Year 6 décrivent les animaux
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Short texts written by Year 6 children
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Year 2: Flag descriptions
The document discusses flag descriptions from the year 2016. In April of that year, descriptions were provided for various flags. However, without more context around the purpose or topic of the flags, it is difficult to determine what information the document aimed to convey in only 3 sentences or less.
Year 6 work
1) The document provides a rubric for assessing writing skills across several categories from beginning to more advanced levels.
2) It outlines three levels of development for organization, grammar, vocabulary, punctuation, spelling, and handwriting.
3) The highest level indicates evidence of organization, imagination, clarity, and the ability to adapt writing to the intended audience. Grammar and vocabulary become more complex, and mechanics such as capitalization, punctuation, and spelling are generally accurate.
Mosaics
The Year 3 students at the school created mosaic suns inspired by architect Antoni Gaudí's work. They learned about Gaudí's unique style that incorporated natural shapes and bright colors in his buildings. The students then worked to design and construct their own mosaic suns reflecting Gaudí's influence.
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Putting pen to paper
Starting to write in another language isn't as easy as simply picking up a pen or pencil, especially for younger learners. This presentation looks at the difficulties they may face and how we can best best support learners as they begin to write in their new language.
Resources and activities with a reading focus
This document provides examples of methods and resources for teaching vocabulary, grammar, phrases, sentences, and full texts in a foreign language. It includes hands-on activities like dominoes, puzzles, and flashcards for teaching individual words, as well as games, posters, and digital tools for practicing phrases and short sentences. It also discusses using authentic children's books, stories, poems and websites to expose students to full written texts in the target language.
Ready to play?
This document discusses various games that can be used in language classrooms to help students practice and embed the target language while having fun. It provides a list of 33 different game ideas, including well-known games like noughts and crosses, bingo, pictionary, and hangman, as well as some less common games like pelmanism, kim's game, number tennis, and trapdoor. The document suggests that games are an effective way for students to learn language unconsciously through an enjoyable competitive or interactive activity where they can practice with peers or the teacher.
Crafty languages-teacher
This document discusses creativity in primary language classrooms and provides examples of craft activities that can promote creativity. It defines craft as an activity involving skill in making things by hand. Some craft ideas presented include origami, bookmarks, door hangers, fortune tellers, pencil pots, dice, board games, bunting, flags, puppets, felt sewing, playdoh, greeting cards, paper dolls, paper animals, beads, masks, crowns, photo frames, shakers, jigsaws, and story sticks. The goal is to use crafts to help students be creative and inventive rather than just repeating what others have done.
Recommandé
Year 2: Flag descriptions
The document discusses flag descriptions from the year 2016. In April of that year, descriptions were provided for various flags. However, without more context around the purpose or topic of the flags, it is difficult to determine what information the document aimed to convey in only 3 sentences or less.
Year 6 work
1) The document provides a rubric for assessing writing skills across several categories from beginning to more advanced levels.
2) It outlines three levels of development for organization, grammar, vocabulary, punctuation, spelling, and handwriting.
3) The highest level indicates evidence of organization, imagination, clarity, and the ability to adapt writing to the intended audience. Grammar and vocabulary become more complex, and mechanics such as capitalization, punctuation, and spelling are generally accurate.
Mosaics
The Year 3 students at the school created mosaic suns inspired by architect Antoni Gaudí's work. They learned about Gaudí's unique style that incorporated natural shapes and bright colors in his buildings. The students then worked to design and construct their own mosaic suns reflecting Gaudí's influence.
Minibeasts
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Putting pen to paper
Starting to write in another language isn't as easy as simply picking up a pen or pencil, especially for younger learners. This presentation looks at the difficulties they may face and how we can best best support learners as they begin to write in their new language.
Resources and activities with a reading focus
This document provides examples of methods and resources for teaching vocabulary, grammar, phrases, sentences, and full texts in a foreign language. It includes hands-on activities like dominoes, puzzles, and flashcards for teaching individual words, as well as games, posters, and digital tools for practicing phrases and short sentences. It also discusses using authentic children's books, stories, poems and websites to expose students to full written texts in the target language.
Ready to play?
This document discusses various games that can be used in language classrooms to help students practice and embed the target language while having fun. It provides a list of 33 different game ideas, including well-known games like noughts and crosses, bingo, pictionary, and hangman, as well as some less common games like pelmanism, kim's game, number tennis, and trapdoor. The document suggests that games are an effective way for students to learn language unconsciously through an enjoyable competitive or interactive activity where they can practice with peers or the teacher.
