tag:blogger.com,1999:blog-7669291500086624752.post3553015076210843526..comments2024-03-26T07:01:32.891+00:00Comments on Changing Phase: Languages 7-14: Survey resultsClare Seccombehttp://www.blogger.com/profile/15725513766993353657noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-7669291500086624752.post-84453806258506202032015-06-03T01:05:20.085+01:002015-06-03T01:05:20.085+01:00Or "they're getting secondary ready...are...Or "they're getting secondary ready...are we getting primary aware?"dillon2001https://www.blogger.com/profile/06482165395268672096noreply@blogger.comtag:blogger.com,1999:blog-7669291500086624752.post-35739058535290390702015-06-02T20:10:58.868+01:002015-06-02T20:10:58.868+01:00If only....!If only....!Christine Ballancenoreply@blogger.comtag:blogger.com,1999:blog-7669291500086624752.post-13240268883389449972015-06-02T18:38:39.702+01:002015-06-02T18:38:39.702+01:00Thanks so much for taking the trouble to write thi...Thanks so much for taking the trouble to write this comment, Dan. Following your comment, Jane B on FB has suggested the slogan "We are secondary ready, are you primary aware?"Clare Seccombehttps://www.blogger.com/profile/15725513766993353657noreply@blogger.comtag:blogger.com,1999:blog-7669291500086624752.post-27930194053282919972015-06-02T17:28:10.305+01:002015-06-02T17:28:10.305+01:00So interesting to read, and a great piece of work ...So interesting to read, and a great piece of work - interestingly I've just left a meeting where we debated the same issue!<br />I agree that secondary practitioners need to be aware of the KS2fw and the PoS, and it would be wonderful were they to have an awareness of their Y7's prior experiences of language learning, to seek to discover this from their new classes in September, and to approach teaching and schemes differently. <br />I'm not sure the time to do this is available (nor an appreciation that it's needed).<br />However, secondary MFL teachers having knowledge of the framework or PoS won't assist if the KS2 teaching hasn't been effectively based upon these.<br />Providing secondary teachers with a level or description of what learners can do doesn't necessarily help either, nor a list of the language they have covered- not least of all if your feeder classes are made up from 70+ feeder schools, and you simply don't know how to start planning your lessons within the scheme you're given.<br />For the same reason, liaison between primaries and secondaries can prove a challenge logistically., too many to meet.<br />Undoubtedly it would be good practice for a Y6 teacher to be able to articulate each July the substantial progress individuals have made, and to specify the skills they have developed and the language they have acquired. I hope that we reach that point.<br />I'm not sure yet that we have a secondary audience for that information, and in instances where we do have someone listening, knowing what to do with that information seems like a mammoth challenge.<br />I feel that we need to ensure that all secondary language teachers have access to training, opportunities to witness the beauty of what is taking place in our primaries, to develop an appreciation of this (& a sensitivity to it) so that "Secondary Ready" is less about primary schools being told what they must do to prepare learners for KS3, and more the sort of skills and knowledge that secondary teachers can be seeking to tease out and harness from learners....perhaps let's call it "Primary Aware" instead?! <br />Finally, subject leaders in secondary need to be brave and visionary, to encourage their teams to develop exciting schemes, to throw off the shackles of the approaches we know are not working, and to find ways of using modules, projects or stories which enthuse the children, enable beginners to participate and learn, allow those with prior learning to progress further and to shine, and allow the teachers to teach the key grammar, features or language that they see as appropriate within their scheme. <br />How do we get this training in place, and how do we ensure we all hear about the wonderful practice that IS demonstrated by those secondary teachers who buck the trend in your survey?!<br />Dan Alliot<br />Languages trainer & teacher (Y3-Y11)dillon2001https://www.blogger.com/profile/06482165395268672096noreply@blogger.comtag:blogger.com,1999:blog-7669291500086624752.post-90499272184941681042015-06-02T17:24:10.691+01:002015-06-02T17:24:10.691+01:00I learned French for four years before starting se...I learned French for four years before starting secondary school, where we began French from scratch. Although this was rather boring, it did not put me off languages, and I now hold a degree in languages. There is lots that could be done to improve the transition from KS2 to KS3; a good starting point would be for secondary schools to find out which language pupils have studied at primary, and for how many years. Perhaps schools could stream pupils in Year 7, so that those who have had several years' exposure to French could start their KS3 learning beyond the basics.Karennoreply@blogger.comtag:blogger.com,1999:blog-7669291500086624752.post-31337705650461246792015-06-02T10:02:43.175+01:002015-06-02T10:02:43.175+01:00SCILT conducted a similar survey in 2011 (in antic...SCILT conducted a similar survey in 2011 (in anticipation of the new 1+2 language policy), and there are definitely some similarities in our findings. Here is the link if you want to find out more: http://www.scilt.org.uk/Library/NationalsurveyofModernLanguageprovision/tabid/1904/Default.aspxHannehttps://www.blogger.com/profile/06334655264714215378noreply@blogger.comtag:blogger.com,1999:blog-7669291500086624752.post-59871563047549949452015-06-01T22:22:14.834+01:002015-06-01T22:22:14.834+01:00Great blogpost. Sometimes we need some provocatio...Great blogpost. Sometimes we need some provocation to sit up and take notice. Transition has been a problem for ages and I am as guilty as many of those secondary school teachers who have disregarded KS2 language teaching. However, I have known for a long time that something has to be done and do intend to tackle it in my dept....Rebecca Wyliehttps://www.blogger.com/profile/07071761174173187304noreply@blogger.comtag:blogger.com,1999:blog-7669291500086624752.post-56833046786948452782015-06-01T22:13:22.238+01:002015-06-01T22:13:22.238+01:00Interesting read!
We teach languages to tinies wi...Interesting read! <br />We teach languages to tinies with their parents. They learn so quickly. I hope once they reach school age the progress they've made does not disadvantage them!<br />My own primary age children can recognise and identify five languages but I'm not aware they have structured imput on this at schoolAnonymoushttps://www.blogger.com/profile/05874903384330747960noreply@blogger.comtag:blogger.com,1999:blog-7669291500086624752.post-84798400671525360252015-06-01T21:25:00.963+01:002015-06-01T21:25:00.963+01:00Now this is what I call a survey! Well done Clare....Now this is what I call a survey! Well done Clare. Spot on questions and answers and analysis by someone who understands the terrain as a practitioner. I will look in more detail over the next couple of days and try to,be helpful! I wonder what a similar survey for another subject would look like? There is so much in this and it all needs to be given careful consideration. A worrying picture in many ways so the focus will be on how to make things better.MmmAnonymoushttps://www.blogger.com/profile/07489837710932420531noreply@blogger.comtag:blogger.com,1999:blog-7669291500086624752.post-18839808408944426882015-06-01T21:22:05.169+01:002015-06-01T21:22:05.169+01:00I don't think you have been provocative at all...I don't think you have been provocative at all. You have made the results clear and concise, and it paints a rather depressing picture. In particular, the transition from primary to secondary is a real mess in far too many cases. We need to start doing something about this really soon...Alex Bellarshttps://www.blogger.com/profile/16634070092749457138noreply@blogger.com