit

• cross-curricular links

• languages and literacy

• lesson planning

• target language ideas

• games

• assessment and reporting

• raising the profile ideas

We focus particularly on:

Games

• Mastermind

• Telepathy

• Silence! game

• Sac magique

• Pass the toy (bomb)

• Find Fred

• Around the World

• Strip bingo

• Kim’s game

• Connect 4

Mastermind

a veces como un bocadillo

nunca bebemos un zumo de fruta

siempre tomo una ensalada

normalmente comemos agua

generalmente bebo patatas fritas

Sentence race

a veces como un bocadillo

nunca bebemos un zumo de fruta

siempre tomo una ensalada

normalmente comemos agua

generalmente bebo patatas fritas

Fin

¿Cuántas frases

puedes decir en 30

segundos?

TelepathyLéo.

Chloé.

Manon.

Salut, je m’appelle Ça va?

J’ai9 ans.

10 ans.

8 ans.

Mon anniversaire c’est le18 juin.

5 mai.

27 avril.

Je suisfrançais / française

anglais / anglaiseaméricain / américaine

J’habite enSuisse

France

Italie

avecma famille.

mes parents.

mes animaux.

et je parleitalien et espagnol.

anglais et français.

espagnol et français.

Silence!

Sac magique + Pass the toy

A list of words / phrases /

objects recently covered in

class are placed in a bag (le

sac magique!). Pupils pull out

the (English) words and have

to say what they are in the TL.

Alternatively there can be just

one word in the bag and

pupils have to guess what it

is. Use phrases in the TL

wherever possible ‘Oui, c’est

correct!’ ‘Non…désolé.. c’est

incorrect’.

A ‘pass the parcel’ type

activity where music is

played whilst a soft toy is

passed around the room.

When the music stops the

person holding the toy

has to answer the

question.

Find Fred / Around the World

Find Fred

A brilliant, versatile game. Two pupils go out. Two pupils inside the class are chosen to be ‘Fred’, which involves having the target answer to the question you want to practise. E.g. Sí, tengo un gato. All other pupils must have a different answer (any suitable answer to ‘¿Tienes animales? The two pupils come back in and race to find one of the pupils with ‘Sí, tengo un gato’ by asking –it’s fast and furious and an excellent talk task.

Around the World

A chosen pupil stands behind another pupil, with all pupils standing in a circle. The teacher shows a picture/ flashcard or says a word/ phrase for the pupil to translate and whoever is the fastest pupil to say the correct answer is the winner. This pupil moves on to challenge the next pupil. The pupil who beats the most pupils in the class is the winner. With large classes it works well to do this in two circle groups, led by more able students in the centre, whilst the teacher has oversight of both groups.

Strip bingo / Kim’s game

Strip bingoPractise words until known well. Pupils choose 8 (or fewer) words/phrases from the key language learnt. They fold a strip of paper into 8 sections and write the English word for each (OR draw a picture if preferred). When the words are called out, pupils can only tear it off if it is at either end. The winner is the one who gets rid of all of their ‘strip’ first.

Kim’s game

A range of pictures is

shown to the pupils and

vocabulary is introduced.

Once the vocabulary has

been practised one of the

items is removed (this

can be easily done on

PowerPoint) and pupils

guess what is missing.

