Newsletter
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Summer Term 2008
Welcome to the Summer 2008 MFL newsletter. In order to promote continuity
and increase cross phase awareness and collaboration, we are issuing the
same newsletter to both primary and secondary schools. Our aim is to provide
as much practical support as possible to schools in developing best MFL
practice to pupils of all ages.
Woolgrove French Activity Afternoon
Organised by Rose Oliva from Hitchin Boys’ MFL department and
Woolgrove’s French teacher Liz Ellis, the visit by students at Hitchin Boys’
School formed part of the initial stage of the North Herts dissemination and
development network.
The students led sessions in French, building on the learning that Woolgrove children
have experienced in school, and the older boys proved to be excellent and engaging
teachers. Woolgrove pupils were able to demonstrate their skills in a range of topics
leading the group for a workout and performing a French song with instruments.
At break time, all the children enjoyed the trim trail and a game of football in the
playground. This was followed by French refreshments of grenadine squash and
chocolate brioche.
Pushing the Boundaries!
To celebrate the last European Day of Languages,
Birchwood High School in Bishop’s Stortford held an
International Fair. Colourful stalls were run by EAL
students to celebrate and raise awareness of differing
languages and cultures.
Foods from Japan, Russia, Brazil, and Iraq were
sampled, and students had the opportunity to listen to
and learn different languages. All the students said
they had thoroughly enjoyed the experience
and were proud to talk with others about their
roots.
Laura Edwards Suarez ran a Spanish stall
which focused on Asturias. She brought along
tapas for her peers to try and a quiz to test their
knowledge. Romy Ribeiro commented '“I was
proud to represent Zimbabwe, as, despite the
troubles there, it is a beautiful country”.
Over £700 was raised for one of their link
schools, Namugongo Boys Primary in Uganda.
Assessment, Progression and Transition
With the implementation of Primary Languages now well underway, Lid King, the national
director of languages has identified progression of pupils at KS2 and transition from KS2 to
KS3 as key challenges. The Languages Review (March 2007) made the following
recommendation regarding assessment and transition in Primary Languages / MFL:
“There should be informal classroom assessment of every child’s learning near the end
of Key Stage 2 by reference to the Languages Ladder, so that the Key Stage 3 teacher is
well informed about the pupil’s learning standard and needs. We recommend use of the
ladder because it provides the teacher with assessment at the level appropriate to the
child in each of the four strands of learning: speaking, listening, reading and writing, and
because it is to a common national standard. Its purpose is different from the SATs,
which in the past have been essentially a summative means of assessing a school’s
performance with all pupils taking the same test. The assessment we recommend is
formative in purpose, fit for the individual child, not aggregated, and should not be the
basis for any league tables.”
There is a table mapping qualification levels for languages. You can find this at:
Languages Ladder Grades
Below are the Languages Ladder can-do statements for breakthrough and
preliminary levels which cover most pupils’ achievement for transition from KS2 to KS3.
For statements at intermediate and advanced levels please go to: www.teachernet.gov.uk/
languagesladder. The revised national curriculum level descriptors are now aligned with the
Languages Ladder.
‘We will introduce a new voluntary recognition scheme to complement
existing national qualifications and the Common European Framework. This
will give people credit for their language skills and form a ladder of
recognition from beginner level to a standard which sits alongside GCSE, A
Levels and NVQs.’
Languages for All: Languages for Life
A Strategy for England
DCSF PP113/D16/4457 (2002)
GRADES 16-17 Mastery
Reflects the skills of a postgraduate language student or
a native speaker
GRADES 13-14-15 Proficiency
Reflects the skills of an undergraduate studying languages
GRADES 10-11-12 Advanced
The same level as AS and A Levels
GRADES 7-8-9 Intermediate
The same level as the higher grades at GCSE
GRADES 4-5-6 Preliminary
The same level as the lower grades at GCSE
GRADES 1-2-3 Breakthrough
The beginner stage
Listening
GRADES 1-2-3 Breakthrough
1 I can understand a few familiar spoken words and phrases.
2 I can understand a range of familiar spoken phrases.
3 I can understand the main point(s) from a short spoken passage.
On completing this stage, you should be able to understand a basic range of everyday expressions
relating to personal details and needs • You may need to listen several times to get the information
you need, depending on how fast and clearly the speaker talks • You should have some
understanding of a few simple grammatical structures and sentence patterns • You should be
familiar with the sound system of the language • You should be aware of how to address people
both formally and informally as appropriate
GRADES 4-5-6 Preliminary
4 I can understand the main points and some of the detail from a
short spoken passage.