Crafty languages-teacher
This document discusses creativity in primary language classrooms and provides examples of craft activities that can promote creativity. It defines craft as an activity involving skill in making things by hand. Some craft ideas presented include origami, bookmarks, door hangers, fortune tellers, pencil pots, dice, board games, bunting, flags, puppets, felt sewing, playdoh, greeting cards, paper dolls, paper animals, beads, masks, crowns, photo frames, shakers, jigsaws, and story sticks. The goal is to use crafts to help students be creative and inventive rather than just repeating what others have done.
Building bridges
Virtually all subjects serve more than one purpose by being valuable disciplines in their own right while also adding value to cross-curricular studies. The document lists topics from the primary languages curriculum that connect to other subjects like literacy, math, history, art, music, geography, science, and more. It suggests history as an example of how languages can join into cross-curricular learning.
Mayans + Aztecs = Maths
The Mayan counting system and the Aztecs' use of cocoa beans as currency help to bring maths and culture into Spanish lessons.
Y2 maps 2014
This short document appears to be a positive message celebrating the start of a second year of something. It contains the Spanish phrase "¡muy bien!" which means "very good!" followed by "Year 2!" indicating the beginning of a second year.
Make it-with-minibooks-ililc4
The document discusses findings from Ofsted reports on modern language teaching in primary and secondary schools in the UK. In primary schools, pupils made most progress in speaking and listening, while examples of systematically planned reading were rare and writing even more so. In secondary schools, students' written work was often too short and lacked extended creative writing due to a lack of knowledge of grammatical rules. The document then defines a mini-book as a short piece of writing in book format that can be printed, handwritten, illustrated and decorated. It provides examples of different types of mini-book formats and links to resources on making mini-books.
Anclas patanclas
El documento contiene repeticiones de palabras sin sentido como "Anclas", "Patanclas", "Azalas" y "A blancas" agrupadas en bloques de texto. Cada bloque repite la misma estructura de palabras sin sentido.
Make it-with-minibooks-slideshare
1) According to Ofsted reports, achievement in primary schools was good or outstanding in around 60% of schools visited, with pupils making most progress in speaking and listening.
2) While some schools planned reading systematically, this was rare, and planning for writing was even more rare.
3) At the secondary level, students' written work was often too short and lacked creative writing because students did not know or could not apply grammatical rules. Writing did not build upon speaking skills in many classes observed.
using Web2.0 tools to promote and facilitate reading
This document lists various websites that can be used to support reading development and encourage cultural, emotional, spiritual, and social growth in students. It provides links to websites for creating and sharing stories, comics, voice recordings, and other digital media like Storybird, Storyjumper, Voicethread, Little Bird Tales, and Toondoo. Additional resources for digital stories and student projects are also referenced.
Y6-Weather-song
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
Weather song
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
I do-and-i-understand
El documento describe diferentes métodos para enseñar y aprender, desde los más pasivos como contar historias o mostrar imágenes, hasta los más activos que involucran al estudiante como realizar proyectos o experimentos. Explica que los métodos más efectivos son aquellos que involucran directamente al estudiante en lugar de simplemente mostrarle o contarle.
Reading Books with KS1 and KS2
El documento habla sobre las preferencias de comida y bebida de alguien. Menciona que tiene un padre azul que es una ballena, y contrasta cosas que le gustan como guisantes, moras y champán con cosas que no le gustan como gusanos, mocos y champú.
Spanish badge
The document provides instructions for Brownies or Cubs to earn a Spanish badge from St. Paul's. To complete the badge, they must choose and complete one activity from each of several categories related to the Spanish language, Spanish-speaking countries, Spanish-speaking people, and Spanish food and money. Examples of activities include making a bookmark with Spanish words, drawing country flags and finding their meanings, learning about a famous Spanish author, and writing a recipe for a Spanish dish. Students should bring their completed work to Mrs. Seccombe.
Continuing and developing KS2 pedagogy into KS3
The document discusses strategies for continuing and developing teaching pedagogy from Key Stage 2 to Key Stage 3. It recommends maintaining continuity and progression through techniques like rhythm and songs, gestures and actions, puppets, group work, stories, flashcards, and using equipment to make lessons more engaging for students transitioning between stages.
Phonics in KS2 and KS3
An introduction to Phonics for KS3 teachers who are inheriting a Year 7 with previous experience of language learning.
El hechizo de Burbuja la bruja
Burbuja la bruja prepara un hechizo para hacer chorizo poniendo varios ingredientes extraños en un caldero, como ojos rojos, maletas violetas, tijeras, un elefante elegante, vacas, urracas, una goma con una paloma, ovejas de tres orejas, patatas fritas bonitas, estragón y un dragón. Remueve los ingredientes.