Connect 4

a b c d e f

1I have fruit for

breakfastI have chips for

lunchI have fish with rice for dinner

I have hamburgers for

dinner

I never have toast for breakfast

I have lunch at 1.00

2I have dinner at

8.00

I don’t have chicken with

salad for lunch

I never have paella for

dinner

I don’t have a sandwich for

lunch

I have breakfast at

7.30

I have paella for dinner

3I never have

chips for lunch

I don’t have fruit for

breakfast

I don’t have anything for

lunch

I have toast for breakfast

I never have fish with rice

for dinner

I don’t have anything for

breakfast

4I have a

sandwich for lunch

I have dinner at 7.15

I don’t have hamburgers for

dinner

I have chicken with salad for

lunch

I never have fruit for

breakfast

I don’t have fish with rice

for dinner

5I never have

cereal for breakfast

I don’t have anything for

dinner

I have breakfast at

8.00

I don’t have cereal for breakfast

I don’t have paella for

dinner

I never have chicken with

salad for lunch

6I have lunch at

12.20I have cereal for breakfast

I don’t have chips for lunch

I never have hamburgers for

dinner

I never have a sandwich for

lunch

I don’t have toast for breakfast

In this module…

• role description

• school self-audit

• cross-curricular links

• languages and literacy

• lesson planning

• target language ideas

• games

• assessment and reporting

• raising the profile ideas

We focus particularly on:

Assessment and reporting

join

s in

co

nfi

den

tly

wit

h m

ost

of

the

acti

on

s in

son

gs, s

tori

es a

nd

rh

ym

es

reco

gnis

es w

ritt

en fo

rm a

nd

mea

nin

g o

f k

no

wn

vo

cab

ula

ry fr

om

th

e sp

ok

en w

ord

can

an

swer

mo

st q

ues

tio

ns

lear

nt

use

s ‘i

hav

e’ a

nd

‘it

is’ t

o f

orm

sim

ple

sen

ten

ces.

can

ad

apt

mo

del

sen

ten

ces

to d

escr

ibe

thin

gs

(no

un

s +

ad

ject

ives

)

read

s an

d r

eco

gnis

es m

ost

fam

ilia

r v

oca

bu

lary

enjo

ys

par

tici

pat

ing

in s

tori

es, s

on

gs a

nd

po

ems

and

sh

ow

s th

e ab

ilit

y t

o r

etai

n s

om

e o

f th

e w

ord

s

thro

ugh

rep

etit

ion

can

mak

e li

nk

s to

ph

on

ics

and

pro

no

un

ce fa

mil

iar

wo

rds

wel

l,

resp

on

ds

wel

l to

tea

cher

pro

mp

tin

g to

un

der

stan

d n

ew w

ord

s

wri

tes

som

e k

no

wn

wo

rds

and

sh

ort

ph

rase

s

fro

m m

emo

ry w

ith

un

der

stan

dab

le s

pel

lin

g

sub

stit

ute

s an

d a

dap

ts n

ou

n-a

dje

ctiv

e

coll

oca

tio

ns

in s

imp

le s

ente

nce

s.

can

fo

llo

w a

nd

ad

apt

a m

od

el t

o c

reat

e a

few

sho

rt p

hra

ses

wit

h n

ou

ns

and

ad

ject

ives

,

usu

ally

use

s th

e co

rrec

t in

def

init

e ar

ticl

e in

pra

ctic

e ac

tiv

itie

s –

ind

epen

den

t u

se is

mo

re

var

iab

le

can

rec

ogn

ise

and

say

sin

gula

r an

d p

lura

l no

un

s,

dif

fere

nti

atin

g b

etw

een

th

em

able

to

pla

ce a

nd

agr

ee s

om

e fa

mil

iar

adje

ctiv

es

corr

ectl

y in

pra

ctic

e ac

tiv

itie

s

use

s i h

ave

/ it

is /

they

are

/ t

her

e is

bu

t m

ay

con

fuse

th

eir

mea

nin

g an

d u

se

use

s ‘a

nd

’ an

d ‘b

ut’

wit

h s

om

e co

nfi

den

ce

Name L1 L2 S1aS1

b

S1

cS2 S3 R1 R2 R3 R4 R5 W1 W2 W3 G1 G2 G3 G4 G5

Y3 Class assessment sheet – KS2 attainment objectivesEach pupil may show achievement at a different level. Indicate (-), (=) or (+) as appropriate.

- I can do this with support

= I can do this independently most of the time

+ I can do this readily and with confidence

Assessment and reporting

KS2Listening & Reading

a few familiar spoken words and short phrases, spoken slowly and clearly.

a range of familiar spoken words and short phrases.

the main points of a short passage made up of a few familiar words and phrases.

a short passage made up of familiar words and basic phrases concerning self, people, places or simple actions.