5 I can understand the main points and simple opinions (e.g. likes
and dislikes) of a longer spoken passage.
6 I can understand spoken passages referring to present and past or
future events.
On completing this stage, you should be able to understand standard
speech relating to a range of predictable everyday matters, providing that it is spoken clearly and
directly • You should be able to recognise the difference between past, present and future events
and be familiar with simple forms of the verb tenses
Speaking
GRADES 4-5-6 Preliminary
4 I can take part in a simple conversation and I can express my
opinions.
5 I can give a short prepared talk, on a topic of my choice, including
expressing my opinions.
6 I can give a short prepared talk, on a topic of my choice, expressing
opinions and answering simple questions about it.
On completing this stage, you should be able to use and adapt
learned language relating to a range of predictable everyday matters • Your pronunciation should be
clear and you should be able to maintain a simple conversation using strategies such as asking for
clarification or repetition • You should be able to recognise the difference between past, present and
future events and be familiar with simple forms of the verb tenses
Listening
GRADES 1-2-3 Breakthrough
1 I can understand a few familiar spoken words and phrases.
2 I can understand a range of familiar spoken phrases.
3 I can understand the main point(s) from a short spoken passage.
On completing this stage, you should be able to understand a basic range of everyday expressions
relating to personal details and needs • You may need to listen several times to get the information
you need, depending on how fast and clearly the speaker talks • You should have some
understanding of a few simple grammatical structures and sentence patterns • You should be
familiar with the sound system of the language • You should be aware of how to address people
both formally and informally as appropriate
GRADES 1-2-3 Breakthrough
1 I can say/repeat a few words and short simple phrases.
2 I can answer simple questions and give basic information.
3 I can ask and answer simple questions and talk about my interests.
On completing this stage, you should be able to use a basic range of everyday expressions relating
to personal details and needs • Your pronunciation will not always be completely accurate but your
meaning will be clear • You should be able to understand and use a few simple grammatical
structures and sentence patterns • You should be familiar with the sound system of the language •
You should be aware of how to address people both formally and informally as appropriate
Reading
GRADES 1-2-3 Breakthrough
1 I can recognise and read out a few familiar words and phrases.
2 I can understand familiar written phrases.
3 I can understand the main point(s) from a short written text in clear printed script.
On completing this stage, you should be able to understand a basic range of everyday expressions
relating to personal details and needs • You should have some understanding of a few simple
grammatical structures and sentence patterns • You should be familiar with the writing system of
the Language • You should be aware of how to address people both formally and informally as
appropriate
GRADES 4-5-6 Preliminary
4 I can understand the main points and some of the detail from a
short written text.
5 I can understand the main points and simple opinions (e.g. likes
and dislikes) of a longer written text.
6 I can understand longer texts and distinguish present and past or
future events.
On completing this stage, you should be able to understand standard
language relating to a range of predictable everyday matters • You should be able to read clear
handwritten text • You should be able to recognise the difference between past, present and future
events and be familiar with simple forms of the verb tenses
Writing
GRADES 1-2-3 Breakthrough
1 I can write or copy simple words or symbols.
2 I can write one or two short sentences to a model and fill in the words on a simple form.
3 I can write a few short sentences with support using expressions which I have already learned.
On completing this stage, you should be able to use a basic range of everyday expressions relating
to personal details and needs • Your spelling will not always be completely accurate but your
meaning will be clear • You should be able to understand and use a few simple grammatical
structures and sentence patterns • You should be familiar with the writing system of the language •
You should be aware of how to address people both formally and informally as appropriate
GRADES 4-5-6 Preliminary
4 I can write a short text on a familiar topic, adapting language which
I have already learned.