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Building bridges
Virtually all subjects serve more than one purpose by being valuable disciplines in their own right while also adding value to cross-curricular studies. The document lists topics from the primary languages curriculum that connect to other subjects like literacy, math, history, art, music, geography, science, and more. It suggests history as an example of how languages can join into cross-curricular learning.
Mayans + Aztecs = Maths
The Mayan counting system and the Aztecs' use of cocoa beans as currency help to bring maths and culture into Spanish lessons.
Y2 maps 2014
This short document appears to be a positive message celebrating the start of a second year of something. It contains the Spanish phrase "¡muy bien!" which means "very good!" followed by "Year 2!" indicating the beginning of a second year.
Make it-with-minibooks-ililc4
The document discusses findings from Ofsted reports on modern language teaching in primary and secondary schools in the UK. In primary schools, pupils made most progress in speaking and listening, while examples of systematically planned reading were rare and writing even more so. In secondary schools, students' written work was often too short and lacked extended creative writing due to a lack of knowledge of grammatical rules. The document then defines a mini-book as a short piece of writing in book format that can be printed, handwritten, illustrated and decorated. It provides examples of different types of mini-book formats and links to resources on making mini-books.
Anclas patanclas
El documento contiene repeticiones de palabras sin sentido como "Anclas", "Patanclas", "Azalas" y "A blancas" agrupadas en bloques de texto. Cada bloque repite la misma estructura de palabras sin sentido.
Make it-with-minibooks-slideshare
1) According to Ofsted reports, achievement in primary schools was good or outstanding in around 60% of schools visited, with pupils making most progress in speaking and listening.
2) While some schools planned reading systematically, this was rare, and planning for writing was even more rare.
3) At the secondary level, students' written work was often too short and lacked creative writing because students did not know or could not apply grammatical rules. Writing did not build upon speaking skills in many classes observed.
using Web2.0 tools to promote and facilitate reading
This document lists various websites that can be used to support reading development and encourage cultural, emotional, spiritual, and social growth in students. It provides links to websites for creating and sharing stories, comics, voice recordings, and other digital media like Storybird, Storyjumper, Voicethread, Little Bird Tales, and Toondoo. Additional resources for digital stories and student projects are also referenced.
Y6-Weather-song
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
Weather song
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
I do-and-i-understand
El documento describe diferentes métodos para enseñar y aprender, desde los más pasivos como contar historias o mostrar imágenes, hasta los más activos que involucran al estudiante como realizar proyectos o experimentos. Explica que los métodos más efectivos son aquellos que involucran directamente al estudiante en lugar de simplemente mostrarle o contarle.
Reading Books with KS1 and KS2
El documento habla sobre las preferencias de comida y bebida de alguien. Menciona que tiene un padre azul que es una ballena, y contrasta cosas que le gustan como guisantes, moras y champán con cosas que no le gustan como gusanos, mocos y champú.
Spanish badge
The document provides instructions for Brownies or Cubs to earn a Spanish badge from St. Paul's. To complete the badge, they must choose and complete one activity from each of several categories related to the Spanish language, Spanish-speaking countries, Spanish-speaking people, and Spanish food and money. Examples of activities include making a bookmark with Spanish words, drawing country flags and finding their meanings, learning about a famous Spanish author, and writing a recipe for a Spanish dish. Students should bring their completed work to Mrs. Seccombe.
Continuing and developing KS2 pedagogy into KS3
The document discusses strategies for continuing and developing teaching pedagogy from Key Stage 2 to Key Stage 3. It recommends maintaining continuity and progression through techniques like rhythm and songs, gestures and actions, puppets, group work, stories, flashcards, and using equipment to make lessons more engaging for students transitioning between stages.
Phonics in KS2 and KS3
An introduction to Phonics for KS3 teachers who are inheriting a Year 7 with previous experience of language learning.
El hechizo de Burbuja la bruja
Burbuja la bruja prepara un hechizo para hacer chorizo poniendo varios ingredientes extraños en un caldero, como ojos rojos, maletas violetas, tijeras, un elefante elegante, vacas, urracas, una goma con una paloma, ovejas de tres orejas, patatas fritas bonitas, estragón y un dragón. Remueve los ingredientes.
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using Web2.0 tools to promote and facilitate reading
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Voir version video:
➡https://youtu.be/7ED4uTW0x1I
Sur la chaine:👇
👉https://youtube.com/@kbgestiondeprojets
Aimeriez-vous donc…
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-avoir de meilleurs conseils pour réussir jeune ?
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Year 6 décrivent les animaux
- 1. Year 6 décrivent les animaux December 2015