Differentiation Slideshare Version
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This is an updated version of an RSG presentation in Devon where we looked at teaching languages to mixed age classes - my own was a whole KS2 class at the time.
![So, just like any other subject: ,[object Object],[object Object],[object Object],[object Object],Jo Rhys-Jones Kingswear Primary School 2007](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Differentiation Slideshare Version
- 1. Differentiation & Mixed Age Classes Adapted & updated from an RSG presentation in Devon on14 th June 2007 Jo Rhys-Jones Kingswear Primary School 2007, (& now Hampshire LA 2009)
- 3. Example 4-year rolling programme for whole KS2 class: Jo Rhys-Jones Kingswear Primary - thanks to Joan Dickie (Norfolk) & Maggie Peacock (Devon) Sport Shopping Holidays Food Animals In the classroom Pastimes & Hobbies Café Local Area Clothes Family In my pencil case Topics Year A Year B Year C Year D Qu’est-ce que tu aimes faire? J’aime + verb Tu veux? Je voudrais. C’est super! Où est--? Il y a ----- Tu aimes--? J’aime, je n’aime pas As-tu ? J’ai un/une--. Je n’ai pas de Qu’est-ce que c’est? C’est un/une --- Core Structure Years A/C Years B/D In addition Years 5 & 6; (numbers 60-100) Weather, ABC, Language portfolio Phonics; j g r h In addition Years 5 & 6; (numbers 31-60, Money) Days, months, 13-31 Phonics; e é è ê In addition Years 5 & 6; (numbers 13-31, & time) Greetings, name, age, 1-12, colours Phonics; a i y o u Basics Summer Spring Autumn
- 6. Using Bi-lingual Dictionaries: Progression ABCDEFGHIJKL... Jo Rhys-Jones Kingswear Primary School 2007 LLS: Use a dictionary. L5.3: Use a bilingual dictionary to check the spelling of familiar words. KAL: Understand that words will not always have a direct equivalent in the language. LLS: Use a dictionary to look up spellings. KAL: Notice the spelling of familiar words. Recognise how sounds are represented. Year 6 Year 5 Year 4 Year 3
- 12. A carousel of themed activities; Matching objects to text by playing pairs, snap or blockbusters. Researching new vocabulary and making snap cards using dictionary. Using the whiteboard to link pictures with a song. Reading & planning to present a text to the whole class. Year 3 Year 6 Year 5 Year 4 Independent Learning
- 18. Please share your solutions too!
Editor's Notes
- 1 – mine is on my website; 2- so the pressure is taken off the teacher as centre stage all the time 3 - the ‘natural’ way – children do as much as they are able… 4 -needs thorough knowledge of KS2 Framework and progression.
- Keep it brief – don’t get bogged down with planning
- Get back on target – we’ve got our porgram- how do we make it different/adapt it for each year group and every ability?
- Progression is often subtle; Can you find/work out what the progression is? I think it is; Yr 3 -Explore the dictionary; identify similarities/differences with monolingual dictionaries. Yr 4 --Compare words that look English already, do they mean the same? Are they pronounced the same? -Reinforce concepts of English grammar when referring to FL equivalent terminology e.g. adjectif Yr 5 Discuss ‘faux amis’ and find examples (e.g. ‘car’ in French = a coach) Yr 6 -Insist on children looking up new words for themselves but always check answers with each other/TA/ teacher and discuss.
- Another group may only return with bonjour / au revoir. Another with a song. The camera and a time limit act as an extra TA to keep them on task.
- Go through the progression – note that it is very gradual. You can find an overview of the progression in the Framework part 2 on pages 45-59 ‘Moving on’ and it is referred to agin with more examples in the new part 3 – module 5 ‘Leaps and bounds – progression’ The key is finding opportunities to perform these tasks simultaneously in class.
- Hand out the above tasks and ask audience to order in ascending difficulty. Then click for my opinion – open to discussion…
- Older/more able children act as experts/advisors. Others as the year ¾ boys not seen but actively participating in this video clip may just produce sound/special effects – just as valid as actively listening for cues in target language (il pleut = throw bucket).
- While this might mean some preparation, you only need to do it once to be re-used every year.. and the teacher is then free to ‘float’ around the class and work with groups or individuals. My mum said – but that’s what we used to do all the time in the 70’s – what’s the fuss?
- Singing French – Helen MacGregor and Stephen Chadwick: ISBN 0 7136 6898 9
- Powerpoint – je m’habille story CC3 – yr 3 enjoy, show words so yr 4 can read and occasionally pause for them to join in, Yr 5 need to identify which clothes are missed out and answer q’s about plurals /masc/fem. Etc.. Yr 6 answer q’s in target lang. vrai/faux je mets ma cravate? Then replay the picture only of the power point by using the hide screen of projector and ask yr 6 to retell the story.
- . Bring in an example. Explain adapt sheets provided using adobe or by copying and pasting, or children design own. Can also be done online/in electronic format to save space but nicer for children to have a copy of their work.