STEP 1

STEP 2

STEP 3

STEP 4

I can understand:

KS2Speaking

ask and answer simple pre-learned questions from memory.

rehearse and

perform short role

plays drawing on

one topic, with

several exchanges

and secure

pronunciation, and

use simple pre-

learned words and

phrases for routine

situations.

ask and answer simple questions on the current topic and for classroom talk, producing short phrases, including opinions, from memory, with good pronunciation.

ask and answer

simple questions on

a few familiar topics

and in classroom

talk, giving opinions,

using simple

phrases and

sentences

independently, with

good pronunciation,

expressing opinions

and responding to

those of others.

STEP 1

STEP 2

STEP 3

STEP 4

I can:

KS2Writing

write some single words from memory, with plausible spelling, and with support substitute one element in a simple phrase to vary the meaning.

write simple words

and several short

phrases from

memory with

understandable

spelling, and

substitute one

element in a simple

phrase or sentence

to vary the meaning.

write words, phrases and short, simple sentences from memory with understandable spelling, and change some elements in sentences to create new ones.

write a short, simple text from memory, using simple sentences from one familiar topic with reasonable spelling, and can write sentences on a few topics using a model, e.g. a writing frame.

STEP 1

STEP 2

STEP 3

STEP 4

I can:

KS2Grammar & Vocabulary

use singular indefinite articles, form regular plural nouns, show awareness of adjective and noun position and agreement, use high frequency verb forms (I have, it is, they are, there is/are), and the connectives (and, but, and also).

use indefinite and

definite articles with

a variety of nouns

and adjectives, create

a greater variety of

sentences using key

verbs (has, is, and

some regular verbs)

and sequencers

and/or prepositions

of place.

use definite and indefinite articles, agree adjectives for number and gender, use all persons of several regular verbs in the present tense (with a writing frame) and use days of the week in simple sentence formation.

use high-frequency verb forms, nouns, articles and adjectives to form simple sentences independently, and I have a basic repertoire of words and phrases related to people, places, things and simple actions.

STEP 1

STEP 2

STEP 3

STEP 4

Assessment and reporting

Subject below average average above average well above average

Literacy

Numeracy

Science

Languages

Art

Music

Geography

History

ICT

The approach taken on reporting will be dictated by whole school policy. It

may be simple, as the one below, or include far more detail for each

subject, including curriculum specific information.

Raising the profile

On your own

• Around school

• With parents

• In the classroom

• Special events

• International School

Award

In collaboration with

secondary school

• Language leaders

• Taster visits

• Inter-school competitions

• Shared resources (story

writing project)

• Film and drama

Language leaders

Aims for the module

• To understand what the KS2 Language Coordinator’s

Handbook is

• To increase knowledge and understanding of the

requirements for leading language learning at KS2

• To explore the most important aspects of curriculum

planning

• To look at specific ideas and strategies for teaching

and learning languages at KS2

• To get (even more) enthused about KS2 languages!

What next?

KS2 modules: on Grammar, Speaking, Writing & Progression

KS2/3 module: on Transition, and

KS3 modules: on Literature, Spontaneous Speaking, Grammar & Translation

To these, in year 2 have been added:

KS2/3 module: Transition Toolkit KS2 module: Coordinator’s Handbook

(You have just done this! Now access the handbook itself!)

ALL Connect has also created new interactive wikis, allowing teachers to upload examples of their own resources, and download further support materials:

Literature Wiki: all-literature.wikidot.com

Speaking Wiki: all-speaking.wikidot.com

Grammar Wiki: all-grammar.wikidot.com

Writing & Translation Wiki: all-writingtranslation.wikidot.com

Progression & Transition Wiki: all-progressiontransition.wikidot.com

Visit the ALL Connect Blog: allconnectblog.wordpress.com