5 I can write a short text on a range of familiar topics.
6 I can write a simple text, e.g. a letter, giving and seeking
information.
On completing this stage, you should be able to use and adapt
learned language relating to a range of predictable everyday
matters • You should be able to write simple texts, with spelling that is generally accurate • You
should be able to recognise the difference between past, present and future events and be familiar
with simple forms of the verb tenses
Support for Progression and Transition
Key Stage 2 Framework for Languages
Part 3, Section 6: Transition and continuity – building on achievement provides
information and guidance on transition, both from KS1 to KS2 and from KS2 to KS3. It
outlines the key issues to be considered by all those involved in the transition process and
emphasises the importance of collaboration between Key Stages.
For further information see:
QCA KS2 Schemes of
Work
This non-statutory scheme is designed
to be used flexibly and is published in
French, German and Spanish. It is
linked to objectives from the KS2
Framework for Years 3-6, and mirrors
progression in the Framework. Through
detailed activities, the schemes show
how a child can progress over the four
years of KS2. For more information
visit:
Primary Languages
Training Zone
The training zone contains a range of
video clips to support Primary
Languages teaching and learning,
including some thoughts on transition.
For more information visit:
Transition Projects
CILT is running a transition project in languages in
8 LAs with the focus on developing ways to ensure
that transition is meaningful and relevant.
The project will lead to case studies and guidance
which will be published on the CILT websites.
Further information is available from
carmel.o’hagan@cilt.org.uk.
Some transition projects will also be run in
Hertfordshire in the summer and autumn terms.
Case studies will be published on the Hertfordshire
Grid for Learning (www.thegrid.org.uk).
A useful Transfer and Transition online module
provides a valuable insight into important language
teaching issues for both primary and secondary
colleagues. The Transfer and Transition module
explores some of the challenges which surround
the movement of learners between Key Stages 2 to
3. There are case studies to consider and
references to resources to help practitioners
evaluate their work and plan their next steps. For
more information visit:
New Secondary Curriculum
In March secondary MFL leaders were invited to attend briefings about the changes to the
curriculum. Packs will be sent to those who were unable to attend. For further support visit:
www.all-languages.org.uk, www.curriculum.qca.org.uk or www.nationalstrategiescpd.org.uk
Feedback was very positive and schools will be contacted soon with dates for workshops in
June. The focus will be on tweaking a unit of work to meet the spirit of the new curriculum
and you will have the opportunity to work collaboratively with colleagues from neighbouring
schools.
Linguistic Training
A two week Primary Teacher Project allows primary teachers, TAs and HLTAs at Key Stage
2 who are teaching or planning to teach primary languages to spend two weeks in Europe
increasing their knowledge of the target language and languages pedagogy. The two weeks
include language tuition, work shadowing and cultural experiences. Funding for the time
abroad and supply costs are available.
Contact chris.souvlis@britishcouncil.org for further information.
Funding and Support 2008-09
There has been an increase in funding for
2008-09 which will be reflected in devolved
funding, to be sent to schools with Key
Stage 2 cohorts by September.
There is a growing range of good materials,
specifically designed to support nonspecialist
primary teachers. A selection of
these can be found at:
Further information will be sent out as the
funds are devolved.
Festival of Languages
Following last year’s very successful
Festival of Primary Languages at
Wheathampstead, plans are already well
underway for this year’s event in the new
development centre at Robertson House,
Stevenage. The focus of the day will be
transition and delegates can look forward to
some inspirational workshops and live
lessons as well as the opportunity to see
publishers’ materials. Keep an eye out for a
flyer for this event.
For more details about celebrating the
European Day of Languages, go to:
Contacts
MFL newsletter contacts:
Primary MFL: Nicholas Nesbitt-Larking nicholas.nesbitt-larking@hertscc.gov.uk
Tel: 01438 843983
Secondary MFL: Sheila Ball sheila.ball@hertscc.gov.uk
Tel: 01438 843952
Standards and School Effectiveness
Hertfordshire Development Centre, Butterfield Road, Wheathampstead, AL4 8PY
Hertfordshire Development Centre is moving from Wheathampstead
House, Stevenage on Monday 1st September 2008.
For more information:
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